3/6/20 Lessons from the Field: Leading MTSS Implementation from - - PDF document

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3/6/20 Lessons from the Field: Leading MTSS Implementation from the State Level Sy Symposium, APB PBS S 2020 (Miami, FL) FL) Brian Gaunt (Florida) Steve Goodman (Michigan) Erin Chaparro (Oregon) Welcome!!! Agenda Fl Florida :

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3/6/20 1 Lessons from the Field: Leading MTSS Implementation from the State Level

Sy Symposium, APB PBS S 2020 (Miami, FL) FL) Brian Gaunt (Florida) Steve Goodman (Michigan) Erin Chaparro (Oregon)

Welcome!!!

Agenda

  • Fl

Florida: Leveraging Policies & Rules to Promote MTSS

  • Mi

Michigan: Aligning services under MTSS Framework

  • Or

Oregon: Measuring & monitoring fidelity of MTSS

LEVERAGING POLICY &. REGULATIONS TO PROMOTE MTSS

Brian T. Gaunt, Ph.D. University of South Florida bgaunt@usf.edu

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Examples)of)Policy)and)Regulations)to)Leverage

  • MTSS is NOT the goal…but a “framework” to reach student
  • utcome goals.
  • New policy requiring “MTSS” vs. Using existing policies

– Is it “one more thing to do”? – Do people blame MTSS for their lack of school positive climate?

  • 4 examples

– Special Education Eligibility-Determination Regulations – Dept. of Education School Improvement Policy – Professional Standards of Practice Regulations (Admin & Teachers) – Dept. of Education K-12 Reading Policy

Special(Education(Policies/Regulations

  • State Board of Ed Rule - 6A-

6.0331 (The “general” rule)

– Sets procedures for determining student eligibility through “Response to Intervention” focus. – https://www.flrules.org/gateway/ RuleNo.asp?title=SPECIAL%20PR OGRAMS%20I&ID=6A-6.0331

Special(Education(Policies/Regulations

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Resources

  • Resources:

– Technical Assist. Paper “What’s Special About Special Education”:

http://www.ldonline.org/pdfs/njcld/SpeciallyDesignedInstructionTAP.pdf

– Florida Student Support Services Project - Specially Designed Instruction in MTSS:

http://sss.usf.edu/resources/format/pdf/specially_designed_instruction.pdf

– State Board of Ed Rule 6A.6.03018 (SLD Eligibility Revision for RtI/MTSS)

https://www.flrules.org/gateway/RuleNo.asp?title=SPECIAL%20PROGRAMS%20I&ID=6A-6.03018

– State Board of Ed Rule 6A.0331 (General Eligibility Procedures…)

https://www.flrules.org/gateway/RuleNo.asp?title=SPECIAL%20PROGRAMS%20I&ID=6A-6.0331

– Guiding Tools for Instructional Problem Solving (G-TIPS Revised)

http://www.florida-rti.org/gtips/index.html (see especially section 3 - “Making connections…”)

School&Improvement&Policies/Regulations School&Improvement&Policies/Regulations

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Resources

  • SIP - Organizational Problem Solving for Continuous

Improvement

https://s3.amazonaws.com/attachments.siponline/production/downloads/136/FDOE_Guide_8S PPS_10_8_14.pdf?AWSAccessKeyId=AKIAJOJUUKNTH5ILBL7A&Expires=1583162529&Signatur e=V4GPb8nJMEHq4cs935boy8ZlK5E%3D

  • FL Board of Ed Rule (6A-1.099811)

https://www.flrules.org/gateway/RuleNo.asp?title=FINANCE%20AND%20ADMINISTRATION&ID=6 A-1.099811

  • Florida’s Continuous Improvement Mgmt System

https://www.floridacims.org/downloads

Admin&&&Teacher&Professional&Standards

FL Principal Leaders rship Standards

  • 1. Student learning results
  • 2. Student learning as priority
  • 3. Instructional plan implementation
  • 4. Faculty Development
  • 5. Learning Environment
  • 6. Organizational Leadership
  • 7. Leadership Development
  • 8. School Management
  • 9. Communication

