MTSS PROJECT OVERVIEW:
CURRENT PRACTICES,
SUPPORTS, & RESOURCES
Amanda March, Ph.D., NCSP
2015 FDLRS Institute
12.2.15
Welcome!
• Introductions
• Current role and responsibilities?
• Materials.
• Expectations of presentation?
• Questions before starting?
2
Proposed Learning Objectives
• Understand mission of the the Florida Multi-Tiered System
of Supports (MTSS) Project, a joint effort between the
Problem-Solving/Response to Intervention (PS/RtI) and
Positive Behavioral Interventions & Support (PBIS) Projects
• Identify core components and practices of MTSS
• Demonstrate understanding of Projects’ approaches to
training, TA, and coaching
• Access and discuss Projects’ resources, tools, and materials
to be used and adapted for your role
• Discuss how Florida discretionary project support personnel
can collaborate to facilitate and sustain MTSS statewide
Advanced Organizer
• MTSS Component Overview
• Inter-Project MTSS Project Mission/Vision
• PS/RtI Project Way of Work
– Goals, Resources, Contact Info
• PBIS Project Way of Work
– Goals, Resources, & Contact Info
• Collaborative Discussions
– How can we collaborate to support and sustain
MTSS statewide?
• Q & A, Additional Resources
Norms:
The “A E I O Us”
A few agreements for our
work together:
• Ask questions
• Engage fully
• Integrate new
information
• Open your mind to
diverse views
• Utilize what you learn
Group Discussion
How would you describe a Multi-tiered Systems of
Support (MTSS)?
In your current role, describe your responsibility
to support MTSS implementation and
sustainability.
6
Critical Components of MTSS
Multiple Tiers
of Instruction &
Intervention
Problem
Solving Process
Data
Evaluation
Leadership
Capacity
Building
Infrastructure
Communication
& Collaboration
MTSS is a framework to ensure successful education outcomes for ALL students by using a
data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers
of integrated academic, behavior, and social-emotional instruction/intervention supports
7
matched to student need in alignment with educational standards.
Traditional vs. Response to Intervention
J
L
Intervention
Intervention
Traditional - Get Label
Problem
Solving
J
L
Monitor
Progress
Problem
Solving
J
L
Response to Intervention - Get Help
J
L
Consider ESE
Monitor
Progress
Problem
Solving
J
General
Education
Consider
ESE if
necessary
Problem
Solving
Organizational Improvement
Through a MTSS Framework
FRAMING THE CONTEXT:
A LITTLE HISTORY
Parallel RtI:A & RtI:B?
Integrated MTSS?
Siloes of Service Delivery
Academic
Integrated Service Delivery
Behavior
10
Toward an Integrated MTSS
• RtI and PBIS have similar components,
features and complement each other (Sugai &
Horner, 2009; McIntosh & Goodman, In Press)
• Critical role of data-based decision-making
(Forman & Crystal, 2015; McIntosh et al., 2013; NASDSE, 2006)
• Value for implementation science (Forman &
Crystal, 2015; USDOE-OSEP, 2010)
11
Facilitating MTSS Implementation
• Both FL PBIS & FL RtI want to:
– Develop district organizational capacity to…
– …establish a three-tiered model of service delivery…
– …that is driven by a data-based approach to decisionmaking, and used to…
– …evaluate the efficiency and effectiveness of evidencebased practices on student outcomes.
• Organizational “silos” as a barrier to implementing
an integrated MTSS at the school level.
– Can you provide any examples of this in your work?
12
Alignment and Integration
are Needed
• Many concurrent initiatives with limited
resources commonly needed to implement 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
13
FL’s Mission and Vision
The collaborative vision of the FL PS/RtI & FLPBIS Projects is
to:
– Enhance the capacity of all Florida school districts to
successfully implement and sustain a multi-tiered system of
student supports with fidelity in every school;
– Accelerate and maximize student academic and socialemotional outcomes through the application of collaborative
data-based problem solving utilized by effective leadership at
all levels of the educational system;
– Inform the development, implementation, and ongoing
evaluation of an integrated, aligned, and sustainable system
of service delivery that prepares all students for postsecondary education and/or successful employment within
our global society.
