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Multi-tiered System of Supports: A Comprehensive Framework for

Implementing the California Common Core State Standards

Participant Packet

Unit 4: Leadership for Implementation of MTSS

California Department of Education Sacramento, California

MTSS: A Comprehensive Framework for Implementing CA CCSS Professional Learning Module Unit 4: Leadership for Implementation of MTSS Guided Notes

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Multi-Tiered System of Supports

Professional Learning Module Series Unit 1 – What is a Multi-Tiered System of Supports? Unit 2 – Data-Based Decision Making Unit 3 – Instructional Planning and Supports Unit 4 – Leadership for Implementation of MTSS

Welcome to Unit 4 Unit 4: Learning Objectives

• What critical components are necessary to implement and sustain MTSS?

• What role does leadership play in initial implementation and sustainability?

• How can districts and school sites establish self-correcting feedback loops to support implementation?

Participants will… • Identify the stages of implementation for

MTSS

• Identify the key members of a district or site implementation team

• Describe the functions of a leadership team

• Describe the self-correcting feedback loop

• Identify the status of your district or school site leadership in implementation of MTSS

Rethinking The Scale Up Challenge

Key Points: 1. The multiple initiatives at both the district and site levels must be aligned to the overall

vision and to each other.

2. Teams must develop the capacity to implement multiple initiatives in a coherent and cohesive manner.

3. Educational systems need a new type of leadership that can attend to both the technical challenges as well as the hearts and minds of those who implement the change.

Culture of Alignment

Alignment of initiatives, transparency, accountability, collaboration, and joint responsibility for student learning equals successful implementation.


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Alignment of Initiatives, Policies, and Practices

• How do the vision, mission, and goals of the school district support or hinder the implementation of MTSS?

• How can district resources be allocated to support the implementation? • What will be the role of the information technology department? • How can school district and individual school-site initiatives be aligned with MTSS?

District Initiative Inventory – Examine current and past district initiatives in terms of:

• Expected outcomes

• Target populations

• Whether they were mandated or voluntary

• Financial support provided

• Relationship to district priorities and strategic plans

• How successful they were

• Evidence of the level of success

Stages of Implementation Implementation Takes Time

• A great deal of planning and support is required to change long-established practices and cultures

• District and school site teams should expect 2-3 years from initial implementation to reach full implementation

• Build in supports for all involved


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Time to Reflect – Reflect on your own district

Are there initiatives that are being proposed and/or considered?

Has the district considered the stages of implementation that will lead to sustainable programs and practices?

What steps have been taken prior to initial implementation?

Systematic Levels

Exploration and Initial Implementation

Requires: • Clear and unbiased understanding of the current practices and the way these practices

impact outcomes for students

• Strong vision and commitment at all levels of leadership

• Careful consideration of district and site cultures

• Developing and navigating a course for improvement

• Formal leadership and stakeholders must fully participate in problem-solving and decision making


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Successful MTSS Leadership District Leadership

• Collaborative and facilitative leadership

• Provide the basis for embedding and sustaining MTSS

• Align supports and practices to effectively implement MTSS

• Develop a communication plan for communicating consistent and timely MTSS information to site teams and the community

• Crucial to ensure that systemic support for MTSS is in place prior to, and continuing as, site leadership teams are developed

Leadership Within MTSS

Functions of leadership teams: • Align policies, practices, and procedures to support site implementation • Design the MTSS to support the learning of all students

To accomplish these functions: • Include district and site administrators to provide leadership, support, and authority

• Include all other individuals with decision-making authority over curriculum, instruction, and

assessments

District Model


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Continuous Improvement Feedback Loop

District Level Implementation Team

MTSS Coordinator

• Gathers and examines data on student progress, practices, policies, and procedures

• Develops a plan to implement MTSS

• Coordinates, supports, and monitors the plan

Directs the implementation • Trains and coaches support staff and other

members of the leadership team

• Ensures there are experts available for content

• Provides materials • Conducts evaluations

Systematic Levels

Site Implementation Leadership Team Membership

• Principal • Teachers – General educators – Special educators – English Learner educators • Parents and families • Other members where appropriate

• Support staff – Psychologists – Speech and language specialist – English Language development

specialists – Reading Specialists – Paraprofessionals


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Site Implementation Leadership Team Roles and Responsibilities