10.Professional/Ethical Behavior FL FL Edu ducat ator Accompli plished d Prac actices

  • 1. Instructional design and lesson

planning

  • 2. The learning environment
  • 3. Instructional delivery and facilitation
  • 4. Assessment
  • 5. Continual professional improvement
  • 6. Professional responsibility/ethical

conduct

https://www.flrules.org/gateway/ChapterHome.asp?Chapter =6A-5

Resources

  • Florida Board of Education Rule (6A-5.080) Florida Principal

Leadership Standards

https://www.flrules.org/gateway/RuleNo.asp?title=EDUCATOR%20STANDARDS,%20PREPARATIO N%20AND%20PERFORMANCE&ID=6A-5.080

  • Florida Board of Education Rule (6A-5.065) Educator

Accomplished Practices

https://www.flrules.org/gateway/RuleNo.asp?title=EDUCATOR%20STANDARDS,%20PREPARATIO N%20AND%20PERFORMANCE&ID=6A-5.065

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Reading/ELA,Policies/Regulations

  • S. 1008.25 F.S.

– Intensive early intervention K-3 – Evidence-based ELA instruction – Interventions must lead to grade level performance

  • S. 1012.98 F.S.

– School-improvement focus for school- community partnerships – Increase capacity of educators to use research-based practices – Requires differentiated instructional strategies

Resources

  • Florida Statute (1008.25) Public school student progression;

student support; reporting requirements.

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL =1000-1099/1008/Sections/1008.25.html

  • Florida Statute (1012.98) School Community Professional

Development Act

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL =1000-1099/1012/Sections/1012.98.html

Alignment

Steve+Goodman sgoodman@miblsimtss.org

miblsi.org

A cknow ledgem ents:+ R ob+H orner,+G eorge+S ugai,+Lucille+E ber,+S usan+B arrett,+Justyn+P oulos,+S heree+G arvey,+A shley+G reenw ald

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16

Waves(of(Innovation

  • Focus(on(results(/(accountability
  • Focus(on(fidelity
  • Focus(on(systems(for(sustainability
  • Focus(on(alignment

17

Alignment:,Defined, Goodman&,Horner,,2015,

  • Alignment:
  • “To,be,in,precise,adjustment,or,correct,relative,

position”,

  • “The,proper,positioning,of,parts,in,relation,to,each,
  • ther.,
  • Organizational,Alignment,
  • The,simultaneous,implementation,of,multiple,

initiatives,with,efficiency,and,effectiveness.,

18

Why&Invest&in&Alignment?

  • Unaligned)efforts)are)ineffective)and)inefficient
  • Doing&many&things,&but&none&of&them&well
  • Assumption&that&New&is&better…&.More&is&better
  • Political&value&of&“touching”&many&efforts&&(“we&have&_______&

in&our&school”)

  • Assumption&that&if&we&train&individuals&in&many&things&THEY&

will&do&the&alignment&and&integration&on&their&own

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19

Alignment+across+receivers+of+the+project

21

Alignment+of+Effort

“Unit”'of'Implementation Contextual'Focus

Student Level+of+Analysis School Level of+ Implementation Local+Educational+ Agency Level+of+Management+ and+Resources Regional+Agency Level+of+Support State Level+of+Coordination

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22

Alignment*and*Integration

Alignment

  • Correct*positioning*for*

effective/efficient* performance

  • Core*features*of*practices*

and*support*of*these* practices*are*aligned* across*the*system

Integration

  • Different*parts*of*a*system*

are*made*a*functional*and* structural*whole

  • Resources*are*leveraged*

to*build*upon*each*other

  • Integration:
  • Cross*Content
  • Cross*Department
  • Cross*Agencies

23

Steps(for(Effective(Alignment

  • 1. Define(student'outcomes'
  • 2. Identify(the(Organizational'Unit'with(authority(to(lead(

alignment

  • 3. Define(what will(be(aligned
  • 4. Conduct(a(“core'features”(summary(for(each(initiative
  • 5. Use(core(features(to(define(ONE'evaluation'plan

R.(Horner 24

Steps(for(Effective(Alignment((cont.)