Two Projects,
Overlapping MTSS Goals
Leaders as Coaches as Leaders…
System Alignment & Integration
We Coach
Student
(State)
Classroom
Leaders who Coach
Building
(District)
Leaders who Coach
(Principals &
Coaches)
District
State
Leaders who Coach
(Teachers)
Students &
Parents 16
Leaders as Coaches as Leaders…
System Alignment & Integration
We Coach
Student
(State)
Classroom
Leaders who Coach
Building
(District)
Leaders who Coach
(Principals &
Coaches)
District
State
Leaders who Coach
(Teachers)
Students &
Parents 17
The mission of the Project has evolved
to focus on building Florida’s school
district capacity to implement a MultiTiered System of Supports (MTSS).
Five Units
 PreK-12 Alignment Unit
 Regional Support Unit
 Differentiated Accountability MTSS Unit
 Evaluation Unit
 Technology Unit
 *Inter-Project & Professional Learning (unofficial unit)
PreK-12 Alignment Unit
PreK-12 Alignment
Unit Goals
To build capacity of districts and schools
to create an aligned PreK-12
educational system that maximizes
student outcomes from PreK to postsecondary.
Support to Stakeholders
We support districts and schools throughout the state via
professional development related to:
Improving instructional practices
Lesson Study
STEM/Literacy instruction/intervention
Identification of students at-risk for not meeting career and college
readiness expectations
Early Warning Systems
Intensive interventions and specially designed instruction
Developing integrated PreK-12 MTSS
Support to Stakeholders
In the 15/16 grant year we have provided or are
currently providing training and/or technical
assistance to the following districts:
Baker
Gadsden
Jackson
Levy
Pasco
Polk
Lee
Manatee
Highlands
Resources & Materials
 Early Warning Systems
Fact Sheet
 http://floridarti.usf.edu/res
ources/factsheets/index.h
tml
PreK-12 Unit Contact Info
 Amber Brundage- Unit Coordinator
 Abrundage@usf.edu
 Pam Sudduth- Literacy Learning & Development Facilitator
 psudduth@usf.edu
 Shelby Robertson- Mathematics Learning & Development
Facilitator
 srobertson@usf.edu
 Jayna Jenkins- Learning & Development Facilitator
 jayna@usf.edu
Regional Support Team
Regional Support Team
Goals
Build district capacity to
 utilize problem-solving at the student and systems
level
 establish and maintain an integrated Multi-tiered
System of Supports
SY 15-16 Areas of Focus
1. MTSS at the secondary level
2. MTSS, SWDs and Specially Designed Instruction
3. Aligning district/school initiatives and system
structures for MTSS Implementation
4. Using MTSS to support SIP and DIAP
implementation
5. Increasing Student Engagement with instruction
Support to Stakeholders
Provide targeted technical assistance, training, and products to
district leadership focused on problem solving and the
implementation of a comprehensive, integrated Multi-Tiered
System of Supports
 District-level problem solving technical assistance and
support
 Collaboration with and support to non-district stakeholders
 Facilitation of Regional MTSS PLCs
 State/regional/district level professional development
Unit Contact Info
Differentiate Accountability
MTSS Specialist Unit
Differentiated Accountability
Regions
Melissa Ramsey
Wayne
Green
Ella
Thompson
Jim
Browder
Gayle
Sitter
DA Way of Work
1. Urgent Customer-Driven Support
1. PD to Practice
1. Strategic Goal Setting
Systems thinking and alignment is the key to school and
district improvement.
Urgent Customer-Driven Support
• Listening & Partnering
• Connecting
• Cross-Regional Convening
• Like-District Convening
• Cross-State
• DOE Maneuvering
• Collaboration
• Enhanced Collegial Relationships
• Assist with Strengthening of District
Example: District Convening
PD to Practice
• Collaborative Development
• System Aligned
• Based on Identified Need
• District Capacity Focused
• Transfer of Learning into Practice for
Sustainability
• Follow-up Support for Implementation
• Teacher Engagement
• Increased Student Achievement
Example: FSIC
Example: Regional PD Requests
Strategic Goal Setting
•
Strategic Planning for Continuous
Improvement
•
•
•
•
Systems Alignment
Data-Driven Planning
Problem Solving
Implementation Support
•
•
DIAP, SIP, TOP, SIG
Progress Monitoring for Effectiveness
•
•
Aligned to District System
Feedback
•
As required for SIP, DIAP-1, DA-1 Checklist, DA-2 Checklist TOP,
SIG, etc.
