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District Evaluation of MTSS

District Evaluation of MTSS. RtI Innovations 2016 Anna Harms & Jose Castillo. Who We Are. Anna Harms Evaluation & Research Coordinator for Michigan ’ s Integrated Behavior & Learning Support Initiative. Jose Castillo Currently - Evaluation Coordinator for the FL PS/ RtI Project

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District Evaluation of MTSS

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  1. District Evaluation of MTSS RtI Innovations 2016 Anna Harms & Jose Castillo

  2. Who We Are Anna Harms • Evaluation & Research Coordinator for Michigan’s Integrated Behavior & Learning Support Initiative Jose Castillo • Currently - Evaluation Coordinator for the FL PS/RtI Project • Previously - RtI Coach in a FL school district

  3. Introductions Share with others at your table: • Name • Why you selected this session • Where you work • How you’re involved with the evaluation of MTSS

  4. Agenda & Objectives

  5. Discussions from the online modules Establish a foundation for today’s session

  6. District MTSS Evaluation Strand Format • Pre-recorded online modules • In-person discussion and activities Scope and sequence • Module 1: Overview, Assumptions, and Stages of Change/Implementation • Module 2: Exploration/Adoption and Installation • Module 3: Initial Implementation: Illustration of District MTSS Evaluation, Elaboration, Continuous Regeneration

  7. Online Module Check-In • Did you view Module 1? • Module 2? • Module 3? • Detailed feedback can be provided to us individually and through the session evaluation survey (email).

  8. Partner Activity: Assumptions Consider the assumptions presented regarding evaluating MTSS implementation at the district level • Which assumptions do you agree with? • For which assumptions do you disagree? • How might differences in people’s assumptions regarding MTSS and evaluation create variations in the implementation and evaluation of MTSS?

  9. Stages of Change/Implementation “It” is the district evaluation of MTSS.

  10. Discuss as a table: Exploration/Adoption • What are some of the successful strategies you have used to ensure readiness for evaluating MTSS? • What could you do differently to support readiness for evaluating MTSS? • Select 1 idea to share with the whole group

  11. Evaluation Planning Cameo from Florida

  12. District Capacity Assessment DCA

  13. District Capacity Assessment The primary purpose of the District Capacity Assessment (DCA) is to assist school districts to implement effective innovations that benefit students. The capacity of a district to facilitate building-level implementation refers to the systems, activities, and resources that are necessary for schools to successfully adopt and sustain Effective Innovations. Focus in this session: • Access to data & using data for decision making • Communication & reporting DCA Administrator Short Course: http://implementation.fpg.unc.edu/resources/district-capacity-assessment-dca

  14. Activity: Preview DCA • In the DCA document, read the list of 26 items on page 10 • Highlight the following 4 items: • Item 10: District Implementation Team uses a communication plan • Item 14: DIT has access to data for the effective innovation • Item 15: DIT has a process for using data for decision making • Item 16: District provides a status report on the effective innovation to the school board

  15. DCA Item 10 District Implementation Team uses a communication plan • Read the full item scoring guide on page 17 • Highlight or underline the criteria your district has met • What score would you give your district (use responder)?

  16. Communication Plan Formal process or system for gathering and disseminating important information specific to a common focus that has been mutually agreed upon by all groups / teams who will be impacted by its use

  17. Plan Components • Groups / Teams or staff • Protocols for what information needs to be gathered and disseminated to each group / team, in what format, and in a pre-determined timeframe • Designees from each team that are assigned the task of gathering and disseminating information • Survey and dates to assess the effectiveness of communication

  18. Groups / Teams • Considerations for including groups / teams or staff to the communication plan: • Team’s / group’s overlap in the components of an integrated behavior and reading MTSS model • Leadership groups / teams that have the ability to remove barriers impeding people’s use of the MTSS components (e.g., central office, administrative team) • People in critical roles who will be in a supporting role for MTSS components • Other groups / teams who can influence PD, curriculum and assessment decisions since the MTSS work touches on curriculum, instruction, intervention and assessment

  19. Plan Components • Groups / Teams or staff • Protocols for what information needs to be gathered and disseminated to each group / team, in what format, and in a pre-determined timeframe • Designees from each team that are assigned the task of gathering and disseminating information • Survey and dates to assess the effectiveness of communication

