Transcript Initial.ECdirInst.withExample.2016-03x

EFFECTIVE
IMPLEMENTATION:
INITIAL
IMPLEMENTATION
http://goo.gl/cwJ1O4
NC Implementation Structures
Leadership and Policy
State Implementation Team:
C&V, PD, TAC, RE
Implementation
Design Team
Implementation
Design Team
Implementation
Design Team
Implementation
Design Team
NC Implementation Structures
Leadership and Policy
State Implementation Team
Implementation
Design Team
K-3 Formative
Assessment
Implementation
Design Team
Implementation
Design Team
Implementation
Design Team
MTSS
LEASA
Rationale
RESEARCH
PRACTICE
GAP
IMPLEMENTATION
“Students cannot benefit from
interventions they do not experience.”
Formula for Success
WHAT:
Effective
Interventions
Implementation Math
HOW:
Effective
Implementation
WHY:
Positive
Outcomes for
Students
WHERE:
Supportive
Contexts
Active Implementation Frameworks
Stages
Drivers
Usable
Interventions
Cycles
Teams
Linked Team Structures
“We tend to focus on
snapshots of isolated parts
of the system and wonder
why our deepest problems
never seem to get solved.”
—Senge, 1990
State-based
Implementation Team
Regionally-based
Implementation Team
District-based
Implementation Team
School-based
Implementation Team
Decisionmakers:
Data,
Curriculum,
Funding,
Personnel
Usable Interventions
Performance
Assessment
Operational
Definitions
Essential
Functions
Clear
Description
Implementation Drivers
Performance Assessment
(Fidelity)
Coaching
Systems
Intervention
Training
Facilitative
Administration
Decision Support
Data System
Selection
Leadership
© Fixsen & Blase, 2008
Adaptive
Technical
Improvement Cycles: Usability Testing
Act
Plan
Act
Plan
Act
Plan
Study
Do
Study
Do
Study
Do
Implementation Stages
Exploration
•
•
•
•
Assess needs
Examine
intervention
components
Consider
Implementation
Drivers
Assess Fit
Installation
•
•
•
•
Acquire
Resources
Prepare
Organization
Prepare
Implementation
Drivers
Prepare Staff
Initial
Full
Implementation
Implementation
•
•
•
•
2-4 Years
Adjust
Implementation
Drivers
Manage Change
Deploy Data
Systems
Initiate
Improvement
Cycles
•
•
•
Monitor &
Manage
Implementation
Drivers
Achieve Fidelity
& Outcome
Benchmarks
Further Improve
Fidelity &
Outcomes
Initial
Implementation
“Work to do it right.”
The “awkward stage”
The first use of an innovation by newly trained
teachers in a school and district environment
that is just learning how to support the new
ways of teaching. Later in the stage, will also
require balancing multiple cohorts.
Initial
Implementation
“Work to do it right.”
• Initial assessment of selection, training,
and coaching
• Ensure coaching is provided
• Repurposing of school roles, functions
and structures
• Communication links and protocols
INITIAL IMPLEMENTATION
EXAMPLE: WAKE MTSS
MTSS: A Journey Through
Initial Implementation
WAKE COUNTY PUBLIC SCHOOLS
ALICIA MILLER, SR. ADMINISTRATOR OF MTSS
Stop and Jot:
Implementation Challenges
Wake County Public Schools
 171 Schools
o 104 Elementary
31 Magnet Schools
o 33 Middle
28 STEM Schools
o 27 High
o 3 Academies
o 4 Alternative Schools
 Multiple Instructional Calendars
(traditional, year round, magnet, etc…)
 155,023 Students and Growing
 18,950 Employees and Growing
MTSS Cohort Implementation Model
Cohort 1
2014-2015
Cohort 2
Cohort 3
Cohort 4
2015-2016
2016-2017
2017-2018
• Year 1 & Year 2:
• 4 Days of Professional Learning
• On-Site Coaching Support
• Year 3:
• Differentiated Professional Learning based on
Implementation
• On-Site Coaching Support
The Importance of Teams
Strategic Plan Team:
Learning & Teaching
Objective
MTSS District
Core Team
Central Service
Department
Teams
MTSS Coaches
School-Based
MTSS Teams
Initial Implementation
Data
Outcomes
& Fidelity
Systems
Communication
Protocols
Coaching
&
Porfessional
Learning
Structure
Communication Plans and Protocols
Celebrations
 Communication with Schools
and Community
Continuous
Improvement
 District Teams
Communication and Feedback
Loop
 PL Syllabus
 Team Selection Criteria
 Communication and
 Cohort Principal Meetings
Collaboration between Cohorts
 On-Site Coaching
and School-Based MTSS
 Blackboard
Teams
 Parent Brochure
 Stronger Communication and
 Triad Leaders
Feedback Loop between MTSS
 Communication with Coaches
School-Based Teams and the
 Distributive Leadership and
District Core Team (PS Barriers)
Equitable Voice
Stop and Jot:
Most Important Point (MIP)
Data Systems: Outcomes and Fidelity
Celebrations
 Logic Model
 Multiple Measures
Continuous
Improvement
 Clearly Communicate the
‘Why’ to Schools
 Implementation
Recognitions and
Celebrations
 Short, Intermediate, and Long  Access to MTSS
Term Goals
Implementation Data for
 Data Collection Timeline and District Level Stakeholders
Plan
 District Teams Problem Consistent Problem-Solving
Solving Around Data
Model
Student Outcomes
 SAM
 Beliefs
 Walkthroughs
 Coaching Surveys