Continuous Improvement
Management System (CIMS)
 The Continuous Improvement Management System (CIMS) was
developed by the Bureau of School Improvement (BSI) to provide
districts and schools with an online platform for
collaborative planning and problem solving. The system has
continued to expand and now includes:
 Data visualizations for needs assessment and goal development
 School and district improvement plans
 School Improvement Grant 1003(g) proposals
 Title I, Part A application
 Registration for BSI-hosted professional development
opportunities
 Resources, tools and guidance to support continuous improvement
 https://www.floridacims.org/cms
Rule 6A-1.099811, Differentiated
Accountability State System of School
Improvement
 Form DA -1: Checklist For Districts with Focus or
Priority Schools
 Form DA-2: Checklist For Focus and Priority Schools
 Form DIAP-1: District Improvement and Assistance Plan
 Form SIP-1: School Improvement Plan (SIP)
 Form TOP-1: Turnaround Option Plan – Phase 1
 Form TOP-2: Turnaround Option Plan – Phase 2
 http://www.fldoe.org/core/fileparse.php/9931/urlt/010902
1-1098811.pdf
Example: CIMS Platform
Example: Data Visualizations
Example: Data Visualizations
Technology Unit
Technology Unit Goals
Enhance the capacity of all Florida school districts
to successfully integrate specially designed
instruction, accessible educational materials,
assistive technology, instructional technology,
Universal Design for Learning, and virtual/online
learning technologies in all tiers of a multi-tiered
system of student supports.
Technology Unit Goals
Maximize academic and social-emotional
outcomes through the understanding and
implementation of Universal Design for Learning
principles in all instructional data-based problem
solving activities to ensure access, equity, and
engagement for all students.
Technology Unit Goals
Inform the development and implementation of an
instructional delivery system that:
 empowers students to become expert learners
 empowers students to independently selfproblem solve and self-determine instructional
and accessibility needs/solutions
 prepares students for post-secondary
education, successful employment, and
successful participation in our global society
Support to Stakeholders
Internal Stakeholders
 Provide internal technical
assistance to all units in the
PS/RtI Project on integrating
Universal Design for Learning
principles in a multi-tiered system
of supports.
 Collaborate with the FLPBS
Project on using technology to
support the development of
positive academic and social
behaviors.
Support to Stakeholders
BEESS/FLDOE Stakeholders
 Provide technical assistance to
BEESS and discretionary project
staff in accessible educational
materials (AEM), assistive technology
(AT), instructional technology (IT),
Universal Design for Learning (UDL),
and virtual/online learning (VI)
technologies.
 Collaborate on BEESS Strategic
Planning & Implementation Teams
Support to Stakeholders
BEESS/FLDOE Stakeholders
 Provide professional development support through:
 Train the trainer activities (e.g. AT in the Classroom)
 Training materials provided to discretionary project
staff through the online loan library
 Collaborate with discretionary projects on professional
development offerings:
 Working with the Experts – AT in the Classroom for
OTs and PTs
 Project ACCESS / RMTC / FIMCVI – AT in the
Classroom
 Project ACCESS – Environmental Communication
Teaching
Support to Stakeholders
BEESS/FLDOE Stakeholders
 Support the development of communities of practice that
include discretionary project staff and district/school staff
through:
 The Statewide Technology Advisory Committee (TAC)
 Registrations for the Assistive Technology Industry
Association Conference (ATIA)
 Network meetings at ATIA to support communication
and collaboration between state and district
stakeholders
 Fall and spring AT-AEM-UDL regional meetings to
support communication and collaboration between
stakeholders
 Listservs, Adobe Connect meeting rooms, Basecamp
online project management services
Support to Stakeholders
District/School Stakeholders
 Professional development support through:
 AT in the Classroom
 Environmental Communication Teaching
 Universal Design for Learning (embedded, on the
job professional development model)
