1. Bell Ringer Activity Locate your District’s MTSS Implementation Plan
Be sure the status of all of the activities in the plan are up to date
Trainer Notes:
New content will begin at 9:10 a.m. The goal is that teams will have their plan located, available, and updated at the start of the school day.

2. District Check-In
Fall 2016

3. Group Expectations
Be Responsible Attend to the “Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from and Internet browsing Be Safe Take care of your own needs
Trainer Notes:
These are the standard group expectations that we use during trainings. We know how lucky we are to have a district leadership team out of the building for a full day of data review and recognize that in order to be as efficient and effective as we can be having some expectations will make the day all that more impactful.

4. Getting Ready for Today
Take a moment to identify the following roles for today’s training:
Facilitator
Action Plan Recorder
MTSS Implementation Plan Recorder
Timekeeper
It will be helpful for the recorders to have access to someone’s computer
Trainer Notes:
Please take a few moments to make sure each DIT has assigned roles for the day.

5. Trainer Notes:
The intent of this slide is to provide some comic relief as we start the day.
A couple of things to keep in mind:
We want teams to be pumped to have the time to engage in this check in (the image on the top left).
And while Batman might not be thrilled with Robin’s check-in, we are focusing part of our day on communication so it makes sense for there to be deliberate communication coming out of today’s session. We will provide some time to consider what this communication will look like later this morning.

6. Purpose of District Check-In
Check-in on Your Team and Your MTSS Implementation Plan
Check-in on Your Systems:
Communication
Coaching
Trainer Notes:
This slide provides the purpose of the day’s training. The intent of this day is really check-ins on the team, the MTSS Implementation Plan and the systems around communication and coaching.

7. Intended Outcomes
By the end of today’s session, District Implementation Teams (DITs) will:
Review the functioning of the DIT
Develop or refine a process for monitoring the progress on your MTSS Implementation Plan
Develop or refine a system for coaching within the district related to MTSS
Review, refine, and update the communication plan

8. Today’s Agenda
1.0 Check-in on Your Team and the Plan 2.0 Check-in on Your Coaching System 3.0 Check-in on Your Communication Plan 4.0 Next Steps

9. 1.0 Check-In on Your Team & Plan

10. Activity Individual Quick Write Team Debrief
Consider your MTSS Implementation Plan and Action Plans and use the space provided to write your personal reflection on the following questions:
Did your team do what you said you were going to do on your plan?
If so, are you on the right track? If not, what's standing in your way? If you’re not sure, why don’t you know?
Team Debrief
Trainer Notes:
This activity should not take more than 10 minutes. The quick write should be 2 minutes and then provide time for the team members to share out before moving on to the next slide. The intent of this activity is to get the DIT members thinking about their MTSS Implementation Plan and to get at whether or not the plan is guiding their work and helping to move the work forward.

11. In this Module, we will…
Ensure structures are in place for work groups to accomplish the activities in your plan
Review the importance of routine progress monitoring of your plan
Trainer Notes:
This slide highlights for the participants the work of this module. Both bullets can be summed up with the big question – how are we doing?

12. Pitfall #1 Ineffective and Inefficient Teaming
In order to DO the work of your MTSS Implementation Plan, your team must be effective and efficient
Trainer Notes:
We have set up this section around common pitfalls teams may encounter. Our intent is to help teams avoid these pitfalls or if they are experiencing them, get back on track. The first common pitfall is when teams are inefficient or ineffective. We know that a team can have a great plan for the work of MTSS but if the team is functioning inefficient or ineffectively then getting the work done usually is what doesn’t happen – we want the team to DO the work and be as effective and efficient as possible.
Recall DCA Item #4: DIT uses an effective team meeting process – we will set DITs up to take a closer look at this item, their score and the rubric within the activities of this module.

