How do we Implement MTSS at a State or District Level?

1. How do we Implement MTSS at a State or District Level? October, 2013 School-wide PBIS Implementers’ Forum: Chicago, IL Don Kincaid Heather Peshak-George Kim Yanek

2. What is MTSS? A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of educating studentsthat uses data-based problem solving to integrate academic and behavioral instruction and intervention. The integratedinstruction and intervention is delivered to students across multiple tiers based on student need. Need-driven decisionmaking seeks to ensure that district resources reach the appropriate students (and schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.

3. What Does MTSS Look Likeat the District Level? • MTSS is a way of workfor the district, not the implementation of a program • Leadership prioritizes the implementation of MTSS throughout its evaluation models • District level organizational structures mimic and support the integrated model at the building level

4. What Does MTSS Look Likeat the District Level? • Decisions are made using a data-based problem-solving process • Policies inform and support data-based decision-making • Funding is aligned to support the implementation of MTSS

5. What Does MTSS Look Likeat the District Level? • Resources are allocated based on need and effectiveness of implementation • Professional development is the engine that drives and sustains improvement • Communication with stakeholders include data that reflect performance outcomes that are “standards-based”

6. Lessons Learnedabout Statewide Implementation • Full implementation with integrity takes 4-6 years • Integration of academic and behavior problem-solving is critical • Level of implementation is directly related to student outcomes • Implementation is a district-wide systems change process • Success of Tiers 2 and 3 determined by effectiveness of Tier 1 • This HAS TO BE a general education initiative • On-going evaluation is critical to implementation effectiveness

7. Lessons Learned about Statewide Implementation • Impact on students and teachers is significant • This model has poised educators for the challenges schools now face… NCLB Waivers • Intervention sufficiency and integrity is critical to improved student performance • Time is the critical factor and must be built into schedules • Poor literacy skills are the greatest threat to school success—more than poverty • Moved from “RtI” to MTSS—multi-tiered system of supports

8. Big Idea! • We need to model a collaborative, integrated Multi-Tiered System of Student Supports (MTSSS) process at the state level so that we can advocate for it at the district and school level • We need a common language and common understanding!

9. Mission and Vision Multi-Tiered System of Student Supports - Inter-Project Collaborative The collaborative vision of the Florida Problem-Solving/Response to Intervention (FL PS/RtI) and the Florida Positive Behavior Support/Response to Intervention for Behavior (FLPBS/RtI:B) Projects is to: • Enhance the capacityof all Florida school districts to successfully implement and sustain a multi-tiered systemof student supports with fidelity in every school; • Accelerate and maximize student academic and social-emotional outcomesthrough the application of data-based problem solving utilized by effective leadershipat all levels of the educational system; • Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service deliverythat prepares all students forpost-secondary education and/or successful employment within our global society.

10. Organizing for Collaboration Inter-Project (FLPBS & FL PS/RtI) Leadership Team Statewide Education Collaborative Partners and Agencies Logistics, Communication, & Technology MTSS Model Development Service Delivery Model Development Inter-Project Program Evaluation Development Specialized DLT Support Services Differentiated Accountability Race to the Top Leadership Policy & Budget District/School Improvement Just Read, Florida FCRR & FCR-STEM, ESE FLPBS – FLPS/RtI – Secondary RTI Student Services & Technology Work Group MTSS Component Models “Leadership” “MTSS Coaching” “Data-based Problem-solving” “PK-12 Alignment” “Family & Community Engagement” “Accountability, Evaluation & Sustainability” MTSS Model Curriculum & Assessment Development Inter-Project Staff Development Training & TA Service Data Evaluation System Project & Process Capacity Data Evaluation System Parents & Community Partners District Leadership Team Inter-Project Web-based Resource Warehouse MTSSS Project “Consultants” District Action Planning & Problem-Solving (DAPPS) Process District Readiness Needs Assessment Small Group Planning Process (Org. Problem Solving) Resources/Training/Tech. Assist Evaluation of MTSS Fidelity & Effectiveness School Leadership Teams Students Grade/Content Instructional Teams

11. Collective Capacity Inter-Project Personnel

12. Translating Mission to Motion • Created workgroups to develop vision and resources: • Inter-Project Leadership Team • Leadership • Coaching • DBPS • Evaluation • Secondary • Family and Community Engagement • Professional Development • DAPPS Implementation and Evaluation

13. What is the DAPPS?(District Action Planning and Problem Solving) • A systems-level problem solving process that districts can use to guide the implementation and evaluation of MTSS • Data-based problem solving is used to inform all decisions and to evaluate the impact/outcomes of those decisions • It is an open-ended process, NOT A GENERIC PRESCRIPTION for the implementation of MTSS

14. What are the Strengthsof the DAPPS? • Provides districts with a systematic way in which to problem-solve the implementation of MTSS • Uses data to guide implementation and evaluation • Professionalizes, rather than personalizes, decision-making around difficult issues

15. What are the Strengthsof the DAPPS? • Brings an inclusive, rather than exclusive, process to the district leadership team • Increases the probability of sustaining implementation practices • The DAPPS is customized to the needs, goals, culture, capacity and pace of individual districts

16. Important Considerations • The DAPPS is not MTSS or school reform. It is a tool designed to facilitate the implementation of MTSS • The DAPPS is designed to facilitatethe attainment of district-specific goals • The DAPPS was never designed to implement OUR agenda. It was designed to improve the implementation and effectiveness of the DISTRICTagenda

17. Important Considerations • The DAPPS is content and philosophy “neutral” • The DAPPS could be used to facilitate the implementation of very diverse concepts of schooling

18. District Action Planning andProblem-Solving Process (DAPPS) The goal is to promote the DAPPS as… • an assessment of capacity that can be used • to align district support activities across initiatives, • and, not burden districts to conduct similar assessments multiple times.

