Reframing Organiza-ons – Mul-ple Tiered Systems of Support

Reframing Organizations – Wayne-Westland Community Schools’ Multiple Tiered Sys-

tems of Support

Oakland University

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Reframing Organiza-ons – Mul-ple Tiered Systems of Support

Abstract

Beginning in the 2018/2019 school year, the Wayne-Westland Community Schools Dis-

trict began the process of developing a district-wide Multiple Tiered Systems of Support (MTSS)

Program. This program is designed to identify areas where students may struggle behaviorally

and / or academically, and provide systemic interventions that are designed to mitigate the loss of

academic progress. As I take look at this initiative, I will analyze this program while utilizing

the four frames that are described by authors Bolman and Deal, of Reframing Organizations.

These frames include: The Structural Frame, The Human Resource Frame, The Political Frame,

and the Symbolic Frame. Additionally, I will offer a suggestive, yet critical analysis for my spe-

cific school’s level of preparedness for adopting this initiative for building-level implementation.

Introduction

The Wayne-Westland Community Schools District serves thousands of students, across a

rather diverse demographic region of Wayne County that includes, but is not limited to the fol-

lowing cities: Wayne, Westland, Canton, Inkster, and Romulus. We realize that not all students

are ready for grade level instruction. Additionally, we also recognize that some students do not

meet the behavioral expectations that are required for the learning environment. Therefore, to

mitigate the loss of learning and to improve the academic progress, the district is in the process

of adopting and refining our Multiple Tiered Systems of Support. If implemented properly, a

highly functional MTSS Program will allow teachers to identify a student’s level of needed in-

tervention by measuring their performance against some specific grade level expectations. This

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format is similar to the one that is outlined by Bolman and Deal, as they make reference to Jeff

Bezo’s approach to running his company, Amazon. “Amazon tracks its performance against five

hundred measurable goals; almost 80% relate directly to customer service.” (Bolman & Deal,

2013, p. 45) Like Bezos and Amazon, while analyzing this normative data, much of our analysis

is based upon the performance of our customer. Based upon our industry, the nomenclature that

fits our term for customer, is student, and the term that replaces company, is school. If we were to

apply the aforementioned metrics to our district’s approach, we can yield an adequate measure-

ment of our overall performance with the implementation of the MTSS Program initiative.

Frame One: The Structural Frame

If implemented properly, the correct structural frame can propel your organization to

greater success. According to Bolman and Deal, structural frameworks basically serve as a blue-

print for the expectations that people within the organization to follow. (Bolman and Deal, 2013)

In order for these structures to work properly, the school or district must have clear and defined

roles and responsibilities. Thus, in order for us to have a successful Multiple Tiered Systems of

Support Program, the district must provide schools with an essential blueprint for their function-

ality. Once provided the blueprint, each individual school within the district can model their im-

plementation based upon the structure that has been established. For this to work, we must first

have a firm understanding of the basic functionality of an Academic and Behavioral MTSS Pro-

gram. For a better understanding of Academic MTSS, we should imagine a pyramid that is di-

vided into to three key parts. The bottom of this pyramid is described as Tier I. Tier I is what’s

considered to be “On Grade Level Performance” and this is where roughly 85% of your students

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should be performing. The middle of the pyramid is described as Tier II. Tier II is what’s re-

served for students who are one or more grade levels behind, based upon their performance met-

rics. Statistically speaking, this is where roughly 10% of your students should measure, accord-

ing to their performance metrics. If a student is deemed to be at Tier II, specific and timely inter-

ventions are required. And lastly, if we look at the top of the pyramid, we will see a demarcation

for roughly 5% of your students who are deemed to be at Tier III. Tier III is reserved for students

who are two or more grade levels behind, according to their performance metrics. These students

will require timely and intensive interventions that are specifically related to their expressed

deficits.