13. Monthly DIT Meetings
Your team needs to meet regularly in between these trainings
The focus of these meetings is on continuing to move the work forward towards your goals for MTSS implementation
Your job as the District Implementation Team is to actively make the work happen, not let the work happen
Trainer Notes:
One important way to make sure teams are efficient and effective in getting the work of the plan done and supporting MTSS implementation across the district is to have regularly scheduled meetings within the District. The role of the DIT is to actively make the work of MTSS happen within their district not just let it happen.

14. Activity
Review your DCA score and the scoring rubric for Item #4: DIT uses an effective team meeting process
Individually, review the two slides on Effective Team Meetings
As a team, discuss how effective and efficient your team functioning is currently and identify any actions needed to improve effectiveness and/or efficiency
Be sure that you have monthly meetings scheduled for the remainder of this school year to ensure the work continues to move forward
Trainer Notes:
Please allow 20 minutes for this team time.
Teams are asked to individually review the two hidden slides, available in the participant workbook, around effective meetings and then discuss how effective and efficient their team is currently as well as what, if any, areas might need improvements. Teams are also asked to schedule their meetings for the remainder of the school year if they haven’t already done so.

15. Activity
Individually, review the following resources in your workbook:
Example monthly DIT meeting agenda template
Suggested standing agenda items for DIT meetings
As a team, discuss how these resources might enhance your team functioning and effectivness

16. Pitfall #2: We Don’t Do the Do!
Implement the Plan
Monitor the Plan
Evaluate the Plan
Trainer Notes:
The second common pitfall is when we have a plan but don’t actually do it. The breakdown can happen in the implementation of the plan, the monitoring of the plan, and/or the evaluation of the plan.

17. Implementation Plan: Not a Compliance Task
The size and prettiness of the plan is inversely related to the quality of action and the impact on student learning.
(Reeves, 2009)
Make sure your plan guides the work of MTSS within your district
Work to ensure there is ownership of the activities as written in the plan and shared ownership in seeing the work done
Trainer Notes:
The intent of this slide is to get out in the open the idea that an MTSS Implementation Plan is not meant to be a compliance task but rather meant to be a document that helps to guide the work of MTSS within the district. There should be shared ownership of the activities that are written into the plan as well as shared ownership in seeing the work completed successfully. If the plan is feeling like a compliance task then there is a breakdown that needs to be identified and addressed.

18. District Implementation Team Functions
Provides a district-wide perspective
Solution-focused
Ability to see how district priorities and practices integrate with one another
Analyze data aggregated across buildings to evaluate strengths and needs
Creates and/or modifies tools and materials to address the needs of the buildings as indicated by the data
Work to remove barriers that are impeding the buildings’ ability to implement strategies and activities
Trainer Notes:
This slide comes from the DIT content from last year during installation. It provides an overview of all of the DIT function, with the bottom two highlighted in the red box. This is the heart of the work of the DIT and should reflect the types of work that shows up in their plan.

19. Cowboys vs. Pit Crews
“We were craftsmen…the nature of the knowledge lent itself to prioritizing autonomy, independence, and self-sufficiency…But you can’t hold all of the information in your head any longer, and you can’t master all the skills.” “The public’s experience is that we have amazing clinicians and technologies but little consistent sense that they come together to provide an actual system of care, from start to finish, for people. We train, hire and pay doctors to be cowboys. But it’s pit crews people need.”
Trainer Notes;
This slide introduces teams to an Atul Gawande quote. The intent here is to remind the DIT that we are looking for pit crews not cowboys when it comes to this work. The work of MTSS implementation is bigger than any one individual or group of individuals. We are looking for pit crews to make this work happen. We are looking to embed the work of MTSS into the day in and day out operations of the district – we will know it is fully implemented when we stop talking about MTSS and it has become the way we do business. In order to get us there, the DIT needs pit crews working together to forward implementation.
One way to tell if you have a pit crew or a cowboy is to check out who the tasks and/or activities of your action plans and MTSS Implementation Plan are assigned to. If you look at your plan and see the same 1 or 2 names over and over again, then you might need to take more of a pit crew approach to the work.
(Gawande ,2011)

20. Implement Your MTSS Plan
Your activities may have been written in broad terms
Identify who will be involved in accomplishing each activity
Be sure that the work is being done by pit crews to share the workload
The pit crew should map out the actions needed to accomplish the activities – break it down
Trainer Notes:
We are going to bring teams back to their plan. The plan is likely written in broad activities and we want to break it down into the specifics and be sure that there are pit crews assigned to moving the work forward.