 Reaching All Learners – Accessibility & Apple
Devices
 Registrations for Local Assistive Technology
Specialists and teachers to attend ATIA
 FETC, ATIA, FCEC, Family Café, and local
hands-on technology labs
 Presentations at local and statewide events
Support to Stakeholders
District/School Stakeholders
 Technical assistance support through:
 Regional Local Assistive Technology




Specialist services for small and rural
districts
Online Assistive Technology & Universal
Design for Learning Loan Library to
support AT assessments and UDL
implementation
On-site district and school consultation
and TA activities
Regional AT-AEM-UDL meetings
Regional AT-UDL Centers
Resources & Materials
 AT & UDL Loan Library
 Assistive technology
 UDL technologies
 Professional development resources
 AT&UDL Newsletters and Loan Library Newsletters
 Digital and printed handouts/resources on specially
designed instruction, accommodations, AEM, AT, IT, UDL,
and VI
 Teacher Resource CDs
 Student problem solving models to support selfdetermination and self-progress monitoring
http://www.tlc-mtss.com/resources.html
Unit Contact Info
 David Davis, Technology Team Coordinator
 david@tlc-mtss.com
 Judy Peacock, Region 1 Technology Coordinator
 judypeacock@usf.edu
 Gary Pearcy, Region 2 Technology Coordinator
 gmpearcy@usf.edu
 Janet Good, Region 3 Technology Coordinator
 jgood@usf.edu
 Tara Jeffs, Region 4 Technology Coordinator
 tjeffs@usf.edu
 Tony Dutra, Region 5 Technology Coordinator
 tdutra@usf.edu
http://www.tlc-mtss.com/contact-us.html
Unit Contact Info
Loan Library Technology Specialists
 Linnzi Marks
 linnzimarks@usf.edu
 Nathaniel Drake
 draken@usf.edu
 Sam Jeanty
 samueljeanty@usf.edu
 Carlos Arredondo
 carredondo@usf.edu
Unit Contact Info
Regional Local Assistive Technology Specialists
 Saundra Brooker
 saundra.brooker1@jcsb.org
 Missy West
 Melissa.West@wcsb.us
 Cheryl Libbert
 libbert_c@firn.edu
 Teresa Pinder
 pindert@levy.k12.fl.us
 Kennon Alderman
 kennon.alderman@desoto.k12.fl.us
Evaluation Unit
Evaluation Unit Mission
 To provide the training, technical assistance and
support necessary to facilitate:
 Project staff’s understanding of the basic tenets of
program evaluation and of processes and procedures
required for effective evaluation,
 Evaluation of the services provided to school and district
stakeholders
 Project staff’s capacity to increase school and district
stakeholders’ evaluation of MTSS implementation
Support to Stakeholders
Internal Stakeholders
 Provide internal technical assistance to all units in the
PS/RtI Project on evaluating trainings and technical
assistance sessions
 Collaborate with the FLPBS Project on evaluating
MTSS at the school- and district-level
Support to Stakeholders
School and District Stakeholders
 Disseminate tools and products related to the
evaluation of MTSS
 Self-Assessment of MTSS (SAM)
 Project Evaluation Reports
 Provide training and technical assistance related to the
ongoing evaluation of MTSS
 Data collection and analysis support
Resources & Materials
 PS/RtI Evaluation Tool Technical Assistance Manual
 http://www.floridarti.usf.edu/resources/program_evaluation/ta_manual_revised
2013/index.html
 Project Evaluation Reports
 http://www.floridarti.usf.edu/resources/program_evaluation/index.html
 Evaluation Tools
 http://www.floridarti.usf.edu/resources/program_evaluation/evaluation_tools/ind
ex.html
 Presentations
 http://www.floridarti.usf.edu/resources/presentations/index.html
 Self-Assessment of MTSS Implementation (SAM)
 http://www.floridarti.usf.edu/resources/presentations/2015/fasp/justice2/handou
ts/SAM.pdf
Unit Contact Info
 Jose Castillo, Evaluation Unit Coordinator
 jmcastil@usf.edu
 Kevin Stockslager, Evaluation Specialist
 kstocksl@usf.edu
 http://floridarti.usf.edu/
PS/RtI Activity Matrix

https://docs.google.com/spreadsheets/d/1Ck9RI7ymuTKnJgKlfuYHQVJzgI1etqCXa
R8_cJC9-jA/edit?usp=sharing_eid
PS/RtI Project Contacts
http://www.floridarti.usf.edu/contact/contactinfo.html
Inter-Project MTSS
TA Contacts MAP
http://www.floridarti.usf.edu/contact/mtss_ta/index.html
Inter-Project MTSS
TA Contacts MAP Example
http://www.floridarti.usf.edu/contact/mtss_ta/index.html
Florida Positive Behavioral
Interventions & Support (PBIS)
Project
This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Two Projects,
