Coaching through Stages of Implementation: District Level
Criteria for identifying completion of the stages of Implementation (measureable outcomes) with in a Michigan’s Integrated
Behavior and Learning Initiative (MiBLSi) Response to Intervention (MTSS) model of supports
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. For district implementation, the district leadership team will begin the process through
implementation with the exploration stage. As the district moves forward with implementation and moves through installation to the
initial implementation stage, model demonstration site schools will then begin the exploration stage.
What is coaching at the district level?
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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
o 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?
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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?
draft 12/4/11
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Coaching through Stages of Implementation: District Level
Stage
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?
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?
draft 12/4/11
District Level
 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
 A district leadership team is identified with representative membership of the school including
building administrator
 A district-wide audit is conducted that examines:
o Current status of student performance (DIBELS/AIMSweb, MEAP, etc.) aggregated at
building and district level
o Current program/practices at district level to address each tier of support
o Current status of implementation fidelity around practices (e.g., team Implementation
Checklist
o Current status of program quality (e.g., PBIS Self-Assessment Survey)
o Available resources to support implementation efforts (e.g., coaching, training)
o 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.
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Coaching through Stages of Implementation: District Level
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?
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?
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?
draft 12/4/11
 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.
 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
 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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