21. Activity As a team, review your MTSS Implementation Plan
Are responsibilities shared across multiple individuals?
Do you know who will be on the “pit crews” to ensure each activity is completed in a timely fashion?
Trainer Notes:
Please provide 10 minutes for this activity.
The intent of this activity is for the team to actually look at how their plan is written and make sure there is shared responsibility and ownership over the plan. Teams should consider who is on the pit crews to ensure each activity will be completed. The intent is not to add more activities or change activities but rather to really look at who is responsible for moving the work forward and build more shared ownership. If a team sees the name of 1 or 2 individuals over and over again then it is likely that the team needs to get more pit crews going to further their work.

22. Pitfall #3: Lack of Monitoring and Follow-Up on the Plan
To get at the quality of action and the impact on student learning we must monitor the progress of our plan
This should occur on a regular basis and include:
Updates on the status of activities
Updates on the outcomes for students
Identification of next steps
Communication
Trainer Notes:
A third common pitfall occurs when we don’t actually monitor and follow-up on the plan on a regular basis. We can write really pretty, well formatted plans but this work is messy and if we are really following up on the implementation efforts, then the plan should be well worn (even if just metaphorically) and it should be easy to find, because it is referenced during each DIT meeting as well as in between meetings. It should have references to the work being accomplished, the status of activities, and include any identified barriers that are preventing the plan from moving forward. When it takes a team multiple minutes to locate the plan and someone needs to read or scan it to determine if it is the most up to date version, then the plan is not really being used to help drive the work.

23. Activity
Review your score and the scoring rubric for DCA Item #9: DIT actively monitors the implementation of the plan
Determine how you will monitor the progress on your strategies and activities
Discuss how you monitor the progress of items on your action plans
Discuss how you will ensure that these are done routinely during each DIT meeting this year and how your progress will be communicated across the district
Record action steps on your plan
Trainer Notes;
Please provide 10 minutes for this activity.
The intent of this activity is to talk about how the team monitors progress and make the connection to DCA Item #9.

24. 2.0 Check-In on Your Coaching System

25. In this Module, we will… Explore the components of a Coaching System
Review Coaching Service Delivery Plans
Identify next steps for the DIT related to supporting Coaching System and Coaching Service Delivery Plans

26. Types of Coaching
Systems Coaching: (MIBLSI emphasis): Coaching to develop the capacity to effectively implement a program, practice, or approach to enhance student outcomes (effective innovation)
Instructional Coaching: “Content / practice-level coaching” to help teachers improve instruction in a discipline using a particular strategy, practice, or program to improve student outcomes

27. Systems Coaching to “Effectively Implement”
Develop the district’s and school’s ability to:
Choose innovations wisely: effective innovations that are usable so they are doable, teachable, learnable and readily assessed in practice
Creates conditions to use innovations as intended: effective leadership, organizational (structures, data collection and use across staff and schools), and competency supports
Initiate and manage change: adaptive leadership
Sustain and improve effective innovations at scale: hospitable district environment to support innovations, scaled across schools, and reach all students

28. Setting the Stage
“I did then what I knew how to do. Now that I know better, I do better”
Maya Angelou
Trainer Notes: Since we know that this is new information and that the DITs have already begun addressing coaching we need to acknowledge that as we are learning more we are doing better. This quote sends that message so it was included in the content.

