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
1
What is MTSS?
• A Multi-Tiered System of Supports (MTSS) is a term used to
describe an evidence-based model of educating students
that uses data-based problem solving to integrate
academic and behavioral instruction and intervention.
• The integrated instruction and intervention is delivered to
students across multiple tiers based on student need.
• Need-driven decision making 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.
2
What Does MTSS Look Like
at the District Level?
• MTSS is a way of work for 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
3
What Does MTSS Look Like
at 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
4
What Does MTSS Look Like
at 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”
5
Lessons Learned
about 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
6
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
7
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!
8
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 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 social-emotional
outcomes through the application of 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 post-secondary
education and/or successful employment within our global
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society.
Organizing for Collaboration
Inter-Project (FLPBS & FL PS/RtI)
Leadership Team
Statewide Education
Collaborative Partners and
Agencies
Logistics, Communication, & Technology
MTSS Model
Development
Work Group
MTSS Component
Models
“Leadership”
“MTSS Coaching”
“Data-based
Problem-solving”
“PK-12
Alignment”
“Family &
Community
Engagement”
“Accountability,
Evaluation &
Sustainability”
Service Delivery Model
Development
MTSS Model
Curriculum
&
Assessment
Development
Inter-Project
Staff
Development
Inter-Project Program Evaluation
Development
Training &
TA Service
Data
Evaluation
System
Project &
Process
Capacity
Data
Evaluation
System
MTSSS Project “Consultants”
Inter-Project Web-based
Resource Warehouse
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
District Action Planning & ProblemSolving (DAPPS) Process
District Readiness
Needs Assessment
Small Group Planning Process
(Org. Problem Solving)
Resources/Training/Tech. Assist
Evaluation of MTSS Fidelity &
Effectiveness
District
Leadership
Team
Parents
&
Community
Partners
School
Leadership Teams
Grade/Content
Instructional Teams
Students
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Collective Capacity
Inter-Project Personnel
Training
Implementation
Team
facilitation
Problemsolving
Leadership
coaching
Content
Data
support
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
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
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What are the Strengths
of 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
14
What are the Strengths
of 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
15
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 facilitate the
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
DISTRICT agenda
16
Important Considerations
• The DAPPS is content and philosophy
“neutral”
• The DAPPS could be used to facilitate the
implementation of very diverse concepts of
schooling
17
District Action Planning and
Problem-Solving Process (DAPPS)
The goal is to promote the DAPPS as…
1. an assessment of capacity that can be used
2. to align district support activities across
initiatives,
3. and, not burden districts to conduct similar
assessments multiple times.
18
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
19
Multi-step District Level Support
• Initiation of an “audit”
Assessment
MTSS Needs
– Project staff piloted, ILT revised
• Needs Assessment must exist within a
Problem-solving Process
District Action
Planning Process (DAPPS)
– DAPPS protocol
20
District Action Planning
and 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
21
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
22
What We Learned
• Needed to expand the depth of information
we gathered:
– Commitment?
– Team?
– Timeline?
– Leadership vs Implementation Team?
23
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)
24
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?
25
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.
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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.
27
28
Small Group Planning
and Problem-Solving
1.
2.
3.
4.
5.
6.
7.
8.
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
29
Evaluation plan for goal
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
30
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
31
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
32
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?
33
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
34
VIRGINIA TIERED SYSTEMS OF
SUPPORT (VTSS)
Kimberly Yanek
VDOE TTAC ODU PBIS System
Coach
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
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
How are we organizing ourselves to
support VTSS?
• VTSS represents an integration of Response-toIntervention 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.
Necessary
Conversations…
Whole Group
Small Groups
Tiered System Supporting Improvements in
Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff
Behavior
PRACTICES
Supporting
Student Behavior
VTSS - Continuum of Supports
Statewide
Professional
Learning
•Division Leadership Teams
•School Leadership Teams
Regional
Professional
Learning
•Capacity building across
divisions
•Networking
Division and
School
Professional
Learning
•Professional learning
specific to needs
•Contextually relevant
coaching
Statewide Professional Learning
• SPDG
– Starting small
– Using existing resources and
infrastructure
• Our professional learning
• Big Ideas
– http://www.doe.virginia.gov/instruction/virginia_tiered_syst
em_supports/resources/vtss_guide.pdf
Regional Professional Learning
• SPDG
• Communication
• Identify opportunities
for partnership
• Capacity building
across school divisions
within regions
Division Professional Learning and
School Professional Learning
• SPDG
• Existing partnerships
• Contextually relevant
coaching
• Implementation Blueprint
and Self-Assessment
http://www.pbis.org/common/pbisresou
rces/publications/SWPBS_Implementati
on_Blueprint_v_May_9_2010.pdf
• Collaborative School
Improvement
RtI
CLT
PLC
PBIS
Synergistic systems – integrating PBIS into the PLC framework, to operate
simultaneously with the learning focus and RtI, within the PLC framework
We have a lot of this,
but we’re working
toward this …
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
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