THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING...
Transcript of THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING...
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?
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Parallel RtI:A & RtI:B? Integrated MTSS?
Parallel System Integrated System “MTSS”
Academic Behavior
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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
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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
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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.”
Multi Tiered System of Supports Critical Components
Data Evaluation
Problem Solving Process Multiple Tiers of
Instruction & Intervention
Leadership 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 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.
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”
State
Leaders as Coaches as Leaders… System Alignment & Integration
We Coach
Leaders
Leaders
Leaders
(District)
(Principals & Coaches)
(Teachers)
Students & Parents
(State)
who Coach
who Coach
who Coach
District
Building
Classroom
Student
Systems Coaching with Baker
• 7 PBS/RtI Staff • District Action Planning &
Problem-Solving Process (DAPPS) 1. Application/Readiness 2. Needs Assessment 3. Action Planning/PS 4. Service delivery (Train/TA) 5. Evaluation
• Not our goals; District Goals!
Professional Development
Shared Leadership Support
Problem-Solving
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. Application/Readiness 2. Needs Assessment 3. Action Planning/PS 4. Service delivery (Train/TA) 5. Evaluation
• Not our goals; District Goals!
Professional Development
Shared Leadership Support
Problem-Solving
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
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.
DAPPS 4. Service Delivery/Training/TA
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
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 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.
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