coaching at the district level - miblsi · coaching at the district level . ... coaches will learn...
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http://miblsi.cenmi.org/
Coaching at the District Level
2013 MiBLSi Coaching Conference
Coaching Using the Implementation Drivers – “Driver’s Ed”
Participant Workbook*
Name:__________________________
*This workbook is intended for use by Coaches and people who are responsible for providing
support to Coaches participating with MiBLSi Schools/District/ISDs.
The material for this training day was developed with the efforts of:
Christine Russell; MiBLSi Technical Assistance Coordinator Stephanie Dyer; MiBLSi Content Specialist Tawny Smith; MiBLSi Technical Assistance Partner (TAP) – Region 12
Anna Harms; MiBLSi Evaluation and Research Coordinator
Mission Statement:
To develop support systems and sustained implementation
of a data-driven, problem-solving model in schools
to help students become better readers with
social skills necessary for success.
Session Description
A commitment to systems wide deep implementation of MTSS has the
opportunity to significantly enhance MTSS work within a district. When systems are in place and the environment is organized well, districts have
the opportunity to lead the schools toward improved outcomes. Purposeful structuring of a district does not occur by chance. Reaching optimal
outcomes within a district takes intentional application of the Leadership, Organization and Capacity Drivers. In the District Level Session, Coaches
will learn more about how to support the application of the Implementation Drivers to support district work and how coaching the data analysis at the
district level can enhance implementation efforts.
Intended Outcomes
Coaches will recognize the key aspects of successful implementation of Multi Tiered System of Supports (MTSS)
Coaches will learn how to systematically identify barriers, bridges, and a pathway to successful implementation
Coaches will understand their role in supporting the MTSS process in an ongoing manner
http://m
iblsi.cenmi.org
Coa
chin
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Dis
trict
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el“P
avin
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oad
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013
Act
ivity
Get
ting
Into
Dis
tric
t Mod
eG
ettin
g In
to D
istr
ict M
ode
Con
side
ryou
row
ndi
stric
tora
dist
rict
Con
side
ryou
row
ndi
stric
tora
dist
rict
Con
side
r you
r ow
n di
stric
t or a
dis
tric
t C
onsi
der y
our o
wn
dist
rict o
r a d
istr
ict
you
wor
k w
ith.
How
is th
e di
stric
t yo
u w
ork
with
. H
ow is
the
dist
rict
lead
ersh
ipst
ruct
ured
?le
ader
ship
stru
ctur
ed?
lead
ersh
ip s
truc
ture
d?
lead
ersh
ip s
truc
ture
d?
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hl
dhi
tt
Dtt
hl
dhi
tt
Dra
w o
ut th
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ader
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str
uctu
re o
n a
Dra
w o
ut th
e le
ader
ship
str
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re o
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e pi
ece
of
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with
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ot n
ames
). 2
Age
nda
1.R
evie
w Im
plem
enta
tion
Driv
ers
g
1.R
ole
of th
e D
istri
ct in
Sup
porti
ng
Impl
emen
tatio
n
2.Yo
ur U
niqu
e R
ole
in S
uppo
rting
Dis
trict
W
ork
3.C
oach
ing
Dis
trict
Com
mun
icat
ion
34.
Coa
chin
g th
e U
se o
f Dis
trict
Dat
a
Rol
e of
the
Dis
trict
in S
uppo
rting
Im
plem
enta
tion
4
Do
We
Nee
d D
istri
ct W
ide
MTS
S
Impl
emen
tatio
n?
Ifw
eke
epdo
ing
the
sam
eth
ing
we
Impl
emen
tatio
n?
If w
e ke
ep d
oing
the
sam
e th
ing,
we
shou
ld e
xpec
t the
sam
e re
sults
.
If w
e ha
ve a
need
to c
hang
e th
e t
hii
lou
tcom
es w
e ar
e ac
hiev
ing
on a
larg
e sc
ale,
cha
ngin
g bo
th th
e in
stru
ctio
n an
d th
it
til
it
the
inst
ruct
iona
l env
ironm
ent a
re
nece
ssar
y
5
Do
We
Nee
d D
istri
ct W
ide
MTS
S
Impl
emen
tatio
n?If
our o
utco
mes
are
not
whe
re w
e w
ant t
hem
to
bh
tif
hi
Impl
emen
tatio
n?
be, w
e ha
ve a
con
tinuu
m o
f cho
ices
•M
ove
forw
ard
as is
•
Con
tinue
to s
ee th
e sa
me
resu
lts•
Mak
e sm
all,
but i
mpa
ctfu
l cha
nge
•U
nfor
tuna
tely
thes
e ar
e of
ten
diffi
cult
to
sust
ain
and
ther
e is
not
a c
lear
pla
n fo
r sc
ale-
upsc
ale
up•
Inve
st in
cha
nge
that
is s
uppo
rted
by th
e or
gani
zatio
nale
nviro
nmen
t
6
orga
niza
tiona
l env
ironm
ent
•H
ighe
r lik
elih
ood
of im
pact
ful a
nd
sust
aina
ble
impr
ovem
ents
Rol
e of
the
Dis
trict
in S
uppo
rting
M
TSS
Impl
emen
tatio
nM
TSS
Impl
emen
tatio
n
Cha
nge
of P
ract
ice
at th
e D
istri
ct, S
choo
l an
d Te
ache
r Lev
el R
equi
res
Hig
h q
gO
rgan
izat
iona
l Cap
acity
and
a S
trong
ly
Dev
elop
ed E
nviro
nmen
tp
Ther
eis
need
fora
“hos
tenv
ironm
ent”
toTh
ere
is n
eed
for a
hos
t env
ironm
ent
to
supp
ort,
enco
urag
e, e
valu
ate
and
impr
ove
the
wor
k
7
impr
ove
the
wor
k
Why
mov
e fro
m s
choo
l to
dist
rict m
odel
…S
hl
kith
id
t•
Sch
ools
wor
king
on
thei
r ow
n do
not
al
way
s ge
t to
crite
ria fo
r fid
elity
of
il
tti
impl
emen
tatio
n.
