pptx - Florida Problem Solving & Response to Intervention Project

January 14, 2018 | Author: Anonymous | Category: Arts & Humanities, Architecture
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THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING (DAPPS) PROCESS: BAKER COUNTY Florida Association of School Psychologists Annual Conference November 6, 2014

Welcome!

• Introductions • Current Responsibilities to Implement MTSS?

• Expectations? • Questions?

2

Organizational Improvement Through a MTSS Framework

FRAMING THE CONTEXT

3

Parallel RtI:A & RtI:B? Integrated MTSS? Parallel System

Academic

Integrated System “MTSS”

Behavior

4

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 decisionmaking, 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 5

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 6

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 socialemotional 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.”

Multi Tiered System of Supports Critical Components

Multiple Tiers of Instruction & Intervention Leadership

Problem Solving Process Data Evaluation

Capacity Building Infrastructure

Communication & Collaboration

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.

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.

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

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”

Leaders as Coaches as Leaders… System Alignment & Integration We Coach

Student

(State)

Classroom

Leaders who Coach

Building

(District)

Leaders who Coach (Principals & Coaches)

District State

Leaders who Coach (Teachers)

Students & Parents

Change Model

Consensus

Infrastructure

Implementation

Organizational Improvement Through a MTSS Framework

WHAT IS THE DAPPS?

15

Systems Coaching with Baker • 7 PBS/RtI Staff • District Action Planning & Problem-Solving Process (DAPPS) 1. 2. 3. 4. 5.



Application/Readiness Needs Assessment Action Planning/PS Service delivery (Train/TA) Evaluation

Not our goals; District Goals!

Professional Development Shared Leadership Support ProblemSolving Facilitation Skills

Content Knowledge

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

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

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

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.

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

Systems Coaching with Baker • 7 PBS/RtI Staff • District Action Planning & Problem-Solving Process (DAPPS) 1. 2. 3. 4. 5.



Application/Readiness Needs Assessment Action Planning/PS Service delivery (Train/TA) Evaluation

Not our goals; District Goals!

Professional Development Shared Leadership Support ProblemSolving Facilitation Skills

Content Knowledge

DAPPS 1. Application/Readiness 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 • • • • • •

DAPPS 2. Needs Assessment • Academic / Behavioral Achievement & Growth • MTSS Implementation Fidelity – Acad & Behavior • Capacity for Implementation / Infrastructure • Consensus • MTSS Self-Assessment Survey

DAPPS 3. Action Planning • Pre-Meetings • Action Planning – Structured Process • Debriefing

Problem Solving Crosswalk 4-Step Process

8-Step Process

1. Is there a problem and what is it?

1. Determine a priority, describe the problem, set a goal/outcome and ID how you will measure that goal/outcome

2. Why is the problem happening?

2. Identify resources & barriers to attaining that goal.

3. Prioritize the barriers.

3. What can be done about the problem?

4. Identify strategies to eliminate or reduce the barrier 5. Develop action plan to implement strategies. 6. Develop follow-up plan.

4. Did the intervention work?

7. Evaluate reduction/elimination of barrier.

8. Evaluate progress on original goal.

DAPPS 4. Service Delivery/Training/TA Long Term Goal: Develop the capacity of school-based leadership teams (SBLTs) to fluently engage in the 8step 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

DAPPS 5. Evaluation Self Assessment of MTSS Implementation – SAM – – – – – –

Multiple Tiers of Instruction & Intervention Data Based Problem Solving Data & Evaluation Leadership Building Capacity / Infrastructure Communication & Collaboration

The Beginning of DAPPS  What

we learned?

 What

was difficult?

 What

was beneficial?

 Some

of our Action Plans

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

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

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

What was difficult? Changing how things are done

Changing how decisions are made ◦ All decisions are driven by data

Changing the environment

What was beneficial? Changing how things are done

Changing how decisions are made ◦ All decisions are driven by data

Changing the environment

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

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.

Vision



Mission

Expectations

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

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.

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 Problemsolving, 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.

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.

Questions? Contact Information: Susan Voorhees – [email protected] Tom Hill – [email protected]

Beth Hardcastle - [email protected] Clark Dorman – [email protected] floridarti.usf.edu

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