29. Big Picture Role of the DIT
Select coaches to support School Leadership Teams
Provide professional learning for coaches to fulfill the coaching function
Develop a coaching system (more to come)
Provide feedback to coaches

30. Distinguishing Between Coaching Providers
ISD (External) Coaching
School (Internal) Coaching
Focus of coaching is to school leadership teams
Primary supervisor is an ISD employee / administrator
Staff providing coaching are likely not in the school all-day, everyday
Focus of coaching is to school leadership teams
Primary supervisor is a district employee / administrator
Staff providing coaching are more likely in the school all-day, everyday

31. Definition
Coaching System: includes essential guidelines and procedures to ensure the individuals responsible for coaching understand the coach’s expectations and the expectations for the recipients of coaching

32. Coaching Service Delivery Expectations
Developed for each of the usable innovations that the MIBLSI MTSS model is built upon
Tier 1 PBIS (elementary) and Tier 1 Positive School Climate (PBIS for secondary) – combined into one document
Tier 1 Reading Systems (elementary)
Tier 1 School-wide Content Area Reading Model (secondary)
Referred to as “Coaching Service Delivery Plans”

33. Unpacking a Coaching Service Delivery Plan
The bottom line is we do not expect everyone to know how to do all of these things. We will be gradually building the knowledge, skills and abilities of your identified coaches. To be efficient and effective with their time and ours, we will talk in a little while about how to adapt coaching professional learning opportunities to adequately meet the needs of the people you have / will identify.

34. Coaching Service Delivery Plan Components
Concepts or skills
Coaching supports
Coaching frequency / schedule
Coach preparation
Mechanisms to provide feedback
Timeline for written feedback
Coaching effectiveness measure
Schedule for review of adherence to the plan

35. Concepts / Skills
Categorized by team’s / practitioner’s stage of implementation (exploration, installation, implementation)
Prioritized
Represent a standardized set of concepts that coaches need to have the competency to teach the teams / practitioners how to effectively use

36. Coaching Supports
Definition: strategies coaches use to increase the team’s / practitioner’s level of use for the program / initiative

37. Coaching Supports (cont.)
Coaching strategies include:
Observation
Product review
Modeling
Facilitation
Co-facilitation
Prompting
Adaptation to local context
Written and verbal feedback

38. Coaching Frequency / Schedule
Outlines the frequency (minimum threshold) and the various venues for coaches to work with teams / practitioners
Professional learning sessions
Team / practitioner meetings
Events (presentations to school staff, board, etc.)
The information on the frequency portion of the coaching service delivery plan outlines the minimum threshold and various venues for the coaches to provide supports to the School Leader

39. Coach Preparation
Outlines what a coach would need to do in order to be adequately prepared to coach the teams / practitioners how to use the concept or skill
Examples:
Review professional learning materials that teams / practitioners received initial training to keep terminology and resources consistent
Prepare for team / practitioner observations by identifying “look fors”
The big idea for coach preparation is thinking about how the DIT can prepare to support coaches in building their skills and provide time for preparing to provide the coaching.

40. Feedback Mechanisms for providing feedback: Types of feedback:
During meetings
Professional learning sessions
Types of feedback:
Glows (recognition)
Grows (opportunities for strengthening use of the concept or skill)
Timeline for written feedback: within 5 days
There are two types of feedback DITs (or any person / team receiving coaching): recognition and suggestion for improvement – Glows and Grows.

41. Coaching Effectiveness Measure
Goal is to try to use a variety of data sources to determine how effective the coaching supports were in helping teams / practitioners use the concept / skill that was the focus of coaching
Examples:
Fidelity assessment data
Student outcome data
Product reviews
Coaching Satisfaction Surveys

42. Schedule for Review of Adherence to the Plan
Specify the plan for monitoring adherence to the coaching service delivery plan:
Who
How
Frequency
Schedule
Best practice recommendation: Quarterly

43. Activity
Each team member will read one of the three coaching service delivery plans outlined on the previous slide
As you are reading the coaching service delivery plan you selected, identify:
Three highlights to share with your team
Benefits of having a coaching service delivery plan
Potential limitations
This activity could also be done in a jigsaw. You can divide the group by three and each group reads one of the Coaching Service Delivery Plans.