•S
choo
ls w
orki
n g o
n th
eir o
wn
do n
ot
gal
way
s m
aint
ain
impl
emen
tatio
n ef
forts
•S
uppo
rting
asc
hool
base
dpa
rtici
patio
n•
Sup
porti
ng a
sch
ool b
ased
par
ticip
atio
n m
odel
can
not b
e sc
aled
and
is n
ot a
s du
rabl
eas
dist
rictb
ased
refo
rm
8
dura
ble
as d
istri
ct b
ased
refo
rm
Mai
ntai
ning
Impl
emen
tatio
n E
fforts
gp
250
MI N
ew S
WIS
Sub
scrip
tions
200
150
100
MI N
ew S
WIS
S
ubsc
riptio
ns
50
9
020
0920
1020
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Mai
ntai
ning
Impl
emen
tatio
n E
fforts
80
MI S
WIS
Can
cella
tions
By
Scho
ol Y
ear
gp
6070 4050 3040 1020
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020
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Mai
ntai
ning
Impl
emen
tatio
n E
fforts
80
MI S
WIS
Can
cella
tion
Rea
son
gp
506070 304050C
ance
llatio
n R
easo
n
01020
11
Com
mitm
ent f
rom
Dis
trict
to S
choo
ls
Pra
ctic
es im
plem
ente
d in
the
dist
rict w
ill be
bas
ed o
n da
ta, f
it w
ith th
e sc
hool
st
ruct
ure,
hav
e a
stro
ng e
vide
nce
base
, an
d w
ill ha
ve th
e su
ppor
t nec
essa
ry to
go
to s
cale
acr
oss
the
dist
rict
Pra
ctic
esw
illbe
eval
uate
dan
dP
ract
ices
will
be e
valu
ated
and
im
prov
emen
ts w
ill oc
cur b
ased
on
data
an
dfe
edba
ckfro
mim
plem
ente
rs
12
and
feed
back
from
impl
emen
ters
Mov
e to
Com
pete
ncy
(Tra
inin
g) O
nly
Afte
rWe’
veA
ddre
ssed
:•
Lead
ersh
ipA
fter W
eve
Add
ress
ed:
•D
evel
oped
a s
hare
d vi
sion
and
MTS
S
Impl
emen
tatio
n P
lan
•In
tent
iona
l im
plem
enta
tion
will
occ
ur
with
all
prac
tices
•D
istri
ct a
nd s
choo
l env
ironm
ent w
ill
supp
ort m
ovin
g th
roug
h st
ages
of
impl
emen
tatio
nim
plem
enta
tion
•B
arrie
r will
be
atte
nded
to a
nd w
ill b
e co
nsid
ered
lear
ning
oppo
rtuni
ties
to
13
cons
ider
ed le
arni
ng o
ppor
tuni
ties
to
mak
e w
ork
mor
e ef
ficie
nt a
nd e
ffect
ive
Mov
e to
Com
pete
ncy
(Tra
inin
g) O
nly
Afte
rWe’
veA
ddre
ssed
:•
The
Org
aniz
atio
nal E
nviro
nmen
t A
fter W
eve
Add
ress
ed:
•E
nviro
nmen
t is
prep
ared
to s
uppo
rt th
e ne
w p
ract
ice
•In
form
atio
n an
d Fe
edba
ck L
oops
D
evel
oped
•R
esou
rce
supp
ort
•D
ata/
eval
uatio
n su
ppor
t
14
Pro
vide
s gu
idan
ce,
visi
bilit
y, fu
ndin
g,
polit
ical
sup
port
for
MiB
LSi
Acr
oss
Sta
te
Mic
higa
nM
ichi
gan
Dep
artm
ent o
f D
epar
tmen
t of
Edu
catio
n/M
iBLS
i E
duca
tion/
MiB
LSi
Lead
ersh
ipLe
ader
ship
Who
is
Mul
tiple
ISD
/LE
A Te
ams
Pro
vide
s co
achi
ng a
nd
TA fo
r LE
A an
d/or
ISD
Te
ams
Reg
iona
l R
egio
nal
Tech
nica
l Te
chni
cal
Ass
ista
nce
Ass
ista
nceLe
ader
ship
Lead
ersh
ip
supp
orte
d?
ISD
Exe
cutiv
e IS
D E
xecu
tive
Lead
ersh
ip a
nd
Lead
ersh
ip a
nd
Impl
emen
tatio
n Im
plem
enta
tion
Team
Team
Mul
tiple
LE
As
w/in
inte
rmed
iate
di
stric
t
Pro
vide
s gu
idan
ce,
visi
bilit
y, fu
ndin
g,
polit
ical
sup
port,
and
im
plem
enta
tion
LEA
Exe
cutiv
e LE
A E
xecu
tive
Lead
ersh
ip a
nd
Lead
ersh
ip a
nd
Impl
emen
tatio
n Im
plem
enta
tion
Team
Team
Mul
tiple
sch
ools
w/in
lo
cal d
istri
ct
Pro
vide
s gu
idan
ce, v
isib
ility
, fu
ndin
g, p
oliti
cal s
uppo
rt,
and
impl
emen
tatio
n t
impl
emen
tatio
n su
ppor
ts
Bui
ldin
g B
uild
ing
Lead
ersh
ip T
eam
Lead
ersh
ip T
eam
All
staf
f
supp
orts
Pro
vide
s gu
idan
ce a
nd
man
ages
im
plem
enta
tion
How
issu
ppor
tB
uild
ing
Sta
ffB
uild
ing
Sta
ffA
ll st
uden
ts
Pro
vide
s ef
fect
ive
prac
tices
to s
uppo
rt st
uden
ts
How
is s
uppo
rt pr
ovid
ed?
