d13 - aligning academic & behavior systems of … · d13 - aligning academic & behavior...

This product was developed by the Florida Posi6ve Behavioral Interven6ons and Support Project, a project

funded by the State of Florida, Department of Educa6on, K-‐12 Public Schools, Bureau of Excep6onal Educa6on and

Student Services, through federal assistance under the Individuals with Disabili6es Educa6on Act (IDEA), Part B.

D13 - Aligning Academic & Behavior Systems of Support: Current Trends in Perspectives & Practices Leader Presenter: Brian Gaunt Exemplars: Florida Schools, Districts, and State Projects Key Words: Alignment, Systems Alignment, Coaching

Na#onal PBIS Leadership Forum October 27 & 28, 2016

www.pbis.org

Write this down…

hKps://drive.google.com/drive/folders/0B7KlOVF8LLUhN0JnMlZ0cnBoU1k?usp=sharing

Maximizing Your Session Participation

When Working In Your Team

Consider 4 ques6ons:

–  Where are we in our implementa6on? –  What do I hope to learn? –  What did I learn? –  What will I do with what I learned?

Where are you in the implementation process? Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-‐based)

Explora6on & Adop6on

•  Let’s make sure we’re ready to implement (capacity infrastructure)

Installa6on

•  Let’s give it a try & evaluate (demonstra6on)

Ini6al Implementa6on

•  That worked, let’s do it for real and implement all 6ers across all schools (investment)

•  Let’s make it our way of doing business & sustain implementa6on (ins6tu6onalized use)

Full Implementa6on

Leadership Team Action Planning Worksheets: Steps

Self-‐Assessment: Accomplishments & Priori1es

Leadership Team Ac6on Planning Worksheet

Session Assignments & Notes: High Priori1es

Team Member Note-‐Taking Worksheet

Ac6on Planning: Enhancements & Improvements

Leadership Team Ac6on Planning Worksheet

SPECIAL THANKS TO:

•  COLORADO - Scott Ross

•  MICHIGAN - Steve Goodman

•  OREGON - Erin Chaparro

•  RHODE ISLAND - Ellen Reinhardt

•  TENNESSEE - Alison Gauld & Ryan Mathis

SPECIAL THANKS TO: The Following Florida Schools: •  Stephen Foster Elementary - Broward County •  Westside Elementary - Baker County •  Baker PK-K Center - Baker County •  Bronson Elementary - Levy County •  Gateway High School - Osceloa County •  Kissimmee Middle School - Osceola County •  Bennett Russell Elementary - Santa Rosa County •  Hobbs Middle School - Santa Rosa County •  Holley Navaree Primary - Santa Rosa County •  Allapattah Flats K-8 - St. Lucie County •  Southport Middle School - St. Lucie County

Facilitators and Barriers to Integrating RtI and PBIS Facilitators

•  Common language & understanding for MTSS •  Shared funding & Grant mgmt •  Strong state visibility/priority •  Shared mission/vision •  Shared implementation model •  Shared evaluation model •  Focus on district capacity & alignment •  School Improvement focus •  Priority on Tier 1 •  ESE - NOT a separate or specific tier •  Integrated data systems •  Common coaching model •  Common problem solving model •  Shared knowledge of organizational change

Barriers

•  Limited or no state visibility •  Separate funding streams •  Separate grant mgmt and design •  Pedagogy •  Different data-based decision-making models •  Siloed technical assistance delivery •  Different evaluation methods/tools •  Different implementation models •  Lack of common language for tiered system •  Rigid vs. Fluid district entry •  Turf and Politics •  Competing initiatives •  Leadership turnover (State/District/Bldg) •  Changes to assessment systems in schools

Trends in MTSS Perspectives

•  MTSS as (Org Capacity, RtI+PBIS, School Reform) •  “Creative funding”, State Visibility, Common Vision/Lang. •  Culture & Knowledge for Systems Change/Implementation •  Building Capacity for EBPs •  District & School Improvement Context; •  Comprehensive Data Systems and Problem Solving •  Tiered Service Model Use (student to district) •  PD Pedagogy - give ‘em fish or teach ’em to fish •  Systems Coaching (Teaming) & Performance Feedback •  “Add-On” vs. Initiative Alignment and Integration •  Merging Classroom Practices for “engagement”