44. Developing Individualized CSDP
During the upcoming Coaching Support Session for Winter Data Review, your coaches will be developing individualized CSDP
They will be guided through the use of the fidelity data to identify 2-3 coaching concepts / skills as the focus of their coaching plan for each school
The plans will be developed with sufficient detail to pass the “substitute test” – meaning if someone else had to fill in, is the plan specific enough for the substitute to know what to do?
Trainer Notes:
This is section has been leading up to helping DITs to understand that during the upcoming CSS prior to the Winter Data Review coaches will be developing individualized coaching service delivery plans for each school they are coaching based on the school’s data.

45. Role of the District Implementation Team
Identify a point person who will:
Collect a copy of the Individualized CSDP for each school from the coaches
Review the CSDPs for common themes or needs
Meet with the coaches
Determine what supports the district can provide to make coaching successful
Resources, Policies, Procedures
Design a process for collecting coaching effectiveness data
Trainer Notes: This slide outlines the role of the DIT when it comes to the CSDP. We will be be addressing the last two bullets during the Mid-Year Continuous Data Review session this winter.

46. Resources to Support Coaching
Things to consider:
Allocation of time
Release time, stipends, or FTE to coach the principal, school leadership team, and its members
Release time to attend professional learning to strengthen the coach’s knowledge, skills, and coaching abilities
Allocation of funds to fund professional learning sessions (e.g., registration fees and travel stipends if necessary)
I want to pre-correct for the fact that we are giving you ideas / suggestions related to resources for your to consider the context of your district to support coaches. We have found that districts do things very differently and that should not be a surprise. This is based on the contract, resources that are readily accessible, even history – what has happened in the past and whether what happened in the past will make it feasible for the future!
When you are thinking through the coaching system, you will need to consider time. Let’s be honest. This is time above and beyond. Release time to attend the school-level professional learning sessions, coaching support sessions, to ensure coaches can attend the SLT meetings, to ensure they can gather information to answer questions that emerged from the team, and even time to work with the principal and the MIBLSI assigned data coordinator. Some districts have found a way to provide stipends. Some are ensuring there is release time (so sub costs are allocated), etc.

47. District Coaching Policies
Policies that enable successful coaching:
Funding / resource approval
Statement outlining the coach’s supportive role to schools
Statements assuring staff the coach will not evaluate staff performance and speak to administrators about staff performance
Statement outlining the coach’s decision-making ability to clarify any misconceptions
You will also have to think about coaching policies. There are policies that enable – set the stage for – successful coaching. One is knowing the resources (allocation of time, people, an fiscal) have been done. The second is outlining the coach’s role is supporting schools through their use of the MTSS components. Remember, you are applying this right now to PBIS / PSC; however, develop your system with the reading coaching components in mind too. This does not mean the clock is ticking between now and winter break to identify the reading coaches but it does mean that you have to think about how schools will get coaching in the other components of MTSS beyond PBIS / PSC.
Additionally, you will want to ensure there are statements being very clear that the coach is not evaluating staff performance as well as the importance of knowing that the coach is not going to speak to administrators about staff performance. This is something we have had to be very careful about for instructional coaching in our adolescent reading grant. We hire the two instructional coaches and right away there was anxiety about whether the coaches would be speaking to the principals about what they saw or even didn’t see with the building principals. Nonetheless, it is a good pre-correct to make even though we are talking about systems coaching vs. instructional coaching.
Finally, and this is an important one, there should be a statement outlining the coach’s decision-making authority. True story. I had a coach who legitimately believed she thought she could give teachers permission to submit for a half-day sub to get release time to work with the coach. I would have done this; however, there are implications to that decision that should have come to me as the principal first as opposed to the coach. I did not blame this coach however, because it was not clear for here when in fact, it did say in her job description that she would be working with teachers during the work day to plan, practice, etc. Again, we are just being proactive so the people selected as coaches know what to expect and the recipients of coaching also know what to expect.
All of these things really fall into the policy bucket. I use that term loosely since I do not expect each statement to be board approved or anything. It is really about people with the leadership authority making decisions about things that will enable coaching to successfully happen.

