Plan for Change!

1. Plan for Change! Brian Gaunt, Ph.D. Inter-Project Coord – FLPBS/FL PS-RtI Clark Dorman, Ed.S. Project Leader – FL PS-RtI Amanda March, Ph.D. Professional Learning Specialist Meaningful District & School Improvement Through Effective Leadership & Coaching

2. Welcome! • Introductions. • Current responsibilities to implement MTSS? • Materials. • Expectations of Workshop. • Questions Before Starting?

3. Objectives • Demonstrate understanding of the reciprocal relationship of effective leadership and coaching practices within MTSS. • Apply knowledge of effective leadership and coaching practices to determine own organizational needs regarding implementation of an integrated data-based problem solving process. • Develop a strategic plan designed to move towards your district or your school goal(s) using an integrated MTSS framework.

4. Organizational Improvement Through a MTSS Framework Framing the Context

5. Parallel RtI:A & RtI:B?Integrated MTSS? Parallel System Integrated System “MTSS” Academic Behavior

6. Leading Implementation • Both PBiS & RtI Share ideas of: • Developing organizational capacity to… • …establish a three-tiered model of service delivery… • …that is driven by a data-based approach to decision-making, and… • …evaluates the efficiency and effectiveness of using evidence-based practices with fidelity on student performances and outcomes. • Context of multiple initiatives to implement and critical budget reductions. • Implications for and impacts on educational practices – particularly those driving implementation resources.

7. Alignment and Integration are Needed • Many concurrent initiatives with limited resources commonly needed to implement them all with sufficiency. • Organizational “silos” as a barrier to efficient integration of resources • MTSS as a framework for alignment and integration of multiple initiatives that have common goals and implementation needs.

8. Framework for Alignment and Integration Fed/State Policies & Procedures School/District Improvement Plan & Eval School, Family & Community Engagement MTSS (data-based decision making) Leadership, Professional Development, & Staff Evaluations CCSS, Data-based Problem-Solving, & Supp/Intensive Interventions

9. Leadership & Coaching as Implementation Drivers • Vision/Mission • School Focus • Purposeful Relationships • Problem-solving • Facilitation Skills • Content Expertise • Professional Development • Outcome Evaluation Provide Supports Matched to Needs (Student & Implementation) Data-based Alignment Through PD and Evaluation Communicate Needs With Data (Student & Implementation)

10. Reciprocal Relationship Between Leadership and Coaching

11. Reflection Journal • Effective Leadership practices? • Effective Coaching practices? • 5-10 Min. • Pair and Share.

12. Leadership Responsibilities Effective district leadership is evidenced by teams or individuals who: • Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time • Focus on schools (districts are successful when schools are successful) • Create relationships with stakeholders based upon mutual respect and shared responsibility • Engage in expert problem solving • Invest in professional development (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)

13. Coaching Responsibilities 1) Demonstrate effective interpersonal communication skills 2) Use data-based problem-solving to answer a variety of questions 3) Disseminate evidence-based content knowledge a. Organizational Change/Implementation Process b. Integrated MTSSS Three-Tiered Model c. Best Practices in Reading, Math, Behavior Instruction d. Best Practices in Family and Community Engagement (FACE) 4) Facilitate team-based collaborative problem solving 5) Supportleadership team and staff capacity to sustain a MTSS 6) Provide professional developmenttraining and technical assistance 7) Evaluate the impact of coaching activities and supports

14. Leadership + Coaching Leadership Characteristics Coaching Responsibilities Effective interpersonal communication Data-based problem-solving Content Knowledge Org. Change Integrated multi-tiered system Academic/Behavior Families/Communities Team Facilitation Support leadership Provide PD Evaluate impacts • Vision, focus, consistent message of implementation • Focus on schools • Relationships based on respect & shared responsibility • Expert problem-solving • Investment in PD

15. Leaders as Coaches as Leaders…System Alignment & Integration We Coach Student (State) Classroom Leaders who Coach (District) Building who Coach Leaders State District (Principals & Coaches) who Coach Leaders (Teachers) Students & Parents

16. Reflection Journal • In what ways are leadership and coaching currently integrated in my system? • What “could” the reciprocal relationship of leadership and coaching “look like” at my site with respect to implementing MTSS?