Stu
dent
sS
tude
nts
Impr
oved
beh
avio
r an
d re
adin
gS
tate
wid
e C
asca
ding
Stru
ctur
e of
Sup
port
Wha
t is
bein
g “m
anag
ed?”
•Im
plem
enta
tion
of p
ract
ices
and
gg
prog
ram
s th
at fa
ll be
neat
h th
e M
TSS
um
brel
la–
Ext
ends
up
and
dow
n th
e ca
scad
ing
mod
el o
f sup
port
•P
eopl
ear
eno
tbei
ngm
anag
edP
eopl
e ar
e no
t bei
ng m
anag
ed
We
are
notc
allin
gpe
ople
man
ager
s16
•W
e ar
e no
t cal
ling
peop
le m
anag
ers
Dis
tric
t Man
agem
ent S
truc
ture
Dis
tric
t Im
plem
enta
tion
Team
•Vi
sion
Dis
trict
•C
olle
ct, s
umm
ariz
e, e
valu
ate
data
Dis
tric
t Exe
cutiv
eLe
ader
ship
•Po
licy
•Pr
iorit
y•
Allo
catio
n of
reso
urce
s•
Barr
ier b
ustin
g
Coo
rdin
atio
n
Liai
son
Di
titM
TSS
•D
evel
op d
istri
ct p
lan
•C
oord
inat
e an
d m
onito
r pla
n•
Cre
ate/
mod
ify m
ater
ials
and
tool
s•
Iden
tify
barr
iers
to im
plem
enta
tion
Dis
trict
MTS
S
Coo
rdin
atio
n
Impl
emen
tatio
n Su
ppor
tsD
irect
ion
Trai
ning
Coa
chin
gC
onte
nt E
xper
tise
Mat
eria
lsE
valu
atio
n
17
Scho
ols
Wh
ere
doe
s th
e A
dm
inis
trat
ive
Team
fit
?D
istr
ict I
mpl
emen
tatio
nTe
am•
Visi
onP
liD
istri
ctLi
i•
Col
lect
, sum
mar
ize,
eva
luat
e da
ta•
Dev
elop
dist
rictp
lan
Dis
tric
t Exe
cutiv
eLe
ader
ship
Team
fit
?
•Po
licy
•Pr
iorit
y•
Allo
catio
n of
reso
urce
s•
Barr
ier b
ustin
g
Coo
rdin
atio
n
Liai
son
Dis
trict
MTS
S
•D
evel
op d
istri
ct p
lan
•C
oord
inat
e an
d m
onito
r pla
n•
Cre
ate/
mod
ify m
ater
ials
and
tool
s•
Iden
tify
barr
iers
to im
plem
enta
tion
Cdi
tiD
istri
ct M
TSS
C
oord
inat
ion
Impl
emen
tatio
n Su
ppor
tsD
iti
Adm
inis
trat
ive
Team
Coo
rdin
atio
n
•As
sist
s in
des
igni
ng th
e di
stric
t’s v
isio
n•
Alig
ns b
uild
ing
visi
on w
ith th
e ov
eral
l di
stric
tvis
ion
Dire
ctio
nTr
aini
ngC
oach
ing
Con
tent
Exp
ertis
eM
ti
l
dist
rict v
isio
n•
Polic
y•
Prio
rity
•Al
loca
tion
of re
sour
ces
•Ba
rrie
r bus
ting
Mat
eria
lsE
valu
atio
n
18
Scho
ols
Glo
bal D
istri
ct Im
plem
enta
tion
TF
ti•
Dis
trict
-wid
e pe
rspe
ctiv
e
Team
Fun
ctio
nsp
p
•S
olut
ion-
focu
sed
Sol
utio
nfo
cuse
d
•A
bilit
yto
see
how
dist
rictp
riorit
ies
and
Abi
lity
to s
ee h
ow d
istri
ct p
riorit
ies
and
prac
tices
inte
grat
e w
ith o
ne a
noth
er
•A
naly
ze d
ata
aggr
egat
ed a
cros
s bu
ildin
gs to
ev
alua
te a
reas
of s
treng
th a
nd n
eed
19
eval
uate
are
as o
f stre
ngth
and
nee
d
Rol
e of
a D
istri
ct Im
plem
enta
tion
Team
•D
evel
op a
nd s
usta
in c
apac
ity fo
r
p
prog
ram
s an
d in
terv
entio
ns•
Acc
ount
able
for g
uidi
ng w
ork
from
g
gad
optio
n/ex
plor
atio
n to
con
tinuo
us
impr
ovem
ent
p•
Act
ivel
y in
volv
ed o
n a
daily
bas
is w
ith
impl
emen
tatio
nef
forts
impl
emen
tatio
n ef
forts
20
Wor
k of
a D
istri
ct Im
plem
enta
tion
Team
•S
et u
p an
org
aniz
atio
nal e
nviro
nmen
t tha
t sup
ports
pe
ople
to b
e ab
le to
do
thei
r job
s w
ell
•P
rovi
de th
e ne
cess
ary
info
rmat
ion
abou
t eac
h st
aff
mem
ber’s
role
and
exp
ecta
tions
for i
nvol
vem
ent
with
MTS
Sw
ith M
TSS
•P
rovi
de a
cces
s to
the
nece
ssar
y to
ols
and
mat
eria
lsfo
rMTS
Sim
plem
enta
tion
mat
eria
ls fo
r MTS
S im
plem
enta
tion
•E
nsur
e th
at th
ere
is a
n ef
fect
ive
data
sys
tem
es
tabl
ishe
d th
at fa
cilit
ates
dat
a dr
iven
dec
isio
n m
akin
g•
Est
ablis
h sy
stem
s an
d fe
edba
ck lo
ops
for r
