Building and Sustaining a Building and Sustaining a Multi-Tiered System of SupportsMulti-Tiered System of Supports: :

The Wichita WayThe Wichita Way

Virginia Department of EducationMarch 1, 2011

Virginia Department of EducationMarch 1, 2011

Fullan has shown that real change is possible but only by taking a

truly systematic approach.

2Senge in Fullan, 2010

Mobilizing the sort of cooperative Whole-System effort Fullan proposes:

Mobilizing the sort of cooperative Whole-System effort Fullan proposes:

3

1. We must believe that real change is possible.-Transforming the fatalism that currently afflicts far too many starts with a conviction that change is possible with a clear framework and practical tools for engagement and moving forward.

2. We must imagine a vision for school that is far more compelling than fixing a broken system.

Fullan, 2010

The SystemThe System

4

Big Ideas for Whole-System Reform

1.All children can learn2.A small number of key priorities3.Resolute leadership/stay on message4.Collective capacity5.Strategies with precision6.Intelligent accountability7.All means all

Fullan, 2010

Elements of a Successful ReformElements of a Successful Reform

5

1. A small number of ambitious goals2. A guiding coalition at the top3. High standards and expectations4. Collective capacity building with a focus on

instruction5. Individual capacity building linked to instruction6. Mobilizing the data as a strategy for improvement7. Intervention in a nonpunitive manner8. Being vigilant about “distractors”9. Being transparent, relentless, and increasingly

challenging

Fullan, 2010

Making All Systems GoMaking All Systems Go

6

1. Resolute Leadership2. Intelligent Accountability3. Collective Capacity4. Individual Capacity5. Moral purpose/High Expectations

These five components represent a complex resource, one that compounds and multiplies its effect through interrelated use.

Fullan, 2010

Michael Fullan

MTSS is the Work!MTSS is the Work!

MTSS Steering TeamSeptember 2, 2009

There is no such thing as a dysfunctional organization, because every organization is perfectly aligned to achieve the results

it currently gets.

--Jeff Lawrence

The Strategic PlanThe Strategic Plan

MTSS is the WORK!MTSS is the WORK!

• Vision

• Strategic Plan

• Support and Direction from the District

MTSS District Leadership TeamMTSS District Leadership Team

• Began in Fall 2009• 22 Member Team• Work based on The Strategic Plan• Work measured by the MTSS Innovation

Configuration Matrix

Are we a system Are we a system of schools…of schools…

… or a school … or a school system?system?

FullanPaschal: “The Change Sandwich”

PRINCIPLES(Beliefs, Work, Objectives, Action Plans)

INNOVATIONS(that fit within the principles)

Let us put our minds together and see what life we can

make for our children.

-Sitting Bull

MTSS Steering TeamSeptember 29

Inviting Collaborative PartnersInviting Collaborative Partners

• Stevan KukicStevan Kukic: Strategic Reform• James BakerJames Baker: Academic Structuring and

Implementation• Robert PipikRobert Pipik: Performance Management• Randy SprickRandy Sprick: Positive Behavior Supports• George BatscheGeorge Batsche: Leadership and RtI

Defining District Non-NegotiablesDefining District Non-Negotiables

1.The culture of PLC is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation configuration matrix.

2.District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, instruction, and operations are established, implemented and supported with fidelity.

3.The focus of Professional Development is expecting and supporting fidelity of implementation.

4.Results-driven leadership is expected and supported.

The Plan EvolvesThe Plan Evolves

• Defined Six Cohorts of Feeder Schools

• 3 Cohorts: Behavior Focus• 3 Cohorts: Academic Focus• Flipping Focus

Other System ConsiderationsOther System Considerations

• Reorganization• Comprehensive Assessment System• Systems of Support for All• Implementation with Fidelity• System of Data-Driven Decision Making

ReorganizationReorganization

• Functioning in a• Data-driven accountability system• Time of reduced financial resources• Dimension of one delivery system that’s

sole focus is student learning

Comprehensive Assessment System: What is different?

Comprehensive Assessment System: What is different?

Assessment Protocols

Assessment Protocols

Systems of Support for AllSystems of Support for All

Implementation with FidelityImplementation with Fidelity

Implementation with FidelityImplementation with Fidelity

Implementation with FidelityImplementation with Fidelity

System of Data-Driven Decision MakingSystem of Data-Driven Decision Making

• Performance Management System• Facility Stat• School Stat

At no time in history has there been a more powerful need for a new vision of the purpose of education…No institution has a more crucial role to play in the historic changes coming than school because no institution has greater potential to impact how society changes over the long term. How we How we educate our children shapes the future, because educate our children shapes the future, because they in turn will be the ones who create that futurethey in turn will be the ones who create that future. The growing gap between what they need to be able to understand (such as alternative cultures and social-technological-ecological systems) and to do (such as work collaboratively to solve complex interdependent problems) and what we have traditionally taught is the primary reason so many young people find school less and less relevant for their lives. And they are right.

Peter Senge

MTSS is the Work!MTSS is the Work!

We treat urgency like a performance-enhancing

drug,

as if calling for speed will hasten change,

despite the evidence that authentic

transformation requires more time than

we ever imagined.