• Align current initiatives and activities • Collect and analyze current academic and behavioral data • Complete a site MTSS needs assessment – Determine what supports are in place – Use the resulting data to establish priorities • Build necessary infrastructure to establish and sustain MTSS practices • Facilitate and evaluate the implementation of data-informed problem-solving • Continuously monitor the implementation of MTSS • Consistently communicate

The Continuous Improvement Feed Back Loop


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Self-Correcting Feedback Loop

MTSS Needs Assessment & Action Planning Tool

1. Not Yet Implementing / Planning

3. Proficient • The required system is in place and is

beginning to have impact

2. Implementing at Marginal Level • Just beginning the process of building

the required systems

4. Exemplary • Full implementation with an effective

outcome

Prioritized Key Components

Action Steps

Person(s) Responsible

Resources Needed

Timeline Evidence of Successful Completion

Leadership and Empowerment

Data-driven Decision-making

Instructional Planning and Supports


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Time to Reflect

What I learned in this unit…

Questions I still have about my next steps…


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References Blasé, K., M. Van Dyke, and D. Fixen. Implementation Drivers: Assessing Best Practices. National Implementation Research Network (NIRN). 2013. http://implementation.fpg.unc.edu/resources/district-initiative-inventory. California Department of Education. California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Sacramento: California Department of Education, 2010. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf. California Department of Education. California Common Core State Standards Mathematics. Sacramento: California Department of Education, 2010. http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf. St. Martin, K. “Investing in local implementation capacity: Statewide scale up a multi- tiered school reform model for fidelity and sustainability.” Presentation given at OSEP Project Directors’ Conference July 17, 2012. Schmoker, M. Results now. Alexandria VA: ASCD, 2006. Stumbo, Circe and Deana Hill, 2009. Rethinking the Scale-Up Challenge. YouTube. https://www.youtube.com/watch?v=bllazKRgwHM.

http://implementation.fpg.unc.edu/resources/district-initiative-inventory

http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

https://www.youtube.com/watch?v=bllazKRgwHM

Learn more at: http://implementation.fpg.unc.edu/

District Initiative Inventory

This tool can be used to guide your team’s review of past and current programs to get a clear picture of successful strategies, and challenges, along with existing mandates and resource commitments.

Previous District Initiatives Initiative

Expected Outcome

Target Population

Mandated/ Regulatory Activity? Yes/No

Financial Commitment (1=low, 5=high)

Relation to District Priorities & Strategic Plan (1=low, 5=high)

Level of Success (1=low, 5=high)

Evidence of Outcomes

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Learn more at: http://implementation.fpg.unc.edu/ 2

Current District Initiatives

Initiative Expected Outcome

Target Population

Mandated/ Regulatory Activity? Yes/No

Financial Commitment (1=low, 5=high)

Relation to District Priorities & Strategic Plan (1=low, 5=high)

Level of Success (1=low, 5=high)

Evidence of Outcomes

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Yes No

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Adapted from MiBLSi (4/15/10), ISSA (10/19/09), G.Sugai (1/26/01)

The AI Hub, AI Modules and AI Lessons are an initiative of the State Implementation & Scaling‐up of Evidence‐based Practices Center and the National implementation Research Network

MTSS: A Framework for Implementation of CCSS Unit 4

Needs Assessment and Action Planning Tool

District/Site: _____________________________________________ Date: _________________ Implementation Leadership Team Members:

_____________________ ______________ ________________ __________ Name Role Name Role




MTSS: A Framework for Implementation of CCSS Needs Assessment and Action Planning Tool

Implementation Level Criteria: WestEd Center for Prevention and Early Intervention (CPEI)

2

1 = Not Yet Implementing / Planning stage

3 = Proficient level - The required system is in place and is beginning to have an impact

2 = Implementing at Marginal Level – Just beginning the process of building the required systems

4 = Exemplary – Full implementation with an effective outcome

Readiness Elements Implementation Level Comments

1. Leadership & Empowerment 1. Formal leadership teams exist at all levels (district, site, and grade/course) and

include representation from administration, staff, students, families and community collaborators.

1

2

3

4

2. All teams have a clear and consistent understanding of their roles and responsibilities to make decisions about the implementation, sufficiency and effectiveness of the curriculum and instruction, and have a forum to influence changes.

