Coaching through Stages of Implementation: Classroom Level

Criteria for identifying completion of the stages of Implementation (measureable outcomes) with in a Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) Multi-Tiered System of Supports (MTSS)

Note that each level of implementation (e.g., classroom, building leadership, district leadership) will progress through the stages at different rates and at different times. As the building leadership team moves through installation to the initial implementation stage, specific staff in specific settings of the school building may move towards the installation and initial implementation stage for the classroom.

Classroom Level

What is coaching at the classroom level?

  • Helping educators implement practices MTSS in behavior and reading with fidelity
  • Transferring skills development from training environment to “real-life” situations and environments

Who provides coaching at the classroom level?

  • Peers
  • Reading consultant
  • Behavior consultant
/
  • Teacher consultant
  • Psychologist
  • Social Worker

What are outcomes at each stage of implementation at the classroom level to be coached?

Stage / Classroom
Exploration/Adoption
(Decision to commit to adopting the program/practices and supporting successful implementation)
Questions to Consider:
  • What is it?
  • How will it impact us?
  • Do we agree with the philosophy?
  • Should we do it?
/
  • Teacher can identify the critical features of the program as related to the classroom (e.g., identify, teach and acknowledge behavior expectations; screen student for more intensive supports, provide multi-tiered interventions and monitor progress)
  • Teacher understands the requirements, activities and work involved with implementing the program
  • Teacher considers simple cost/benefit of not implementing vs. implementing the program (pros/cons)
  • Teacher is committed to supporting and implementing the program

Installation
(Set up the infrastructure so that the successful implementation can take place and be supported). Establish team to lead process, and data systems to guide implementation efforts
Questions to Consider:
  • How do we do it?
  • Do we have the materials, training, time, and support to do it right?
  • How can we master the new skills and fit it all in?
/
  • Learn about the specific practices associated with Universal reading and behavior supports
  • Attend training in the assessment procedures (DIBELS or AIMSweb screening, SWIS compatible discipline referral form)
  • Obtain/create behavior expectation posters for the classroom
  • Obtain/create behavior expectation teaching lesson plans
  • Develop a classroom acknowledgement system
  • Develop a continuum of consequences for address problem behavior (specify major vs. minor problems)
  • Examine if the core reading curriculum is being implemented as intended by the program developers
  • Collaborate with colleagues to share strategies, model and view teaching of lessons, use fidelity-tools
  • Use & reflect on self-assessments

Initial Implementation
(Try out the practices, work through problems, work out the details, learn, improve before expanding) example: Try it out with a grade-level or specific location
Questions to Consider:
  • Is it working?
  • Are we doing it right?
/
  • Actively engaged in learning how to do and support the doing of the innovation.
  • Try out the assessment procedures (DIBELS or AIMSweb screening, SWIS compatible discipline referral form)
  • After screening, look at data to examine strength and weaknesses of the core program.
  • Try out a behavior expectation teaching lesson with students within the classroom (map the behavior expectations to classroom routines)

Elaboration
(Expand the practice/program to other locations, times, individuals) Example: whole school roll-out of the program
Questions to Consider:
  • It’s working well, do we have supports in place to involve more people?
  • Are we ready to focus on other tiers of supports?
/
  • Teaching core program as intended
  • Explicit, systematic instruction
  • Active Engagement
  • Benchmarking all students 3 times per year
  • Sorting students into groups base on need for tiered level support (Universal, Targeted, Intensive)
  • Provided differentiated support based on student need
  • Progress monitoring takes place (more frequently for intensive needs, less intensively for targeted needs)
  • Review of student progress and adjust student’s educational program accordingly
  • Teaching, Monitoring, Acknowledging, and Correcting Behavior fluently.

Continuous Improvement/ Regeneration
(Make it easier, more efficient. Embed within current practices)
Questions to Consider:
  • It’s working fine, but how do others do it?
  • Is there a way to make it better?
  • How do we ensure this sustains over time and through staff changes?
/
  • Actively engaged in learning how to do and support the doing of the innovation. Innovation is implemented and sustained by local stakeholders and is well-integrated into policy/written documentation
  • There is an on-going rhythm for reviewing and acting upon MTSS data (student outcome, progress monitoring) at individual student level

Building Level

What is coaching at the school (building) level?

  • Focus on building capacity within district and across school buildings.
  • May serve as a district or building level coach.
  • May provide support to team leaders to develop skills and capacity.
  • May provide support to other coaches at the building level.
  • Provide communication link between district leadership team and building leadership teams.

Who provides coaching at the school (Building) level?

  • Peers
  • Reading consultant
  • Behavior consultant
/
  • Teacher consultant
  • Psychologist
  • Social Worker

What are outcomes at each stage of implementation at the school (building) level to be coached?

