F acilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports

1. Facilitating and Coaching the Implementation of an Integrated Multi-Tiered System of Supports 38th Annual School Administrators of Iowa Conference2013 Des Moines, IA Dr. George M. Batsche Institute for School Reform University of South Florida

2. The Cultural Context Within Which We Are Trying to Facilitate Systems Change • Transition to Common Core State Standards • Transition to Common High Stakes Assessments • Performance Evaluations Tied to Student Growth • Economic Crises-greater efficiency of operations needed • Alternatives to Public K-12 Education • AYP Projections and Expectations • Recruitment and Retention of Qualified Professionals • Common Language/Common Understanding with Educators, Parents and the Community

3. Developing a Model in Response To These Issues • More efficient system • Work smart • Integrated systems • More effective system • Use science to inform practice • Focus all on student outcomes • Focus on skill sets of professionals • PD tied to change in adult behavior that improves student outcomes • Focus ALL on student outcomes

4. Developing A Model

5. Efficient Delivery of Highly Effective Practices • Statewide District Needs Assessment Results: • Integrate Practices to Reduce Duplication, Increase Effective Use of Personnel and Provide Greater Support for Instruction Less is More. • Focus Resource Development and District Resources On: • Evidence-based Coaching Strategies • Leadership Skills to Support MTSS • Family and Community Engagement • Aligning K-12 MTSS-Focus on Secondary • Evaluation Models to Demonstrate Outcomes • Common Language/Common Understanding Around an Integrated Data-Based Problem-Solving Process • Integrating Technology and Universal Design for Learning

6. 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 .

7. Intensive, Individualized Supports • Intensive interventions based on individual student needs • Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled • Progress monitoring occurs most often to ensure maximum acceleration of student progress • If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving • Targeted, Supplemental Supports • Interventions are based on data revealing that students need more than core, universal instruction • Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate • Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working • If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving • Core, Universal Supports • Research-based, high-quality, general education instruction and support • Screening and benchmark assessments for all students • Assessments occur for all students • Data collection continues to inform instruction • If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving Multi-tier System of Student Supports (MTSSS):Response to Instruction/Intervention (RtI)An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools

8. Problem Solving Process • Define the Problem • Defining Problem/Directly Measuring Behavior • Problem Analysis • Validating Problem • Identify Variables that contribute to problem • Develop Plan • Evaluate • Response to Instruction & Intervention (RtI2) • Implement Plan • Implement As Intended • Progress Monitor • Modify as Necessary

9. Multi-Tiered System of Student SupportsMission and Vision The vision of a Multi-Tiered System of Supports is to: • Enhance the capacityof school districts to successfully implement and sustain a multi-tiered systemof student supports with fidelity in every school • Accelerate and maximize student academic and social-emotional outcomesthrough the application of data-based problem solving utilized by effective leadershipat all levels of the educational system • Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service deliverythat prepares all students forpost-secondary education and/or successful employment within our global society.

10. What Are the Evidence-Based Characteristics of Effective Schools • Characteristics • Strong Leadership • Positive Belief and Teacher Dedication • Data Utilization and Analysis • Effective Scheduling • Professional Development • Scientifically-Based Intervention Programs • Parent Involvement (Crawford and Torgeson) • (

11. Coaching • Coaches or Coaching? • Coaching is an element of PD and a “close cousin” to consultation with content • Role definition must be clear, both for the coach and the stakeholders • The accountability for coaching must be clear and concrete

12. Coaches • Job Title • Job Description • Administrator must clearly define the role, position in the school organization and expectations for receiving coaching • Coach must have a formal evaluation with clearly defined accountability standards

13. Coaching • Role of coaching must be clearly defined • Expectations for outcomes of coaching must be clearly defined • Measurable outcomes in adults • Measurable outcomes for students • Coaching role may have to be added to job descriptions, union contract language, FTE assignment levels

15. Core Skill Areas for ALL Staff • Data-Based Decision Making Process • Coaching/Consultation • Problem-Solving Process • Data Collection and Management • Instruction/Intervention Development, Support and Evaluation • Intervention Fidelity • Staff Training • Effective Interpersonal Skills

17. Coaching Accountability Model • Coaching (or PD)- Adult Behaviors • Specific content or organizational focus • Defined behaviors in those being coached • Observation protocol to evidence new behaviors • Gradual release of coaching support • Less frequent observations with stable strength of skill

18. Coaching Accountability Model • Coaching (or PD)- Student Outcomes • What changes in student behavior/skill is expected in the presence of new adult behaviors • Increase rate of growth in subject area • Increase in appropriate behavior in Tier 1 • Increase in student engagement • Increase in parent participation

19. Coaching:Challenges • Where does it fit into the organizational structure? • What level of accountability exists for its use and outcomes? • What happens if coaching is not valued, accepted or does not achieve its outcome with adult behavior? • Who evaluates the presence/absence of the new adult behaviors

20. What Do We Know About Successful Implementation of an Integrated MTSS System?

21. It’s About LEADERSHIP

22. Every system is perfectly aligned for the results it gets.

23. INFRASTRUCTURE INFRASTRUCTURE CONSENSUS CONSENSUS Sustainable Scaling-Up Framework for Change CONSENSUS IMPLEMENTATION SUSTAINABILITY **Consensus Building throughout the Phases