egul
arly
l
iM
TSS
di
hi
fi
21
eval
uatin
g M
TSS
and
act
ing
on th
e in
form
atio
n
Dis
tric
t Im
plem
enta
tion
Dis
tric
t Im
plem
enta
tion
Team
Del
iver
able
sTe
am D
eliv
erab
les
Wha
t You
Wha
t You
Shou
ld H
ear F
rom
aSh
ould
Hea
r Fro
m a
Bui
ldin
g B
uild
ing
Impl
emen
tatio
nIm
plem
enta
tion
Team
Team
•P
rovi
des
and
orga
nize
s th
e di
stric
t lea
ders
hip
•“I
know
the
wor
k w
e’re
doi
ng a
tthe
bu
ildin
g is
sup
porte
d by
the
supe
rinte
nden
t and
dis
trict
lead
ersh
ip”
•O
rgan
izes
the
syst
em in
a
way
that
sup
ports
bui
ldin
g w
ork
and
mak
es b
uild
ing
•“I’
m n
ot fe
elin
g as
if I’
m b
angi
ng m
y he
ad a
gain
st th
e w
all a
bout
a d
ecis
ion
mad
e at
the
dist
rict l
evel
that
wou
ldg
leve
l wor
k ea
sier
to
com
plet
e an
d su
stai
n
•H
elps
tode
velo
pth
e
impe
de o
r slo
w d
own
my
build
ing
leve
l w
ork”
•“W
ear
ebe
ttera
tour
impl
emen
tatio
n•
Hel
ps to
dev
elop
the
com
pete
ncy
of th
e bu
ildin
g le
vel t
eam
s
•W
e ar
e be
tter a
t our
impl
emen
tatio
nbe
caus
e th
e di
stric
t bui
lds
our s
kill
and
know
ledg
e in
wha
t we
are
abou
t to
put
in p
lace
”
•D
evel
ops
stru
ctur
es th
at
ensu
re tw
o-w
ay
com
mun
icat
ion
acro
ssth
e
•“W
e ha
ve a
pro
cess
for c
omm
unic
atio
n w
ith d
istri
ct le
ader
s if
we
enco
unte
r a
road
-blo
ckto
ourw
ork
that
isou
tofo
ur
22
com
mun
icat
ion
acro
ss th
e ca
scad
ero
adbl
ock
to o
ur w
ork
that
is o
ut o
f our
co
ntro
l, bu
t with
in d
istri
ct c
ontro
l”
Rem
embe
r, th
e D
istri
ct
Impl
emen
tatio
n Te
am’s
job
is to
sy
stem
atic
ally
thin
kab
outh
owst
aff
syst
emat
ical
ly th
ink
abou
t how
sta
ff ne
ed to
be
supp
orte
d in
on-
goin
g w
ays
toim
plem
entp
ract
ices
and
way
s to
impl
emen
t pra
ctic
es a
nd
prog
ram
wel
l so
ther
e ar
e ga
ins
in
td
tt
stud
ent o
utco
mes
.
23
Dis
trict
Impl
emen
tatio
n Te
am
Mi
ti•
“Sup
port”
doe
s N
OT
mea
n te
lling
peo
ple
htt
d
Mis
conc
eptio
ns
wha
t to
do:
–“S
uppo
rt” is
not
top-
dow
n. R
equi
res
com
mun
icat
ion
and
feed
back
loop
sw
ithal
lin
com
mun
icat
ion
and
feed
back
loop
s w
ith a
ll in
th
e sc
hool
sys
tem
–“S
uppo
rt” w
ill re
quire
team
mem
bers
to ro
ll-up
th
eir s
leev
es a
nd a
ssis
t bui
ldin
gs w
ith th
eir
effo
rtsto
impl
emen
tef
forts
to im
plem
ent
–“S
uppo
rt” d
oes
not m
ean
tellin
g pe
ople
wha
t to
24
ppg
pp
do o
r sto
ppin
g su
ppor
t onc
e bu
ildin
gs fi
nd th
e tim
e fo
r sta
ff to
do
wha
t is
bein
g re
ques
ted
Act
ivity
Is y
our c
urre
nt L
eade
rshi
p St
ruct
ure
Is y
our c
urre
nt L
eade
rshi
p St
ruct
ure
set u
p to
sup
port
the
Org
aniz
atio
nal
set u
p to
sup
port
the
Org
aniz
atio
nal
Envi
ronm
ent?
Envi
ronm
ent?
Wha
tgro
upor
indi
vidu
alcu
rren
tlyW
hatg
roup
orin
divi
dual
curr
ently
Wha
t gro
up o
r ind
ivid
ual c
urre
ntly
W
hat g
roup
or i
ndiv
idua
l cur
rent
ly
does
eac
h of
the
func
tions
that
are
do
es e
ach
of th
e fu
nctio
ns th
at a
re
liste
din
the
“bub
bles
”on
the
Dis
tric
tlis
ted
inth
e“b
ubbl
es”
onth
eD
istr
ict
liste
d in
the
bubb
les
on
the
Dis
tric
t lis
ted
in th
e bu
bble
s o
n th
e D
istr
ict
Man
agem
ent S
truc
ture
Gra
phic
?M
anag
emen
t Str
uctu
re G
raph
ic?
25
Is th
ere
Evi
denc
e fo
r a D
istri
ct
Impl
emen
tatio
nTe
am?
Impl
emen
tatio
n Te
am?
26
Is th
ere
Evi
denc
e fo
r a D
istri
ct
Impl
emen
tatio
nTe
am?
