1. The district action planning and problem solving (dapps) process: Baker County
Florida Association of School Psychologists
Annual Conference
November 6, 2014

2. Welcome! Introductions Current Responsibilities to Implement MTSS?
Expectations?
Questions?
Introductions
Who is in the Audience? School, District, State? PBS, RtI, MTSS?
materials available.
Expectations:
Extension of last year’s session. Refresher on leadership and coaching
Viewing a reciprocal relationship around use of PS.
If district = district; If school = school; If state = state
Identify “teams”

3. Framing the Context Organizational Improvement
Through a MTSS Framework
Framing the Context

4. Parallel RtI:A & RtI:B? Integrated MTSS?
Parallel System
Integrated System
“MTSS”
Academic
Behavior
We needed to go beyond parallel play and truly approach integration.
Use PS model to Integrate:
Academic and behavior goals
Academic and behavior data
Academic and behavior services/supports
…and integrate the tiers.

5. Leading Implementation
Both PBIS & RtI Share ideas of:
Developing organizational capacity to…
…establish a three-tiered model of service delivery…
…that is driven by a data-based approach to decision-making, and…
…evaluates the efficiency and effectiveness of using evidence-based practices with fidelity on student performances and outcomes
Context of multiple initiatives to implement and critical budget reductions
Implications for and impacts on educational practices – particularly those driving implementation resources

6. Alignment and Integration are Needed
Many concurrent initiatives with limited resources commonly needed to implement all with sufficiency
Organizational “silos” as a barrier to efficient integration of resources
MTSS as a framework for alignment and integration of multiple initiatives that have common goals and implementation needs
Several Initiatives: but no direction for “how” to integrate as we implement those. Siloed implementation.
Can’t do PBS because we are doing RtI. Can’t do either because now we are implementing CCSS.
compete for limited resources to implement with fidelity.
Need to position MTSS as the framework for aligning and integrating all the various initiatives.

7. 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 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.”

8. Multi Tiered System of Supports Critical Components
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building Infrastructure
Communication & Collaboration
Before exploring the specifics, steps, and substeps of Problem Solving, it is important to understand the role that problem solving plays within the context of a Multi-Tiered System of Supports. In looking at these components of a MTSS, we often find that educators misconceive that MTSS is only one of these components – for instance, they may think that MTSS is only the tiers of instruction and intervention or may conceptualize MTSS as the four-step or eight-step problem solving process. All of these components are necessary for a comprehensive MTSS.
In order to support all students to reach college and or career goals, we’ll need:
1) Multiple tiers of instruction and intervention options, aligned to standards, utilizing evidence based strategies, and sufficient to matched the needs of our students.
2) A structured, consistent, team-based, problem solving process, with data-based decision rules used to make educational decisions about who will get what supports, when, how often, and why.
3) An integrated data culture and comprehensive assessment system that allows for monitoring of student learning, support problem solving, and allow for evaluation of instructional effectiveness.
4) Leadership that expects and supports data-based decision making, team functioning, and coaching supports for implementing evidence-based practices in the schools.
5) A variety of infrastructure elements such as:
(a) Supportive policies and practices for implementing evidence-based practices,
(b) Comprehensive data-driven professional development options to support improvements in problem solving, teaching, and delivery of supports to students, and
(c) Clear implementation plans to guide implementation of large-scale school improvement practices.
6) Open and transparent communication and collaboration between stakeholders with relationships based upon mutual respect and shared responsibility
All of these components are interrelated and dependent upon each other. Having defined the critical components of a multi-tiered system, we can see that problem solving is a critical and necessary component of a MTSS, but is only a piece of the puzzle. In summary, a problem solving process is the method by which decisions are made for allocating additional, special, or limited resources to educators and students, matched to their needs when the universal supports available to them are insufficient for success.
Now let’s get into the details of the four-step problem solving process.
MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

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

10. What Does MTSS Look Like At The District Level?
MTSS is a way of work for the district, not the implementation of a program
Leadership prioritizes the implementation of MTSS throughout its evaluation models.
District level organizational structures mimic and support the integrated model at the building level.

