CW PROGRAM AREA MEETING

Missouri Department of Elementary and Secondary Education October 4, 2016

Missouri SSOS/MTSS

Some of the material in this presentation has been adopted/adapted from a presentation, “Alignment, Implementation and Educational Excellence”, by Steve Goodman (Michigan (MIBLSI)) and Rob Horner (University of Oregon) at OSEP Project Director’s Conference , Tuesday, August 2, 2016.

Why this discussion?

Shared Learning Evaluation results & informal discussions indicate need for Program area consultants to have a clearer

understanding of the MTSS being developed in Missouri

Program area consultants to have an opportunity to reflect on how their roles will fit within the Missouri MTSS

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59%

63%

44%

41%

62%

56%

Leaders

Teams

MTSS

Statewide System of Support

Data

Technology

% Resulting in 4 or 5

Knowledge Transferred Results from Shared Learning Event Evaluation, September 6-8, 2016.

Missouri SSOS/MTSS

Some of the material in this presentation has been adopted/adapted from a presentation, “Alignment, Implementation and Educational Excellence”, by Steve Goodman (Michigan (MIBLSI)) and Rob Horner (University of Oregon) at OSEP Project Director’s Conference , Tuesday, August 2, 2016.

Why MTSS?

Issue

Duplication of effort across initiatives

Lack of connectivity among initiatives

Gaps among practices

within initiatives

Example

Current initiatives train on DBDM, teaming and assessment

Current initiatives generally operate independent of one another (training, coaching, curriculum, etc.)

Current initiatives do not fully

address each domain within the six key elements of MO- MTSS 6

Why MTSS?

Issue

Mobility issues

Inability to fully scale

separate initiatives

Example

Existing model does not provide a platform to address retraining due to frequent staff turnover

Current initiatives unable

to scale and sustain using existing model

SW-PBIS Example

Cohort Years No of buildings w/35 FTE

Aggregate count of buildings

1 1-5 462 462 2 6-10 462 924 3 11-15 462 1386 4 16-20 462 1848 5 21-25 462 2310 6 26-30 462 2359—then

recycle

Why MTSS?

By addressing these issues through the alignment of initiatives into a MTSS, the capacity of current and futures resources will be maximized and used more efficiently.

How does a MTSS address the issues on the previous slide?

ALIGNMENT

Alignment: The proper positioning or adjustment of parts in relation to each other.

Alignment

Integration

Combining Smooshing

Linking

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Alignment Wisdom

Alignment:

“To be in precise adjustment or correct relative position”

“The proper positioning of parts in relation to each other.”

New emphasis on “sustainability” and “efficiency” has heightened attention on the need for effective systems of alignment.

McIntosh (2015)

“One of the major variables affecting sustained implementation of effective practices is the introduction (or maintenance) of new (or existing) initiatives that either (a) compete with resources needed for sustained implementation &/or (b) contradict existing initiatives.”

We focus more on conducting small-scale “demonstrations” than on taking effective demonstrations and making them highly efficient “standard operating procedures.”

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Why Invest in Alignment?

Unaligned efforts are ineffective and inefficient

Doing many things, but the desired goal of improved students outcomes is not achieved

Initiative fatigue (Project 1= Monday, Project 2 =Wed, Project 3 =Thurs)

Assumption that New is better….More is better

Political value of “touching” many efforts (“we have _______ in our school”)

Assumption that if we train individuals in many things THEY will do the alignment on their own.

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Challenges:

Too many “programs” or “initiatives” to allow for scale-up and sustainability

The “programs”/“initiatives” include “practices” that are duplicative and sometimes inconsistent

Aligning for efficiency, effectiveness and consistency

Creating a system of support that meets the needs of all users

Reducing sources of frustration for educators by not giving them too many sources/types of content/practice and expecting them to make it all fit together

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Key Features of Effective Alignment

Align multiple initiatives at the organizational level where a common budget authority exists.

Align multiple initiatives by using a common outcome measure to assess effectiveness.