As we apply the principles of the Structural Framework to our implementation of an ef-

fective MTSS Program, we see areas where our performance exceeds the standards, but we also

see opportunities for improvement. According to Exhibit 3.2, Bolman and Deal introduces us to

six different “Structural Imperatives.” (Bolman & Deal, 2013, p. 61) Of the six, the three that

are most applicable to our scenario are as follows: “Core process, Environment, and Nature of

the workforce.” (Bolman & Deal, 2013, p. 61) Bolman and Deal inform us that in order for your

structural framework to work properly, “core processes or technologies must align with

structure.” (Bolman & Deal, 2013, p. 61) For our example, this simply means that the district

must establish a well-defined process for identifying students who are in need of tiered supports.

Thus, we must develop a Universal Screener that will be provided for schools to utilize to identi-

fy students who are below grade level. For us, we will utilize the NWEA Test, which will pro-

vide us with a grade level equivalency measurement. Students who take the NWEA Test will

have their performance measured against normative data from students across the country. We

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Reframing Organiza-ons – Mul-ple Tiered Systems of Support

will then determine who is at or below grade level. This process of streamlining is consistent

with Bolman and Deal’s expectations for the development of an effective structural framework.

The next principle from Exhibit 3.2 that is applicable to our example is establishing and

maintaining the correct “Environment.” According to Bolman and Deal, “Stable environment

rewards simpler structure; uncertain, turbulent environment requires a more complex, flexible

structure.” (Bolman & Deal, 2013, p. 61) For our example, our MTSS Program benefits greatly

from a stable environment. The more consistent our staff members are with following the estab-

lished process and implementing the framework, the greater the benefits are to our students.

Once the Universal Screener is administered, we must take a look at additional data prior to mak-

ing our decision to escalate a student to a Tier II status. Therefore, to prevent a turbulent envi-

ronment, our efforts to utilize multiple data sources mitigates the possibility of volatility in the

identification process. We take a look at the students’ corresponding grades/progress report. Us-

ing this two factor identification process of NWEA scores, and grades / progress reports, better

assures that we have identified the correct student’s, in need of Tier II or Tier III supports. Any

student who scores in the bottom 25th percentile in a specific area of the NWEA Test and has a

corresponding grade of a D/E in that same subject area, is then referred for Tier II /Tier III Inter-

ventions.

The third principle from Exhibit 3.2 that directly applies to our example is the “Nature of

the workforce.” (Bolman & Deal, 2013, p. 61) According to Bolman and Deal, “More educated

and professional workers need and want greater autonomy and discretion.” (Bolman & Deal,

2013, p. 61) Although I understand this principle, I do not necessarily think that it is applicable

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under this scenario. In order for the MTSS Program to work most effectively, there needs to be

very little deviation from the structured plan. Although teachers should have autonomy to im-

plement intervention strategies that they feel are most effective for their students, there is very

little room for discretion in regards to if whether or not the interventions are administered. In

short, teachers deserve to have autonomy to determine how to implement the Tier II and Tier

Strategies that they feel are most effective, but they should not have the discretion to decide if

whether or not a student who otherwise “fits” the district-wide criteria for needing services, re-

ceives the interventions or not.

Frame Two: The Human Resource Frame

The Human Resource Frame requires us to take a close look at the people who are direct-

ly in charge of delivering specific services to our students. For our example, it is important to

add, that in order for a MTSS Program to be successful, you have to identify an MTSS Team.

This team should be interdisciplinary in its assembly and at minimum should consist of one or

more core teachers, a counselor, social worker, an administrator, and a support staff member. The

make up of the team is a key component of the program’s overall success. “ One of the oldest

views, still popular among many managers and economists, is that the primary thing people care

about is money: they do what they believe will get them more of it.” (Bolman & Deal, 2013, p.

120)

Although this adage is true in many circumstances, some in the education profession hold

fast to the belief that our love for our students supersedes the desire for money, to a certain ex-

tent. Therefore, while analyzing the human resource frame and the role it plays in assembling an

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effective MTSS Team, it is important to find individuals who are internally motivated to do the

required work to improve the lives of children. This type of work will exceed the typical re-

quirements of an educator. More importantly, it may not necessarily include any extra compensa-

tion for the additional duties that the staff member will be asked to perform. Meeting frequently

to discuss the needs of specific students, reviewing data, building action plans, and overseeing

the implementation of the MTSS framework, will be the minimal requirements of the team

members. Therefore, fully grasping the human resource frame is a very value added attribute for

a principal to have, as he / she does about building the MTTS Team.