Impl
emen
tatio
n Te
am?
“Whi
le c
ompr
ehen
sive
sch
ool r
efor
m
prog
ram
s w
ere
initi
ally
dev
elop
ed a
s p
gy
psc
hool
-leve
l int
erve
ntio
ns, e
xper
ienc
e an
d re
sear
ch h
ave
dem
onst
rate
d th
at
orga
niza
tions
in s
choo
ls’ e
nviro
nmen
t are
hi
ghly
con
sequ
entia
l for
inte
rven
ers’
g
yq
effe
ctiv
enes
s an
d vi
abilit
y.”
27(G
laze
r and
Peu
rach
, 200
8; p
.3)
Act
ivity
Use
the
quot
e on
the
prev
ious
slid
e U
se th
e qu
ote
on th
e pr
evio
us s
lide
and
rean
d re
--writ
e th
is in
a s
ente
nce
that
you
w
rite
this
in a
sen
tenc
e th
at y
ou
yyw
ould
use
to c
omm
unic
ate
with
you
r w
ould
use
to c
omm
unic
ate
with
you
r co
lleag
ues
abou
t why
we
have
a
colle
ague
s ab
out w
hy w
e ha
ve a
g
yg
yD
istr
ict I
mpl
emen
tatio
n Te
am th
at
Dis
tric
t Im
plem
enta
tion
Team
that
fo
cuse
s on
Or g
aniz
ing
the
educ
atio
nal
focu
ses
on O
rgan
izin
g th
e ed
ucat
iona
l g
gg
gen
viro
nmen
ten
viro
nmen
t
28
Is th
ere
Evi
denc
e fo
r a D
istri
ct
Impl
emen
tatio
nTe
am?
In o
rder
for a
ll st
uden
ts to
ben
efit,
we
Impl
emen
tatio
n Te
am?
mus
t sup
port
both
WH
AT in
terv
entio
ns
have
bee
n se
lect
ed a
nd th
e im
plem
enta
tion
stra
tegi
es th
at e
nsur
e H
OW
to d
o it.
29
Edu
catio
n R
efor
m E
ffect
Siz
e
Bor
man
et a
l. (2
003)
con
duct
ed a
met
a-an
alys
is o
f sch
ool r
efor
m p
rogr
ams.
The
ir ef
fect
on
stud
ent a
chie
vem
ent o
n av
erag
e w
ere
quite
sm
all.
(.12)
But
, muc
h pr
ogra
m-to
-pro
gram
var
iabi
lity
was
pres
enti
nob
serv
edef
fect
size
s(-
.13
was
pre
sent
in o
bser
ved
effe
ct s
izes
(.1
3 to
.92)
30
Effe
ctiv
e E
duca
tion
Ref
orm
Brin
gs w
ith it
stro
ng p
ract
ices
Brin
gsw
ithit
aw
ayto
impl
emen
ttho
seB
rings
with
it a
way
to im
plem
ent t
hose
pr
actic
es w
ell
Brin
gs w
ith it
a w
ay to
org
aniz
e th
e d
til
it
tht
educ
atio
nal e
nviro
nmen
t so
that
im
plem
enta
tion
is e
ven
easi
er
31
Onc
e an
Initi
ativ
e/P
ract
ice
is A
dopt
ed
aD
istri
ctca
n•
Let i
t Hap
pena
Dis
trict
can
…
•G
iven
info
rmat
ion
and
expe
cted
to tr
ansl
ate
into
pra
ctic
e•
Hel
pit
Hap
pen
•H
elp
it H
appe
n•
Trai
ning
pro
vide
d bu
t lac
ks fe
edba
ck lo
ops
or
com
mitm
entt
oba
rrie
rbus
ting
com
mitm
ent t
o ba
rrie
r bus
ting
•M
ake
it H
appe
n•
Ong
oing
supp
orts
prov
ided
toad
min
istra
tion
Ong
oing
sup
ports
pro
vide
d to
adm
inis
tratio
n an
d th
ose
impl
emen
ting
•Im
plem
enta
tion
Team
in c
harg
e of
sup
porti
ng 32
impl
emen
tatio
n, b
ustin
g ba
rrie
rs a
nd
achi
evin
g po
sitiv
e re
sults
Stra
tegi
es E
mpl
oyed
for E
duca
tion
Ref
orm
(Ph
2013
)•
She
ll S
trate
gyR
efor
m (P
eura
ch, 2
013)
•O
rgan
izat
iona
l des
ign
but n
ot p
repa
red
for r
eplic
atio
n•
Diff
usio
n S
trate
gy•
Stro
ng fo
cus
on fi
delit
y, w
eak
focu
s on
d
tti
adap
tatio
n •
Incu
batio
n S
trate
gy•
Wea
k fo
cus
on fi
delit
y, s
trong
focu
s on
ad
apta
tion
El
tiS
tt
33
•E
volu
tiona
ry S
trate
gy•
Equ
al a
ttent
ion
to fi
delit
y an
d ad
apta
tion
The
Fine
Bal
ance
of t
he W
ork
Rec
eive
rsLe
ader
sS
tand
ardi
ze M
odel
Fide
lity
of Im
plem
enta
tion
Fulfi
lling
Agr
eem
ents
with
Fund
ers
Con
text
ual V
aria
tion
Spe
cific
Nee
d
ece
es
eade
s
Fulfi
lling
Agr
eem
ents
with
Fun
ders
Pra
ctic
al/F
easi
ble
34
Act
ivity
How
will
hav
ing
a D
istr
ict
How
will
hav
ing
a D
istr
ict
Impl
emen
tatio
n Te
am h
elp
Impl
emen
tatio
n Te
am h
elp
ME
ME
to b
ette
rto
bet
ter
1. “
Mak
e th
e w
ork
happ
en”
1. “
Mak
e th
e w
ork
happ
en”
2. A
pply
the
“Evo
lutio
nary
Str
ateg
y”2.
