Implementation Integrity Multi-Tiered S ystems of Support (MTSS)

1. Implementation IntegrityMulti-Tiered Systems of Support (MTSS) August 2012 A & S

2. Terms, terms, terms RTI-A and RTI-B

3. Multi-Tiered Systems of Support(RTI Definition: NASDSE, 2005) “…is the practice of providing high-quality instruction and interventions matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”

4. Multi-Tiered Systems of Support • MTSS combines both RTI and PBIS as a single multi-tiered system of support for all students • Not simply a change in terminology. • A3-tiered problem solving model providing specifically designed academic and behavioral interventions targeted to meet the needs of all students not responding to core instruction or behavioral expectations

5. What is the Rationalefor MTSS? • We need one process in our schools to make instructional decisions that are: • Efficient • Proactive • Based on early intervention • Used to match resources to needs • Integrated • Focused on student learning

6. MTSSWhat it Is Not and What it Is

7. MTSS School Site Intervention Assistance Team (IAT) The CORE TEAM includes: • Administrator • Psychologist • Counselor • Lead teacher The IAT will still include pertinent school staff (grade level reps, dept. chairs, specialists, etc.).

8. MTSS Quarterly Trainings 8:00-11:00 a.m. Location: TBD (Based on the last tier of formal training your site has attended.) In addition, quarterly visits from Zone External Coach

9. MTSS Zone Coaches Zone 1: Nicole Kattelman Zone 2: Patricia (Trish) Carroll Zone 3: Sky Sessions Zone 4: Tami Sakelaris 504 support: Zone 1 & 2: Trish Carroll Zone 3 & 4: Sky Sessions

10. Individual School Site Training Requests • Contact your Zone Coach with specific training requests • The MTSS department will meet bi-monthly to consolidate requests to efficiently meet the needs of WCSD

11. MTSS Implementation Monitoring • Distributed to sites electronically: • PIC (Positive Behavior Implementation Checklist) • BOQ (Benchmarks of Quality) • BAT (Benchmarks for Advanced Tiers) • NCRTI Pre and Post Rubric (National Center for Response to Intervention) • Implementation Specialists (IS) will be trained to assist and monitor site level implementation of MTSS using the SET

12. Implementation integrity

13. Sustaining a System of Excellence? How do we build a system of excellence? How do we take all the resources we have in district/ building and match them to the instructional needs of the students all the way from the highest performing student to the lowest performing student? How do we accomplish in a practical, doable manner?

14. Blueprint

15. IMPLEMENTATION CONSENSUS INFRASTRUCTURE Three Phases of Implementation • Consensus Building (Commitment) • InfrastructureDevelopment • Implementation

16. Beyond Islands of Excellence

17. Activity: Comparing Guiding Principles to Current Practice • Review the Guiding Principles of MTSS (RTI) • Individually complete: Compare MTSS (RTI) Guiding Principles to Your Building’s Current Practices sheet • Share and discuss in groups of 2-3

18. Leadership is Vital Leaders set the tone provide the necessary resources and create reinforcement and accountability systems for teachers and staff to be successful The implementation and sustainability of MTSS will not be successful without strong leadership and administrative support.

19. Even a Super Administrator has his/her limitations… Leadership is more than one person It takes a team to get the work done

20. Consensus Building

21. derived from Latin roots meaning “shared thought” a process for group decision-making a gathering and synthesis of ideas arriving at a final decision acceptable to all achieving better solutions Consensus Is…

22. Achieving Consensus • From: • Why do I have to do it this way? • Why do we have to go through all this change? • Who dropped the ball? • Why can’t they communicate better? • Who’s going to solve that problem? • How do you expect me to do my job when I have to do everyone else’s? • Am I going to have a job? • Where is the box?

23. Achieving Consensus • To: • “What” or “How”and should include “I” • How can I become better at doing things in this way? • What role will I create for myself in this process of change? • How can I improve the communication events in which I participate? • How can I grow in my job performance as I collaborate with others? • How can I improve outcomes for students?