Peter Block

Innovation Configuration MatrixInnovation Configuration Matrix

• Leadership and Empowerment• Assessment• Curriculum• Instruction• Data-based Decision Making• Integration and Sustainability• Overall

• Leadership and Empowerment• Assessment• Curriculum• Instruction• Data-based Decision Making• Integration and Sustainability• Overall

Making sense of the Innovation Innovation

ConfigurationConfigurationMatrixMatrix

Making sense of the Innovation Innovation

ConfigurationConfigurationMatrixMatrix

Innovation Configuration MatrixInnovation Configuration Matrix

• Staff Survey on Survey Monkey (2600+)• District Leadership Team Activity (17)

• District Leadership Team Activity – Team Analysis

• Team Sharing

•ICM Survey Results•ICM Survey Results

Where are we now? Where are we now?

• Professional Development• Implementation of the Plan• Focus Areas for Spring 2011

• Anchoring BOE Objectives• Identifying Grade Level

Benchmarks• Wichita Problem-Solving Model• Wichita “Brand”• Monitoring and Accountability

• Professional Development• Implementation of the Plan• Focus Areas for Spring 2011

• Anchoring BOE Objectives• Identifying Grade Level

Benchmarks• Wichita Problem-Solving Model• Wichita “Brand”• Monitoring and Accountability

Are you a

Mover?Shaker?Thinker?

Doer?

Are you a

Mover?Shaker?Thinker?

Doer?

Marzano and Waters, 2009

Nonnegotiable Goals

For Achievement

Nonnegotiable Goals

For Instruction

Collaborative Goal Setting

Board Alignment

Allocation of Resources

Relationship between collaborative goal setting, board alignment, allocation of resources, and nonnegotiable goals

for achievement and instruction

Consensus building among diverse team members:

Steve

Consensus building among diverse team members:

Steve

Building Non-Negotiables with SteveBuilding Non-Negotiables with Steve

Practicing consensus building Practicing consensus building

The concept of PLC is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation configuration.  District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, and instruction are established, implemented and supported with fidelity.  The focus of Professional Development is expecting and supporting fidelity of implementation. Results-driven leadership is expected and supported at all level

Wichita Public Schools: District Level Non-Negotiables

Wichita Public Schools: District Level Non-Negotiables

47

May 4, 2010 meeting with Wichita PS MTSS Leadership TeamMay 4, 2010 meeting with Wichita PS MTSS Leadership Team

• All Systems Go• 5 year plan Years

1-3: Primary emphasis on implementation Years 4-5: Primary emphasis on sustainability

• Supporting schools in the context of district non-negotiables and MTSS

• One team for school improvement /school• Synergize school improvement with MTSS• Synergize state department with MTSS • Validate, Refine, Change, Develop—in that order• Focus on Academics, Behavior, and Operations simultaneously• Use social networking for lateral capacity building• Develop a list of “Stop Doings”. What are we willing to give up?• Remember that transition is Ending, Neutral Zone, New Beginning

District Leadership – What is your role?District Leadership – What is your role?

Characteristics of an Effective Characteristics of an Effective School DistrictSchool District

FOCUSDATA

LEADERSHIPRESOURCES

REDUCE DISTRACTORSCOMMUNITY

COMMUNICATIONESPRIT DE CORPS

In his state of education address in 1987, Secretary of Education William Bennett attached the nickname “the blob” to administrators and the administrative system in public schools. The blob, he argued, is made up of people in the education system who work outside of classrooms, soaking up resources and resisting reform without contributing to student achievement (Walker, 1987). According to Bennett, the term blob is an acronym for “bloated educational bureaucracy.”

In his state of education address in 1987, Secretary of Education William Bennett attached the nickname “the blob” to administrators and the administrative system in public schools. The blob, he argued, is made up of people in the education system who work outside of classrooms, soaking up resources and resisting reform without contributing to student achievement (Walker, 1987). According to Bennett, the term blob is an acronym for “bloated educational bureaucracy.”

The primary research question in this work was:

“What is the strength of relationship between district-level administrative actions and average student achievement?”

The computed correlation between district leadership and student achievement was .24 and was statistically significant at the .05 level.

This finding stands in sharp contrast to the notion that district administration is a part of an amorphous blob that soaks up valuable resources without adding value to a district’s effectiveness. To the contrary, these findings suggest that when district leaders are carrying out their leadership responsibilities effectively, student achievement across the district is positively affected.

The second research question was:

“What are the specific district leadership behaviors that are associated with student achievement?”

Five district-level leadership “responsibilities” or “initiatives” with a statistically significant (p <.05) correlation with average student academic achievement were found. They are as follows:

1.Ensuring collaborative goal setting2.Establishing nonnegotiable goals for achievement and instruction3.Creating board alignment with and support district goals4.Monitoring achievement and instruction goals5.Allocating resources to support the goals for achievement and instruction.

Why MTSS (RtI)?Why MTSS (RtI)?

Building and Sustaining a Building and Sustaining a Multi-Tiered System of SupportsMulti-Tiered System of Supports: :

The Wichita WayThe Wichita Way

Virginia Department of EducationMarch 1, 2011

Virginia Department of EducationMarch 1, 2011

MTSS is the Work!MTSS is the Work!