App
ly th
e “E
volu
tiona
ry S
trat
egy”
35
Your
Uni
que
Rol
e in
Sup
porti
ng
Dis
trict
Wor
k
36
Your
Uni
que
Rol
e
•IS
D M
TSS
Coo
rdin
ator
q
•D
istri
ct M
TSS
Coo
rdin
ator
•
ISD
orD
istri
ctIm
plem
enta
tion
Team
ISD
or D
istri
ct Im
plem
enta
tion
Team
M
embe
r•
ISD
“ext
erna
lcoa
ch”t
oth
ebu
ildin
g•
ISD
ext
erna
l coa
ch to
the
build
ing
leve
l wor
kD
iti
t“i
tl
h”t
thb
ildi
•D
istri
ct “i
nter
nal c
oach
” to
the
build
ing
leve
l wor
k
37
How
Doe
s E
ach
Coa
chin
g R
ole
Sup
port
Dis
trict
Wor
k?•
Pro
vidi
ng c
oord
inat
ed s
uppo
rts a
cros
s th
e d
til
d
Sup
port
Dis
trict
Wor
k?
educ
atio
nal c
asca
de•
Und
erst
andi
ng a
nd p
rom
otin
g th
e di
stric
t t
tt
man
agem
ent s
truct
ure
•C
omm
unic
atin
g w
ith th
e di
stric
t im
plem
enta
tion
team
toim
prov
epr
actic
esim
plem
enta
tion
team
to im
prov
e pr
actic
es•
Dat
a co
nver
satio
nsS
hlI
t/Ati
Pl
•S
choo
l Im
prov
emen
t/Act
ion
Pla
ns•
Sha
ring
Suc
cess
C
iti
Bi
38
•C
omm
unic
atin
g B
arrie
rs
Who
Impa
cts
Dis
trict
Cha
nge?
pg
Eve
ryon
e w
ithin
the
syst
em
39
Act
ivity
Find
a “
like
me”
par
tner
. D
iscu
ss y
our
Find
a “
like
me”
par
tner
. D
iscu
ss y
our
uniq
ue ro
ll as
a c
oach
in y
our
uniq
ue ro
ll as
a c
oach
in y
our
qy
qy
educ
atio
n sy
stem
. H
ow w
ill y
ou
educ
atio
n sy
stem
. H
ow w
ill y
ou
supp
ort a
su
ppor
t a DD
istr
ict
istr
ict II
mpl
emen
tatio
n m
plem
enta
tion
pppppp
TTeam
?ea
m?
40
Coa
chin
gD
istri
ctC
omm
unic
atio
nC
oach
ing
Dis
trict
Com
mun
icat
ion
41
Act
ivity
Whe
n a
barr
ier a
rises
with
in y
our
Whe
n a
barr
ier a
rises
with
in y
our
educ
atio
n sy
stem
, how
is th
is ty
pica
lly
educ
atio
n sy
stem
, how
is th
is ty
pica
lly
y,
ypy
y,
ypy
com
mun
icat
ed a
nd a
ddre
ssed
?co
mm
unic
ated
and
add
ress
ed?
How
is s
choo
l lev
el d
ata
used
to
How
is s
choo
l lev
el d
ata
used
to
info
rmdi
stric
tlev
elw
ork?
info
rmdi
stric
tlev
elw
ork?
info
rm d
istr
ict l
evel
wor
k?in
form
dis
tric
t lev
el w
ork?
42
Dis
tric
t Im
ple
men
tati
on
Tea
mn
Tea
m
43
Initi
al In
form
atio
n O
ut
•D
evel
op K
ey M
essa
ge•
Det
erm
ine
who
Nee
ds to
Kno
w•
Find
the
Bes
tCha
nnel
fort
heA
udie
nce
Find
the
Bes
t Cha
nnel
for t
he A
udie
nce
•R
ate
the
Effe
ctiv
enes
s of
the
Com
mun
icat
ion
Com
mun
icat
ion
44
Ong
oing
Com
mun
icat
ion
•C
omm
unic
ate:
gg
•S
ucce
ss•
Inno
vatio
nsIn
nova
tions
•E
ffici
enci
esB
i•
Bar
riers
45
Ong
oing
Com
mun
icat
ion
•Fo
rum
for S
ucce
ss, I
nnov
atio
ns,
gg
Effi
cien
cies
46
Ong
oing
Com
mun
icat
ion
•Fo
rum
for B
arrie
rs
gg
•P
EP
-PIP
Cyc
le•
Pol
icy
Ena
bled
Pra
ctic
e (P
EP
)•
Pra
ctic
e In
form
ed P
olic
y (P
IP)
47
Act
ivity
Rev
iew
the
Com
mun
icat
ion
Form
s:R
evie
w th
e C
omm
unic
atio
n Fo
rms:
••C
eleb
ratio
nsC
eleb
ratio
ns••
Bar
riers
Bar
riers
Bar
riers
Bar
riers
Whi
por
Pass
:W
hip
orPa
ss:
Whi
p or
Pas
s:W
hip
or P
ass:
Whi
ch fo
rm d
o yo
u se
e va
lue
in
Whi
ch fo
rm d
o yo
u se
e va
lue
in
iti
it
dit
it’
iti
it
dit
it’
inco
rpor
atin
g in
to y
our d
istr
ict’s
in
corp
orat
ing
into
you
r dis
tric
t’s
stan
dard
pra
ctic
e? W
hy?
stan
dard
pra
ctic
e? W
hy?
