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Steve Goodman, MiBLSi, Michigan Rob Horner, University of Oregon
Building and Measuring District Capacity to Implement MTSS at all Three Tiers Steve Goodman, MiBLSi, Michigan Rob Horner, University of Oregon OSEP conference banner on top PBIS TA-Center Logo on bottom How to get help with audio issues: Antony at How to participate in Polls and Comments: “Use the Box on the Right"
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Goals Define District Capacity
Define when, why and how to build District Capacity For LEAs and for SEAs Propose a measure of District Capacity Provide examples Picture of teacher working with a group of six students
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Define: District Capacity
District capacity is defined as the systems, activities, and resources necessary to adopt, implement, and sustain a practice (Ward, et al. 2015)
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Content Validity (Tier 1 .95; Tier II .93; Tier III .91)
Usability (12 of 14 > 80%) (15 min per Tier) Inter-rater Agreement (.95; .96; .89) Test-retest reliability (.98; .99; .99) Factor Analysis Available from OSEP TA-Center No Cost Assessors Training PowerPoint and Assessors Training Video at
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Sub-scale report
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Poll #1
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Personnel Selection, Orientation, Evaluation
Annual Evaluation Annual evaluations include assessment of the extent to which a faculty/staff member has delivered multi-tiered academic, behavioral and emotional supports. Recruit and Hire “Preference will be given to applicants with demonstrated experience and expertise in implementation of multi-tiered systems of academic and behavior support.” Start of Year Orientation Orientation establishes (a) importance of school-wide social culture, (b) commitment to equity and MTSS, (c) personal role of each person in the school community
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Professional Development
Training and Professional Development District trainers regularly provide training in core features of effective academic and behavior supports. Training events are integrated across year. Coaching in Schools District coaches support use of new skills in typical school contexts
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Data Systems Providing the right data in the right form at the right time Providing the training in how to use data for problem solving.
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Ward, C. , St. Martin, K. , Horner, R. , Duda, M. , Ingram-West, K
Ward, C., St. Martin, K., Horner, R., Duda, M., Ingram-West, K., Tedesco, M., Putnam, D., Buenrostro, M., & Chaparro, E. (2015). District Capacity Assessment. University of North Carolina at Chapel Hill
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District Capacity Assessment
Content 10 subscales- 40 Items Commitment and Leadership Systems Alignment Action Planning Performance Feedback Selection Training Coaching Decision-support System Facilitative Administration Systems Intervention
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Scoring Form on SISEP.org
Data Entry Scoring Rubric Data Source Item Team Vote Majority score is what is recorded “Are we ready”… “your score” Consensus means that voters in the minority can live with and support the majority decision on an item.
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Action Planning Step 1: For any item listed below a “2” consider actions that may be completed within the next 3 months. Step 2: Define the action, "who" is responsible, when it will be accomplished, and the team/meeting when updates on the action will be reviewed. Step 3: Team should prioritize the areas or items that are most critical to improve– critical defined as most likely to improve fidelity, sustainability and student outcomes.
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Poll #2
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Implementing PBIS in Springfield School District
Nicole Nakayama, Brian Megert Springfield School District #19, Oregon
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PBIS Implementation in Springfield School District, Oregon
22 schools and 11,000 students District Capacity Long history of implementing multi-tiered literacy practices All Elem All Middle & High Schools 5 Model Demo Schools Tier I Tier II Tier III All Elem 5 Model Demo Schools Graphic indicating gradual implementation of PBIS in the district. Starting with model demo sites, then scaling to other schools in Springfield School District 5 Model Demo Schools
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DCA Total Score- Springfield PS 2013-14 (PBIS)
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DCA sub-scale scores
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DCA Total Scores- Springfield PS 2013-14, and 2014-15 (PBIS)
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DCA Total Score- Springfield PS 2013-14; 2014-15; 2015-16 (PBIS)
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Building District Capacity
DCA Total Score Histogram showing Total Score for District Capacity Assessment for Springfield School District for ; and Data document improved district capacity in PBIS implementation over the past three years, and that capacity for early literacy implementation is lower, emerging, but in need of more development.