17. Innovation Configuration Maps

18. Innovation Configuration Maps • Individual uses adapt or modify parts of new practices as they implement them • Continuum of varying degrees and/or types of use of the innovation • Innovation Configuration (IC) Maps describe an innovations major components and how implementers alter these components over time • Defines quality • Measures fidelity • A planning and monitoring tool for district and school initiatives Learning Forward, 2012

19. Structure of IC Maps • Major components or desired outcomes are identified • Ideal level/variation at the left • Decreasingly desirable levels/variations along continuum to right • Example: Learning Forward, 2012

20. Fidelity Lines MCREL, 2013

21. MCREL, 2013

22. Uses of an Innovation Configuration • Describe a new initiative to stakeholders. • Facilitates visualization of what an innovation will look like • Gives implementers a say in what an innovation will entail • Consensus development activity • Set long-range and interim goals. • Establish realistic expectations and a timeline to implement each part of the initiative. • Monitor and gauge implementation through observation. • Guide stakeholder groups in self-assessment. • Gather data to diagnose emerging needs for PD. MCREL, 2013

23. Structured Problem Solving Model

24. MTSS • A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. • The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. • “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .

25. Problem Solving Process Define the Problem What Do We Want Students to KNOW and Be Able to DO? Evaluate Is It Working? (Response to Intervention –RtI) Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It?

26. Steps in the Problem-Solving Process • Problem Identification • Identify replacement behavior • Data- current level of performance • Data- benchmark level(s) • Data- peer performance • Data- GAP analysis • Problem Analysis • Develop hypotheses (brainstorming) • Develop predictions/assessment • Intervention Development • Develop interventions in those areas for which data are available and hypotheses verified • Proximal/Distal • Implementation support • Response to Intervention (RtI) • Frequently collected data • Type of Response- good, questionable, poor

27. What Elements MUST Be Present to Have an IntegratedMTSS Model? • Academic Skills and Academic Behaviors are identified for all students (Skill Integration) • The data are presented in a way that reflect the relationship between academic skills and behaviors (Data Integration) • The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration) • The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

28. Reflection of PS • What elements about this problem solving process are consistent with how data are used for decision making at my site? • What aspects of this problem solving process need to be further developed at my site?

29. Ensuring the Fidelity of Using a Structured PS Process Data “System”

30. “Data System” • What does the term mean to you? • What would you like your system to do to support data-based decision making as an everyday way of work.

31. “Integrated” Data-based Problem Solving • An effective IDBPS process should allow us to “Integrate” the following: • Academic standards & Behavior expectations • Multiple sources/types of data • Tiers of instructional delivery and supports • School & district resources to: • Support students progress, • Support school improvement, and • Evaluate effectiveness of services/instruction to students • However, training on using an integrated data-based problem solving process is insufficient.

32. Data Utilization – In General • Expand definition of a “data system” beyond just technology – include data procedures, practices& “culture”!!(e.g., Armstrong & Anthes, 2006; Honig & Venkateswaren, 2012; Ingram et al., 2004). • Recognize & plan for common barriers to using data (Coburn & Talbert, 2006; Honig & Venkateswaren, 2012; Kerr et al., 2006; Lachat & Smith, 2005; Little, 2012; Young, 2006) • Structured data-use approaches: use data rather than be used by data (Wayman & Stringfield, 2006) • Educators should use key questions to guide data use (Feldman & Tung, 2001; Lachat & Smith, 2005; Protheroe, 2001) • Ensure Common Lang/Understand (Wade, 2001; Young, 2006)