Bolman and Deal pays very close attention to the concept of investing in people, as they

further explain this portion of the human resource framework. Part of this theory of investment

is reflective of a company’s financial investment in their employees. As Bolman and Deal states,

“ The most successful company in the U.S. airline industry in recent decades, Southwest Air-

lines, paid employees a competitive wage but had an enormous cost advantage because its highly

committed workforce was so productive.” (Bolman & Deal, 2013, p. 135) Although Southwest

Airlines paid their employees a competitive wage, I would not confuse the term “competitive”

with lucrative. Therefore, it is clear that on average, a Southwest Airlines employee’s motivation

for their above average job performance, was not solely rooted in their financial compensation.

The human resource framework implies that a company or school district has to be will-

ing to make a commitment to treat their employees in an exemplary fashion, in addition to pay-

ing them a competitive wage. This is where a leader’s ability to motivate their staff members

plays a vital role.

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Frame Three: The Political Frame

In the educational profession, the term “politics” can have a multitude of different mean-

ings. If a school is trying to implement a robust MTSS Program, this may require resources and

supports that are not currently a priority for some of the key decision makers. The political frame

in this sense can mean two different and distinct entities, that often seem as though they are one

in the same. The school board, should not be confused with central office. If a building level

principal wants to successfully implement the MTSS Program at their school, he / she may have

to convince two political entities of the funding and attention to detail that is necessary for the

task to be done properly. For this initiative, we will take a look at the steps that should be taken

to convince central office that the MTSS Program and the funding that is associated with it, is a

necessity. Although initiatives such as an MTSS Program may derive from central office, it is

often left up to the building level principal to determine how the program will be funded, staffed,

and incorporated into the daily routines of the school.

This is where a principal’s political acumen becomes a valuable attribute to their overall

skillset. As referenced in the book, “ the political frame views organizations as roiling arenas,

hosting ongoing contests of individual and group interests.” (Bolman & Deal, 2013, p. 188) In

essence, as a leader, it is inevitable that you will have multiple initiatives that are competing for

the same funds and attention. Therefore, you must prioritize accordingly and make the argument

for the supports that will be needed to properly launch your initiative. It is important to keep in

mind that the needs of your school is often weighed against the needs of other schools within

your district. Therefore, the political landscape that has to be navigated may require you to artic-

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Reframing Organiza-ons – Mul-ple Tiered Systems of Support

ulate your needs in a manner that clearly states your objectives and comparatively speaking,

highlights how your school will be a better beneficiary of an often limited amount of funds, as

opposed to the “other school.”

As a leader, while engaging with central office, it is important to support your “ask” with

artifacts, data, and anecdotal information. Therefore, you may want to form a coalition of support

as you move forward with asking for funding for your initiative. “ Agreement and harmony are

easier to achieve when everyone shares similar values, beliefs, and cultural ways. (Bolman &

Deal, 2013, p. 135). As stated in the book, “What Great Leaders do Differently,” Todd Whitaker

shares some very valuable insights about school improvement. In a chapter entitled, “It’s People,

Not Programs,” he gives us two simple perspectives on how to improve schools. It is important

to keep these perspectives in mind while engaging in conversations with central office staff

members. According to Whitaker, “there are really two ways to improve a school significantly:

get better teachers or improve the teachers you already have.” (Whitaker, 2013, p. 5) Therefore,

anecdotally speaking, you must frame the training and professional development that is associat-

ed with launching an effective MTSS Program as one that will be highly effective in improving

the teaching skills of your current staff members. Therefore, the sales-pitch to central office has

to be that one of the byproducts of implementing the program will be the improved teaching abil-

ity of your current staff members.

It is important that the teaching staff is provided with data and artifacts that will acclimate

them to the effectiveness of a well implemented MTSS Program. Data from other comparable

schools that have seen improved results from a similar program will help to build the coalition

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within the teaching ranks, that will ultimately be needed to further convince central office that

your school should be a priority for receiving their support.