48. District Coaching Procedures
Procedures that enable successful coaching:
Frequency of coaching (minimum and maximum allocation of time)
Communication protocols to essential people, groups / teams the coach will need to interact with on a regular basis
Data permission to district and / or school data systems to support the Effective Innovation
Data coordination roles / responsibilities to support on-going capacity development and sustainability of efforts
The district coaching procedures start to flesh out the coaching role. How frequently is coaching going to occur? Communication protocols to essential people (this will be included in your DIT communication plan). Data permissions – making sure they have access to the appropriate data, and will they have data coordination roles / responsibilities to support the on-going work in helping staff use the data to assess the quality and level of use for PBIS components and reading components of an integrated behavior and reading MTSS model.
You will not necessarily make a decision yet on whether the people identified as coaches will in fact, be data coordinators because we (through the help of our assigned data coordinators, your district MTSS-C and our Implementation Specialists) will make sure the people selected to assume the data coordinator roles are the best suited to do so. Bottom line, let’s not jump the gun on making a determination about data coordinator roles. If you do intend the coaches to be in that role, say it but leave some wiggle if someone else rises to the top and might be better suited. I don’t think any of us knows this yet but just don’t get boxed in per se unless you already have those people fulfilling those roles (We do in some cases in the state).

49. Coach Supervision and Accountability
Identifies:
The primary supervisor of the coach
People the coach is accountable to (e.g., supervisor, principals of the school the coach is responsible for supporting, or other individuals that have the role to coordinate coaching across schools)
It is important for it to be noted and stated who the primary supervisor of the coach is and who they are accountable to. There is a distinction. For example, in one district, the ISD staff are assigned as coaches for schools. They have an ISD supervisor; however, when they are working in schools, they are also accountable to the school principals of those schools.

50. Your Turn Individually
Read the School Coach Guidelines and Procedures, focusing on the first page
As a team:
Discuss the different components outlined in the document and determine which sections your team needs to address to make the coaching supports happen
Identify what action steps your team needs to take to “clear the path” for the coaches to successfully develop and use their CSDP – record these in your plan
Trainer Notes:
Please provide 15 minutes for this activity.
The intended outcome of this activity is for the team to add activities to their plan related to making room for coaching.

51. Coming Attractions
During the Mid-Year Continuous Data Review, we will revisit the concepts of Coaching Service Delivery Plans
We will also action plan how to collect and use coaching effectiveness data as a part of your continuous improvement process and action planning
Trainer Notes:
The intent of this slide is to preview coming attractions.

52. 3.0 Check-In on Communication

53. In this Module, we will…
Examine current communication practices related to MTSS implementation
Strengthen communication practices within the district related to the work of MTSS implementation
Trainer Notes:
This slide provides highlights for the participants the work of this module. The focus is on communication practices.

54. Communication: Why?
The biggest issue with communication is when there is an ILLUSION that it has been accomplished
Trainer Notes:
The intent of this slide is to unpack the why around communication. We know that one of the biggest issues with communication is when we think that communication is happening but it really is not happening.

55. Communication: How? Communication Plan Linking Communication Protocol
Carry Out Communication
Bring Back Feedback from Communication
Trainer Notes:
The intent of this slide is to provide a quick review of how communication around MTSS can occur. This is a quick summary of how communication can occur.

56. Activity
Review your score and the scoring rubric for DCA Item #10: District utilizes a communication plan
In groups of two using the “Communication Checklist” evaluate your current communication plan
Identify at least one “Glow” of your current communication and one “Grow”
Share out your Total Score and discuss the Glows and Grows as a group
Record any action items regarding communication on your action plan
Trainer Notes:
Please provide 15 minutes for this activity.
The intent of the activity is help teams to reflect on their current communication and consider how to strengthen communication. Participants will be working in partners first to complete the checklist, identify 1 glow and 1 grow, and then share out as a full team. The intent is begin the process of reflecting on communication.