11. What Does MTSS Look Like At The District Level?
Decisions are made using a data-based problem-solving process
Policies inform and support data-based decision-making
Funding is aligned to support the implementation of MTSS

12. What Does MTSS Look Like At The District Level?
Resources are allocated based on need and effectiveness of implementation
Professional development is the engine that drives and sustains improvement
Communication with stakeholders include data that reflect performance outcomes that are “standards-based”

13. Leaders as Coaches as Leaders… System Alignment & Integration
We Coach
State
District
Building
Classroom
Student
(State)
Leaders
who Coach
(District)
Leaders
who Coach
(Principals & Coaches)
Leaders
who Coach
(Teachers)
Students &
Parents

14. Change Model
Consensus
Infrastructure
Implementation

15. Organizational Improvement
Through a MTSS Framework
What is the DAPPS?

16. Systems Coaching with Baker
2013 National PBIS Leadership Forum
10/10/13
Systems Coaching with Baker
7 PBS/RtI Staff
District Action Planning & Problem-Solving Process (DAPPS)
Application/Readiness
Needs Assessment
Action Planning/PS
Service delivery (Train/TA)
Evaluation
Not our goals; District Goals!
Professional Development
Shared Leadership Support
Problem-Solving Facilitation Skills
Content Knowledge
Here, I thought we could use Baker County (aka “sunshine”) as an example for systems coaching at the DLT level….
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

17. What is the DAPPS? (District Action Planning and Problem Solving)
A systems-level problem solving process that districts can use to guide the implementation and evaluation of MTSS
Data-based problem solving is used to inform all decisions and to evaluate the impact/outcomes of those decisions
It is an open-ended process, NOT A GENERIC PRESCRIPTION for the implementation of MTSS

18. What are the Strengths of the DAPPS?
Provides districts with a systematic way in which to problem-solve the implementation of MTSS
Uses data to guide implementation and evaluation
Professionalizes, rather than personalizes, decision-making around difficult issues

19. What are the Strengths of the DAPPS?
Brings an inclusive, rather than exclusive, process to the district leadership team
Increases the probability of sustaining implementation practices
The DAPPS is customized to the needs, goals, culture, capacity and pace of individual districts

20. Important Considerations
The DAPPS is not MTSS or school reform. It is a tool designed to facilitate the implementation of MTSS.
The DAPPS is designed to facilitate the attainment of district-specific goals
The DAPPS was never designed to implement OUR agenda. It was designed to improve the implementation and effectiveness of the DISTRICT agenda.

21. Important Considerations
The DAPPS is content and philosophy “neutral.”
The DAPPS could be used to facilitate the implementation of very diverse concepts of schooling.

22. Systems Coaching with Baker
2013 National PBIS Leadership Forum
10/10/13
Systems Coaching with Baker
7 PBS/RtI Staff
District Action Planning & Problem-Solving Process (DAPPS)
Application/Readiness
Needs Assessment
Action Planning/PS
Service delivery (Train/TA)
Evaluation
Not our goals; District Goals!
Professional Development
Shared Leadership Support
Problem-Solving Facilitation Skills
Content Knowledge
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

23. DAPPS 1. Application/Readiness
2013 National PBIS Leadership Forum
DAPPS 1. Application/Readiness
10/10/13
DLT Composition
Superintendent Signature
Accountable Officer
District-Project Liaison
Integration of Academic and Behavioral Supports
Assurance of DLT understanding of roles and responsibilities
District RtI Implementation Plan
District Organizational Chart
Current Initiatives
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

24. DAPPS 2. Needs Assessment
2013 National PBIS Leadership Forum
DAPPS 2. Needs Assessment
10/10/13
Academic / Behavioral Achievement & Growth
MTSS Implementation Fidelity – Acad & Behavior
Capacity for Implementation / Infrastructure
Consensus
MTSS Self-Assessment Survey
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

25. 2013 National PBIS Leadership Forum
DAPPS 3. Action Planning
10/10/13
Pre-Meetings
Action Planning – Structured Process
Debriefing
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

26. Problem Solving Crosswalk
10/10/13
Problem Solving Crosswalk
4-Step Process
8-Step Process
1. Is there a problem and what is it?
2. Why is the problem happening?
3. What can be done about the problem?
4. Did the intervention work?
1. Determine a priority, describe the problem, set a goal/outcome and ID how you will measure that goal/outcome
2. Identify resources & barriers to attaining that goal.
3. Prioritize the barriers.
4. Identify strategies to eliminate or reduce the barrier
5. Develop action plan to implement strategies.
6. Develop follow-up plan.
7. Evaluate reduction/elimination of barrier.
8. Evaluate progress on original goal.
This slide presents the crosswalk between a typical 4-step problem-solving logic (on the left) and the 8-step small group planning and problem solving process (on the right) that is the focus of this module on facilitating systems-change that we will be going over in more detail in the upcoming slides. As you can see, each of the 4 major elements of the problem-solving logic are aligned with and embedded within the 8-step process. Since the scope of problem-solving is more robust when dealing with systems-level issues because of incorporating structured planning efforts, additional steps are necessary to both decrease barriers to change as well as progress toward the goals identified by the organization.
Unlike the 4-step model that focuses on improving outcomes for individual or small groups of students, the recipient (or in consultation terms, the “client”) of problem-solving for systems change using the 8-step model is typically a group within an organization or an entire organizational system itself.