Overlapping MTSS Goals
Florida’s PBS/MTSS Project
Our Mission
• Increase the capacity of Florida’s school districts to use teambased planning and problem-solving to implement positive
behavior support within a multi-tiered system of support
What we do…
• Provide training and technical assistance to districts across the state in
the development and implementation of positive behavior supports
at Tier 1 (universal supports), Tier 2 (targeted group), classroom and
Tier 3 (individual student) levels
Tiers of PBIS
Adapted from Levels and Descriptions of Behavior Support
(George, Harrower & Knoster, 2003)
• Tier 3 – (Individual) Processes and procedures reflect schoolwide expectations for student behavior coupled with team-based
strategies to address problematic behaviors of individual students
• Tier 2 – (Targeted Groups) Processes and procedures designed
to address behavioral issues of groups of students with similar
behavior problems or behaviors that seem to occur for the same
reasons (i.e. attention seeking, escape)
• Tier 1 & 2 – (Classroom) Processes and procedures that reflect
school-wide expectations for student behavior coupled with preplanned strategies applied within classrooms
• Tier 1 – (School-Wide) Procedures and processes intended for
all students, staff, in specific settings and across campus
Core Principles of PBS
•
•
•
•
•
•
•
Team process
Facilitated leadership
School and district action planning
Data-based problem-solving
Flexibility with fidelity of implementation
Working smarter, not harder
Emphasizing prevention, teaching and
effective consequences
Number of Schools Trained in Tier 1
April 7, 2015
•
•
•
•
•
•
8
864
306
200
102
96
Pre-K Schools
Elementary Schools
Middle Schools
High Schools
Alt/Center Schools
Other (e.g. K-8)
• 1,576 TOTAL SCHOOLS
Participating Districts
Active
Inactive
55/67 Districts
73% of Florida’s School Districts
December 2014
PBS: RtIB Systems Implementation Logic
https://www.pbis.org/blueprint/implementation-blueprint
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Implementation
Demonstrations (Implementers)
(OSEP TA Center on PBIS, 2009)
Training Provided
• Tier 1/Initial (Universal Supports/Core)
• Administrator
• Implementation Planning/Booster/Refresher
• New Team Member*
•
•
•
•
•
Coaching
Classroom (Tiers 1 & 2)*
Tier 2 (Targeted Group/Supplemental)
Tier 3 (Individual Student)**
* online only
RtI:B Database*
**
district level planning
PBIS Workgroups
• Disproportionality
– Deliver problem-solving-based consultation to decrease discipline
disproportionality, increase culturally responsive practices, &
improve dropout prevention strategies in schools through
collaborative partnerships with districts.
– Defining Disproportionate Discipline: Understanding Common Measures
• http://flpbs.fmhi.usf.edu/pdfs/Understanding%20Multiple%20Measures%20of
%20Disproportionality.pdf
• Early Childhood
– Provide training & TA to districts interested in extending PBIS down to
the Pre-K level & related early childhood programs.
• Restraint & Seclusion
– Establish partnerships with districts to develop, utilize, & maintain
practices that minimize use of restraint/exclusionary crisis
response practices while maximizing implementation of practices
focused on crisis prevention.
PBIS Workgroups, cont.
• Program Evaluation
– Supports provided to districts as part of their PBIS
participation to evaluate the PBIS implementation status
and related outcomes.
• Checklists & Tools: http://flpbs.fmhi.usf.edu/ProceduresTools.cfm
• Family & Community Engagement (FACE)
– Provide training and TA to districts on how to involve
family, youth, & community partners in the design,
implementation & evaluation of PBIS at district and
school level.
• Resources for PBIS & Family:
http://flpbs.fmhi.usf.edu/resources_family.cfm
• Family & Community Engagement Innovation Configuration (IC)
Map:http://flpbs.fmhi.usf.edu/pdfs/FACESchoolLevelIC_8-2115(002).pdf
PBIS Workgroups, cont.
• Applying Problem Solving to Classrooms (formally
the Classroom Coaching Guide)
– Provide & TA to districts interested in extending PBIS
implementation at the classroom level. The CCG
training module/package focuses on helping
classroom teachers identify strength & areas of
need with their classroom management systems.
