Adaptive T-MTSS Leadership: Creating a Responsive, Collaborative Culture

COURTNEY DAIKOS

CHRIS CRONAS

Who is in the room?

Teachers

Principals/Aps

SSAs- psychologists, social workers, counselors

Para-professionals

Central Office Leaders

Community Based Organizations

Other?

Early Ed

Elementary

Secondary

K-12

Post-Secondary

Courtney Daikos, M.Ed, P-3 Executive Leader

Chris Cronas, M.Ed.

Trauma informed Tier 1 for Schools

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Co n t i n u a Co n s u l t i n g Gr o u p , LLC

Social

Emotional

Learning

(SEL)

Common

Language &

Expectations

Regulation:

Emotional &

Physiological

Restorative

Practice

Community

Engagement

& Integration

ACEs

Understanding

(trauma

informed)

Culturally

Responsive or

Identity Safe

Pedagogy

Universal

Screening &

Data Driven

Practices

Leadership

Relationship

Values

Vision

Trauma-Informed Multi-Tiered Systems of Support

Tier 1 Main Components

T-MTSS Anchor Concepts

• Common Language and Practice

• High Expectations with High Support

• Horizontal Accountability

• Predictability

• Fidelity

Leaders Will

• Reflect on how to use levers and political capital to initiate and sustain change

• Identify behavioral changes they may need to commit to in order to create organizational and/or systems change

• Reflect on what they should continue doing, start doing and stop doing

• Consider a major initiative you hope to implement in the 2019 – 2020 school year and how you might approach that initiative differently as a result of what you learn today

agenda

1:30- 1:35 Welcome, intro, agenda

1:35-2:15 Leading for Adaptive Change

2:15-2:45 Transformational Leadership

2:45-2:55 Q/A

2:55-3:00 Exit slips

Fist or 5

Adaptive Change

Transformative Leadership

Implementation Science

Reflection for Today’s Learning: An Initiative you are Leading in 2019-2020

As we learn together about adaptive and transformational leadership, we want to encourage you to think about an initiative you are leading next year.

Find a partner at your table and share about your 2019-20 initiative:

What change or initiative are you hoping to foster?

Who are your key leads and why are you choosing them?

Who will implement the change?

By June 2020, what do you hope to have accomplished?

School leadership

Curriculum alignment

Personnel

Budget

Operations

Teaching & Learning

Supervision

Communication

Discipline

What do you do?

When you look at anything you do so through lens of your ‘what’,

you can explain to anyone your purpose. It’s our go-to when

explaining what you do for a living.

I’m a teacher

I’m a principal

I’m in education

We explain our work from the outside in

Simon Sinek

Codified the way in which great leaders were able to inspire some of the most profound modern achievements.

Samuel Pierpont LangleyAlberto Santos-Dumont

My Purpose…

People don’t buy what you do but why you do it.

Your staff and families can teach elsewhere and send

their students elsewhere. The trick is to get them to

believe what you believe. What you do demonstrates

what you believe.

What’s your purpose? What’s your belief?

Inspired Organizations think, act & communicate from the inside out

Outside In

Here’s our car, it gets great gas

mileage. Buy our car

Here’s this new curriculum. It improves student’s reading

outcomes. Buy our curriculum.

Inside Out

We believe in challenging the

status quo and thinking differently.

We do this by creating beautifully

designed products that are simple

to use, user friendly and very powerful. We make great

computers. Want to buy one?

Inside Out

Mission Statements

Build the best product, cause no unnecessary harm, use business to inspire and implement solutions to the environmental crisis

To accelerate the world's transition to sustainable energy

To unlock the potential of human creativity by giving a million creative artists the opportunity to live off their art and billions of fans the opportunity to enjoy and be inspired by these creators

1963, 250,00 descended on the mall in Washington, D.C. to hear Dr. Martin Luther King speak.

How to Foster your Why?

Learn about the neuroscience or effectiveness of the

strategy or approach you are hoping staff will embrace

Message why, from evidence, this particular approach

will work

Use a Theory of Action/data based protocol

Once we know ‘why’, what about ‘we’?

Beliefs

What does my

team, staff & system believe?

How do I know?

Prior Knowledge

What must I do to

ensure others’ prior knowledge

or understanding informs and supports the work

but does not undermine our

collective effort?

Capacity

At what point can

individuals on my staff begin to take

on more?

The Law of Diffusion of Innovation

Team Player or Toxic Pariah

A Harvard Business School study of more than 60,000

employees found that "a superstar performer--one that

models desired values and delivers consistent performance"

brings in more than $5,300 in cost savings to a company.