To further booster your campaign for the support of central office, it will be important for

you to promise to provide them with data that will evaluate the MTSS Program’s effectiveness.

As stated by Martin Jason, the author of Evaluating Programs to Increase Student Achievement,

it is important to prove “internal validity.” “ This type of validity refers to a situation where it can

reasonably be concluded that the experimental treatment was solely responsible for any differ-

ences and did not act in combination with a factor extraneous to the planned intervention, that is,

the innovative program.” (Jason, 2008 p. 26) By essentially making this promise to central office

to evaluate the program’s effectiveness and outcomes, you are committing yourself and your

team to the outcomes of this initiative. This will support you with convincing the political entity

that you will keep your campaign promises, to improve student achievement by the direct im-

plementation of this program. By committing to proving “Internal Validity” you are giving cen-

tral office your stamp of approval and your beliefs in the effectiveness of this program.

Frame Four: The Symbolic Frame

Often times, organizations have cultures that form within them. Similar to other organiza-

tions, schools and school districts have cultures that from within them, as well. “Some argue that

organizations have cultures; others insist that organizations are cultures.” (Bolman, Deal, 2013

p. 263) Therefore, it is important to mitigate cultures that may form that will work as a force

against your initiative. In this instance, you may have some teachers that are necessarily sold on

the idea that an MTSS Program would be a good use of time ad resources for your school. They

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may believe that introducing another initiative will decrease their ability to effectively do their

jobs in other areas. In fact, there could be any number of reasons that some of the staff members

may be against implementing the program. Similar to the previous frame, as a leader you should

take steps to build a coalition around supporting your initiative. Additionally, if you properly ap-

ply concepts that are discussed in the Symbolic Frame, you will be able to mitigate some of the

antagonistic thoughts surrounding the launch of the MTSS Initiative. Therefore, supporting the

staff by providing research materials regarding the practice of effectively implementing MTSS

Programs and the positive impact that it can have on student achievement will work to develop

the buy-in and eventual ownership that is needed for the sustainability of the program.

As stated in the book, Creating Productive Cultures in Schools, written by Joseph Mur-

phy and Daniela Torre, “The essence of leadership is (1) having a sense of where an organization

needs to get to, or what it needs to achieve, and (2) creating the capacity and deploying that ca-

pacity to reach desired ends.” ( Murphy & Torre, 2014, P. 4) A very literal interpretation of the

aforementioned notion should encourage a building level leader to build the capacity that is nec-

essary within their staff members, so that they will be able to sustain an initiative such as the

MTSS Program. This is a proven way to address the symbolic frame and build the culture that is

necessary to support the initiative.

Conclusion

There are many variables to consider when applying these Four Frames to adopting and

implementing an initiative. All of these frames play key and important roles. Much of the afore-

mentioned information that is presented with the frames applies specifically to corporations.

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However, there are some very practical applications for these frameworks in educational Ameri-

ca. If and when applied properly, an administrator will see increased buy-in and support for their

initiatives. The Structural Frame will provide you with the proper foundation that is required to

build your program. It is clear that understanding the Human Resource Frame will place the ad-

ministrator in a better position to ensure that they employ the right staff members in key posi-

tions for the sustainability of the initiative. It is also clear that navigating the political landscape

that is presented within the Political Frame, requires a certain degree of artistry to convince cen-

tral office that you need their support in order to properly launch the initiative. Lastly, under-

standing the Symbolic Frame will help you to identify the culture and sub-culture within your

building, that you may need to strategically plan for, so that they can see the importance and the

significance of the program that you are proposing. All of these factors working together will

make your program more successful.

References

Bolman, Lee G. and Deal, Terrence E. (2013) Reframing Organizations: Artistry, Choice, and

Leadership. Fourth Edition. San Francisco, CA: Jossey- Bass, A Wiley Imprint

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Whitaker, T. (2012) What Great Principals Do Differently. New York, NY: Rutledge

Jason, M. (2008) Evaluating Programs to Increase Student Achievement. Thousand Oaks,

CA: Crowin Press, Inc

Murphy, J. and Torre, D. (2014) Creating Productive Cultures in Schools. Thousand Oaks,

CA: Crowin Press, Inc

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