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Tier I PBIS Implementation: Model Demonstrations 2013-14, 2014-15, 2015-16
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Tier II PBIS Implementation: Model Demonstration
TFI Tier II Total Score Tier II TFI data for five schools Four of five schools met Tier II implementation criterion after one year of TA
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Tier III PBIS Implementation Model Demonstrations
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Scaling Up PBIS within SPS 2014-15 and 2015-16
Histograms of TFI total scores for Tier I, Tier I and Tier III for 18 NON-Demo schools in Springfield school district. These data document that the district was effective at scaling up PBIS
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Suspensions per 100 students All Elementary Schools
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Building District Capacity
District Leadership Team Authority, Membership, Meeting Schedule/format District Data System What to collect, when, by whom, how used Skill Development Use demonstration schools to build district technical capacity District Trainers (PBIS [Tier I, Tier II, Tier III] Coaching capacity School psychologists, counselors, social workers
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District Capacity Assessment: Examples from State and Local Levels
Tuesday November 8, 2016 2:20PM – 3:00PM Steve Goodman MiBLSi
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Using Data for Action Planning
High Just do it! Maybe a quick win Consider cost vs. benefit Impact Continue performing root cause analysis Maybe a quick win Consider cost vs. benefit Low Low High Ease of Implementation
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Prioritizing suggestions for linking DCA to action plans
Focus on high impact items Focus on items that are prerequisite for other items Focus on items that “almost there” to keep momentum moving forward- “low hanging fruit” Focus on items that are already connected with others initiatives- “in the works”
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Focus on high impact items
DCA Item # DCA Item 1 There is a District Implementation Team (DIT) to support implementation of Effective Innovations (EI) 2 DIT includes an individual with executive leadership authority 7 Funds are available to support the implementation of the EI 8 DIT has an implementation plan for the EI 15 DIT has a process for using data for decision making
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Focus on items that are prerequisite for other items
1. There is a District Implementation Team (DIT) to support implementation of Effective Innovations (EI) is a prerequisite for 4. DIT uses an effective team meeting process 8. DIT has an implementation plan for the EI is a prerequisite for 9. DIT continuously improves the use of the Implementation plans
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District level use of DCA data
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Port Huron Area School District
Total Score Organization Leadership Competency Restructured team approach Fall 2015 Team membership Director of Student Services and Behavior Supports Supervisor of Behavioral Support and Professional Development Five District behavior coaches Meeting schedule Monthly meetings with district senior administration Weekly meetings with implementation team Completed by Executive Director of Instruction, Executive Director of Student and Staff Services, Director of Federal and State Programs and Grants, Director of Instruction, Director of Student Services and Behavior Supports, Supervisor for Behavior Supports
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Port Huron Area School District Implementation/Leadership Team Meeting Agenda
our plan to address those items scored less than a 2. Our next step is to take those to an action plan.
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Port Huron Area School District:
District Capacity and PBIS School Tier 1 Fidelity District Schools in District Fidelity criteria 6 Schools Represented with 2 years of data. 16 schools within district 10/16 schools are collecting fidelity data in and 8/16 have achieved fidelity criteria
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Swartz Creek Community Schools
In June the DCA was completed by the Superintendent, Asst. Superintendent of Curriculum and Instruction, the Middle School Principal, the High School Principal, an Elementary Principal, and the Director of Student Services (Special Ed.). Typically, as the District MTSS Coordinator, I would also be present as part of the team. I have facilitated the process as well. Completed by the Superintendent, Asst. Superintendent of Curriculum and Instruction, Middle School Principal, High School Principal, Elementary Principal, Director of Student Services (Special Ed.) and MTSS Coordinator
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Swartz Creek Community Schools Action Plan
In June the DCA was completed by the Superintendent, Asst. Superintendent of Curriculum and Instruction, the Middle School Principal, the High School Principal, an Elementary Principal, and the Director of Student Services (Special Ed.). Typically, as the District MTSS Coordinator, I would also be present as part of the team. I have facilitated the process as well.
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Swartz Creek Community Schools: DCA Planning Example
DCA Scoring Action Plan
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Swartz Creek Community Schools
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Poll #3
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State level use of DCA from local districts to support capacity development
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Project-wide DCA: Criterion and Growth
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Project-wide DCA: Criterion and Growth
Met Criterion Met Criterion and Made 10% Growth
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DCA Total Score Median Across Time by Cohort
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Project plan to support implementation of local capacity
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Project plan to support implementation of local capacity
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Port Huron Area School District
Total Score Organization Leadership Competency
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Project data-base with section for notes
5/29/15 9/16/15 Assistant Superintendent for Instruction regularly participates in meetings Mary T. is District PBIS coordinator
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Poll #4
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Lessons Learned We need to be clear on why we conduct the DCA (help to develop efficient, effective and sustainable systems) To be meaningful, we need the right people participating in conducting the DCA (e.g., administrators, content expertise) The discussion during the process is valuable for learning and creating vision for work It is critical to link DCA results to action plan
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Questions/ Comments
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