1

2

3

4

3. The leadership teams regularly engages in formal problem solving using district and site level data that provides frequent and up-to-date reports to allow data-based-decision-making to occur addressing both academics and behavior. Data are shared with the district, site and community.

1

2

3

4

4. Teams have clearly documented and consistently follow decision rules to ensure early identification for intervention for students in both academics and behavior regarding; Access to Supports, Changing Supports, Intensifying Supports, and/or Exiting Supports.

1

2

3

4

5. A communication plan, that provides information and data on a formal and frequent basis, is developed and utilized to communicate with district, site and community collaborators about MTSS implementation.

1

2

3

4

6. The leadership teams review and align MTSS with other district and site initiatives for consistency and effectiveness of implementation.

7. The data are openly shared and implications for instruction are discussed at all levels within the school, with families, and the community, including the celebration of improved indicators of success.

1

2

3

4

8. There is a formal, long-term professional development plan for all staff members and administrators with all activities directly tied to practices that support the implementation and refinement of MTSS based upon local data.

1

2

3

4



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1. Leadership & Empowerment 9. The leadership team actively works to enhance staff motivation and capacity to be

actively involved in decision making and leading from within.

1

2

3

4

10. Policies and decisions (including curriculum, Instruction, scheduling, staffing, & family involvement) are mutually determined based upon current evidence regarding effective practices.

1

2

3

4

11. The implementation of MTSS is guided by a formalized multi-year action plan and has resulted in both academics and behavior becoming the top goals.

1

2

3

4

12. There is a formal process to monitor fidelity of implementation, outcomes and sustainability of all principles and practices of MTSS to ensure that changes are positive for student progress.

1

2

3

4

Section Average Score: (Average all ratings for the section) ________

Based on what you have gathered, reviewed, and discussed on Leadership and Empowerment, what are the important conclusions?



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2. Data-Driven Decision-Making 13. The assessment system for academics and behavior includes: Universal Screening,

Diagnostic/Functional Behavior Assessment, Progress Monitoring, and Outcomes.

1

2

3

4

14. Behavior/office discipline referrals are continually tracked by student, grade, date, time, referring staff, problem behavior, location, persons involved, probable motivation and administrative decision and the fidelity of data collection is monitored.

1

2

3

4

15. Frequency of progress monitoring of students receiving supplemental and intensive instruction in academics and behavior is documented, followed and based upon research.

1

2

3

4

16. Clearly identified teams conduct data-based decision making at each level: District, site, grade/course level.

1 2 3 4

17. All staff members are actively involved and have been trained in the problem solving process and use it consistently to guide decisions related to academics and behavior, including following clearly documented decision rules.

1

2

3

4

18. The team conducting system level decision-making uses data from; Outcome Assessments, Universal Screening and/or Progress Monitoring.

1

2

3

4

19. The team makes recommendations for adjustments to the system by analyzing; Sufficiency of Instructional Procedures, Fidelity of Implementation of all Instruction, Effectiveness in Engaging Students, Families and Communities, Sufficiency and Effectiveness of the Multi-Tier System to meet the needs of all learners.

1

2

3

4


Based on what you have gathered, reviewed, and discussed on Data-based Decision-making, what are the important conclusions?



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3. Instructional Planning and Supports 20. Staff members select academic curricula, behavioral instructional materials, and

programs/processes for supporting student behavior that are an appropriate match for the needs of the students at all tiers, based upon data.

1

2

3

4

21. Staff members are specifically trained in using the academic and behavioral core, supplemental and intensive curricular materials and programs that they are responsible for providing. Coaching is provided as staff members implement the curricula and programs to ensure fidelity of implementation.

1

2

3

4

22. The schedule provides sufficient time for core, supplemental and intensive instruction, as well as time for supports for English Language Develop (ELD) and other instructional supports and is protected from all controllable interruptions and monitored to ensure that planned time is actualized.

1

2

3

4

23. Recommendations for instructional group sizes are met and instruction is delivered by highly trained staff members.

1

2

3

4

24. All staff members are specifically trained in the use of targeted evidence-based instructional practices/strategies for academics and behavior. Ongoing support and coaching is provided as staff members implement the instructional practices/strategies.


Based on what you have gathered, reviewed, and discussed on Instructional Planning and Supports, what are the important conclusions?