Build aligned professional development by comparing and combining the “core features” of multiple initiatives.

Compare fundamental assumptions

Start with common “core features” and compare the practices used to achieve these features.

Determine how to incorporate additional core features with efficiency

Build single Professional Development curricula that combine core features.

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Steps for Effective Alignment Define student outcomes (and how they will be measured) Identify the Organizational Unit with authority to lead alignment

Team/person with knowledge of how to achieve organizational impact.

Team/person with budget authority for all initiatives to be aligned Team/person with access to “content knowledge” of the initiatives

Define what will be aligned? What are the initiatives being considered?

Conduct a “core features” summary for each initiative What are the features of an effective environment if the initiative

“works”? What systems support all initiatives?

Use core features to define ONE fidelity measure Build measure around core features, and core practices

Build a single model for professional development Organize personnel development around acquisition and

implementation of core features Determine sequential versus simultaneous implementation. Build organizational systems as well as specific practices

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Define student outcomes (and how they will be measured) Students will meet the Missouri Learning

Standards and be prepared for college and career: MAP/MAP-A performance Local Assessments Performance on CFAs ACT ASVAB Attendance ODRs etc.

Identify the Organizational Unit with authority to lead alignment Team/person with knowledge of how to achieve organizational impact, budget authority for all initiatives to be aligned, and access to “content knowledge” of the initiatives

Authority DESE

Knowledge to achieve organizational impact Executive Leadership Team (ELT)

Budget Authority ELT

Access to “content knowledge” of the initiatives Program Area Directors Regional staff DESE office staff (sped, CCR, Quality Schools, etc.)

Define what will be aligned. What are the initiatives being considered?

At present time working to align SW-PBIS PLC CW

In future will be including curriculum career tech Early Childhood systems review process MO Leadership Development System Teacher/Leader evaluation, and others

Conduct a “core features” summary for each initiative

This has been done for SW-PBIS, PLC and CW Is currently being or will be done for other

programs/initiatives. For example: Systems reviews Alignment of curriculum and assessments to Standards

Use core features to define ONE fidelity measure (Build measure around core features & core practices)

Build a single model for professional development

Comprehensive statewide system of PD that meets standards for high quality and provides a continuum of aligned, consistent resources that meets the needs of all learners Regional support Virtual support

Building an efficient and effective PD system to meet All Five Moments of Learning Need

When people are learning how to do something for the first time (New);

When people are expanding the breadth and depth of what they have learned (More);

When they need to act upon what they have learned, which includes planning what they will do, remembering what they may have forgotten, or adapting their performance to a unique situation (Apply);

When problems arise, or things break or don’t work the way they were intended (Solve); and,

When people need to learn a new way of doing something, which requires them to change skills that are deeply ingrained in their performance practices (Change).

Conrad Gottfredson, Bob Mosher June 18, 2012

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Gottfredson, Bob Mosher June 18, 2012

Online Platform Resources for Educators

Online platform allows for: Integration of practices across initiatives into one

system Continuous support for all buildings/districts The ability to scale and sustain effective practices A continuum of supports and resources to meet all

user needs All user access all the time

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Summary Maintaining conflicting and competing initiatives is among the

best ways to reduce sustained implementation of effective practices.

The state, district or school leadership has the responsibility to align initiatives:

Alignment should occur at the level of the organization where common budget authority exists

Alignment requires selection of common outcome measure(s)

Alignment is best done by: Identifying core features

Developing and implementing a single professional development system

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Systems Change

Waters, T., Marzano, R.J., & McNulty, B. (2004). McREL’s balanced leadership framework: Developing the science of educational leadership. National Governors’ Association. Retrieved from http://www.nga.org/files/live/sites/NGA/files/pdf/0404MCREL.pdf.

REFLECTION TIME

Questions to Guide Discussion:

1. What will the Regional Centers need to do organizationally to facilitate the implementation of an effective MTSS?

2. What will each program area need to do to facilitate the implementation of an effective MTSS?

3. What other questions, comments, thoughts, ideas about MTSS do you have for us?