Defining Integration

Brief Florida History in Ed (post-IDEIA 2004 - RtI) •  2004-‐2008: RtI introduced to state (formally) •  2008: Financial crisis in U.S. •  2009: ARRA -‐ Race to the Top Funding (Tchr eval and SIG) •  2009: Differen6ated Accountability •  2009: Florida Assessment of Instruc6on in Reading •  2010: 2010: FLPBIS and FL PS/RtI Start Collabora6on •  2010: Revisions to state test -‐ FCAT 2.0 •  2011: First…and only statewide MTSS conference •  2011: New Governor of Florida •  2011 to 2013: 4 changes to Educa6on Comm. •  2011: New Bureau Chief for special ed •  2011-‐2013: Implementa6on of new teacher appraisal systems •  2012 to present: Common core implementa6on •  2014: FSA -‐ new state test aligned to Florida Standards.

Florida MTSS +

=

____________________________________________

“The collaborative vision of the Florida Problem-Solving/Response to Intervention (FL PS/RtI) and the Florida Positive Behavior Support/Response to Intervention for Behavior (FLPBS/RtI:B) Projects is to: •  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 collaborative 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.”

MTSS as a Framework

• Without a Framework • With a Framework

Model of Integrated RtI & PBIS: MTSS Components

What we do to help students improve their educational outcomes. (Student supports and decision-making)

What we do to implement & sustain a tiered service delivery model & problem solving process (Implementation supports and decision-making)

Communication & Collaboration

Data Evaluation

Building Capacity &

Infrastructure

Leadership

Data-based Problem-Solving Process

Continuum of Instruction & Intervention (Tiers)

One Size Approach? What if…

•  Every district is organized differently •  Different priorities and readiness •  District size and complexity influences entry and capacity •  Political climate •  Analogy: bilingual development - sequential vs.

simultaneous •  Consider functional degrees of integration to match local

contextual capacity

Defining Integration

•  Many definitions focus on: –  Coordination of activities or practices, –  Coordination of information, –  “Material flow” –  Alignment of policy –  Merging of resources –  Interconnectedness of subsystem elements

•  Conceptual roots of “integration” in Business: –  Fayol (1949) – Notions of cooperation and coordination. –  Lawrence & Lorsch (1969) “…process of achieving unity of effort among the

various subsystems in the accomplishment of the organization’s task…”p. 34.

Specialization vs. Merger

“While homogenization & fusing of components of a system together to the point that they are no longer distinctive can be viewed as reflecting the ultimate in integration, this may not be optimal in an organization setting because such an extreme integration eliminates the much needed differentiated and complimentary skills and expertise that comes with specialization.” Model of “Organizational Integration”�Barki & Pinsonneault, 2005, pg. 166

“Integration” as Degrees of Interdependence

Silos • Independent; • Different goals or mission

• Distinctive & specialized

• Unresponsive • Different resources, procedures & ways of work.

Parallel

• Independent; • Shared goals or mission

• Distinctive & Specialized

• Mostly unresponsive

• Different resources, procedures,& ways of work

Aligned

• Some Dependence

• Shared goals & mission


• Greater responsiveness

• Some shared resources, procedures & ways of work

Braided

• More Dependent • Shared goals & mission


• Sufficiently responsive

• Complementary • Greater sharing of resources, procedures & ways of work

Merge

• Highly Dependent • Shared goals & mission

• Little to no distinctiveness or specialization

• Highly responsive and dependent to each other

• All resources, procedures & ways of work are common

How much “integration” is needed at the district level?

• As much as needed to… •  Blend or Merge practices at

teacher & student level.

• Schools often burdened with having to integrate: •  Policies; Procedures; Resources.

• What will we integrate? •  Structures; Relationships; Processes

• What system level? •  State; District; School; Classroom

School

District

Dept 1

Dept 1

Dept 2

Dept 2

Dept 3

Dept 3

Dept 4

Dept 4

Dept 5

Dept 5

State




State Level “Integration” Examples��State Visibility; Org. Problem Solving; Discretionary Project Alignment for �Behavior; Alignment of Organizational �Change Planning�

Merging State Visibility

•  State Website for MTSS

•  http://www.florida-rti.org/

•  Guiding Tools for Instructional Problem Solving (GTIPS - Revised)

•  http://www.florida-rti.org/gtips/index.html

Alignment of Organizational Change Methods

Significant Benefits

•  Created common language and understanding for solving organizational barriers

•  Common Core implementation facilitation

•  Stimulate and sustain cross-project systems change approach

•  Bureau of School Improvement Alignment with MTSS

•  Guide program adoption based on needs of district or school

•  Development of MTSS Consultation approach with Districts (RtI and PBIS)

Alignment of Behavior Initiatives in Florida

•  Identify all programs, initiatives

or services provided by other projects in support of student behavior or mental health.

•  Organize along tiered system and school level

•  Identify outcomes that can be impacted by each

Alignment of Behavior Initiatives Across State Training and TA Projects

State Level: Parallel Service Delivery Approach

•  Chancellor of Public Schools Memo

•  Sept 16, 2016 •  District Support

Implementation Plan •  Tiered approach at

District level




Regional Technical Assistance “Integration” Examples��Systems Coaching, District Consultation, �MTSS Monitoring, Tier 3, Classroom TA�

Cascading Supports & Vertical Teaming

Michigan - MiBLSi Oregon - EBISS http://blogs.uoregon.edu/systemscoaching/ hKps://miblsi.org/teams-‐roles/specialized-‐

func6ons/coaches

Leaders as �Coaches as � Leaders…�Leaders

Leaders

Leaders

(District)��

(Principals & Coaches)��

(Teachers)��

Students & Parents

(State)��

who Coach (with data)



Systems Coaching: Team-based Distributed Leadership

Leaders who Coach (with data)

Align/Blend Coaching Models

MTSS/RtI (2013) FLPBIS (2010)

Align/Blend Coaching Models A10 - Coaching: Supporting Effective Problem Solving & Action Planning

Help Needed

If you’d like to help us field test our Systems Coaching Survey…please contact: Amanda March: [email protected]

or

Brian Gaunt: [email protected]

Merge Implementation Criteria

•  FLPBIS - •  Benchmarks of Quality (BOQ) &

Benchmarks of Advanced Tiers (BAT)

•  FLPS/RtI - •  Self-Assessment of Problem Solving

Implementation (SAPSI)

•  Develop: Self Assessment of •  MTSS (SAM)

•  http://www.floridarti.usf.edu/resources/program_evaluation/sam/sam_ta_manual2016.pdf •  http://www.floridarti.usf.edu/resources/program_evaluation/sam/sam.pdf

Parallel Technical Assistance - District Focus (tier 3)

•  Florida PBIS Project: Tier 3 for Behavior Blueprint •  hKp://www.fldoe.org/core/fileparse.php/7690/urlt/Tier3Blueprint.pdf

• Florida PS/RtI Project: Intensive Interven6on Design •  hKp://www.floridar6.usf.edu/resources/training_modules/

intensive_interven6ons/index.html

• Florida Student Services Project: Specially Designed Instruc6on

•  hKp://info.fldoe.org/docushare/dsweb/Get/Document-‐7122/dps-‐2014-‐94.pdf

Parallel Technical Assistance - Classroom Focus

•  FLPBIS: Classroom Coaching Guide •  http://flpbs.fmhi.usf.edu/resources_classroom_foldersmod.cfm

• FL PS/RtI: Lesson Study •  http://www.floridarti.usf.edu/resources/newsletters/pk12/2016/

pk12newsletter2.pdf •  http://www.cpalms.org/CPALMS/lsss.aspx




District Level “Integration” Examples�Assessing District Capacity for MTSS; �District Teaming, District/School �Improvement, Initiative Alignment�

District level - Merging/Blending Supports for District Readiness & Building Capacity

•  DAPPS - Florida •  http://www.pbis.org/common/cms/files/Forum12/A9_Kincaid_PeshakGeorge.pdf

•  Self-Assessment of MTSS - Florida MTSS/PBIS •  http://www.floridarti.usf.edu/resources/program_evaluation/sam/sam_ta_manual2016.pdf •  http://www.floridarti.usf.edu/resources/program_evaluation/sam/sam.pdf

•  District Capacity Assessment (MTSS) - (Michigan) •  https://miblsi.org/sites/default/files/Documents/Evaluation/Capacity/DCA%206.2%20%20Final%20Print

%207.30.15%20MI%20Insert.pdf

•  MTSS District Systems Self assessment (Colorado) •  https://www.cde.state.co.us/mtss/dssa

Blending District TA Models

•  District Action Planning and Problem Solving Process (DAPPS)

•  Attempted in 2012-2014 •  Built on model of organizational consultation (SGP&PS) •  5 PHASES: Readiness, Need Assessment, Planning,

Implementation, Evaluation. •  MTSS as “tool” to reach district goals - not as the “goal”. •  http://www.pbis.org/common/cms/files/Forum12/A9_Kincaid_PeshakGeorge.pdf

(FL) DAPPS: 5 Phases of District Consultation

•  Phase 1: District application, readiness and preparation for planning.

•  Phase 2: District analysis of need - detailed process starting with academic and behavior student data.

•  Phase 3: District Planning •  Phase 4: District Plan implementation - coordination with

outside agency assistance •  Phase 5: Evaluation and Continuous Improvement

(FL) DAPPS Phase 2: Analysis of Need

•  Work with District “where they are at”.

•  Analysis of both behavior and academic data + infrastructure.

•  Hypotheses for lack of outcomes focused on district organizational factors.

•  Phase ends with District Team consensus about organizational changes needed to address student outcome concern.

FL DAPPS (Phase 2): �District Capacity

Blended District Teaming

•  Hendry County, FL •  Small-‐Rural District •  Two towns -‐ total of 10

schools •  Reduce OSS Rates -‐

federal concern •  Priority on Secondary

Schools

District Leadership

Team

District OSS Task Force

School Equity Training

Secondary School ELA and Math Training

District MTSS Coordinator

PBIS TA & RtI TA

Academic focus includes behavioral

engagement in lesson planning

Problem Solving to analyze sources of

inequity: CARED E5 - Root Cause

Analysis for Equitable Discipline Outcomes

Reforming District Code of Conduct

and Discipline Matrix

Aligning/Blending Initiatives Colorado Crosswalk of RtI and PBIS

https://www.cde.state.co.us/mtss/mtss-rti-pbis-crosswalk

Presentation: https://www.pbis.org/Common/Cms/files/Forum15_Presentations/B11_Horner_Poulos_Greenwald.pdf




School Level “Integration” Examples��SIP, Teaming, coaching, problem solving �

MTSS Alignment in School Improvement

•  Florida’s Continuous Improvement Monitoring System (CIMS) https://www.floridacims.org/downloads

Team Alignment for Problem Solving

Blending Coaching for RtI and PBIS

•  Southport Middle School; St. Lucie County

•  School-based Leadership team coaching grade level teams & PS teams.

•  Peer-Coaching framework •  Coaching for Coaches

SBLT

Core Team

PBIS Team

PS Teams (Teachers;

Tier 2 Focus)

Grade Level “Collaborative Teams” (Tier 1

Focus)

Shared

Membership

School PS Team (Tier 2 & 3

Focus)

•  Southport Middle -‐ •  Coaching Teams for Data-‐based decision-‐making. •  Need for:

•  Transparency and openness to data •  Communica6on that promotes problem solving •  Team culture that promote collabora6on over compe66veness

•  Similar to work by Yvonne Agazarian & Anita Simon (hKp://www.savicommunica6ons.com/index.html)

“Reflective v. Deflective” Teams

Reflective Teams Sound Like…

Aligning PBIS and RtI

•  Hobbs Middle School - Santa Rosa County •  PBIS Implementation as Foundation for MTSS buy-in and

staff involvement.

•  Gateway High School - Osceola County •  School improvement provides overarching structure for

organizing RtI and PBIS.

Integrated Problem Solving

•  Bronson Elementary - Levy County, FL

•  Baker Pk-K Center - Baker County, FL

•  Westside Elementary - Baker County, FL




Classroom Level “Integration”�Examples ��Lesson Design & Student Engagement

Skill Integration

Merging UDL and DI

Please check out: www.tlc-mtss.com

Merging? Academic and Social Skills Instruction

Check out: Common Core and PBIS • https://www.pbis.org/Common/Cms/files/Forum14_Presentations/E8_PBIS_Gaunt_Minch_Final.pdf •  Identifying implicit social skill needs in academic lesson plan design.

Check out: FLPBIS Classroom Coaching

http://flpbs.fmhi.usf.edu/resources_classroom.cfm •  Analysis of academic variables influencing social behaviors.

Check out: Lesson Study

http://www.floridarti.usf.edu/resources/newsletters/pk12/2016/pk12newsletter2.pdf •  Analysis of instructional effectiveness and student engagement

Unpacking The Standards

The unpacking process allows teachers and administrators to determine what matters most (i.e. pacing, assessment, critical focus areas)

• Clarity

• Alignment

• Continuity

• Integration

• Baseline

Step 1 Select a standard or a set of standards.

Step 2 Circle the verbs and action phrases (skills-Do). Record.

Step 3 Underline the nouns and noun phrases (knowledge and understanding-K and U). Record.

Step 4 Determine pre-requisite skills implied within the standard. Record.

Step 5 Determine instructional implications of the standard. Record.

Unpacking Steps – Handout #6




Looking Forward…

Integrated MTSS: Classroom Instruction/Intervention

Standards-based

Instruction

UDL + Differentiated

Instruction

Lesson Study

Classroom PBIS

Standards-based Instruction •  Standards drive all goal setting across

tiers. •  Instruction is flexible to needs of

population - but aligned to standards •  Curriculum choices based on student

needs and aligned to standards •  Include implicit social skills for

engagement

1

UDL + Diff. Instruction

•  Flexible presentation •  Flexible expression •  Differentiated learning supports •  Options for engagement •  Assistive Technology

2Classroom PBIS (SEL/MH/Behavior)

•  Classroom Management •  Behavior Management •  Social Skills Instruct. •  Character Ed •  Trauma Informed Care •  Restorative Justice •  Problem Solving

3

Lesson Study •  Collaborative data-based planning •  Integrated lessons - academic &

behavior. •  Student engagement •  Lesson Evaluation •  Problem Solving •  Instructional delivery methods •  Culturally relevant instruction

4

Integrated Classroom Supports

Standards-‐based Instruc#on

UDL + Differen#ated Instruc#on

Lesson Study

Classroom PBIS

Coaching

Leadership

Effective Teaming

Data Systems

Reciprocal Leadership-Coaching

•  Leaders as coaches as leaders.

•  Distributed Leadership •  Peer Coaching •  Resource mapping and

access to options •  Data driven PD •  Evaluation of impacts

Teaming & Data “System”

•  Common PS language •  Data Storage and Access •  Data-use only as good as

effective teaming. •  System is more than

computers •  Coordinate assessment

options

Leading Team Culture and Ways of Work

Coaching for Staff Data Literacy

Integrated School MTSS

•  Silo to Parallel: Implementation planning for Tier 1 Academics and Tier 1 Behavior (When at different implementation levels).

•  Align: Monitoring of tier effectiveness - evaluation questions concerning impacts of one system on the other.

•  Align to Merge: Tier 1 Classroom Supports

Standards Instruction

UDL + DI

Lesson Study

Classroom PBIS

(MH, SEL, Engagement

)

Coaching

Leadership

Effec#v

e Team

ing

Data Systems

School Improvement

Planning

Implementation Evaluation

Scho

ol

Cul

ture

(S

WPB

IS) Sc

hoo

l Sc

hed

ules a

nd

Reso

urce

s

In Summary

•  Every state and it’s districts are organized differently •  Scope of work influences task demands •  District size and complexity influences entry and activity planning

•  Consider functional degrees of integration to match local contextual capacity

•  Reflections/Questions?

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