2018 OSEP Project Directors’ Conference OSEP Disclaimer 2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

Critical Incidents in the Implementation of a Multi-Tiered System of Supports Scott Ross, PhD, BCBA-D Director, Office of Learning Supports Colorado Department of Education

Acknowledgements Special thanks to the generous support and investment of time from the project directors interviewed for this study. Also, special thanks to the co-authors and collaborators on this study Cade Charlton, PhD - BYU Christian Sabey, PhD - BYU Melanie Rees Dawson, PhD - Utah State University Dan Pyle, PhD - Weber State University Emily Lund, PhD - Boston College Sara Moulton, PhD - Brigham Young University Kent McIntosh, PhD - University of Oregon Don Kincaid, PhD - University of South Florida

Session Objectives Describe current status of MTSS Discuss the various definitions of MTSS Describe our CIT study, and its implications for scaling up MTSS 4

The Old Model of Support

Image of Kids in the corner

Woman with too many Suitcases

Layered Continuum of Supports Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions: Specialized Group Systems for Students with At-Risk Behavior Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings

Layered Continuum Adapted from Practitioner Voices

Prevention Continuum – Like Layers of a Sieve Green Zone (Level 0/1) is transformed into a solid system Yellow Zone Interventions (Level 2, 3 and 4) are created and transformed into sustainable systems Red Zones are established and individualized Level 0/1 Level 2 Level 3 Level 4 Level 5 Level 6

Continuum of Supports not Students Label supports…not students Continuum of Supports not Students

Bringing together academic and behavior supports into MTSS CDE MTSS Overview Slides Fall 2014 MTSS Integrated Continuum Bringing together academic and behavior supports into MTSS Adapted from the OSEP TA Center for PBIS

Colorado MTSS Pyramid

MTSS Elevator Pitch Turn to your neighbor: Define MTSS in your own words You only have 2 floors to do it! Compare your definition with you neighbor’s Image credit: Brian Honigman http://www.brianhonigman.com/competitive-b2b-content/

Defining MTSS UT MTSS FL MTSS CO MTSS A framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success FL MTSS The systematic use of multi-source assessment data to most efficiently allocate resources in order to improve learning for all students, through integrated academic and behavioral supports CO MTSS A prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

Essential Components of Colorado MTSS CDE MTSS Overview Slides Fall 2014 Essential Components of Colorado MTSS

Research Questions What specific events helped facilitate the statewide implementation of MTSS in the participating states? What specific events hindered the statewide implementation of MTSS in the participating states? What do project directors or staff wish had been in place to support their efforts?

Critical Incident Technique (CIT) “A set of procedures for collecting direct observations of human behavior in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles” (Flanagan, 1954).

Structured Interview All interviews were recorded & transcribed What events helped your implementation of MTSS? What events hindered you implementation of MTSS? What do you wish would have or could happen to enhance your improvement efforts?

Credibility Checks Critical Incident (CI) Extraction Categorization Percent agreement between two independent coders extracting Cis from the interviews IOA = 98% Categorization Percent agreement between two independent coders categorizing Cis using operational definitions IOA = 86% Participant cross-check Expert review

Overview of Participating States

Count of Helping critical incidents

Count of Hindering critical incidents

Count of Wishlist items in helping & Unique categories

Implications State scale-up of MTSS should include… a concerted effort to build strong supportive coalitions across traditional barriers (e.g., GenEd, SpEd, Admin), consensus on specific core components and language of MTSS (e.g., problem solving, tiered interventions, etc.) efficient strategies for evaluating implementation and impact readily accessible professional development

Colorado’s Effort to build on the Research Cross-Disciplinary Leadership Access to PD Consistent Language Consultation with External Partners Access to Funding Supporting Policies and Projects Driven by Student Outcomes Effective Data Systems CDE State Management Team OLS Training Series Language Alignment SISEP SPDG and IDEA Part B RtI and ESSA Legislation CO-MTSS Data Dashboard

Resources are available at: http://www. cde. state. co Resources are available at: http://www.cde.state.co.us/mtss/ Or Email me at: Ross_s@cde.state.co.us Questions?

2018 OSEP Project Directors’ Conference OSEP Disclaimer 2018 OSEP Project Directors’ Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)