  • 6. Build(a(single'model for(professional(((((((development
  • 7. Resolve(logic'model'conflicts
  • 8. Implement,'assess,'adapt

R.(Horner

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25

Effective*Alignment*of*Initiatives

R.*Horner 26

Align(Initiative(A(and(B

Define(and(link(core(features(for(Alignment Rule:((Separate(“core(features”(from(practices.(Select(common( core(features,(link(professional(development

R.(Horner 27

Alignment+Identification+and+Resolution

Initiative+1 Initiative+2 Shared+ common+ ground Conflicts+or+ competing+ variables Possible+ alignment+

  • pportunities

Resolution+ decision Philosophical+ engagement+ (theory+of+ action)+ Focus+of+the+ defined+work+ (Purpose) Program+ activities Measures+ and+ evaluation Targeted+

  • utcomes
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28

Alignment+Identification+and+Resolution

Blueprint MIBLSI Shared1 common1 ground Conflicts1or1 competing1 variables Possible1 alignment1

  • pportunities

Philosophical1 engagement (theory1of1 action) Facilitate+the+ installation+of+ district+systems+ and+building+ level+routines+ aligned+to+ evidence+of+ practice+but+ responsive+to+ context. Explicit+and+ directive+ facilitation+of+ specific+practices+ with+ contextualization Build+ local+ capacity+ to+support+ effective+ practices,+ context+ matters Discovery+vs.+ directive+ approach+to+ working+with+ district+and+ school+teams Define+or+clarify+ conditions+on+ when+discovery+

  • r+directive+

should+occur 29

When'to'Consider'Alignment?

  • When'taking'on'new'initiative(s)
  • When'new'leadership'has'priority'initiative(s)'
  • When'there'are'new'mandates
  • When'there'is'initiative'fatigue'(Project'1='Monday,'Project'2'='

Wed.,'Project'3'=Thurs.)

  • When'there'are'changes'in'funding

R.'Horner 30

Discussion(Questions

  • 1. What(are?(benefits(you(see(in(aligning(initiatives?
  • 2. What(are(risks(of(not(aligning(initiatives?(
  • 3. What(have(you(found(to(be(helpful(in(aligning(key(district(

initiatives?

  • 4. What(are(research(questions(needed(to(better(understand(

alignment

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MTSS$Implementation$ Fidelity$at$Multiple$ Levels

Erin%A.%Chaparro,%Ph.D. University%of%Oregon echaparr@uoregon.edu @ErinChaparro

ORIS% Framework% Key%Partners

How$do$we$monitor$the$ system$supporting$the$ intervention? Oregon$MTSS$teaming$ framework$(Chaparro,$ Smolkowski,$Ryan$Jackson,$&$ Baker,$2012;$Chaparro,$ Smolkowski,$Ryan$Jackson,$ 2019)

33

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State

  • State&Liaison&Supports&Regional&&&District&Coaches&in&Facilitating&Continuous&

Improvement

Region

  • Regional&Coach&Supports&District&Coach&in&Facilitating&Continuous&Improvement

District • District&Coach&Facilitates&district/school&improvement&activities School

  • School&Leadership&Team&implements&school&improvement&efforts&working&closely&with&

District&Coach

Student • Each&&&Every&Student&benefit

The$ORIS$Framework$consists$of$ the$following$five$domains:

  • Leadership
  • Talent$Development
  • Stakeholder$Engagement$&$

Partnerships

  • Inclusive$Policies,$Structures$&$

Practices

  • WellDRounded,$Coordinated$Learning$

Principles

Oregon'Integrated'Systems'Framework

Our$What: Systems$Health

The$ORIS$Framework$helps$us$ focus$on$what matters.$ The$ORIS$domains$elevate$ evidence$based$systems$that$ we$know$are$critical$to$ healthy$districts$and$schools.$$ Healthy$districts$and$schools$ are$better$equipped$to$ achieve$equitable$outcomes.