24. Objectives for Schools: Have times and supports available to build consensus Have access to consensus building tools Understand the process and importance of building consensus before moving forward with infrastructure building and implementation Consensus Building NASDSE, 2008

25. Action Planning is Critical • Action planning at each MTSS Phase: • Consensus Building: Ensures mindful planning • Infrastructure Development: Captures each step • Implementation: Is the “Road Map” NASDSE, 2008

26. Don’t Commit Assume-i-side • Don’t “assume” we can SKIP this phase • Don’t “assume” we have enough commitment to go forward • Don’t assume consensus sustains from year to year • Don’t “assume” the staff will just be compliant

27. All group members contribute - everyone’s opinions are voiced, heard and encouraged Differences are viewed as helpful Everyone agrees not to sabotage the action or decision made by the group Members agree to take responsibility for implementation Effective Consensus Process I believe the group has heard me; and I can actively support the group's decision as the best possible at this time, even if it is not my first choice.

28. A unanimous vote A majority vote Result is everyone’s first choice Everyone agrees Conflict or resistance will be overcome immediately Consensus does NOT mean:

29. Consensus-Building Tools At-A-Glance • Building Consensus (Fist-to-Five) • Process/steps to reach consensus- Generic • Formula for Success • Tool to begin analysis of key MTSS components • Managing Complex Change • Tool to begin addressing elements of complex change • Shared MTSS Vision: PATH • Multiple options to accomplish this goal: • Initial Development • Ongoing Commitment

30. Consensus Building Tool Fist-to-Five Quick Check 5 fingersAll for it…I can be a leader for this decision 4 fingersAll for it…You can count on me to support this no matter what. 3 fingersFor the idea…I will support it in concept but may not be out in front of the gang leading in implementation.

31. Fist-to-Five Quick Check(Continued…) 2 fingers I’m not sure…But I trust the group’s opinion and will not sabotagethe decision 1 fingerI’m not sure…Can we talk some more FistNo…We need to find alternative

32. Fist-to-Five Quick Check Tool HOW to USE it: • Someone makes a statement that requires consensus. • If anyone holds up a fist, or only one or two fingers, the group has not reached consensus. You will need more discussion or dialogue. • If you get all three, four, or five fingers showing, you can declare consensus.

33. Consensus-Building Tools • Building Consensus (Fist-to-Five) • Formula for Success • Tool to begin analysis of key MTSS components • Managing Complex Change • Shared RtI Vision

34. BI (Big Ideas) CC (Core Cycle or Tier 1) 3A(Three Assessments: Screening, Diagnostic & Progress) SC (Supplemental Cycle or Tier 2) IC(Intensive Cycle or Tier 3) = SUCCESS + Formula for Success BI + CC + 3A + SC+ IC = Success

35. 3 IC CC SC Efforts lack focus and 5 priority. There is not a + Intensive = + + + focus on important Core Cycle Assessments Supplemental Cycle priority skills for Big Ideas (screening, diagnostic, Cycle improvement. progress) 3 IC CC SC Overall low 5 achievement. Student + Intensive = + + + learning problems Core Cycle Assessments Supplemental Cycle across all subgroup Big Ideas (screening, diagnostic, Cycle areas. progress) Lack of direction to 3 IC CC SC know what needs to be improved, which 5 + Intensive = students need + + + Core Cycle Assessments Supplemental intervention, and Cycle Big Ideas whether or not (sireening, diagnostic, Cycle interventions have progress) been effective. 3 IC Lack of resources due CC SC to attempts to provide 5 intensive interventions + Intensive = + + + for those students Core Cycle Assessments Supplemental Cycle whose needs could be Big Ideas (screening, diagnostic, Cycle met through strategic progress) interventions. 3 IC CC SC Gap increases between 5 average and "at risk + Intensive = + + + students" Continued Core Cycle Assessments Supplemental low performance for Cycle Big Ideas (screening, diagnostic, Cycle some subgroups. progress) 3 IC SC CC 5 + Intensive = + + + Assessments Supplemental Core Cycle Success Cycle Big Ideas (screening, diagnostic, Cycle progress)