• provided resources & instruction for problem solving barriers
to achieving effective classroom management systems aligned
with school-wide PBS implementation efforts.
Online Resources
http://flpbs.fmhi.usf.edu/resources_classroom.cfm
Online Resources
http://flpbs.fmhi.usf.edu/resources_classroom.cfm
PBIS Workgroups, cont.
• Restorative Practices
– Provide guidance, training, &/or supports to
districts interested in identifying and implementing
strategies, methods, or procedures for
establishing positive & inclusive communities
focused on building high quality relationships,
clear limits/expectations, & teaching students
how to solve problems appropriately.
Establishing restorative practices in a district can
help develop social & emotional competency among
students.
PBIS Workgroups, cont.
• RtIB Database:
https://www.flrtib.org
– Provide training & TA to
districts interested in accessing
& using a FREE resource
provided by the FDOE &
developed by the PBIS
project.
• web-based data
entry/reporting program that
allows schools to enter various
types of behavior data &
generate various types of
reports for the purpose of
measuring effectiveness of
their tiered system of
behavior supports & student
interventions.
– Overview Video:
https://usf.adobeconnect.com/_a825389370/rt
ibmissionpossible/
PBIS Workgroups, cont.
• Tier 3 for Behavior Redesign
– Provide training & TA to districts interested in improving the
efficiency & effectiveness of district-& school-wide tier 3
systems for behavior support Focuses heavily on building
the internal capacity of a district to implement & use
FBA/BIP process to guide team-based treatment decisions,
encourage mental health supports, involve families &
community agencies, & identify effective interventions for
students with intense behavior or mental health needs.
– “A Blueprint for Tier 3 Implementation: A Results-Driven
System for Supporting Students with Serious Problem
Behaviors”http://www.fldoe.org/core/fileparse.php/7690/url
t/Tier3Blueprint.pdf
– Technical Adequacy Tool for Evaluation (TATE)
– Tier 3 Innovation Configuration (IC) Maps
PBIS Workgroups, cont.
• Inter-project MTSS Coordination
– Help districts that are implementing both PBIS and
RtI to integrate or align those efforts into one MTSS
framework. This effort occurs through careful
coordination of staff supports from both PBIS and
PS/RtI Projects and supported by project leaders and
related coordination staff. Within this coordination,
topics such as integrating with school improvement,
district strategic planning and problem solving, UDL
and engagement, standards-based instruction, intensive
intervention design, problem solving practices, and
lesson study are highlighted as contexts to integrate or
align academic and behavior systems of supports.
PBIS Workgroups, cont.
• Systems Coaching (Inter-Project)
– Provide training & TA to districts interested in
building the capacity of their district-wide PBIS
implementation supports. Systems coaching involves
a focus on building greater capacity of a district
to provide ongoing, high quality, job-embedded
PD, distribute responsibilities for PBIS
implementation to ensure implementation
progress, & involve multiple stakeholders in the
implementation and sustainability of PBIS.
Systems Coaching Definition
Systems Coaching (v.): application of a set of skills and
activities that provide dynamic support and facilitation to
develop the capacity of school or district leadership teams to
implement MTSS aligned with the school or district
improvement plan in order to enhance student outcomes
Tenets include:
– Not necessarily a person, but a set of skills and activities
coordinated by a team
– There are some essential skills sets required of the leadership
team to support and complete the activities
– Leadership and coaching are both required for sustainable
change. A reciprocal and functional relationship between
coaching and leadership is needed to produce the desired
outcomes of the organization
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 MTSS 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) Support leadership team and staff capacity to sustain a MTSS
6) Provide professional development training and technical assistance
7) Evaluate the impact of coaching activities and supports
94
Systems Coaching Resources
• Systems Coaching: A Model for Building Capacity
• http://www.floridarti.usf.edu/resources/format/pdf/SystemsCoaching.p
df
• Systems Coaching Innovation Configuration (IC) Map
• http://www.floridarti.usf.edu/resources/format/pdf/Systems%20Coachi