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Prioritized Key Components

Action Steps Person(s) Responsible

Resources Needed

Timeline Evidence of Successful Completion

1. Leadership and Empowerment

2. Data-driven Decision-making

3. Instructional Planning and Supports

MTSS Professional Learning Module

Unit 4 – Leadership for Implementation of MTSS

Exit Slip

3 things I learned from this unit are:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

3. ___________________________________________________________

___________________________________________________________

2 questions I still have are:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

Name: ____________________________________

Date: ____________________________________

Leave the Exit Slip as your ticket out the door.

Post-Assessment This activity will assess your knowledge of MTSS prior to participating in the lessons, and will be repeated upon completion of the module. 1. Which of the following is NOT one of the key principles and practices of MTSS?

o a. Intervening early

o b. Data-based decision making

o c. Integration and sustainability

o d. Focus only on students with disabilities

o e. Use of evidence-based practices

2. According to research, what percentage of California high school students require differentiated instruction?

o a. 30%

o b. 50%

o c. 70%

o d. 90%

3. While the CA CCSS articulates the “what” in teaching, multi-tiered system of supports articulates the “___ and ____” to provide it.

o a. how and when

o b. who and how

o c. why and where

o d. when and where

4. State data indicates that while progress has been made, there remain significant achievement gaps between general education students and which categories of learners?

o a. English learners

o b. Students with disabilities

o c. Economically disadvantaged

o d. All of the above

5. MTSS leverages the principles of Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS), and integrates a continuum of system-wide resources, strategies, structures and practices to offer a comprehensive and responsive framework for systematically addressing barriers to student learning.

o True

o False

6. MTSS is designed primarily to ensure that students with disabilities have access to the

Common Core.

o True

o False

7. In MTSS, universal screening is used to:

o a. Identify students who need specific intervention

o b. Identify students who require referral for special education assessment

o c. Establish intervention tiers

o d. Predict students at risk

o e. Develop entry and exit criteria for intervention tiers

8. Progress monitoring is a scientifically based practice that is used to

o a. assess students' academic performance

o b. evaluate the effectiveness of instruction

o c. assist teachers in making instructional decisions for individual students or an entire class

o d. all of the above

9. Effective teaching is the single most important attribute for generating academic student

growth.

o True

o False

10. Site and district implementation leadership teams should engage in which of the following:

o a. Aligning key initiatives

o b. Conducting a needs assessment

o c. Completing an action planning process

o d. Monitoring key data

o e. All of the above

Pre-Post Assessment Answer Key This activity will assess your knowledge of MTSS prior to participating in the lessons, and will be repeated upon completion of the module. 1. Which of the following is NOT one of the key principles and practices of MTSS?

o a. Intervening early o b. Data-based decision making o c. Integration and sustainability

d. Focus only on students with disabilities o e. Use of evidence-based practices

2. According to research, what percentage of California high school students require differentiated instruction? o a. 30% o b. 50%

c. 70% o d. 90%

3. While the CA CCSS articulates the “what” in teaching, multi-tiered system of supports articulates the “___ and ____” to provide it.

a. how and when o b. who and how o c. why and where o d. when and where

4. State data indicates that while progress has been made, there remain significant achievement gaps between general education students and which categories of learners? o a. English learners o b. Students with disabilities o c. Economically disadvantaged

d. All of the above 5. MTSS leverages the principles of Response to Intervention (RtI) and Positive

Behavioral Interventions and Supports (PBIS), and integrates a continuum of system-wide resources, strategies, structures and practices to offer a comprehensive and responsive framework for systematically addressing barriers to student learning.

True o False

6. MTSS is designed primarily to ensure that students with disabilities have access to the Common Core. o True

False 7. In MTSS, universal screening is used to:

o a. Identify students who need specific intervention o b. Identify students who require referral for special education assessment o c. Establish intervention tiers

d. Predict students at risk o e. Develop entry and exit criteria for intervention tiers

8. Progress monitoring is a scientifically based practice that is used to a. assess students' academic performance b. evaluate the effectiveness of instruction c. assist teachers in making instructional decisions for individual students or an

entire class d. all of the above

9. Effective teaching is the single most important attribute for generating academic

student growth.

True o False

10. Site and district implementation leadership teams should engage in which of the

following: o a. Aligning key initiatives o b. Conducting a needs assessment o c. Completing an action planning process o d. Monitoring key data

e. All of the above

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