36. 3 CC SC IC Efforts lack focus and priority. There is not a + = + + + Core Cycle Assessments Supplemental Intensive focus on important priority skills for (screening, diagnostic, Cycle Cycle improvement. progress) 3 SC IC Overall low BI achievement. Student + = + + + learning problems Assessments Supplemental Intensive across all subgroup Big Ideas (screening, diagnostic, Cycle areas. Cycle progress) Lack of direction to CC SC know what needs to be IC improved, which BI + = students need + + + Core Cycle Supplemental intervention, and Intensive Big Ideas whether or not Cycle Cycle interventions have been effective. 3 Lack of resources due CC IC to attempts to provide BI intensive interventions + = + + + for those students Core Cycle Assessments Intensive whose needs could be Big Ideas (screening, diagnostic, met through supplemental Cycle progress) interventions. 3 CC SC Gap increases between BI average and "at risk + = + + students" Continued + Core Cycle Assessments Supplemental low performance for Big Ideas (screening, diagnostic, Cycle some subgroups. progress) 3 CC SC IC BI + = + + + Core Cycle Assessments Success Supplemental Intensive Big Ideas (screening, diagnostic, Cycle Cycle progress)

37. Formula for SuccessSee Consensus Building Activity #2 • Review Packet • Can be used for a simple “needs assessment” activity • Steps 1-4

38. Consensus-Building Tools • Building Consensus (Fist-to-Five) • Formula for Success • Managing Complex Change • Tool to begin addressing elements of complex change • Shared RtI Vision

39. Vision Skills + + Incentives Resources Action Plans + + CHANGE Managing Complex ChangeConsensus Building Tool #3

40. Managing Complex Change Consensus-Building Tool #3 Action Plan + + + + Vision Skills Incentives Resources = Change Confusion = Incentives Resources Action Plan + + + + Skills = Anxiety Action Plan + + + + Resources Vision Incentives = Action Plan Resistance + + + + Resources Vision Skills = Action Plan Frustration + + + + Vision Skills Incentives = + + + + False Starts Resources Skills Incentives Vision Adapted from Knoster, T.

41. Managing Complex ChangeConsensus Building Activity #3 • Review Activity • Ranking Challenges • Steps 1-3

42. Consensus-Building Tool #3 Vision Skills + + Incentives Resources Action Plans + + Managing Complex Change CONFUSION

43. Consensus-Building Tools • Building Consensus (Fist-to-Five) • Formula for Success • Managing Complex Change • Shared RTI Vision • Multiple options to accomplish this goal

44. Consensus-Building Tool #4 MTSS VisionConsensus Building Activity #1 …is the capacity to create and communicate a view of a desired stateof affairs that induces commitment among those working in the organization. Thomas Sergiovanni, 1984

45. Having a Shared Vision • Shared vision provides incentive to all involved • Shared vision provides coordination and focus to your actions • Drives your decisions! • Shared vision promotes sustainability

46. Question • Has your team engaged in MTSS related visioning activities (time to think, interact and dream together about the desired state) prior to today? IF NO, ACTIVITY #1 IS A MUST DO!

47. Vision Skills + + Incentives Resources Action Plans + + Managing Complex Change FALSE STARTS

48. Consensus Building Activity #4 Reviewing NASDSE document Action Plan-Next Steps Page 49: Self-Assessment on Consensus Building

49. Consensus Building Activity #5 Review activity 5 Steps 1-4 Even if you have completed an MTSS overview for your stakeholders, consider revisiting, and continuing the conversations Consider your stakeholders: Parents School board Community

50. The bottom line…perception is about emotion… Educational change depends on what teachers do and think. It’s as simple and as complex as that. Michael Fullan The Emphasis has to be on Growth