ng%20IC%201.2015.pdf
• Leadership Innovation Configuration (IC) Map
• http://www.floridarti.usf.edu/resources/format/pdf/Leadership%20IC%
202.11.14.pdf
95
Next Steps
• Systems Coaching
Survey
– Perceptions of Skills
– Self Report
– Aligned with the 7
Systems Coaching
Domains
– Individuals & Teams
96
Data-Based Problem-Solving Skills
100%
90%
80%
70%
60%
50%
40%
NS
MS
30%
SS
HS
20%
VHS
10%
0%
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
Your
skill
skill ability to ability to skill
skill ability to ability to skill
skill ability to ability to skill
skill ability to ability to
level
level
teach teach
level
level
teach teach
level
level
teach teach
level
level
teach teach
(Admin) (Other) this skill this skill (Admin) (Other) this skill this skill (Admin) (Other) this skill this skill (Admin) (Other) this skill this skill
(Admin) (Other)
(Admin) (Other)
(Admin) (Other)
(Admin) (Other)
Employ the four-step problemsolving process that involves the
following basic steps: Problem
Identification, Problem Analysis,
Plan Development and
Implementation, and Plan
Evaluation/RtI
Accurately interpret different
Accurately interpret different
Collect data and monitor fidelity of
sources and types of academic sources and types of behavior data the problem-solving process and
data to support intervention design to support intervention design and
student intervention plans
and student outcomes
student outcomes
Leadership Skills
100%
90%
80%
70%
60%
50%
NS
MS
40%
SS
HS
30%
VHS
20%
10%
0%
Your skill
level
(Admin)
Your skill Your ability Your ability Your skill
level
to teach
to teach
level
(Other)
this skill
this skill
(Admin)
(Admin)
(Other)
Your skill Your ability Your ability Your skill
level
to teach
to teach
level
(Other)
this skill
this skill
(Admin)
(Admin)
(Other)
Your skill Your ability Your ability
level
to teach
to teach
(Other)
this skill
this skill
(Admin)
(Other)
Support school-based leadership in creating
Support leadership to build and maintain
Facilitate the distribution of leadership
and articulating a clear vision with a sense of
positive relationships among all educators, activities among a number of individuals (both
urgency for PBS/MTSS and school
students, and family and community members
formal and informal leaders)
improvement
Archived PBIS Chats:
http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm
Content Resources
Florida’s PBIS Project
• Phone: (813) 974-6440
Fax: (813) 974-6115
• Email: flpbs@fmhi.usf.edu
• Project Staff:
http://flpbs.fmhi.usf.edu/aboutus_staff.cfm
• State Website: http://flpbs.fmhi.usf.edu
– FLPBS on FaceBook: www.facebook.com/flpbs
– FLPBS on Twitter: www.twitter.com@flpbis
• National Website: www.pbis.org
• APBS: www.apbs.org
Group Discussion
• In what ways can PS/RtI and PBIS Project staff, resources,
and materials support you and your Projects’ goals?
• In what ways might we (discretionary project personnel)
more efficiently and effectively collaborate to ensure
common language/understanding for MTSS across FL?
Support MTSS implementation & sustainability?
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Questions & Discussion
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Additional Resources
• Myths & Truths about RtI
– http://www.florida-rti.org/parentResources/myths/index.htm
(Parent)
– http://www.florida-rti.org/educatorResources/myths/index.htm
(Educator)
• MTSS: Common Language/Understanding:
– http://www.floridarti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf
• Introductory video for parents about RtI/MTSS:
– http://www.florida-rti.org/parentResources/videos.htm
• Florida’s Problem-Solving/Response to Intervention Website:
– www.floridarti.usf.edu
• Florida Positive Behavioral Interventions & Support (PBIS)
Project
– http://flpbs.fmhi.usf.edu/
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Recent State & Federal
Guidance Documents
• FL DOE Technical Assistance Paper (TAP):Technical Assistance Paper
General Education Intervention Procedures
– http://info.fldoe.org/docushare/dsweb/Get/Document-7504/dps2015-151.pdf
• FL DOE Technical Assistance Paper (TAP): Evaluation, Determination of
Eligibility, Reevaluation and the Provision of Exceptional Student
Education Services
– http://info.fldoe.org/docushare/dsweb/Get/Document-7505/dps2015-152.pdf
• US DOE IDEA Clarification & Guidance Doc
– http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidan
ce-on-fape-11-17-2015.pdf
Thank You!
Amanda March, Ph.D., NCSP
Florida PS/RtI & PBIS Projects
amarch@usf.edu
@AmandaLMarch
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