plan for change!
DESCRIPTION
Plan for Change!. Brian Gaunt, Ph.D. Inter-Project Coord – FLPBS/FL PS- RtI Clark Dorman, Ed.S . Project Leader – FL PS- RtI Amanda March, Ph.D. Professional Learning Specialist. Meaningful District & School Improvement Through Effective Leadership & Coaching. Welcome!. Introductions. - PowerPoint PPT PresentationTRANSCRIPT
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PLAN FOR CHANGE!Meaningful District & School Improvement
Through Effective Leadership & Coaching
Brian Gaunt, Ph.D.Inter-Project Coord – FLPBS/FL PS-RtI
Clark Dorman, Ed.S.Project Leader – FL PS-RtI
Amanda March, Ph.D.Professional Learning Specialist
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Welcome!• Introductions.• Current responsibilities to implement
MTSS?• Materials.• Expectations of Workshop.• Questions Before Starting?
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Objectives• Demonstrate understanding of the reciprocal
relationship of effective leadership and coaching practices within MTSS.
• Apply knowledge of effective leadership and coaching practices to determine own organizational needs regarding implementation of an integrated data-based problem solving process.
• Develop a strategic plan designed to move towards your district or your school goal(s) using an integrated MTSS framework.
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FRAMING THE CONTEXT
Organizational Improvement Through a MTSS Framework
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Parallel RtI:A & RtI:B?Integrated MTSS?
Parallel System Integrated System“MTSS”
Academic Behavior
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Leading Implementation• Both PBiS & RtI Share ideas of:
– Developing organizational capacity to…
– …establish a three-tiered model of service delivery…
– …that is driven by a data-based approach to decision-making, and…
– …evaluates the efficiency and effectiveness of using evidence-based practices with fidelity on student performances and outcomes.
• Context of multiple initiatives to implement and critical budget reductions.
• Implications for and impacts on educational practices – particularly those driving implementation resources.
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Alignment and Integration are Needed
• Many concurrent initiatives with limited resources commonly needed to implement them all with sufficiency.
• Organizational “silos” as a barrier to efficient integration of resources
• MTSS as a framework for alignment and integration of multiple initiatives that have common goals and implementation needs.
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Framework for Alignment and Integration
Fed/State Policies &
Procedures
Leadership, Professional
Development, & Staff Evaluations
School/District
Improvement Plan & Eval
School, Family &
Community Engagemen
t
CCSS, Data-based Problem-
Solving, & Supp/Intensive Interventions
MTSS(data-based
decision making)
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Leadership & Coaching as Implementation Drivers
• Vision/Mission• School Focus• Purposeful
Relationships• Problem-solving• Facilitation Skills• Content Expertise• Professional
Development• Outcome
Evaluation
Communicate Needs With Data (Student & Implementation)
Provide Supports Matched to Needs (Student & Implementation)
Data-base
d Alignment
Through PD
and Eval
uation
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RECIPROCAL RELATIONSHIP BETWEEN
LEADERSHIP AND COACHING
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Reflection Journal• Effective Leadership practices?• Effective Coaching practices?
• 5-10 Min.• Pair and Share.
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Leadership Responsibilities
Effective district leadership is evidenced by teams or individuals who:
• Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time
• Focus on schools (districts are successful when schools are successful)
• Create relationships with stakeholders based upon mutual respect and shared responsibility
• Engage in expert problem solving
• Invest in professional development
(Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)
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Coaching Responsibilities1) Demonstrate effective interpersonal communication skills2) Use data-based problem-solving to answer a variety of questions3) Disseminate evidence-based content knowledge
a. Organizational Change/Implementation Processb. Integrated MTSSS Three-Tiered Modelc. Best Practices in Reading, Math, Behavior Instructiond. Best Practices in Family and Community Engagement (FACE)
4) Facilitate team-based collaborative problem solving5) Support leadership team and staff capacity to sustain a MTSS6) Provide professional development training and technical assistance7) Evaluate the impact of coaching activities and supports
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Leadership + CoachingLeadership Characteristics• Vision, focus,
consistent message of implementation
• Focus on schools• Relationships based
on respect & shared responsibility
• Expert problem-solving
• Investment in PD
Coaching Responsibilities• Effective interpersonal
communication • Data-based problem-solving• Content Knowledge
– Org. Change– Integrated multi-tiered system– Academic/Behavior– Families/Communities
• Team Facilitation• Support leadership• Provide PD• Evaluate impacts
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State
Leaders as Coaches as Leaders…System Alignment & Integration
We Coach
Leaders
Leaders
Leaders
(District)
(Principals & Coaches)
(Teachers)
Students &Parents
(State)
who Coach
who Coach
who Coach
District
Building
Classroom
Student
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Reflection Journal• In what ways are leadership and
coaching currently integrated in my system?
• What “could” the reciprocal relationship of leadership and coaching “look like” at my site with respect to implementing MTSS?