Stage / School (Building) Level
Exploration/Adoption
(Decision to commit to adopting the program/practices and supporting successful implementation)
Questions to Consider:
  • What is it?
  • How will it impact us?
  • Do we agree with the philosophy?
  • Should we do it?
/
  • Building staff can identify the critical features of the program as related to Schoolwide implementation (e.g., creating a schoolwide implementation plan, regularly scheduled meetings to review progress and adjust plan accordingly, provide for creating/accessing materials)
  • Principal understand his/her role in the implementation process
  • A building exploration team which includes the principal investigates whether the school has the capacity to support implementation (funding, resources, time, skills)
  • Building staff understand the requirements, activities and work involved with implementing the program
  • Building staff considers simple cost/benefit of not implementing vs. implementing the program (pros/cons)
  • At least 80% of building staff are committed to supporting and implementing the program

Installation
(Set up the infrastructure so that the successful implementation can take place and be supported). Establish team to lead process, and data systems to guide implementation efforts
Questions to Consider:
  • How do we do it?
  • Do we have the materials, training, time, and support to do it right?
  • How can we master the new skills and fit it all in?
/
  • A building leadership team is identified with representative membership of the school including building administrator
  • A schoolwide audit is conducted that examines:
  • Current status of student performance (DIBELS/AIMSweb, MEAP, etc.) aggregated at grade and building level
  • Current program/practices at building level to address each tier of support
  • Current status of implementation fidelity around practices (e.g., SET, BoQ)
  • Current status of program quality (e.g., PBIS Self-Assessment Survey)
  • Available resources to support implementation efforts (e.g., coaching, training)
  • The braiding of building committees
  • A data system is set up or modified to provide information on student outcome, progress monitoring, fidelity of implementation and program quality and a training & support plan for staff use of these systems is developed.
  • Implementation drivers are developed for use at the building level and aligned/supported by district (leadership, capacity, competency)
  • Building-level training and implementation support plan (that is aligned with the district) for reading and PBIS is developed including adequate time for on-going staff knowledge and skill-building, access to materials &fidelity tools, coaching/ implementation support, and data review.

Initial Implementation
(Try out the practices, work through problems, work out the details, learn, improve before expanding) example: Try it out with a grade-level or specific location
Questions to Consider:
  • Is it working?
  • Are we doing it right?
/
  • Try out practices with targeted staff, in specific settings, at determined times (e.g., teaching lessons, use of DIBELS/AIMSweb for screening or progress monitoring)
  • Building Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)
  • Two-way communication is initiated with stakeholders (to receive feedback and generate support)
  • Building leadership teams begin to apply implementation drives with the specific practices that are “tried out” with specific staff in specific settings to support implementation efforts

Elaboration
(Expand the practice/program to other locations, times, individuals) Example: whole school roll-out of the program
Questions to Consider:
  • It’s working well, do we have supports in place to involve more people?
  • Are we ready to focus on other tiers of supports?
/
  • PBIS Team Implementation Checklist is completed with at least 80% achieved overall
  • At least 70% score on PBIS Benchmarks of Quality
  • At least 80% scored on the PBIS Benchmark for Advanced Tiers (BAT)
  • At least 80% scored on the Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET) or the School-wide Evaluation and Planning Tool of Middle School Literacy (SWEPT)
  • Score of 80% or better on the Reading Team Implementation Checklist
  • Building Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)
  • Implementation drivers are fully functioning to support all staff within school with implementation of MTSS practices.

Continuous Improvement/ Regeneration
(Make it easier, more efficient. Embed within current practices)
Questions to Consider:
  • It’s working fine, but how do others do it?
  • Is there a way to make it better?
  • How do we ensure this sustains over time and through staff changes?
/
  • The MTSS practices are fully embedded within existing school structures (e.g., school improvement team, grade level teams, child study teams)
  • There is institutionalized memory through manualization, documentation and a system for storing information
  • There is an on-going rhythm for reviewing and acting upon MTSS data (student outcome, progress monitoring, fidelity of implementation and program quality) aggregated for building use
  • There is access to on-going professional development through coaching, training, technical assistance, etc. to increase the competence of existing staff as well as orient new staff
  • A process is utilized for removing barriers to implementation with Policy Enable Practice- Practice Informed Policy (PEP-PIP) cycles within the building and with district administration
  • Implementation drivers are fully integrated with on-going practice of the school

District Level

What is coaching at the district level?

  • Monitor the functioning of the Implementation team
  • Prompt effective meeting mechanics, maintaining focus on “big idea”, using data, creating an action plan, acknowledging progress
  • Addressing any road block team is experiencing
  • Multiple conversations at one time, decisions made without consensus or input, dismissing a task as “completed” without any evidence, conversations straying to variables beyond their control etc.

