1. M ERGING A CADEMIC & B EHAVIOR I NSTRUCTION /I NTERVENTION Critical Elements to Facilitate Statewide MTSS Capacity Amanda March, Ph.D. Brian Gaunt, Ph.D. Clark Dorman, Ed.S. 1

2. Agenda Evolution from RtI to MTSS Structured Problem-Solving to “integrate” MTSS Components and Indicators of Implementation Statewide Implementation Efforts Building Internal Capacity for Service Delivery of Statewide Integrated MTSS 2

3. National RtI Implementation 3

4. 4

5. 5

6. D IFFERENTIATING R T I AND MTSS 6

7. Response to Intervention RtI is the practice of (1) providing high- quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al., 2005) Problem-solving is the process that is used to develop effective instruction/interventions. 7

8. MTSS A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. 8

9. Parallel RtI:A & RtI:B? Integrated MTSS? Parallel SystemIntegrated System AcademicBehavior 9

10. Research Support for Integration The evidence of a transactional relationship (confined, collateral, combined) with reading and behavioral interventions. (Bruhn & Watt, 2013; Cook et al., 2013) High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006) Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011) Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010) 10

11. I NTEGRATED D ATA - BASED P ROBLEM S OLVING 11

12. Problem Solving Process Define the Problem What Do We Want Students to KNOW and Be Able to DO? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It? Evaluate Is It Working? (Response to Intervention – RtI) 12

13. Steps in the Problem-Solving Process 1.Problem Identification –Identify replacement behavior –Data- current level of performance –Data- benchmark level(s) –Data- peer performance –Data- GAP analysis 2.Problem Analysis –Develop hypotheses (brainstorming) –Develop predictions/assessment 3.Intervention Development –Develop interventions in those areas for which data are available and hypotheses verified –Proximal/Distal –Implementation support 4.Response to Intervention (RtI) –Frequently collected data –Type of Response- good, questionable, poor 13

14. What Elements MUST Be Present to Have an Integrated MTSS Model? Academic Skills and Academic Behaviors are identified for all students (Skill Integration) The data are presented in a way that reflect the relationship between academic skills and behaviors (Data Integration) The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration) The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration) 14

15. Instructional Planning: Integrating Academic Instruction & Student Behavior What are the evidence-based instructional strategies that will attain the academic skill set? What academic engagement behaviors will be necessary to translate the academic skill into academic performance? What social/emotional behaviors are resources and obstacles to the skill and performance goals? HOW WILL WE MATCH THE INSTRUCTIONAL STRATEGIES WITH ENGAGEMENT FACTORS? 15

16. Lesson Plans that Focus On: Academic Skills – Goal setting tied to state/district standards – Common Core State Standards – Developmental Standards Academic Behaviors-Student Engagement – Behaviors associated with successful completion of the academic skills – On-task, listening, following-directions, ignoring distractions, self-monitoring, goal setting, content of private speech Inter-/Intra-Personal Behaviors – Behaviors that support social skills – Social/emotional development 16

17. S TATEWIDE MTSS I MPLEMENTATION 17

18. State Context for Implementation Common Core State Standards Implementation Florida RtI/MTSS Implementation Plan – Phase II Revised Rules requiring elements of MTSS (e.g., steps for problem/solving, instruction/intervention and parent engagement Revised Florida Educator Accomplished Practices (FEAPs)-what educators must KNOW and BE ABLE TO DO—to include critical elements of MTSS Race to the Top New Educator Evaluation Requirements—50% practice standards based on FEAPs, 50% student outcomes (growth) Integration of Florida PS/RtI, FLPBS and Technology Network of training, technical assistance and technical support *** Within context of severe budget problems 18

19. Framework for Alignment and Integration Fed/State Policies & Procedures Leadership, Professional Development, & Staff Evaluations School/District Improvement Plan & Eval School, Family & Community Engagement CCSS, Data-based Problem-Solving, & Supp/Intensive Interventions MTSS 19

20. MTSS Critical Components Effective & Resolute Leadership Integrated Standards/Expectations (e.g., CCSS) Alignment: Standards/Instruct./Assess Multi-tiered services aligned to standards Structured Problem-Solving Process Integrated Data-Based Decision-Making System 20

21. MTSS Critical Components Ongoing professional development and coaching Multi-faceted family/community engagement Culture of need-driven decision-making Organizational alignment and integration. Comprehensive evaluation model 21

22. District Indicators Mission/Vision linked to student outcomes Org. Alignment: Curriculum & Instruction – Special Education – Behavior support services/Safe Schools – Student Services; etc. Common structured PS process Outcome driven focus Flexible resource allocation based on needs Infrastructures to support common MTSS elements (e.g., Data Systems) Transparent Communication 22

23. School Indicators Leadership team – School improvement implementation, monitoring and evaluation Flexible, data-driven schedule Personnel assign based on skill, not title Timely, efficient, and accessible data system Focus on Tier 1 Effectiveness Tier 2/3 Supports delivered with fidelity & sufficiency Success of T2&3 determined by effect on Tier 1 Resources allocated based on needs of students. 23

24. School Indicators Job-embedded professional development Effective/efficient communication structures – Internal and external stakeholders. – Full staff involvement. Family and community engagement plan Integrated lesson planning. Special education services (IEPs) linked to grade level standards for learning. Integrated services to address concerns for students with complex integrated needs. 24

25. C OLLABORATIVE S TATEWIDE P ROJECT I NTEGRATION 25

26. Common Language/Understanding MTSS Implementation Components: Ensuring Common Language & Understanding floridarti.usf.edu Click on “Resources” Click on “Multi-Tiered System of Supports” 26

