1. 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)

2. 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

3. 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

4. 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

5. The Old Model of Support

6. Image of Kids in the corner

7. Woman with too many Suitcases

8. 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

9. Layered Continuum
Adapted from Practitioner Voices

10. 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

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

12. 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

13. Colorado MTSS Pyramid

14. 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

15. 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.

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

17. 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?

18. 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).

19. 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?

20. 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

21. Overview of Participating States

22. Count of Helping critical incidents

23. Count of Hindering critical incidents

24. Count of Wishlist items in helping & Unique categories

25. 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

26. 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

27. Resources are available at: http://www. cde. state. co
Resources are available at: Or me at: Questions?

28. 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)