57. How Do We Know if Communication is Working?
We know how effective communication is when:
We ask!
We reference something and others know what we are talking about
Trainer Notes:
After teams have reflected on what they think regarding their communication, we are now setting them up to consider how they know if the communication is actually working. The easiest way to do this is to ask and look at behaviors. If we ask about communication we need to be open to hearing what others say about communication. Another great way to know when communication is working is that when we reference something and others know what we are talking about – that’s a great sign that communication is working!

58. Activity Determine what needs to go on our Action Plan regarding:
Gathering information from stakeholders regarding communication
Improving communication within the team and out to stakeholders
Time and resources that need to be put into ensuring
Trainer Notes:
Please provide 5 minutes for this activity.
The intent of this activity is to set the DIT up to determine how to get feedback on their communication, how to maintain or improve communication, and to identify any necessary time and resources needed. At the end of this team time the DIT should have a plan for getting information from the stakeholders regarding communication along with any specific action items needed to improve and maintain communication within the team and out to the stakeholders.

59. Communication Support
During today’s Check-In we’ve provided an example of an “MTSS Update” template to support your communication
This can be used to support communication of “Nice to Know” information to the School Board related to MTSS Implementation
You may want to consider other options for communication
Trainer Notes:
The template is provided as a part of the handouts for today within the workbook as well as on the MiBLSi website Access the template on the MiBLSi website. This is one option for communication. Teams are encouraged to use an existing structure if they already have one.

60. Example Communication with School Board
Trainer Notes:
This is one example of how a local district provided an update to their school board.

61. Activity
Review your score and the scoring rubric for DCA Item #16: District provides a status report on the EI to the school board
Review the template provided for the MTSS Update to the school board
Determine if you will use this template or some other format for updating your school board regarding MTSS
Organize information for a MTSS update to the school board including the items identified in the scoring rubric for DCA item #16
Trainer Notes:
Please provide 15 minutes for this activity.
At the end of this activity, the DIT should have at least a draft of a MTSS Update that they can present to their school board. Teams can use the template provided or another format that works for them.

62. 4.0 Next Steps

63. Assignment
Continue to implement your MTSS implementation plan and monitor your progress
Complete the District Capacity Assessment (DCA) prior to the winter data review
Communicate your MTSS Update to your school board
Complete any additional action items from today’s session

64. End of Day Evaluation

65. 2-Part Evaluation Retrospective Self Assessment
Feedback on the Session
. . . both using the responders

66. Rate your knowledge / skills / competence for the following items at the end of this training.

67. Scale for the Retrospective Self Assessment Questions
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

68. 1. I can identify the common pitfalls for implementation teams and understand what can be done to avoid the pitfalls.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

69. 2. I can explain the components of a coaching service delivery plan and the DIT’s role in supporting these.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

70. 3. I understand how to determine if our communication related to MTSS is working within our district.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

71. Rate your knowledge / skills / competence for the following items at the start of this training.

72. 1. I could identify the common pitfalls for implementation teams and understand what can be done to avoid the pitfalls.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

73. 2. I could explain the components of a coaching service delivery plan and the DIT’s role in supporting these.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

74. 3. I understood how to determine if our communication related to MTSS is working within our district.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.

75. Feedback on the Session

76. 1. Today’s learning was a valuable use of my time.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

77. 2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in today’s session.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

78. 3. The content included clearly defined outcomes for the day.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

79. 4. The content and activities are well aligned with the goals and priorities of my District.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

80. 5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

81. 6. The pacing and amount of material presented were appropriate for the time allocated.
4: Just Right
2: Too much, too fast
1: Too little, too slow

82. 7. The materials for the day facilitated my learning.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

83. 8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology).
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree

84. Please also take a moment to provide written feedback
Please also take a moment to provide written feedback. Forms are provided at the back of your workbook.
The most valuable part of this planning session was. . .
This planning session could be improved if. . .