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INNOVATION CONFIGURATION
MAPS
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Innovation Configuration Maps
• Individual uses adapt or modify parts of new practices as they implement them– Continuum of varying degrees and/or types of use
of the innovation • Innovation Configuration (IC) Maps describe an
innovations major components and how implementers alter these components over time– Defines quality– Measures fidelity
• A planning and monitoring tool for district and school initiatives
Learning Forward, 2012
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Structure of IC Maps• Major components or desired outcomes are
identified– Ideal level/variation at the left– Decreasingly desirable levels/variations along
continuum to right• Example:
Learning Forward, 2012
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Fidelity Lines
MCREL, 2013
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21MCREL, 2013
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Uses of an Innovation Configuration
• Describe a new initiative to stakeholders.– Facilitates visualization of what an innovation will look like
• Gives implementers a say in what an innovation will entail– Consensus development activity
• Set long-range and interim goals.• Establish realistic expectations and a timeline to
implement each part of the initiative.• Monitor and gauge implementation through
observation.• Guide stakeholder groups in self-assessment.• Gather data to diagnose emerging needs for PD.
MCREL, 2013
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STRUCTURED PROBLEM SOLVING
MODEL
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MTSS
• A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.
• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .
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Problem Solving Process
Define the ProblemWhat Do We Want Students to KNOW and Be Able to
DO?
Problem AnalysisWhy Can’t They DO It?
Implement PlanWhat Are WE Going To DO About
It?
EvaluateIs It Working?
(Response to Intervention –RtI)
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Steps in the Problem-Solving Process
1. Problem Identification– Identify replacement behavior– Data- current level of performance– Data- benchmark level(s)– Data- peer performance– Data- GAP analysis
2. Problem Analysis– Develop hypotheses (brainstorming)– Develop predictions/assessment
3. Intervention Development– Develop interventions in those areas for which data are available and
hypotheses verified– Proximal/Distal– Implementation support
4. Response to Intervention (RtI)– Frequently collected data– Type of Response- good, questionable, poor
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What Elements MUST Be Present to Have an Integrated MTSS Model?
• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
• The data are presented in a way that reflect the relationship between academic skills and behaviors (Data Integration)
• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)
• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)
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Reflection of PS• What elements about this problem
solving process are consistent with how data are used for decision making at my site?
• What aspects of this problem solving process need to be further developed at my site?
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DATA “SYSTEM”
Ensuring the Fidelity of Using a Structured PS Process
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“Data System”
• What does the term mean to you?
• What would you like your system to do to support data-based decision making as an everyday way of work.
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“Integrated” Data-based Problem Solving
• An effective IDBPS process should allow us to “Integrate” the following:
1. Academic standards & Behavior expectations2. Multiple sources/types of data3. Tiers of instructional delivery and supports4. School & district resources to:
1. Support students progress, 2. Support school improvement, and 3. Evaluate effectiveness of services/instruction to students
• However, training on using an integrated data-based problem solving process is insufficient.
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Data Utilization – In General• Expand definition of a “data system” beyond just
technology – include data procedures, practices & “culture”!! (e.g., Armstrong & Anthes, 2006; Honig & Venkateswaren, 2012; Ingram et al., 2004).
• Recognize & plan for common barriers to using data (Coburn & Talbert, 2006; Honig & Venkateswaren, 2012; Kerr et al., 2006; Lachat & Smith, 2005; Little, 2012; Young, 2006)
• Structured data-use approaches: use data rather than be used by data (Wayman & Stringfield, 2006)
– Educators should use key questions to guide data use (Feldman & Tung, 2001; Lachat & Smith, 2005; Protheroe, 2001)
– Ensure Common Lang/Understand (Wade, 2001; Young, 2006)
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Identifying IDBPS “elements”
• Consensus – Build a “culture” of valuing the use of data to make all educational decisions.
• Infrastructure – align all IDBPS resources for efficient and effective problem solving practices and related planning to occur with fidelity.
• Implementation – evaluate effectiveness of student Outcomes and increases in staff capacity for IDPBS.
District
Building
Classroom
Student
State
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IDBPS “Elements”
Data Culture
(Leadership + Coaching)
“Data System” Mapping
Communicate
Practices
PD Practice
s
Effective
Teaming
Practices
Evaluation Practices
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Reciprocal Leadership/Coaching Responsibilities for Data Use
• “Structures, Resources & Skills to Support IDBPS Practices”
– Communicate critical importance of fidelity in IDBPS process
– Model and promote culture of using data to make all decisions
– Effective team processes and communication protocols– Resource mapping & alignment – Training and Technical Assistance– Databases vs. “Data System”– Developing decision-rules– Engaging in continuous improvement
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Reflection• How confident am I that my local “site” is
using a common structured problem solving process? Is this important for my site?
• What elements of what comprises an integrated “data system” are consistent with how a “data system” is understood at my site?
• What aspects of the reciprocal relationship between leadership and coaching need to be further developed to support effective problem solving at my site?