Professional Learning & Coaching
Continuous
Improvement
Celebrations
 Professional Learning Plan





Cohort Model
Timely and Relevance
Monitoring Learning and Quality
Adjust and Modify
Trainers Trained and Coached
 Coaching





 Gradual Release of Schools
 Restructure Coaches for


Coaching Plans

Monitor Quality (MAR and Survey)
Monthly PLTs and District Support 
Cognitive Coaching
Problem Solve Barriers in
Implementation
Sustainability
PL Sustainability Plan
Implementation Lag
Differentiating PL for Year 3
Adjusting and Planning for
Future Cohorts
Turn and Talk:
Most Important Point (MIP)
Alicia Miller
WCPSS
Sr. Administrator for
MTSS
[email protected]
TOOLS & RESOURCES
Tools & Resources
• http://ncimplementationscience.ncdpi.wikispaces.net/EC
+Institute+-+Initial+Implementation
• http://ncimplementationscience.ncdpi.wikispaces.net/Initi
al+Implementation+Resources
• The Active Implementation Hub
• Quick Start Video
• Stages of Implementation Analysis for Education by
NIRN/SISEP
DCA
Activity: Coaching System Checklist
http://ncimplementationscience.ncdpi.wikispaces.net/file/vie
w/Coaching+System+Checklist.2016-03.docx
SPP/APR
Fiscal
Management
Targeted
Technical
Assistance
Data
Collection
General
Supervision
Improvement,
Correction,
Incentives, &
Sanctions
Dispute
Resolution
System
Policies,
Practices and
Procedures
Monitoring
Activities
SSIP:
Focus for
Improvement
Academics
Behavior
Continuum
of
Transitions
Engagement
This Professional Learning Supports Improved
Graduation Rate for Students with Disabilities by:
Academics
Behavior
Continuum
of Transitions
•
•
•
•
•
Active implementation of evidence-based instruction, preK through secondary
Local capacity building
Technical and adaptive leadership
Comprehensive and efficient assessment system
Student, Family, Staff, and Community Engagement
• Active implementation of evidence-based behavioral programming, preK through
secondary
• Local capacity building
• Culturally responsive instruction
• Positive school/class climate
• Comprehensive and efficient assessment system
• Student, Family, Staff, and Community Engagement
•Active implementation of evidence-based transition practices, preK to postsecondary
•Local capacity building
•Systemic and coordinated supports (including wraparound), preK to post-secondary
•Consistent attendance
•Extracurricular and/or employment opportunities
•Student, Family, Staff, and Community Engagement
Contacts:
Alicia Miller, Wake County Public School System
[email protected]
Jami Graham, Race to the Top – Early Learning Challenge, NCDPI
[email protected]
Laura Winter, MTSS Consultant, NCDPI
[email protected]
Heather Reynolds, State Implementation Specialist & Data Analyst,
NCDPI
[email protected]
[email protected]
http://ncimplementationscience.ncdpi.wikispaces.net