48
Coa
chin
gth
eU
seof
Dis
trict
Dat
aC
oach
ing
the
Use
of D
istri
ct D
ata
49
Alth
ough
the
dist
rictd
ata
Alth
ough
the
dist
rict d
ata
revi
ew p
roce
ss is
not
a
repl
icat
ion
of th
e bu
ildin
g re
view
proc
ess
both
are
revi
ew p
roce
ss, b
oth
are
esse
ntia
l and
nee
d to
be
conn
ecte
d.
50
Des
crib
ing
the
Con
nect
ion
•Th
e di
stric
t dat
a re
view
pro
cess
resu
lts in
the
iden
tific
atio
nof
area
sth
atth
edi
stric
tsch
ools
need
g
iden
tific
atio
n of
are
as th
at th
e di
stric
t sch
ools
nee
d to
prio
ritiz
e–
The
prio
ritie
s (fi
ndin
gs fr
om th
e da
ta re
view
) p
(g
)ne
ed to
be
com
mun
icat
ed to
the
adm
inis
trativ
e te
am a
nd to
the
build
ing
lead
ersh
ip te
ams
and
staf
fst
aff
•P
riorit
ies
and
corr
espo
ndin
g ac
tions
are
do
cum
ente
d in
bot
h th
e D
istri
ct Im
prov
emen
t Pla
n an
d th
e S
choo
l Im
prov
emen
t Pla
n(s)
•Th
e di
stric
t dat
a re
view
pro
cess
look
s fo
r com
mon
im
plem
enta
tion
chal
leng
esac
ross
scho
ols
soth
at
51
impl
emen
tatio
n ch
alle
nges
acr
oss
scho
ols
so th
at
the
dist
rict i
mpl
emen
tatio
n te
am c
an w
ork
to
elim
inat
e ba
rrie
rs to
suc
cess
ful i
mpl
emen
tatio
n52
Act
ivity
••Q
uick
Writ
e:
Qui
ck W
rite:
W
hatd
oyo
use
eas
the
role
ofW
hatd
oyo
use
eas
the
role
of––
Wha
t do
you
see
as th
e ro
le o
f W
hat d
o yo
u se
e as
the
role
of
eval
uatio
n in
a d
istr
ict w
ide
MTS
S ev
alua
tion
in a
dis
tric
t wid
e M
TSS
mod
el?
mod
el?
mod
el?
mod
el?
••C
ompa
re w
ith a
par
tner
.C
ompa
re w
ith a
par
tner
.––
How
are
you
r ide
as fo
r the
role
of
How
are
you
r ide
as fo
r the
role
of
eval
uatio
n si
mila
r or d
iffer
ent?
eval
uatio
n si
mila
r or d
iffer
ent?
53
Dec
isio
n S
uppo
rt D
ata
Sys
tem
•B
egin
s w
ith th
e di
stric
t def
inin
g w
hich
as
sess
men
ts w
ill b
e an
alyz
ed a
t the
dis
trict
, y
build
ing
and
grad
e le
vels
to d
eter
min
e:–
Prio
ritie
s–
Res
ourc
e al
loca
tion
–Im
plem
enta
tion
qual
ity (f
idel
ity)
It
td
tt
–Im
pact
on
stud
ent o
utco
mes
•Th
en re
quire
s th
e di
stric
t to:
Id
entif
ype
ople
tosu
ppor
tthe
–Id
entif
y pe
ople
to s
uppo
rt th
e as
sess
men
ts/m
easu
res
–C
reat
e an
ass
essm
ent s
ched
ule
54
–E
stab
lish
win
dow
s of
tim
e to
ana
lyze
the
data
at
the
dist
rict,
build
ing
and
grad
e le
vel
Prim
ary
Que
stio
n:
Th
tt
tt
dt
iTo
wha
t ext
ent a
re s
tude
nts
in
ourd
istri
ctm
eetin
gou
r dis
trict
mee
ting
expe
ctat
ions
for p
erfo
rman
ce? 55
Dril
ldow
n Q
uest
ion:
To
wha
text
enta
rest
uden
tsin
To w
hat e
xten
t are
stu
dent
s in
ou
r dis
trict
mee
ting
expe
ctat
ions
fo
r per
form
ance
and
gro
wth
?
56
Pi
Qti
Prim
ary
Que
stio
n:
Tow
hate
xten
tis
ourd
istri
ctTo
wha
t ext
ent i
s ou
r dis
trict
impl
emen
ting
Tier
1 b
ehav
ior
MTS
S c
ompo
nent
s w
ith
fidel
ity?
fidel
ity?
57
Dril
ldow
n Q
uest
ion:
W
hats
peci
ficsu
bsca
les
and
Wha
t spe
cific
sub
scal
es a
nd
scho
ols
are
on tr
ack?
Whi
ch
need
sup
port?
58
Pi
Qti
Prim
ary
Que
stio
n:
Wha
tis
ourc
apac
ityto
Wha
t is
our c
apac
ity to
su
ppor
t our
dis
trict
wid
e as
w
ell a
s sc
hool
leve
l MTS
S
Impl
emen
tatio
nP
lans
?Im
plem
enta
tion
Pla
ns?
59
Dril
ldow
n Q
uest
ion:
W
hl
ithi
hl
Who
els
e w
ithin
our
sch
ool
syst
em c
an w
e bu
ild th
e sk
ill
y and
know
ledg
e of
to s
uppo
rt th
e w
ork?
Who
has
the
pass
ion
wor
k? W
ho h
as th
e pa
ssio
n an
d en
thus
iasm
it ta
kes
to
mov
e th
e w
ork
forw
ard?