19. Non-negotiables for District Work • We will not “roll-out” to multiple districts until we have success with a few “pilot” districts • We will have a clear process for applying for support • Ongoing work with from both projects will continue as we build our collaborative process with DLTs, but….. • All participants in “pilots” will contribute to revising and enriching the process

20. Multi-step District Level Support • Initiation of an “audit” MTSS Needs Assessment • Project staff piloted, ILT revised • Needs Assessment must exist within a Problem-solving Process District Action Planning Process (DAPPS) • DAPPS protocol

21. District Action Planningand Problem-Solving • Collaboration of PS/RtI, FLPBS and DA staff? • 2-4 person district teams • Protocol for DAPPS Process • Step 1: Organizing/preparing for DAPPS • Step 2: Needs Assessment • Step 3: Action Planning – Group problem-solving used • Step 4: Delivery of Training and TA • Step 5: Evaluation

22. DAPPS: Step 1 • District Application process • Not the same as Notification process from FDOE • Identify and review the following: • Application • Application Cover Letter • Talking Points about DAPPS • Discussion/Q&A: • process, • expectations, and • materials for use

23. What We Learned • Needed to expand the depth of information we gathered: • Commitment? • Team? • Timeline? • Leadership vs Implementation Team?

24. DAPPS Step 2: • District Needs Assessment: • Identify & Review: • Data Review Questions (quantitative) • Interview Questions (qualitative) • MTSS Survey draft (self-report survey) • District Summary Document (structured debriefing)

25. DAPPS Step 2: • District Summary Structure: Debriefing DLT • Find & Review: Guiding Questions & Data Sources for District Needs Assessment • 4 Summative domains: • Student current & trend performance across district. • Fidelity of implementing MTSS • Capacity to implement MTSS • Stakeholder buy-in • Link this with the Talking Points document. • Decision point for DLT: What do they want from us?

26. What We Learned • Gathering too much data delayed the problem-solving process • Many districts already know the priority that they want to address in PS • Must support districts with pressing problem to get buy-in • Revised needs assessment to include survey, interview and ONLY data to address primary issue.

27. DAPPS Step 3: • PS and Action Planning • Mission Statement – Our Role • PS Practice Teams to build internal capacity • Using Small Group PS and Planning Process • Documentation of DLT planning over time.

29. Small Group Planningand Problem-Solving • Identify the problem or goal in concrete, descriptive, behavioral terms • Record all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced. • Select one obstacle from the list • Brainstorm strategies to reduce or eliminate only the obstacle selected • Design a concrete plan of action, specifying who, will do what, and by when • Follow-up plan • Evaluation plan for obstacle • Evaluation plan for goal

30. What We Learned • Districts are in different places with their capacity to facilitate problem-solving • Initiating the PS process builds buy-in and increases capacity

31. DAPPS Step 4: • Target is to develop resources that increase capacity of district • May be common needs for training and TA across districts • Coaching • PS • Some districts may have unique needs • Tier 1 PBIS

32. What We Learned • Can’t develop materials apart from targeted needs of districts • Product development works best with a committed deliverable and timeline • Internal PD training may lay foundation for products to deliver to districts

33. Step 5: Implementation Evaluation • What did our MTSS teams learn? • What have we changed in the process? • What were the outcomes for districts? • What are their perceptions?

34. Where are We Now? • Only 4 formal DAPPS districts remain: • Two new, two small but successful • Process has been adapted by FDOE to support monitoring and assistance efforts • “Tier 3” districts are required to engage in PS process similar to DAPPS • Facilitated by our staff • An additional 22 districts will be supported this year

35. Virginia Tiered Systems of Support (VTSS) Kimberly Yanek VDOE TTAC ODU PBIS System Coach

36. Virginia Tiered System of Supports (VTSS) • An educational reform and systems change initiative designed and implemented to improve instruction for all students • Promotes systemic change at the division, school, and classroom level • Practices include frequent progress monitoring to enable educators to make sound data-based instructional decisions for students

37. Virginia Tiered System of Supports (VTSS) • The Virginia Tiered System of Supports (VTSS) is a multi-tiered approach for working with students that uses evidence-based practices and progress monitoring to improve academic and behavioral outcomes

38. How are we organizing ourselves to support VTSS? • VTSS represents an integration of Response-to-Intervention and Positive Behavioral Interventions and Supports as well as evidence based practices such as the Strategic Instruction Model (SIM) and Mathematics Interventions • Inviting others to the conversation with Office of School Improvement, ICT, Technology, etc.

39. Necessary Conversations…Whole GroupSmall Groups

40. Tiered System Supporting Improvements in Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

41. VTSS - Continuum of Supports

42. Statewide Professional Learning • SPDG • Starting small • Using existing resources and infrastructure • Our professional learning • Big Ideas • http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/resources/vtss_guide.pdf

43. Regional Professional Learning • SPDG • Communication • Identify opportunities for partnership • Capacity building across school divisions within regions

44. Division Professional Learning and School Professional Learning • SPDG • Existing partnerships • Contextually relevant coaching • Implementation Blueprint and Self-Assessment http://www.pbis.org/common/pbisresources/publications/SWPBS_Implementation_Blueprint_v_May_9_2010.pdf • Collaborative School Improvement

45. Professional Learning Communities PBIS Synergistic systems – integrating PBIS into the PLC framework, to operate simultaneously with the learning focus and RtI, within the PLC framework

46. We have a lot of this, but we’re working toward this …

47. Questions? Contact Information: • Donald Kincaid, • kincaid@usf.edu or (813) 974-7684 • Heather Peshak George, • hgeorge@usf.edu or (813) 974-6440 • Kim Yanek • KYanek@odu.edu