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Our$How:$ Continuous$Improvement$Process

The$Continuous$Improvement$ Process$is$the$how. These$are$the$processes$we$ support$in$our$roles$to$work$ with$district$and$school$teams$ to$support$their$work.

NE NEEDS DS% AS ASSESSMENT%IS% DI DIFFERENT NT%THA HAN% N% IM IMPLEMENTATIO ION% FI FIDELITY% Y% MO MONITORING

Needs%Assessment:%Domains%&%Indicators

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Materials)and)Practices)to)Inform)Instruction Indicator*4.5*Provide*MTSS*

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Intervention)Fidelity)&)Systems) Implementation)Fidelity:)Coaching)Process

Through'the' Oregon'Data' Portal'Regional' Coaches'can'send'

  • ut'the'Oregon'

Coaching' Feedback'Survey.

Evaluating*Coaching*Systems*in*Oregon

Coaching)Feedback)Survey

1.#To#what#extent#did#the#Regional#Coach#support#discussion?#(scale:# Strongly#Agree#to#Strongly#Disagree)

  • Coach#facilitated#discussion#around#current#vision/direction#of#

district#and#schools

  • Coach#facilitated#discussion#around#available#data
  • Coach#facilitated#discussion#around#ORIS#framework
  • Coach#facilitated#discussion#around#alignment#between#ORIS#

framework#and#vision/direction

  • Addressed#questions#and#concerns
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Coaching)Feedback)Survey) (cont.)

2.#To#what#extent#did#the#Regional#Coach#facilitate#action# planning?#(scale:#Strongly#Agree#to#Strongly#Disagree) a) Facilitated#goal#setting. b) Supported#decisionCmaking#using#relevant# district/building/classroom#data.# c) Facilitated#identification#of#strategies#to#overcome#barriers# to#implementation. d) Facilitated#reflection#on#accomplishments. How#confident#do#you#feel#in#implementing#your#action#plan#

  • r#next#steps?#(scale:#Very#Confident#to#Not#at#all#confident)

Intervention)Fidelity)&)Systems) Implementation)Fidelity:)MTSS

Percent'of'schools' with'SWRM' features'in'place.' All'percentages' were'calculated' from'the'number'

  • f'school'reports'

with'valid'data'for' each'question' (Chaparro,' Smolkowski,'RyanC Jackson,'2019).

48

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Percent'of'schools' with'each'feature'

  • f'PBIS'framework'

in'place.'All' percentages'were' calculated'from'the' number'of'school' reports'with'valid' data'for'each' question'(Chaparro,' Smolkowski,'RyanC Jackson,'2019).

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Lessons&Learned

  • Establish)an)enabling)environment
  • If)needed,)measure)the)environment)to)determine)the)host)receptivity))(needs)

assessment)

  • Measure)the)most)critical)features)through)the)most)efficient)means
  • How)much)of)the)intervention)did)the)students)receive?
  • What)was)the)quality)of)the)intervention)received?
  • Implementation)fidelity)measures)and)data)collection)should)be)multiAfaceted)collected)from)

multiple)stakeholders

  • Match)the)level)of)your)intervention/innovation)to)the)level)of)your)fidelity)data)collection

Thank)you)for)your)work)and)participation!

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THANK YOU!

  • TIME FOR QUESTIONS
  • Please give us some feedback: How helpful was the information we

shared?

  • Don’t forget to check out the Poster Session at 6:30.