27. MTSS Inter-project Vision Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school; Accelerate and maximize student academic and social- emotional outcomes through the application of collaborative data-based problem-solving utilized by effective leadership at all levels of the educational system; Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.” 27

28. Resource Alignment MTSS Mission & Vision Components (formerly known as workgroups) Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school; Accelerate and maximize student academic and social-emotional outcomes through the application of collaborative data-based problem solving utilized by effective leadership at all levels of the educational system; Inform the development, implementatio n, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.” Teaming/ Collaboration Systems Coaching Definition XX X X X Domains X XX Skills XX XXXX X X X Modules XXXXXXX X Leadership Definition X XXX X X Module X XXX X FACE Definition X X X Broad Indicators XX XXXXX X Specific Indicators XXXXXXXX X 28

29. District Action Planning & Problem Solving (DAPPS) Strategic Problem-Solving Process at the district level to identify barriers to the implementation of MTSS, systematically problem-solve those barriers and determine the effects of eliminating or reducing barriers on the implementation levels of MTSS district- wide. 29

30. District Action Planning & Problem Solving (DAPPS) Collaboration of PS/RtI & FLPBS – 2-4 person district support teams Protocol for DAPPS Process – Step 1: Readiness and Team Development – Step 2: Needs Assessment – Step 3: Action Planning – Group problem-solving – Step 4: Delivery of Training and TA – Step 5: Evaluation 30

31. MTSS Inter-Project Professional Development Data-Based Problem-Solving & Team Facilitation Competencies Interpersonal Communication Skills Leadership Skills Problem-Solving Facilitation Skills – Ex: 8-Step Model, 4-Step Model, & Action Planning Gradual Release Models & Skills Job-embedded Professional Development Designs Best Practices in Teaming & Collaboration Peer Coaching & Feedback Content Knowledge – Ex: CCSS, DAPPS, specific district initiatives PD Structures Tiered Model of Training & Supports PD Instructional Methodologies – Explicit Instruction, Modeled Instruction, Guided Practice, & Independent Practice with Feedback Structures – “Learning Partners” Dyads working with DAPPS – “Learning Community” – “Facilitation Coordination Team” Staff assigned to support facilitators in need of additional instruction and practice – “Structured Feedback Process” Peer & Supervisor Feedback 31

32. 3 Level PD System Knowledge Level (online modules) 1.Interpersonal Communication Skills 2.8-Step Problem Solving Process 3.Giving and Receiving Feedback Observation Level (online modules) 1.School-Level Example 2.District-Level Example Practice Level (mock team) 1.Known Problem 2.Unknown (assigned) Problem 32

33. Knowledge Level Module Example: Interpersonal Communication Skills Advanced Organizer After this module, the participant will be able to: Define consultation and describe its essential characteristics Differentiate an expert versus a collaborative consultation model Explain ecological approach in problem- solving process Define interpersonal communication skills Describe the benefits/research supporting skill use Identify and provide example of each type of interpersonal communication skill (questions & activities) Given a problem-solving session to observe, identify the types and frequency of interpersonal communication skills used by the facilitator Reflection Journal 33

34. Observation Level Module Example: School Level Problem-Solving Team Observation & Feedback Video stream of problem- solving facilitation meeting. – Identify interpersonal communication skills used by the problem-solving facilitator by: Type Frequency – Identify the components of the 8- step process – Provide feedback on critical features of the process 8-Step Observation Guide 34

35. Practice Level Module Example: Mock Problem-Solving Team Practice & Feedback Mock problem-solving practice facilitation with peers as team Observation leader provides feedback using rubric components – 1) Collaborative Process – 2) Interpersonal Communication Skills – 3) 8-Step Process – 4) Giving & Receiving Feedback Problem Solving Facilitation PD Rubric 35

36. PD Progress Monitoring 36

37. Inter-Project Content Knowledge & Awareness Webinars Structure & Process Biweekly, 1 hour 15 mins Live & Recorded Common Structure – Overview – Definition, Models, Skill Sets – Alignment with MTSS Mission/Vision – Research Support – Readings & Support Materials – Next Steps – Q & A, Discussion – Evaluation Topics Leadership Coaching Data-Based Problem-Solving Program Evaluation Family & Community Engagement (FACE) Educator Evaluation Systems Student Engagement Unit Showcases – Secondary, RC/RF, Technology, PBS TA Specialists 37

38. DAPPS Implementation & Evaluation Currently implementing in 7 districts Workgroup: – 12 Facilitators (half from each project) – Leadership representation – Evaluation representation Purpose: – Ensure fidelity of DAPPS (i.e., protocols) – Comply with evaluation documentation and components – Revise/Refine DAPPS process and related materials – Communicate with Inter-Project Leadership 38

39. Org. Alignment to Support District MTSS Implementation SBLT DLT DAPPS Facilitators Professional DAPPS Development Implementation & Evaluation Inter-Project Leadership Team Florida Department of Education 39

40. Reflection Questions – How does this resonate with you? – What are your barriers to real MTSS integration? – What value do these activities/ideas have potentially for your system? – Is this information helpful for you to identify next steps for MTSS implementation at your site? 40

41. Thank You! Amanda March, Ph.D. Professional Learning Specialist amarch@usf.edu Brian Gaunt, Ph.D. Inter-Project Coordinator: PS/RtI; FLPBS bgaunt@usf.edu Clark Dorman, Ed.S. PS/RtI Project Leader dorman@usf.edu 41