Avoiding a toxic hire, or letting one go quickly, delivers

$12,500 in cost savings.

Who leads the change?

Identify your early adopters

Separate out your informal leaders and begin pushing them.

Identify your saboteurs

Ignore them unless you have to go through them to get traction

Identify your initiative fatigued

Ignore them until you have momentum, then…

Give me a lever long enough and a fulcrum on which to place it, and I shall move the world - Archimedes

Positional authority is symbolic at best –collaboration is key

Leverage formal and informal leadership

Identify the levers in your community that will provide you the biggest bang for your buck

REFLECTION: for your focus initiative in 2019-20

Who are your formal

leaders?

How will you sponsor and leverage

their support?

Who are your informal

leaders?

How will you sponsor and leverage

their support?

Transformational

Leadership

Best Practice or Evidence Based Practice (EBP?)

Best Practices

Generated in business world to maximize

profits

Not based on research but benchmarking

standards developed without using

rigorous research standard

Evidence Based Practices

Developed in late 80s/early 90s in response

to pace of new research

Typically coupled with client/patient input

Relies on professional’s expertise

https://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021

EBP is “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research.”

- Dr. David Sackett, 1996

https://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021

It has been widely reported that evidence-based practices (EBPs) take on average 17 years to be incorporated into routine general practice in health care.

Without an implementation team

Implementation science can be defined as “the scientific study of methods to promote

the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services”

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4573926/

Transformational Leadership- Bass & Riggio

“Transformational leaders…are those who stimulate and inspire followers to both achieve extraordinary outcomes

and, in the process, develop their own leadership capacity.

Transformational leaders help followers grow and develop

into leaders by responding to individual followers’ needs by

empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and

the larger organization.”From: Transformational Leadership, Vol 2, Bernard Bass,

Ronald Riggio, New Jersey, 2006

One of the most well-known and most heavily researched

approaches to leadership is transformational leadership, which captures leadership behaviors across the dimensions of individual

consideration, intellectual stimulation, inspirational motivation, and idealized influence. Research has demonstrated that transformational leadership is associated with increased job satisfaction, organizational

commitment, and performance for leaders, teams, employees, as well as decreased negative outcomes, such as turnover intentions and

burnout. Of specific relevance to this article, transformational leadership has been shown to be particularly important for ameliorating the negative impact of organizational stress on work

group climate during large scale behavioral health reform and to support positive attitudes to EBP in statewide system change efforts.

Transformational leadership is also associated with the success of implementation efforts.

from Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice

Implementation, Gregory A. Aarons, Mark G. Ehrhart, Lauren R. Farahnak,1,2 and Marisa Sklar4, Annual Review of Public Health,2014

Assessing

organizational implementation context

in the education sector:

confirmatory factor

analysis of measures of

implementation leadership, climate,

and citizenship

Aaron R. Lyon, et al,

Implementation Science201813:5https://doi.org/10.1186/s13012-017-0705-6

© The Author(s). 2018

“THE ORGANIZATIONAL

IMPLEMENTATION CONTEXT (OIC) REFLECTS A

SUBSET OF CHARACTERISTICS

OF THE INNER SETTING THAT

ARE PARTICULARLY RELEVANT TO THE OBJECTIVE OF EBP

IMPLEMENTATION. THE OIC

CAPTURES THE FACTORS

WITHIN THE IMMEDIATE

ENVIRONMENT LIKELY TO INFLUENCE FRONT-LINE

PROFESSIONALS’ EBP USE.”

Methods and Participants

“The sample included members from a state-wide, government-sponsored initiative on the west coast of the USA focused on the delivery of EBP to address youth behavioral health problems. Members were nominated by directors of regional special education agencies based on their commitment to engage in consultative efforts within their school systems.”