60
Pla
nnin
g B
ased
on
Dis
trict
Dat
a A
naly
sis
The
plan
conn
ects
Dis
trict
-wid
eN
eeds
Ana
lysi
s
The
plan
con
nect
s D
istri
ctw
ide
Nee
ds
with
the
Dis
trict
Impr
ovem
ent P
lan
•If
mul
tiple
build
ings
are
impl
emen
ting
•If
mul
tiple
bui
ldin
gs a
re im
plem
entin
g,
are
ther
e co
mm
on n
eeds
? C
omm
on
barri
ers
tosu
cces
sful
impl
emen
tatio
n?ba
rrier
s to
suc
cess
ful i
mpl
emen
tatio
n?•
If on
ly o
ne b
uild
ing
is c
urre
ntly
im
plem
entin
gis
that
build
ing
ontra
ckim
plem
entin
g, is
that
bui
ldin
g on
trac
k to
bec
omin
g a
mod
el d
emon
stra
tion
scho
ol?
61
scho
ol?
Act
ivity
Wha
t add
ition
al p
rimar
y an
d dr
ill d
own
Wha
t add
ition
al p
rimar
y an
d dr
ill d
own
ques
tions
do
you
thin
k it
wou
ld b
e qu
estio
ns d
o yo
u th
ink
it w
ould
be
qy
qy
esse
ntia
l for
a d
istr
ict t
eam
to a
sk a
s es
sent
ial f
or a
dis
tric
t tea
m to
ask
as
they
inve
stig
ate
dist
rict w
ide
data
?th
ey in
vest
igat
e di
stric
t wid
e da
ta?
yg
yg
Plea
sew
rite
this
onth
epo
stPl
ease
writ
eth
ison
the
post
itno
tes
itno
tes
Plea
se w
rite
this
on
the
post
Plea
se w
rite
this
on
the
post
--it n
otes
it
note
s an
d le
ave
on th
e ta
ble
and
leav
e on
the
tabl
e
62
Example Communication Checklist What needs to be communicated?
Why do you need to communicate?
Who do you need to communicate with? For each audience, is this Information: Need to Know Nice to Know Need to Act Upon
If actionable, what action do recipients of the information need to take?
How will you deliver the message?
If this is initial communication, what follow-up communication is needed?
How can the message be personalized so that each role understands how this information benefits/impacts them?
Barr
ier
Co
mm
un
icati
on
Form
Poli
cy E
nh
an
ced
Pra
ctic
e (P
EP
) /
Pra
ctic
e In
form
ed P
oli
cy (
PIP
)
D
ate:
______ /
______ /
______
MiB
LS
i 10
/22
/13
B
ase
d o
n t
he
work
of
Fix
sen
, D
. L
., B
lase
, K
. A
., V
an D
yke,
M., D
uda
, M
., H
orn
er, R
., &
Suga
i, G
. (2
009
) S
tate
Im
ple
men
tati
on
and
Sca
lin
g-u
p o
f E
vid
ence
-Ba
sed P
ract
ices
(S
ISE
P)
Th
e p
urp
ose
of
this
fo
rm i
s to
co
mm
un
ica
te t
o a
n I
mp
lem
enta
tio
n T
eam
a b
arr
ier
tha
t m
ay
hin
der
eff
ecti
ve
an
d e
ffic
ien
t im
ple
men
tati
on
of
a p
ract
ice.
Usi
ng
th
is f
orm
wit
hin
a f
orm
al
co
mm
un
ica
tio
n s
tru
ctu
re
can
en
ha
nce
an
d s
up
po
rt i
mp
lem
en
tati
on
eff
ort
s.
Wh
en i
mp
lem
enti
ng
a p
rog
ram
, p
ract
ice,
in
itia
tiv
e or
asse
ssm
ent
syst
em m
any
asp
ects
of
imp
lem
enta
tio
n w
ill
go s
mo
oth
ly.
Ho
wev
er,
chal
len
ges
are
in
evit
able
an
d s
erv
e as
lear
nin
g o
pp
ort
un
itie
s.
Qu
ick
id
enti
fica
tio
n a
nd
rem
ov
al o
f th
e ch
alle
ng
es o
r b
arri
ers
imp
edin
g s
taff
’s a
bil
ity
to
im
ple
men
t w
ell
is c
riti
cal
for
succ
ess.
To
acc
om
pli
sh t
his
, on
-
go
ing
fee
db
ack
nee
ds
to b
e g
ath
ered
and
act
ed-o
n a
t m
ult
iple
lev
els
wit
hin
th
e sc
ho
ol
dis
tric
t. U
ltim
atel
y,
tho
se i
n a
dm
inis
trat
ive
role
s h
ave t
he
resp
onsi
bil
ity
an
d d
ecis
ion
mak
ing
auth
ori
ty t
o a
lig
n a
nd
/ o
r d
evel
op
dis
tric
t p
roce
du
res
to e
nhan
ce t
he
pra
ctic
es b
eing
im
ple
men
ted
by
sta
ff.
At
the
sam
e ti
me
, fe
edb
ack
on t
ho
se p
roce
du
res
can
and
sh
ou
ld b
e
pro
vid
ed b
y p
ract
itio
ner
s to
hel
p i
nfo
rm e
nh
ance
men
ts.
Nam
e of
per
son s
ubm
itti
ng f
orm
:
Em
ail
Phone
Num
ber
What
is
the
bar
rier
?
What
pra
ctic
e(s)
is/
are
hin
der
ed b
y
this
bar
rier
?
How
does
the
bar
rier
inte
rfer
e w
ith
effe
ctiv
e/ef
fici
ent
imple
men
tati
on o
f
the
pra
ctic
e?
Act
ion i
tem
ass
igned
to (
nam
e):
______________
__________________________________
Pro
ble
m c
onfi
rmed
?
Yes
N
o
Dat
e: _
_____ /
_____
For
Imp
lem
enta
tion
Team
use
:
Act
ion t
aken
: S
teps
for
com
munic
atio
n f
oll
ow
up:
