Bell Ringer
• Imagine your district has hired at least
one new principal this year, how would
you summarize your district’s MTSS
efforts?
• Create a 3-5 sentence paragraph that
sums up the work of your district related
to MTSS
• Be prepare to share out
1
District Fall
Continuous Data Review
Fall 2016
miblsi.org
Group Expectations
Be Responsible
Attend to the “Come back together” signal
Active participation…Please ask questions
Be Respectful
Please allow others to listen
Please turn off cell phones and pagers
Please limit sidebar conversations
Share “air time”
Please refrain from email and Internet browsing
Be Safe
Take care of your own needs
3
Getting Ready for Today
Take a moment to identify the following roles for today’s
training:
• Facilitator
• Action Plan Recorder
• MTSS Implementation Plan Recorder
• Accomplishment Recorder
• Timekeeper
It will be helpful for the recorders to have access to
someone’s computer
4
Supporting Communication
5
Purpose
To determine district supports for implementing
MTSS with fidelity at the district and school level
with a focus on efficiency, effectiveness, and
durability.
6
Intended Outcomes
By the end of this session, DITs will:
• Analyze current district-wide data related to
MTSS efforts
• Identify and summarize celebrations at the
district level
• Refine the district MTSS Implementation Plan
based on data analysis and the needs that
have been identified
7
Agenda
1.0 Coaching System
2.0 Gather
3.0 Study
4.0 Plan
5.0 Do
8
1.0 Coaching System
9
In this module, we will…
• Develop fluency with the components of a
Coaching Service Delivery Plan (CSDP)
• Preview how CSDP will be included in the
Coaching Support Sessions for Data Review
• Review the necessary components for a
Coaching System to support MTSS within
your district
10
11
State-wide DCA Data
• Item #24: DIT uses a coaching service
delivery plan
• Let’s take a closer look at the components for
a score of 2 on this item
12
Your Turn
• Read the rubric for a 2-point score for item
#24
• As you read, put a question mark next to
any part of the description that you need
more information about
13
Let’s Break it Down
• Support for BIT functioning:
•
School Leadership Team (SLT) formation
• School Leadership Team (SLT) development
• Communication protocols development
• Use and refinement of communication protocols
14
Let’s Break it Down (continued)
• Support for use of the Effective Innovation
(EI):
•
Effective Innovation:
•
•
A set of defined practices used in schools to achieve
outcomes that has been proven to produce desired
results
The defined set of practices can also be encompassed
in a larger framework (e.g., integrated behavior and
reading MTSS model) that is a combination of effective
innovations
15
Effective Innovation (EI)
• A larger framework that is encompasses three
innovations that are made usable for school staff:
1.
2.
3.
PBIS
School-wide reading model (elementary)
School-wide content area reading model (secondary)
• The Effective Innovation (EI) for our work is
referred to as an: “integrated behavior and reading
MTSS model”
16
Your Effective Innovation Roadmap
1. School-Wide PBIS Tiered Fidelity Inventory:
SWPBIS TFI
1. Reading Tiered Fidelity Inventory
(Elementary-level edition): R-TFI
1. Reading Tiered Fidelity Inventory (Secondarylevel edition): R-TFI
17
Coaching Service Delivery Plan (CSDP) Components
• Coaching concepts / skills
• Coaching supports
• Coaching frequency
• Coaching preparation
• Mechanisms to provide feedback
• Timeline for written feedback
• Coaching effectiveness measure
18
Coaching Concepts / Skills
• Outlined for each of the
three innovations that
make up the larger
framework of the
“integrated behavior and
reading MTSS model”
Tier 1 PBIS and Positive School Climate (PSC)
District Coaching Service Delivery Plan
District: ________________________________
Date: ____________
Monitoring Plan: The DIT will monitor the adherence to the coaching concepts outlined in this Coaching Service
Delivery Plan three times per year. This will occur by speaking to the school’s coaches in order to understand
how the coaching concepts or skills are contextualized based on the school’s outcome and fidelity data.
Coaching
Concepts or
Skills
Coaching
Supports
Exploration: (listed in
order of priority)
1. Assessing need and
context
2. Relationship
development
3. Promote buy-in and
readiness for PBIS /
PSC
4. School Leadership
Team (SLT) formation
Installation: (listed in order of priority)
1. School Leadership Team (SLT)
development (e.g., meeting
structures, roles & responsibilities,
meeting notes, action plan)
2. Defining school-wide expectations
(broad expectations and behavior
matrix)
3. Teaching lesson plans
4. Monitoring behavioral
expectations
5. Acknowledgement System
6. SWIS installation activities
7. Correction procedures (continuum
of responses to behavioral errors)
8. Communication protocol
development and use:
a. SLT to DIT
b. Coach coordinator (if size of
district warrants this role),
c. School work groups / teams
d. Other stakeholders (e.g.,
families, Parent Teacher Group,
Board of Education)
9. Class-wide PBIS practices:
(defining class expectations,
developing procedures for classroom
procedures, acknowledgement
system, correction procedures,
student engagement)
Implementation: (listed in
order of priority)
1. Data support:
a. SWPBIS Tiered
Fidelity Inventory
b. Critical Features
Checklist
c. SWIS office discipline
referral data
2. Data-based problem
solving: (school-level,
grade level, training, and
coaching supports)
a. On-going use and
adjustments to the
School-wide PBIS
Plan
b. On-going adjustments
and use to the Grade
Level Instructional
Plans
3. Use and refinements of
communication
protocols
• Linked to the fidelity
measures
Continuum of coaching supports that will be used to support DITs depending on the prioritized concepts
the coach is focusing efforts:
· Observations
· Product reviews
· Teaching (professional learning)
· Modeling
· Co-facilitation with SLT member
· Prompting team and / or specific team members
· Assistance with adaptation with local context
1
19
Your Turn
•
Work with a partner
•
Partner 1: open your workbook to the rubric for DCA
item 24
•
Partner 2: open your workbook to the Coaching
Service Delivery Plan for Tier 1 PBIS and Positive
School Climate
•
As Partner 1 reviews the remaining portions of the
rubric for a 2-point score, Partner 2 will check the
CSDP to determine where the information can be
found in the CSDP
20
Developing Individualized CSDP
• During the upcoming Coaching Support Session for
Fall Data Review, your coaches will be developing
individualized CSDP
• They will be guided through the use of the fidelity
data to identify 2-3 coaching concepts / skills as the
focus of their coaching plan for each school
• The plans will be developed with sufficient detail to
pass the “substitute test” – meaning if someone else
had to fill in, is the plan specific enough for the
substitute to know what to do?
21
Role of the District Implementation Team
• Identify a point person who will:
•
Collect a copy of the Individualized CSDP for each
school from the coaches
•
Review the CSDPs for common themes or needs
•
Meet with the coaches
• Determine what supports the district can provide to
make coaching successful
• Design a process for collecting coaching
effectiveness data
22
Coaching System Development
• Establishing a Coaching System will set the
stage for the development and use of
Coaching Service Delivery Plans to support
MTSS within the schools
24
Definition
Coaching System: includes essential
guidelines and procedures to ensure the
individuals responsible for coaching understand
the coach’s expectations and the expectations
for the recipients of coaching
25
Setting the Stage
“I did then what I knew how to do. Now that I
know better, I do better”
Maya Angelou
26
Coaching Guidelines and Procedures
School Coach Guidelines and Procedures
Approved by:
Coach Supervisor:
Date:
Funding required (stipends or FTE) for coach to perform responsibilities?
If yes, outline how the funding is allocated:
Y or N
Statement Clarifying Coach’s Decision-Making Authority:
·
Individuals selected to coach schools provide a supporting role to school leadership
teams, the principal and staff members. They are neither in evaluative positions nor
should they ever be made to feel they are in an evaluative position.
·
School decisions (e.g., scheduling, professional learning, staff release time, staff
attendance at professional learning) will be made in accordance to district policies and
procedures.
Coaching Schedule / Frequency of Coaching:
Minimum allocation of time for coaching:
_____ days per (month or week)
Maximum allocation of time for coaching:
_____ days per (month or week)
·
Coaches will attend all School Leadership Team meetings, including professional
learning sessions that are specifically for that team.
·
Coaches will meet with the school principal a minimum of twice per month (before and
after school leadership team meetings)
·
Coaches will attend all professional learning sessions that are specifically geared
towards enhancing their knowledge and abilities (e.g., MIBLSI Coaching Support
Sessions)
·
Each year, the coach will present a calendar of activities outlining professional learning,
team meetings, and other activities that will require their time and attention for the
purpose of determining if adequate time is allocated for the coach to fulfill the
commitments.
Coach Communication: Individuals, groups / teams the coach needs to communicate to on a
regular basis (communication protocols outlining the “need to knows” with each person, group /
team will be developed within 30 days of being selected for the coach role)
·
Coach’s supervisor
·
School principal of the school the coach supports
·
School Leadership Team Leader
·
District Implementation Team (DIT) Designee responsible for on-going communication
with coaches
·
Other school-level coaches
Coach Data Permissions: (List all that apply below – MIDATA, SWIS, PBIS Assessments,
DIBELS Next, etc. and indicate “yes” if data permission are in place
Data Coordination Role Selection: (list the data coordination roles that the coach will be
expected to learn and assume a leadership role: SWIS Facilitator, PBIS Assessment
Coordinator, SRSS Coordinator, EWS Coordination, DIBELS Next Mentor, R-TFI Facilitator
Coaching System (June, 2016)
Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education
27
1
Your Turn
Individually
• Read the School Coach Guidelines and Procedures,
focusing on the first page
As a team:
• Discuss the different components outlined in the
document and determine which sections your team
needs to address to make the coaching supports
happen
• Identify what action steps your team needs to take to
“clear the path” for the coaches to successfully develop
and use their CSDP – record these in your plan
28
Communication Plan
• Communication Plan: written protocol that
outlines the teams, frequency, type and format
of communication that will occur between the
teams
29
Components of the Communication Plan
1. Groups / Teams or staff
2. Protocols for what information needs to be
gathered and disseminated to each group /
team, in what format, and in pre-determined time
frame
3. Designees from each team that are assigned the
task of gathering and disseminating information
4. Survey and dates to assess the effectiveness of
communication
30
Linking Communication Protocol Template
School Leadership Team and District Implementation Team
Linking Communication Protocol
Teams or individuals communicating:
DIT Designee(s) and School-Level Contacts / Designees
1
Purpose
To communicate challenges that need to be addressed, successes that need to be sustained and
scaled-up, and general implementation topics that require attention.
Information
necessary to be
gathered and
communicated
between both
groups / teams
School Leadership Team to DIT
· School implementation successes (e.g.,
data sharing, attainment of objectives,
activities, project priorities)
· Challenges requiring policy or structural
decisions by the district
· Challenges that might require the district to
allocate new resources
· Challenges that might require the district to
re-prioritize and/or re-allocate existing
resources
· Possible viable options for resolving
challenges
DIT to School Leadership Team
· District-level implementation s uccesses that
were made possible based on school
successes (e.g., data sharing, attainment of
objectives, activities, project priorities)
· Implementation challenges that require
district-wide policy and/or system changes
that might impact the school
· Implementation challenges that require the
district to allocate new resources that might
impact the school
· Challenges that require the districts to reprioritize and/or re-allocate existing
resources that might impact the school
· Opportunities to explore other viable options
for resolving challenges that might not have
been considered
Team
Designees
Name of School Leadership Team Designee(s)
Name of DIT Designee(s)
(The information that needs to be gathered and
communicated should inform who would be the
best person to select to be the School Leadership
Team designee.)
The information that needs to be gathered and
communicated should inform who would be the
best person to select to be the District
Implementation Team designee.)
(Identify format)
(Identify format)
Possible Options: Face-to-face meeting, phone
call, e-mail, or other.
Possible Options: Face-to-face meeting, phone
call, e-mail, or other.
Format for
Gathering
Necessary
Information
31
Communication with Coaches
• Your DIT will need to draft a linking
communication protocol from DIT to coaches
• The DIT designee will need to gather input
from the coaches regarding the
communication from them to the DIT
• If your ISD “supplies the coaches” then the
ISD needs to also be folded into the linking
communication protocol
32
Communication Example
• Prior to school-level trainings there is a a
“What to Bring” letter that needs to go out to
the the School Leadership Team
• Who will send the letter out?
•
District Implementation Team Designee
• Coach from the district
• Coach from the ISD
• There is no one right answer – the only wrong
answer is not knowing
33
Your Turn
•
Review the Linking Communication Protocol
template and the components
•
First identify the groups / teams that will agree to
use the Communication Protocol related to coaching
•
Does the ISD need to be folded into this protocol?
•
Complete the left hand column: DIT to Coaches
•
Determine who the team designates as being
responsible for meeting to gather and disseminate
the necessary information
34
Coming Attractions
• During the Mid-Year Continuous Data Review,
we will revisit the concepts of Coaching
Service Delivery Plans
• We will also action plan how to collect and
use coaching effectiveness data as a part of
your continuous improvement process and
action planning
35
2.0 Gather
36
In this module we will…
• Update the status of your MTSS
Implementation Plan
• Review the data sources that are a part of the
data review process
37
Your Turn
• Locate your MTSS Implementation Plan
• Review the status of the activities within
your plan so that it reflects the most up-todate information (be sure to include
today’s date with your status update)
• Note: there will be time later to make
revisions and additions to the plan based
on your current data
38
Recall the Focus of Data Review
Student Outcome Data:
Meeting educational goals and objectives
Fidelity Data:
Extent that implementation occurs as intended
Capacity Data:
The ability or power to do
Reach Data:
Extend the range of contact and influence
39
Your Turn
• Divide your team into two groups
• Each group will be given a worksheet to
complete that focuses on matching the data
sources to the data types
• This is a race – the first group finished with all
correct responses will be the winner!
• What questions do you have before we start?
40
3.0 Study
41
In this module we will..
• Analyze district dashboard compared to
objectives from your MTSS Implementation
Plan
• Generate activities to address any identified
needs
• Identify district-wide barriers to communicate
with the ISD
42
Recall…
Sustainability and Durability are the goal
•
Sustainability: MTSS is embedded into standard
practice and is a part of the fabric of the district
•
Durability: MTSS is sustainable and it withstands
the test of time
43
Your Turn
• Use the Reach Tab on your MIDATA Dashboard
to identify which schools are represented in the
outcomes & fidelity data – record these on a
sheet of chart paper
• Write the extent of their efforts for reading and
behavior next to each school’s name on the
chart paper (e.g., Smith Elementary – Reading
Tier 1, Behavior Tiers 1 & 2 – Implementation
Stage)
44
Key Questions for District Data Review
1. Where are we heading with our MTSS work?
2. How close are we to getting there?
3. Will our current work get us there in the
designated timeframes and address any
barriers related to MTSS?
45
Student Outcome Data
• Measured Through:
•
DIBELS Next
•
Early Warning Indicators (EWI)
•
Discipline Referrals
•
Student Risk Screening Scale (SRSS)
46
Fidelity Data
• Measured Through:
•
School-wide PBIS Tiered Fidelity Inventory
•
Reading Tiered Fidelity Inventory (Elementary and
Secondary Level Editions)
47
Structure for Examining Your Dashboard
• Start with your student outcomes & fidelity
objectives from your MTSS Implementation Plan
• Review your current status for student outcomes
& fidelity from your dashboard
• Create a summary statement of your progress as
a district
•
Making progress
•
Staying about the same
•
Losing ground
48
Additional Structure
• When you look at the tabs for outcomes and
fidelity do not just focus on the graphs at the
top of the page
• Be sure to also examine the tables below the
graphs
• Look for common district-wide patterns to
your data that might point to a common need
that the DIT can address within the MTSS
Implementation Plan
49
Example – Fidelity Data
• Common needs related to
the Tier 1 Evaluation
subscale from SWPBIS
TFI
• May point to a need for the
DIT to provide
standardized expectations
and structure for review
and use of Tier 1 behavior
data
50
Divide and Conquer the Work
• Divide your team into 2 groups
• One group will focus on behavior
• One group will focus on reading/engagement
• Each group will have an opportunity to debrief
and share out with the whole team
51
Your Turn
Behavior Group:
•
Review the Behavior Outcome & Fidelity Tabs & identify
any district successes on your “Celebrations”
worksheet
•
Make note of progress towards the Behavior Outcome
Objective and your Behavior Fidelity Objective in your
MTSS Implementation Plan
•
Create a summary statement of your district’s progress
related to Behavior Outcomes and Fidelity including any
district-wide patterns in your data
52
Your Turn
Reading/Engagement Group:
•
Review the Reading Outcome & Fidelity Tabs & identify
any district successes on your “Celebrations”
worksheet
•
Make note of progress towards the Reading &
Engagement Outcome Objectives and your Reading
Fidelity Objective in your MTSS Implementation Plan
•
Create a summary statement of your district’s progress
related to Reading Outcomes and Fidelity including any
district-wide patterns in your data
53
Your Turn
With Your Team:
•
First, the Behavior Group will share the successes,
progress and summary statement for behavior
•
Then, the Reading/Engagement Group will share the
successes, progress, and summary statement for
reading & engagement
•
Together, generate any possible modifications or
additions to the current activities in your plan that may
help your district meet the objectives
•
Record these ideas on chart paper for later use under
the heading of Outcomes & Fidelity
54
Pause for Communication
• Up to this point, your team has created
summary statements related to both
outcomes and fidelity for reading and
behavior
• Your next step is to organize your
communication around these topics in your
MTSS Communication Update
55
Your Turn
• Record the following information on your
MTSS communication update:
•
Objective and status updates related to
Reading/Engagement outcomes and fidelity
data
•
Objective and status updates related to
Behavior outcomes and fidelity data
56
Capacity Data
• Capacity is related to the systems, activities,
and resources that are necessary for
successful adoption and durable and
sustainable use of MTSS
• It is measured through the District Capacity
Assessment (DCA)
57
Structure for Examining Your Dashboard
• Start with your Capacity objective
• Review where you were last Winter compared
to where you are now on the DCA
• Create a summary statement of your progress
•
Making progress
• Staying about the same
• Losing ground
58
Your Turn
• Review the Capacity Tab on your
dashboard and the Capacity objective in
your MTSS Implementation Plan
• Make note of your progress towards the
Capacity objective (be sure to record
today’s date with your update)
• Make note of your Accomplishments
related to Capacity
59
Generating DCA Items Report
• Click on Data Entry
• Type in your District Name and select the
District from the dropdown menu
• Click Select
• Click on District Capacity Assessment
• Click on Print next to the most recent DCA
administration date
• At the top of the screen select PDF as the
format and click on Export
60
Take a Closer Look at DCA Results
•
•
We’ve created a listing of
the DCA items in order of
priority
District Capacity Assessment (DCA)
Items Priority List
· Note: Items 7 and 20 are items that should be routinely reviewed and
considered as they impact the other DCA items.
Use this document along
with your DCA Items
Report and the notes
from your most recent
DCA administration to
assist your team in
prioritizing where your
activities will target
61
1.
There is a District Implementation Team (DIT) to support implementation of
Effective Innovations (EI)
2.
DIT includes someone with executive leadership authority
3.
DIT includes an identified coordinator (or coordinators)
4.
DIT uses an effective team meeting process
21.
Staff members selected to implement or support the EI have a plan to
continuously strengthen skills
24.
DIT uses a coaching service delivery plan
10.
District utilizes a communication plan
11.
District uses a process for addressing internal barriers
12.
District uses a process to report policy relevant information to outside
entities
6.
District documents how current EIs link together
5.
District outlines a formal procedure for selecting EIs through the use of
guidance documents
8.
District has an implementation plan for the EI
17.
Building Implementation Teams (BITs) are developed and functioning to
support implementation of EIs
13.
DIT supports the use of a fidelity measure for implementation of the EI
14.
DIT has access to data for the EI
15.
DIT has a process for using data for decision making
18.
BIT implementation plans are linked to district improvement plan
19.
BITs have a process for using data for decision making
26.
Staff performance feedback is on-going
9.
DIT actively monitors the implementation of the plan
22.
DIT secures training on the EI for all district/school personnel and
stakeholders
23.
DIT uses training effectiveness data
25.
DIT uses coaching effectiveness data
16.
District provides a status report on the EI to the school board
Your Turn
•
Generate the DCA Items Report and examine it and the
priorities list provided in your workbook along with any
notes taken during the DCA Administration
•
Start at the top of the priorities list and identify the top
two to three items that your team should focus on for
planning
•
Consider what’s currently in your plan to address these
items
•
Identify any additional activities that might enhance your
progress related to the priority items and record these on
your chart paper under the heading Capacity
62
Reach Data
• Knowing which Stage of Implementation each
school is in will allow the district to focus on
sustainability and durability by:
•
Matching supports and resources to the stage
•
Planning for how to continue to expand the reach
of MTSS across your district
63
Considerations When Studying Reach Data
• Scope of the work related to Reach goes beyond
schools already in Installation and Initial
Implementation
• Your work needs to also take into consideration the
schools in Pre-Exploration and Exploration/Adoption
Stages of Implementation
• While MiData is set up to measure Reach in a linear
fashion, actual implementation is recursive and a
school in one stage may actually need supports
typically provided in an earlier stage
64
Your Turn
• Return to your Reach Tab
• Review your Reach Objective
• Make note of your progress towards the
objective in your MTSS Implementation Plan
• Record any celebrations on “Celebrations”
worksheet
• Spend 5 minutes generating possible
modifications or additions to your current
activities related to Reach and record these on
the chart paper
65
Readiness Activities
• Some schools will need to determine who will
attend the Tier 2 Behavior Supports training
that will occur this coming Winter
•
There is a resource in your workbook that outlines
the information that needs to be communicated to
the School Leadership Teams
66
Activity
• Determine which schools need to focus on
which readiness activities
• Use your linking communication protocol
from the DIT to the School Leadership
Team to plan your communication
regarding the readiness activities
67
Pause for Communication
• Since you last worked on your communication
update, your team has created summary
statements related to both capacity and reach
• Your next step is to organize your
communication around these topics in your
MTSS Communication Update
68
Your Turn
• Record the following information on your
MTSS communication update:
•
Objective and status updates related to
Capacity
•
Objective and status updates related to Reach
69
4.0 Plan
70
In this module we will…
• Review the current context of MTSS within
your district
• Review existing activities within the MTSS
Implementation Plan
• Determine what needs to be updated or
added to the MTSS Implementation Plan
• Prioritize your work for the first half of the
current school year
71
Context Tab
72
Your Turn
With an elbow partner:
• Review the Context Tab of your Dashboard
As a team:
• Review the list of District Implementation Team
members and determine if any updates are needed to
reflect your team membership
• Create a brief summary of the plan for professional
learning for the current school year that could be shared
in a communication update
73
Key Questions for District Data Review
1. Where are we heading with our MTSS work?
2. How close are we to getting there?
3. Will our current work get us there in the
designated timeframes and address any
barriers related to MTSS?
74
Next Steps with Your Plan
• At this point you should have:
•
Understanding of the trainings scheduled for the
current school year
•
Existing activities previously written into your
MTSS Implementation Plan
•
Multiple potential activities generated on chart
paper from earlier today when you studied your
data
75
Now’s the Time to Get to Planning!
• For everything listed on our chart papers, we
will engage in the “list, cross-out, connect and
number” activity
• The end result will be identifying activities that
your team is committed to completing during
the current school year to move your district
closer to achieving the objectives in your plan
76
List, Cross-Out, Connect & Number
List:
• You have existing activities in your plan
• You have a list of potential activities on chart paper
Cross Out:
• Cross out any existing or potential activities that no longer fit
your context or are not realistic, manageable and doable
Connect:
• Logically group any ideas that go together (from existing
activities and the chart papers)
Number:
• Prioritize the remaining activities
77
Activity
•
Student Outcomes & Fidelity:
• Review the existing activities related to Outcomes &
Fidelity in your plan along with the ideas listed under
reach on the chart paper
• Cross out any existing or potential activities that no longer
fit your context or are not realistic, manageable, and
doable
• Record any barriers that come up and need to be
communicated to the ISD
• Connect any remaining activities that go together
• Repeat for Capacity and Reach – connecting activities
across sheets as needed
78
Time to Prioritize
• You’ll need to come to consensus regarding
which items will become the first priorities
within your MTSS Implementation Plan
• Consider activities that can be rapidly
accomplished (e.g., quick wins) or activities
that, with disciplined attention and focus, will
result in significant gains in the long term
79
Your Turn
• Use the “Hot Dot” voting process described in
your participant workbook
• Identify the top 2 or 3 priorities to focus on
during the first half of the current school year
• Set the timelines for completing these activities
during the first half of the school year
• Be sure these show up in your District MTSS
Implementation Plan
80
5.0 Do
81
In this module we will…
• Plan for communication around MTSS
• Review data coordination capacity within your
district and add to your plan as necessary
• Review next steps for your team
82
MTSS Communication Update
• Throughout today’s session you’ve been
working on an MTSS Update as a way to
communicate the work of MTSS across your
district
• In a moment you will have time to further
refine your MTSS Update
• As you are finishing up your MTSS Update,
consider how you might use it to gather
feedback from others within your district
83
Your Turn
•
Develop a clear shared understanding as a team of how
you are going to use the “MTSS Update” you’ve worked
on today
•
Ensure all communication items that were captured
throughout the day have been discussed and everyone is
clear about the next steps and that those next steps are
recording on an action plan
•
Use your Linking Communication Protocols to determine
if there are additional topics to add to your update and
determine when and how the information will be
disseminated
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Data Coordination Functions
• Individuals with deep knowledge of the measure(s)
in order to:
•
•
•
•
•
Provide initial training to staff on accurate administration,
scoring, data entry, report generation, and data
interpretation
Provide ongoing refresher trainings to staff
Support account/system set up and maintenance
Conduct data accuracy checks
Help school and district staff connect data analysis to
instructional decisions at the following levels: classroom,
grade, school, district
85
Data Coordination Roles
Ideal Number of
Coordinators
Coordinator
Required
Endorsement
School-wide Information System
(SWIS) Facilitator
At Least One per
District
Endorsed by
PBISApps
PBIS Assessment Coordinator
At Least One per
District
Endorsed by
PBISApps
Early Warning System (EWS)
Coordinator
One per District
Endorsed by
MiBLSi
At Least One District
Endorsed by
MiBLSi
One – Two per District
Endorsed by
MiBLSi
Student Risk Screening Scale (SRSS)
Coordinator
Reading Tiered Fidelity Inventory
Facilitator
DIBELS Next Mentor
DMG Recommends
One per School
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Endorsed by DMG
Training Topic
SWPBIS
PSC
DIBELS Next Data
Interpretation
Data Coordination Needs
SWIS Facilitator
PBIS Assessment Coordinator
SWIS Facilitator
PBIS Assessment Coordinator
EWS Coordinator
DIBELS Next Mentor
Tier 1 Elementary Reading
Systems
Reading Tiered Fidelity Inventory
Facilitator
Tier 1 Secondary Content
Area Reading
Tier 2 Behavior Supports
Reading Tiered Fidelity Inventory
Facilitator
Student Risk Screening Scale
Coordinator
Context Tab
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Activity
•
Review your district’s existing capacity for various data
coordination functions on the Context Tab
•
Consider what trainings will be taking place this year
(Context Tab)
•
Identify what additional data coordination capacity your
district will need to support upcoming and future
trainings
•
Plan for redundancy in case of job turn over
•
Make any needed additions or updates to your MTSS
Implementation Plan
89
Next Steps for Your DIT
• Continue to meet monthly
• After the Fall Data Review at the School
Level:
•
Your team will review the District Dashboard
again and update your plan as needed
• Collect the CSDPs from coaches and review
these to help inform your District MTSS
Implementation Plan
90
Additional Next Steps for Your DIT
• Monitor progress of your activities in your
District MTSS Implementation Plan
• Distribute your MTSS Update
• Complete the DCA prior to the next Data
Review session (February)
• Communicate any identified barriers to
your executive leadership team
91
Additional Next Steps for Your DIT
• Finish developing your linking
communication protocol between the DIT
and your coaches (fold in ISD as
appropriate)
• Ensure your linking communication
protocols are being used to facilitate twoway communication around MTSS efforts
92
Lunch Activity
Share the draft of your MTSS Update with
another team or your trainer for feedback
93
End of Day Evaluation
miblsi.org
2-Part Evaluation
• Retrospective Self Assessment
• Feedback on the Session
. . . both using the responders
95
Rate your knowledge / skills / competence
for the following items at the end of this
training.
96
Scale for the Retrospective Self
Assessment Questions
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
97
1. I can articulate the four types of data
that are a part of the district data review.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
98
2. I can summarize our district’s progress
towards our Capacity and Reach
objectives.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
99
Rate your knowledge / skills / competence
for the following items at the start of this
training.
10
0
1. I could articulate the four types of data
that are a part of the district data review.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
10
1
2. I could summarize our district’s
progress towards our Capacity and
Reach objectives.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
10
2
Feedback on the
Session
10
3
1. Today’s learning was a valuable
use of my time.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
10
4
2. I am leaving with tools and strategies to
successfully complete the next steps
(assignments, communication, activities)
that were identified in today’s session.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
10
5
3. The content included clearly defined
outcomes for the day.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
10
6
4. The content and activities are well
aligned with the goals and priorities of
my District.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
10
7
5. The trainer(s) presented the content in
such a way that promoted active
engagement, opportunities for
processing, and time for participants to
work together.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
10
8
6. The pacing and amount of material
presented were appropriate for the time
allocated.
4: Just Right
2: To much or too fast
1: Too little or too slow
10
9
7. The materials for the day facilitated my
learning.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
11
0
8. The training space was acceptable for
learning (comfortable temperature, good
working space, functional technology).
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
11
1
Please also take a moment to provide
written feedback. Forms are provided at
the back of your workbook.
• The most valuable part of this planning
session was. . .
• This planning session could be improved if. .
.
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2
11
3