196/212 Education professionals in West Coast School Districts

Participants received 3 survey tools via email and completed them (ILS, ICS & ICBS)

All 3 tools were modified by researchers to ask about the education context

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Measure and subscales Mean SD Alpha

Implementation Leadership Scale

Proactive .944

ILS1. Administrator developed a plan to facilitate implementation of EBP 1.89 1.11

ILS2. Administrator removed obstacles to the implementation of EBP 1.71 1.02

ILS3. Administrator has established clear department standards for EBP 1.74 1.14

Knowledgeable .967

ILS4. Administrator is knowledgeable about EBP 2.03 1.10

ILS5. Administrator is able to answer my questions about EBP 1.77 1.20

ILS6. Administrator knows what he or she is talking about when it comes to EBP 1.92 1.25

Supportive .956

ILS7. Administrator recognizes employee efforts to successful implementation of EBP 2.29 1.19

ILS8. Administrator supports employee efforts to learn more about EBP 2.49 1.10

ILS9. Administrator supports employee efforts to use EBP 2.45 1.08

Perseverant .968

ILS10. Administrator perseveres through the ups and downs of implementing EBP 2.06 1.16

ILS11. Administrator carries on through the challenges of implementing EBP 2.00 1.13

ILS12. Administrator reacts to critical EBP issues by openly addressing the problem(s) 1.92 1.16

Aaron R. Lyon,et all, Implementation Science2018 13:5 https://doi.org/10.1186/s13012-017-0705-6

Measure and Subscales Mean SD Alpha

Implementation Climate Scale

Focus .878ICS1. One of this school’s main goals is to use EBPs effectively 2.43 1.21

ICS2. People in this school think that the implementation of EBPs is important 2.50 1.06

ICS3. Using EBP is a top priority in this district 2.72 1.18

Education support .893ICS4. This school provides conferences, workshops, or seminars focusing on EBPs 2.21 1.19

ICS5. This school provides EBP trainings or in-serv ices 2.41 1.09

ICS6. This school provides EBP training materials, journals, etc. 1.90 1.20

Recognition .854ICS7. School staff who use EBPs are seen as experts 2.32 1.21

ICS8. School staff who use EBPs are held in high esteem in this school 2.29 1.21

ICS9. School staff who use EBPs are more likely to be promoted 1.65 1.32

Selection .966ICS13. This school actively recruits staff who have previously used EBP 2.06 1.14

ICS14. This school actively recruits staff who have had education supporting EBP 2.12 1.19

ICS15. This school actively recruits staff who value EBP 2.22 1.21

Openness .916ICS16. This school selects staff who are adaptable 2.47 1.09

ICS17. This school selects staff who are flexible 2.51 1.10

ICS18. This school selects staff open to EBP 2.30 1.21

Aaron R. Lyon,et all, Implementation Science2018 13:5 https://doi.org/10.1186/s13012-017-0705-6

Behaviors of Transformational Leaders

Anticipate complexity, barriers and fluctuations in the org climate

Communicate relentless commitment to implementation efforts

Dedicate time, resources, staffing to the implementation efforts

Learn the practices at the ground level to try on what is expected

Listen actively to customers and colleagues, include their feedback in decision making

Maintain focus, clarity and commitment to the implementation efforts in the face of instability or crisis response within the org

Adapted from Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice Implementation, Gregory A. Aarons, Mark G. Ehrhart, Lauren R.

Farahnak,1,2 and Marisa Sklar4, Annual Review of Public Health, 2014

Reflect upon your 19-20 Initiative

ANTICIPATE: What complexity, barriers and fluctuations in your climate can you anticipate?

COMMUNICATE: How will you communicate relentlessly your commitment to the implementation efforts?

DEDICATE: How have you dedicated time, resources & staffing to the implementation efforts?

LEARN: What are your plans for learning the practices at the ground level to try on what is expected?

INCORPORATE: How will you create time/space to listen actively to students and staff? How will their feedback be included in decision making?

MAINTAIN: If instability or a crisis occur in your school/organization, how will you maintain focus on the initiative?

NIRN-

ImplementationDri

versAssessingBestPr

actices.PDF

Data Decision or Implementation Teams

WHO WILL BE YOUR IMPLEMENTATION TEAM

FOR THE 2019-20 INITIATIVE?

HOW WILL THAT TEAM, FORMALLY & INFORMALLY,

GATHER DATA?

HOW WILL THAT TEAM USE DATA FOR MEASURING

FIDELITY AND ACCOUNTABILITY?

Decision making Matrix- Example

A= Accountable C= Consulted R= Responsible (works on) I= Informed

“[We] are at a crossroads between traditional thinking about adolescence as a period to be endured and survived

and new thinking that holds that adolescence is the best

time and perhaps the last chance to nurture, guide, and

support these young people who will determine the future

of the country and the world.

The active engagement and commitment of those who seek this new path will benefit today’s young people and

those to come. Their collective work will offer hope and

support for a future inspired and powered by the energy,

imagination, and resourcefulness of the next generation

and generations to follow.” - RWJF.org

Please complete our evaluation

t raumainformedmtss .com/eval