1 / 18

Module 1: Overview, Assumptions, and Stages of Change/Implementation

Join Anna Harms and Jose Castillo as they discuss the assumptions and stages of change in evaluating district-level implementation of Multi-Tiered Systems of Support (MTSS). Explore the key concepts, challenges, and benefits of MTSS evaluation for improving student outcomes.

willisadams
Download Presentation

Module 1: Overview, Assumptions, and Stages of Change/Implementation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Module 1: Overview, Assumptions, and Stages of Change/Implementation RtI Innovations 2016 Anna Harms & Jose Castillo

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

  3. Agenda & Objectives

  4. District MTSS Evaluation Session 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

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

  6. Assumptions: Definition of MTSS • Three tiers of instruction/intervention • Ongoing assessment of student learning • Data-based problem-solving used to make instructional decisions • Frequency and intensity of instruction/intervention, assessment, and problem-solving increase with student need • A framework for educating students, not a short-term initiative or a single program

  7. Assumptions: Definition of MTSS • A multi-tiered model of support for ALL students, not just some students or a specific tier of support • A clearly defined model (in writing). May not be identical from place to place, but the big ideas / critical concepts should be formalized • An INTEGRATED, not parallel, model for academics and behavior • In order for MTSS to be successful and sustainable, it must be supported across the educational cascade (school, district, state)

  8. Multi-Tiered Model of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized, Interventions. Individual or small group intervention. Tier 2: Targeted, Strategic Interventions & Supports. More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program. Tier 1: Core, Universal Instruction & Supports. General instruction and support provided to all students in all settings. Revised 10.07.09

  9. Assumptions: Role of Evaluation in MTSS • Evaluation of systems, practices and student outcomes is critical for facilitating implementation of a MTSS • Evaluation of both the process of implementation and the intended outcomes is necessary • Direct evaluation of the core components of an MTSS facilitates implementation decisions • Use of data to identify both strengths and needs should be used to provide support (not punish) • The use of internal evaluation and / or external evaluation to continuously improve implementation of a MTSS is essential • We are evaluating the way our educational system is functioning to improve the outcomes of ALL students

  10. District evaluation of MTSS. . . not an exact replication of building-level problem solving • A team engaged in district-level problem solving is likely to include individuals who are not implementing MTSS themselves • Districts will have tensions between the needs of schools and the demands and resources available from the region and state • More data to analyze, analysis techniques will differ • Decisions and actions must take into account the entire district

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

  12. Stages of Change/ Implementation:The Right Work at the Right Time

  13. Knitting through the Stages

  14. “Stop asking me if we’re almost there; we’re Nomads, for crying out loud.”

  15. 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

More Related