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Set Up for Activity• 15 Minute Break:
When you get back: (options)1. Sit as a team and/or find partners 2. Work individually
Materials:• MTSS Planning and Problem Solving Worksheet
• Supplemental:– Paper: Model for Addressing Systems Level Issues
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PLANNING ACTIVITY
Using a Reciprocal Leadership/Coaching Relationship to Implement integrated MTSS
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Sunshine District Small/Rural District
– 1 PreK-K Center– 2 Elementary Schools– 1 Intermediate School– 1 Middle School– 1 High School
Teachers (Full Time) = 292
Students = 5169– .3% Native American– .5% Asian– 1.5% Hispanic– 12% Black– 83% White
District Leadership Team– Director of Teaching &
Learning (Accountable Officer)
– Director of Accountability & Special Programs
– Director of Transportation
– Director of ESE & Student Services
– High School Principal– RtI Specialist &
Consultant– School Psychologist &
PBS Coach
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Leadership Change
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Leadership Change
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Systems Coaching IC
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Systems Coaching IC
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Systems Coaching IC
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District Leadership Quotes
“This process has allowed me to transition from being a manager at my school to being a true leader” – High School Principal
“What has been most helpful has been a clear message from our superintendent that this was a priority and that she would support us.” – District Title I Coordinator
“Now we have a team that shares the responsibility for implementing MTSS” – Director ESE, Student Svcs.
“Now we have a set process to help us solve complicated problems” – Exec Director, Teaching & Learning
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Problem-Solving Crosswalk4-step 8-step1. Problem Identification
2. Problem Analysis
3. Intervention Development and Implementation
4. Response to Intervention (RtI)
1. Set a goal and ID how you will measure that goal2. Identify Resources & Barriers to attaining that goal.3. Identify one barrier.
4. Identify strategies to eliminate or reduce the obstacle5. Develop action plan to implement strategies.6. Develop follow-up plan.
7. Evaluate impact of the action plan.8. Evaluate progress on original goal.
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Priority and Goal Statements
• Describe “problem” and “desired outcome” using concrete, descriptive terms.– Note: sometimes a “problem” is actually
one part of several related problems.– Ensure the “desired outcome” is written as
what you would expect to see happen if the selected Problem were addressed. How would you know the outcome was reached?
– Make sure all members of the team share understanding of both “problem” and “outcome”
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Resources and Barriers• This is a brainstorming component. All
members of the team should participate:– Round-robin share/pass?– Resources first/Obstacles next?
• Ensure all suggested resources and barriers identified are related to the selected problem.
• Don’t try to capture word for word statements• Don’t try to evaluate or clarify at this point• Clarification occurs after brainstorming is
complete.
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Selecting a Barrier for Planning
• Different approaches:– Scan list of Barriers to find patterns, relationships– Any to merge? Any to stand apart?– Any occur before others?– Any “watershed” items?– Any quick to find resolution to build early success
as a team?• The barrier selected is the first to address; not
the “only”.• Facilitator should ensure no team member
tries to promote “their” barrier. Look for shared interest.
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Brainstorm Strategies• This is a brainstorming component.• Avoid judgments, evaluation, or details
for planning. • “get out” whacky ideas that might be
preventing successful ideas.• Generate and record as many as
possible• Clarification occurs after brainstorming
is complete• Remember: This is ONLY an idea stage.
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Develop Action Plan• Design multiple action plans to reduce or
eliminate the selected barrier.• Use brainstorming on “resources” and
potential strategies as a stimulus; you can go beyond those.
• For each action:– Who (by name, not role/title)– Will do What? (Specific observable terms)– By When? (Clear date/time)
• Create as many actions as you can to address selected barrier.
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Identify Supports for the Plan
• Things happen! ..and some things don’t happen that are planned.
• For each action step created:– Ask the person “who” has a responsibility.– Identify what support they need to ensure they
complete their assigned task.• E.g., Reminder call?• E.g., Access to materials/info?• E.g., Modeling/Training in advance?
– What will we do if the person assigned cannot complete the task in time due to unforeseen conditions?
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Evaluation Plan• Two aspects to focus on:
– Progress to remove/eliminate barrier– Progress toward desired outcome
• Develop a plan to evaluate progress to both.
• For each: What data will be collected? By whom? How often? And how summarized for use?
• In advance of implementing plan, what is acceptable progress for each focus?
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Monitoring the Plan’s Effect• Describe process and timeline for using data
in previous step to:– Reduce/eliminate barrier– Reach desired goal.
• What will the team do if there is:– Insufficient progress in reduction/elimination of
barrier, and insufficient progress of desired goal?
– Sufficient progress in reduction/eliminate of barrier, insufficient progress toward goal?
– Sufficient progress in reduction/elimination of barrier, and sufficient progress of desired goal?
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Closing• Please share with us:
– How helpful was the information provided to you today?
– Do you have confidence that what you learned, completed today will be useful back at your site?
– Are there any questions of clarification about what was shared today?
– Are there questions/concepts/issues that you’d like to see in future workshops?