  20. Plan Components • Groups / Teams or staff • Protocols for what information needs to be gathered and disseminated to each group / team, in what format, and in a pre-determined timeframe • Designees from each team that are assigned the task of gathering and disseminating information • Survey and dates to assess the effectiveness of communication

  21. Communication Designees Consider the following: • The information that needs to be gathered “from” and disseminated “to” might suggest one DIT member over others; especially if there are follow-up questions that would require deeper knowledge about the information • Easy access to the team or members of the team • Ability to follow through with communication shortly following team meetings (1-2 days)

  22. Timelines and Format Considerations • Timelines: • General rule of thumb: 3-5 business days for responding to challenges; 20 business days for addressing challenges (e.g., either eliminating the challenge or starting to address the challenge with other groups / teams, or entities) • Format: • Gathering information: email, face-to-face, phone call • Responding to challenges: email

  23. Plan Components • Groups / Teams or staff • Protocols for what information needs to be gathered and disseminated to each group / team, in what format, and in a pre-determined timeframe • Designees from each team that are assigned the task of gathering and disseminating information • Survey and dates to assess the effectiveness of communication

  24. Benefits of a Communication Survey • Regular opportunity to assess the effectiveness of communication • Refinements are done based on data • Conveys the message that communication is important • Reduces comments about poor communication since the survey data and transparency about refinements based on data are provided on a regular basis

  25. Example Communication Survey

  26. Activity Use this sentence frame to describe the benefits of a Communication Plan: • One benefit of a Communication Plan is _____________. At your table: • Take turns sharing benefits of a communication plan, starting with the sentence frame.

  27. Evaluation Questions • What is the reach of our MTSS supports across the district? • To what extent are students in our district meeting expectations for performance and growth? • To what extent are district schools implementing MTSS with fidelity? • What is our capacity to support implementation of MTSS? • What level of buy-in exists for implementing MTSS?

  28. Individual Activity: Evaluation Questions • Review the sample evaluation questions, data sources, and decision rules • Start generating questions, data sources, and decision rules that fit your context in the following areas: • Student outcomes (academic and behavior) • Implementation Fidelity • If relevant: district capacity, reach • How close are you to being able to answer these questions and evaluate MTSS implementation and impact? • What work needs to be done related to: • Exploration/adoption and consensus? • Installation of necessary data, systems and practices?

  29. DCA Item 14 DIT has access to data for the effective innovation Recall critical features of the MIBLSI Database (module 3): • Data views designed to align with the questions being asked and the problem solving process • Single point of data entry to feed up to district, ISD, and state views of the same data • Pulls together multiple data sources, not replicate functions of other systems • Based on multiple rounds of usability testing • Read the full item scoring guide on page 19 • Highlight or underline the criteria your district has met • What score would you give your district (use responder)?

  30. DCA Item 15 DIT has a process for using data for decision making • What specific model is being used for data-based decision making in your district? • How often are data analyzed and when? • What decisions are made? • Read the full item scoring guide on page 20 • Highlight or underline the criteria your district has met • What score would you give your district (use responder)?

  31. Gather – Study – Plan – Do

  32. Timeline of Data Reviews Fall ---------------Winter-------------Spring------- School Data Review School Data Review School Data Review Coaching Support Session Coaching Support Session Coaching Support Session District Data Review District Data Review

  33. DCA Item 16 District provides a status report on the effective innovation to the school board • Consider alignment with the communication plan and the evaluation questions • Consider format and audience • Read the full item scoring guide on page 21 • Highlight or underline the criteria your district has met • What score would you give your district (use responder)?

  34. Tying the Pieces Together • Each table will be assigned 1 of the 4 DCA items • Independently complete these 2 sentences: One criteria our district has met for this DCA item is ______. One thing our district did to meet this criteria was ______. • When done with the independent task, move to the area of the room for your assigned DCA item. Share and record your ideas on the chart paper. • Rotate as a group and read what others wrote on their poster paper for the remaining 3 items.

  35. Takeaways Share one takeaway with the group. Sentence starters: • One thing I would like to learn more about next is _____ • One tip I will try out in my district is _____ • One connection I made is _____

  36. Contact Us Anna Harms Jose Castillo University of South Florida, Florida Problem Solving/Response to Intervention Project jmcastil@usf.edu • Michigan’s Integrated Behavior and Learning Support Initiative • aharms@miblsimtss.org

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