24. Stages of Implementing MTSS • Consensus • Belief is shared • Vision is agreed upon • Implementation requirements understood • Infrastructure Development • Regulations • Training/Technical Assistance • Model (e.g., Standard Protocol) • Tier I and II intervention systems • e.g., K-3 Academic Support Plan • Data Systems and Management • Technology support • Decision-making criteria established • Schedules • Implementation

25. Why have past initiatives failed? • Failure to achieve CONSENSUS • School culture is ignored • Purpose unclear • Lack of ongoing communication • Unrealistic expectations of initial success • Failure to measure and analyze progress • Participants not involved in planning • Participants lack skills and lack support for the implementation of new skills

26. Tomorrow’s PresentationCritical Elements

27. Implementation: Critical Elements Checklist • Common Language, Common Understanding • District and School Infrastructure • Problem-Solving Process • Realistic Data Sources/Matrix • Delivering the Goods • Effective Instruction • Integrating the Tiers • Schedules • Intervention Support • Student Engagement/Lesson Study • Evaluating the Outcomes

28. Critical Element #1 Common Language/Common Understanding

29. get these tiers of support in order to meet benchmarks. These students + = Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling.

30. RtI2 & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings. Revised 12/7/09

31. Model of Schooling • All district instruction and intervention services have a “place” in this model. • If it does not fit in the model, should it be funded? • All supplemental and intensive services must be integrated with core.

32. www.florida-rti.org(educator resources, MTSS Guidance

33. How Do We “Do” MTSS • Organized by a Plan • Driven by Professional Development • Supported by Coaching and Technical Assistance • Informed by Data

34. It's a Frame, Not a Box

35. Parts of the “Frame” • 3 Tiers of service delivery into which all academic and behavioral instruction/intervention “fit.” • Content is not been defined by the model • Use and regular review of data to ensure students are responding to the tiered instructional delivery.

36. Parts of the “Frame” • Instruction/interventions are modified and intensified based on student performance data • Instruction is integrated and systematically planned across the tiers

37. Foundations of MTSS:Fundamental Principles of Teaching and Learning

38. Some Fundamental Principles • Academic Engaged Time (AET) • AET predicts student performance better than any other variable, including: • IQ • Language • SES • Disability • Culture/Race • Amount of time students are engaged in quality instruction • Includes evidence-based instructional strategies • Matched to student context, culture and relevance • With student engagement in the process

39. Some Fundamental Principles • Standards Based Instruction • What students should know and be able to do • Clearly defined for each grade level and subject area • Serve as the content for high-stakes assessment • Utilizes benchmark assessment to determine if students and the curriculum is “on-track” • Assists in the identification of “essential elements” of instruction

40. Some Fundamental Principles • Essential Elements Instruction • The critical skills required to progress to the next grade level • Typically, critical skills are those required to be successful at the beginning of the next year • Not all skills taught during the year are the “critical skills” necessary for student progression • When we are “running out of time” with some students, prioritizing “critical skills” can accelerate student performance

41. Some Fundamental Principles • Rate of Growth • Where is the student now? • Where is the student supposed to be? • How much time do we have to get there? • Is that time realistic? • Rate of growth is the best measure of student response to instruction and intervention • Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction • Rate of Growth is the best measure of effectiveness of instruction AND the most fair measure.

42. Table Top Discussion • What about MTSS would your school/district be able to embrace to achieve consensus? • What about MTSS would your school/district view as barriers to MTSS?

43. Critical Element #1Table Top Activity • Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus

44. Critical Element #2 District and School Infrastructure

45. Implementation Model • District-based leadership team (DBLT) • School-based leadership team (SBLT) • School-based coaching • Process Technical Assistance • Interpretation and Use of Data • Evaluation Data

46. District Infrastructure • District Leadership • Common Language/Common Understanding • Is there a “unified” system of instruction at the district level? • District Plan Requirements • Consensus, Infrastructure, Implementation • District Policies • Professional Development and Technical Assistance • Implementation Monitoring • Implementation Fidelity • Evaluation Plan

47. District Responsibilities • Ensure that a common language/common understanding exists around the rationale for and the purpose and expected outcomes of MTSS • Communicate clearly that MTSS is the “way of work” at the district and school levels • Organize work groups at the district level around integrated functions (academics, behavior and technology at planning table together) and multi-tier representation (gen ed, supplemental instruction, intensive instruction • Clearly identify who has the responsibility for what and how these individuals will be held accountable

48. District Responsibilities • Ensure that district policies are supportive of and not barriers to the implementation of MTSS • Provide sufficient support (professional development, technical assistance, data systems) to ensure that the implementation plan and timelines can be achieved • Identify clearly the district- and school-level leaders who will have implementation expectations as part of their annual performance reviews

49. School-Based Infrastructure • School-based leadership team (SBLT) • School-based coaching • Process Technical Assistance • Interpretation and Use of Data • Master Calendar • Data Days • Evaluation Model

50. School-Based Leadership Team • Responsible for monitoring the “health and wellness” of the school • Regular Data Checks • Facilitate building level problem solving • Align PD with student-centered data • Ensure teachers have supports • Ensure integration of academic and behavior instruction at all tiers • Ensure integration of the tiers • Monitor consensus, staff satisfaction, morale, communicate frequently