kalamazoo regional educational service agency 2012 administrator academy june 27 - 28, 2012 steve...
TRANSCRIPT
![Page 1: Kalamazoo Regional Educational Service Agency 2012 Administrator Academy June 27 - 28, 2012 Steve Goodman sgoodman@oaisd.org](https://reader035.vdocument.in/reader035/viewer/2022062515/56649cb15503460f94975dea/html5/thumbnails/1.jpg)
Kalamazoo Regional Educational Service Agency
2012 Administrator Academy
June 27 - 28, 2012
Steve Goodman
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What best describes your role?
A. Principal
B. Assistant principal
C. Central office administrator
D. ISD/RESA Administrator
E. ISD/RESA Education Consultant
F. RtI/MTSS Coordinator
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Purpose of this two-day session• Given the emphasis on accountability for student
outcomes and the limited resources based on the current economic environment, the two days of the Administrator Academy will focus on creating organizational structures to support implementation of multi-tiered system of support (MTSS) that emphasizes fidelity and durability over time. In order to ensure successful student outcomes, staff need to implement effective practices with fidelity. To implement effective practices well, staff need to be supported through structures that develop organizational capacity and individual competencies.
• Content for the academy will address the necessary conditions to successfully implement MTSS at the building level and how the school district contributes to more successful outcomes that are sustainable.
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Differentiating your own learning with the “Three Tracks” during our time together.
Acquisition:Work to get it in place
Continuous Improvement:Work to make it easy, better, more effective.
Sustainability:Work to make it last.
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Goals1. Participants will understand the
administrator role in leading change initiatives regarding Multi-tiered Systems of Supports
2. Participants will understand how to narrow the focus of improvement initiatives regarding Multi-Tiered System of Support
3. Participants will improve focus on the critical features of Multi-Tiered Systems of Support
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Agenda Day One8:30-12:00 Developing Readiness to
Implement a Scaleable Multi-Tiered Systems of Support (MTSS) (Part 1)
12:00-1:00 Lunch at Kalamazoo RESA West Campus
1:00-5:00 Installations of Organizational Systems to Support Implementation of MTSS (Part 2)
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Agenda Day Two8:30-12:00 Initial implementation of MTSS
(Part 3)
12:00-1:00 Lunch at Kalamazoo RESA West Campus
1:00-5:00 Learning from implementation efforts (Part 4)
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Notecatcher/Reflection Tool
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Take a moment to discuss with a colleague…
1. What are your expectations for the next two days?
2. What would be a successful outcome for you?
Your Turn
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A few statements for you to consider….
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There is a growing problem in large-scale reform; namely, the terms travel well, but the underlying conceptualization and thinking do not.
Michael Fullan
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The bridge from science to service must be built, repaired, maintained and improved
Fixsen and Blase, 2009
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Discovering what works does not solve the problem of program effectiveness. Once models and best practices are identified, practitioners are faced with the challenge of implementing programs properly. A poorly implemented program can lead to failure as easily as a poorly designed one.
Mihalic, Irwin, Fagan, Ballard, & Elliott, 2004
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Commitment to Changing Context At All Levels
We join a growing number of researchers and analysts who conclude that, for better or worse, districts matter fundamentally to what goes on in schools and classrooms and that without effective district engagement, school by school reform efforts are bound to disappoint.
McLaughlin & Talbert
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Take a moment to discuss with a colleague…
1. What significance do the previous quotes have to your work?
Your Turn
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Three Main Concepts
• District approach has advantages over building based approach
• We need to consider stages of Implementation to move forward though process
• We need to consider implementation drivers to better support school/district implementation efforts
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Why we need to do something different…
• Schools do not always get to criteria for fidelity of implementation.
• Schools do not always maintain implementation efforts
• Supporting a school based participation model cannot be scaled and is not durable as district based
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Realities we Face• Current fiscal challenges will likely remain for next
5-10 years.
• We need to focus on ways to produce higher achievement with equal or lower cost than the present system.
• We need to do a better job of taking what we know works, and implementing it in our schools and classrooms.
• We need to be more intentional in supporting the implementation of evidence-based practices
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Unit of Change vs. Unit of Support
Focus on outcomes at the building level
• Process, Systems, Student
Support at District Level
• Investing in the Intermediate School Districts/Local School Districts which will serve and support individual schools.
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Why District Level Supports?
Many decisions that impact building level implementation are typically made at the district level• Curriculum resources and materials• Instructional methods• Assessments (types of assessment, and use
of assessment data)• Professional development topics and dates• Expectations for principals for establishing
accountability mechanisms to ensure district decisions are followed-through
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Why District Level Supports
• The absence of a district focus causes the principal and his/her staff to feel like implementation efforts are separate from the district’s vision and direction
• Alignment up and down the system for implementation of a district MTSS model sets the stage for principals and building staff to be supported in implementation efforts
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Examples of Supports• District PD time is allocated to support what
building teams learned during training
• Data being collected (program quality and outcome data) are communicated to district-level leaders who have decision making authority for curriculum, instruction, and assessments
– Areas of need are addressed by the necessary decision makers rather than feeling like factors causing low or flat data are outside of the realm of control
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District
• Leadership• Coordination• Management
Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation
Schools
District Model
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Stages of Implementation Applied at District Level
• Implementation is not an event
• A mission-oriented process involving multiple decisions, actions, and corrections
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An analogy of implementation stages
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Stages of ImplementationFocus Stage Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Work to do it right!
Work to do it
better!
Should we do it!
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Can you give an example of taking an initiative through several of the “Stages of Implementation”
Your Turn
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The Work of Implementation
• Changing the behavior of adult human service professionals is hard work
• It requires a systematic approach to support behavior change of practitioners, volunteers, administrators, and policy makers
• It requires the application of Implementation Drivers
© Karen A. Blase & Dean L. Fixsen, 2004
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Just say “No” to “Train and Hope”
React to a problem
Select & add a practice
Hire an expert to train
Wait for a new problem
Hope for implementation
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Importance of Implementation Focus
• Training by itself does not work
• Policy change by itself does not work
• Financial incentives alone do not work
• Students cannot benefit from interventions they do not experience
• Staff can’t implement practices well that are not supported
Adapted from
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What happens when a staff member gets excited about a new practice?
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What happens when others back at school may not be as enthusiastic about
the practice?
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System Change
“For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
(R. Elmore, 2002)
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Cascading System of Support
Students
Building Staff
Grade Level Team
Building Leadership Team
District/Regional TeamMultiple schools w/in district
All staff
All students
Grade Level Teams, Core Teams, Departments, and all staff
Who is supported?
How is support provided?
Provides guidance and manages implementation
Provides guidance, visibility, funding, political support
Provides guidance and manages implementation
Provides effective practices to support students
Improved reading and behavior outcomes
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Framework for Addressing Practice and Supports
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Create Host Environments for the Practices you want Implemented
Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices
(Zins & Ponti, 1990)
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Personal Reflection
1. Have you ever been involved in a project that was unsuccessful?
2. Why was it unsuccessful?
3. What might have made the difference between success and failure?
4. Talk at your tables and be prepared to share for the good of the group.
Your Turn