27. DAPPS 4. Service Delivery/Training/TA
2013 National PBIS Leadership Forum
DAPPS 4. Service Delivery/Training/TA
10/10/13
Long Term Goal: Develop the capacity of school-based leadership teams (SBLTs) to fluently engage in the 8-step problem-solving process with fidelity within an MTSS framework
Co-Developed & Executed
Simultaneous Coaching & Training
Building layers of systems capacity
Gradual Shift in Responsibilities Over Time
Explicit Instruction
Modeled Instruction
Guided Practice
Independent Practice with Feedback
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

28. 2013 National PBIS Leadership Forum
DAPPS 5. Evaluation
10/10/13
Self Assessment of MTSS Implementation – SAM
Multiple Tiers of Instruction & Intervention
Data Based Problem Solving
Data & Evaluation
Leadership
Building Capacity / Infrastructure
Communication & Collaboration
March, Martinez, Minch, & George ~ Coaching School-Level Problem Solving: Supports Needed at the State & District Level

29. The Beginning of DAPPS What we learned? What was difficult?
What was beneficial?
Some of our Action Plans

30. What we learned? We were unaware of our current state
Our District work was primarily in silos
We desired better communication and collaboration-but how?
False starts on System Improvements

31. What was difficult?
Completing the District Leadership Team (DLT) Self-Assessment
Facing the current state of our District’s way of work.
All members actively participating
Time for all team members to be present and “at the table”.
Accepting gradual release

32. What was difficult? Belief in our own capacity
School level resistance to MTSS
Not sharing a common language/common understanding of MTSS
Finding time for Professional Development for our School-based Leadership Team

33. What was difficult? Changing how things are done
Changing how decisions are made
All decisions are driven by data
Changing the environment

34. What was beneficial? Changing how things are done
Changing how decisions are made
All decisions are driven by data
Changing the environment

35. What was beneficial? Partnership with DAPPS
Effective implementation of MTSS at most of our schools.
Expanding the scope of our work
Utilizing DAPPS in many state level plans, grants, and projects.
Helps district resources reach the appropriate students (and schools) at the appropriate levels

36. Vision Mission Expectations
The District needed a plan—a vision and a mission for Multi-Tiered System of Supports (MTSS), a structured process, a common language/common understanding, and the sense of urgency.
The District can better support effective implementation at the school level by modeling Small Group Planning and Problem-Solving Processes. The District’s way of work should match the expected schools’ way of work.

37. Vision Mission Expectations
Working under the Small Group Planning and Problem-Solving Process, the DLT developed a vision, mission, and District Expectations for MTSS.

38. Vision Mission Expectations
Baker County School District Expectations for Effective
Multi-Tiered System of Supports Implementation
Using a Structured Planning and Problem-Solving Process to Reach District and School Goals
Vision
Baker County School District will have the capacity to accelerate and maximize student academic achievement and social-emotional outcomes through successful implementation and evaluation of Multi-Tiered System of Supports and application of Data-based Problem-solving.

39. Vision Mission Expectations
Using a Structured Planning and Problem-Solving Process to Reach District and School Goals Mission The Baker County School District Leadership Team will: *Develop, implement, and sustain a comprehensive system of Professional Development, at all levels, for *Multi-Tiered System of Supports (MTSS) and Data-based Problem- solving, as identified by Needs Assessments. *Develop and Implement a system of accountability that will ensure fidelity and implementation of Multi-Tiered System of Supports (MTSS) and Data-based Problem-solving.

40. Vision Mission Expectations
The goal of professional development is to enhance the capacity of our schools to successfully implement and sustain a system of student supports that will ultimately accelerate and maximize positive student academic and social-emotional outcomes.

41. Questions?
Contact Information: Susan Voorhees – Tom Hill – Beth Hardcastle - Clark Dorman – floridarti.usf.edu