Who provides coaching at the district level?

  • MiBLSi Technical Assistance Partner (TAP)
/
  • District Multi-Tiered System of Supports (MTSS) coordinator

What are outcomes at each stage of implementation at the district level to be coached?

Stage / District Level
Exploration/Adoption
(Decision to commit to adopting the program/practices and supporting successful implementation)
Questions to Consider:
  • What is it?
  • How will it impact us?
  • Do we agree with the philosophy?
  • Should we do it?
/
  • Central level administration responsible for overseeing educational programs can identify the critical features of the program as related to the district (e.g., creating a district implementation plan, regularly scheduled meetings to review progress and adjust plan accordingly, provide for coaching/training)
  • A district exploration team which includes cabinet level administrators investigates whether the district has the capacity to support implementation (funding, resources, time, skills)
  • Building staff understand the requirements, activities and work involved with implementing the program
  • Building staff considers simple cost/benefit of not implementing vs. implementing the program (pros/cons)
  • 100% of district staff responsible for overseeing educational program within district are committed to supporting and implementing the program

Installation
(Set up the infrastructure so that the successful implementation can take place and be supported). Establish team to lead process, and data systems to guide implementation efforts
Questions to Consider:
  • How do we do it?
  • Do we have the materials, training, time, and support to do it right?
  • How can we master the new skills and fit it all in?
/
  • A district leadership team is identified with representative membership of the school including building administrator
  • A district-wide audit is conducted that examines:
  • Current status of student performance (DIBELS/AIMSweb, MEAP, etc.) aggregated at building and district level
  • Current program/practices at district level to address each tier of support
  • Current status of implementation fidelity around practices (e.g., team Implementation Checklist
  • Current status of program quality (e.g., PBIS Self-Assessment Survey)
  • Available resources to support implementation efforts (e.g., coaching, training)
  • The braiding of building committees
  • A data system is set up or modified to provide information on (student outcome, progress monitoring, fidelity of implementation and program quality)
  • Identify school(s) who are ready to implement the MTSS model
  • Implementation drivers are develop at district level to support model demonstration schools (leadership, capacity, competency) and are aligned with building leadership team development of implementation drivers
  • District-level training and implementation support plan (that is aligned with the buildings) for reading and PBIS is developed including adequate time for staff knowledge and skill-building, access to materials &fidelity tools, coaching/ implementation support, and data review.

Initial Implementation
(Try out the practices, work through problems, work out the details, learn, improve before expanding) example: Try it out with a grade-level or specific location
Questions to Consider:
  • Is it working?
  • Are we doing it right?
/
  • Model Demonstration schools go through implementation process (Exploration, Installation, Initial Implementation, Elaboration)
  • District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)
  • Two-way communication is initiated with stakeholders (to receive feedback and generate support)
  • Leadership Team Self-Assessment scored with 80% or better
  • Implementation drivers are “tried out” with the model demonstration schools to support implementation efforts.

Elaboration
(Expand the practice/program to other locations, times, individuals) Example: whole school roll-out of the program
Questions to Consider:
  • It’s working well, do we have supports in place to involve more people?
  • Are we ready to focus on other tiers of supports?
/
  • Model demonstration schools are supported as they go through the elaboration state
  • Scale-Up schools go through the implementation process (Exploration, Installation, Initial Implementation, Elaboration)
  • District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)
  • Model Demonstration schools within district have achieved criteria on fidelity and program quality measures
  • Implementation drivers are fully functioning to support all model demonstration sites with implementation of MTSS practices.
  • Implementation drivers are applied to “scale-up” schools (those being added after model demonstrations schools have met success with Universal support practices

Continuous Improvement/ Regeneration
(Make it easier, more efficient. Embed within current practices)
Questions to Consider:
  • It’s working fine, but how do others do it?
  • Is there a way to make it better?
  • How do we ensure this sustains over time and through staff changes?
/
  • There is institutionalized memory through manualization, documentation and a system for storing information
  • There is an on-going rhythm for reviewing and acting upon MTSS data (student outcome, progress monitoring, fidelity of implementation and program quality) aggregated for district use
  • There is on-going professional development allocated through district leadership team involving coaching, training, technical assistance, etc. to increase the competence of existing staff as well as orient new staff
  • A process is utilized for removing barriers to implementation with Policy Enable Practice- Practice Informed Policy (PEP-PIP) cycles within the building and with district administration
  • Schools are supported differentially with implementation drivers based on stage of implementation
  • Scale-Up Demonstration schools within district have achieved criteria on fidelity and program quality measures
  • Implementation drivers are fully integrated with on-going practice of the district

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draft 12/4/11