33. Identifying IDBPS “elements” • Consensus– Build a “culture” of valuing the use of data to make all educational decisions. • Infrastructure– align all IDBPS resources for efficient and effective problem solving practices and related planning to occur with fidelity. • Implementation– evaluate effectiveness of student Outcomes and increases in staff capacity for IDPBS. Student Classroom Building District State

34. IDBPS “Elements”

35. Reciprocal Leadership/Coaching Responsibilities for Data Use • “Structures, Resources& Skills to Support IDBPS Practices” • Communicate critical importance of fidelity in IDBPS process • Model and promote culture of using data to make all decisions • Effective team processes and communication protocols • Resource mapping & alignment • Training and Technical Assistance • Databases vs. “Data System” • Developing decision-rules • Engaging in continuous improvement

36. Reflection • How confident am I that my local “site” is using a common structured problem solving process? Is this important for my site? • What elements of what comprises an integrated “data system” are consistent with how a “data system” is understood at my site? • What aspects of the reciprocal relationship between leadership and coaching need to be further developed to support effective problem solving at my site?

37. Set Up for Activity • 15 Minute Break: When you get back: (options) • Sit as a team and/or find partners • Work individually Materials: • MTSS Planning and Problem Solving Worksheet • Supplemental: • Paper: Model for Addressing Systems Level Issues

38. Using a Reciprocal Leadership/Coaching Relationship to Implement integrated MTSS Planning Activity

39. Sunshine District Small/Rural District • 1 PreK-K Center • 2 Elementary Schools • 1 Intermediate School • 1 Middle School • 1 High School Teachers (Full Time) = 292 Students = 5169 • .3% Native American • .5% Asian • 1.5% Hispanic • 12% Black • 83% White District Leadership Team • Director of Teaching & Learning (Accountable Officer) • Director of Accountability & Special Programs • Director of Transportation • Director of ESE & Student Services • High School Principal • RtI Specialist & Consultant • School Psychologist & PBS Coach

40. Leadership Change

41. Leadership Change

42. Systems Coaching IC

43. Systems Coaching IC

44. Systems Coaching IC

45. District Leadership Quotes “This process has allowed me to transition from being a manager at my school to being a true leader” – High School Principal “What has been most helpful has been a clear message from our superintendent that this was a priority and that she would support us.” – District Title I Coordinator “Now we have a team that shares the responsibility for implementing MTSS” – Director ESE, Student Svcs. “Now we have a set process to help us solve complicated problems” – Exec Director, Teaching & Learning

46. Problem-Solving Crosswalk 4-step 8-step

47. Priority and Goal Statements • Describe “problem” and “desired outcome” using concrete, descriptive terms. • Note: sometimes a “problem” is actually one part of several related problems. • Ensure the “desired outcome” is written as what you would expect to see happen if the selected Problem were addressed. How would you know the outcome was reached? • Make sure all members of the team share understanding of both “problem” and “outcome”

48. Resources and Barriers • This is a brainstorming component. All members of the team should participate: • Round-robin share/pass? • Resources first/Obstacles next? • Ensure all suggested resources and barriers identified are related to the selected problem. • Don’t try to capture word for word statements • Don’t try to evaluate or clarify at this point • Clarification occurs after brainstorming is complete.

49. Selecting a Barrier for Planning • Different approaches: • Scan list of Barriers to find patterns, relationships • Any to merge? Any to stand apart? • Any occur before others? • Any “watershed” items? • Any quick to find resolution to build early success as a team? • The barrier selected is the first to address; not the “only”. • Facilitator should ensure no team member tries to promote “their” barrier. Look for shared interest.

50. Brainstorm Strategies • This is a brainstorming component. • Avoid judgments, evaluation, or details for planning. • “get out” whacky ideas that might be preventing successful ideas. • Generate and record as many as possible • Clarification occurs after brainstorming is complete • Remember: This is ONLY an idea stage.