"Selma Unified in Action!": Scaling-up Multi-tiered Systems of Supports to Meet the Needs of All Learners

Steve Gonzalez, Michelle Salcido, & Blanca AguirreSelma Unified School District

Acknowledge: Rob Horner, George Sugai, Dean Fixsen, Barb Kelley, Cristy Clouse

Who are we?

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Mission“...to provide a student-centered instructional program which allows students to reach their highest potential as contributing members of

society.”

Main Ideas

• Implementation of innovative practices is rapidly becoming part of Selma Unified’s fabric.

• As we move forward a major challenge will be our ability to align and sustain evidence-based practices and initiatives.

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Goals

• Share Selma’s steps for initiating change: Why • Become familiar with core features for multi-tiered systems of

support: What

• Share the process for building and sustaining practices (Cognitive, Behavior, Emotional): How

• Understand implications for teachers, families, and administrators: Implications

• Your Job: What is one step you can initiate within your organization this year? 5

BUILDING CAPACITY: COEs/Districts/Schools

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Use Implementation Science

IMPLEMENTATION DRIVERS STAGES OF

IMPLEMENTATION

IMPROVEMENT CYCLES

Fact or Fiction?

5. Research indicates that students are twice as likely to fail a class in 9th grade than in any other grade.

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1. MTSS provides the framework in schools that provides both academic, behavioral, emotional support for students.

2. Effective educational innovations occur easily.

3. The lowest 10% of readers in the middle of 1st grade are likely to stay the lowest 10% of readers unless they receive additional support, and 74% of poor readers in the 3rd grade likely remain poor readers in the 9th grade.

4. English Learners should receive designated or integrated ELD as part of their daily instruction.

FACT

FICTION

FACT

FICTION

FICTION

Why

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Why

am I t

akin

g

this

risk?

I need to get to

the next hold,

then the next,

then the next, to

reach the top.

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ELDCommon Core MTSS - PBIS

PSW - RtI

Cooperative Learning

Restorative Discipline

After School Programs

Digital Learning

NGSS/STEM

Adaptive learning

Green School

• School,• District• County• State

UDLSpec EducationCoaching

-ELD-Behavior-Math-ELA

WHY

Mental Health Pupil

Services

Federal and State

C & I

Tech

CurriculumGuided Reading

Policies

Selma has not scaled up alone…

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However, aligning initiatives AND building internal capacity that is sustainable...

Estimate how many initiatives you are implementing that

address students academic/behavior/social needs?

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Selma has not scaled up alone…

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S + P + M = O Setting Event Antecedent Behavior Consequence

lll

WHEN

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Who would like to date themselves?

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When: Our Journey...

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2009-10: One school pilot’s PBIS

2010-11: Four schools begin PBIS training.

2011-12: Three additional schools begin PBIS training (8 total).

2012-13:-Three more schools begin PBIS training-First 3 ELD Coaches hired

2013-14: -RtI DW-Self- Assessment-LCAP-Professional Dev.-Initial Implementation of ELD K-12 -LCAP

2014-15: -Implement Progress monitoring literacy tool-TFI -MTSS Coordinator-MTSS Teams -MTSS DIT-MTSS DW Collaboration-Mental Health -Website created-Professional Dev. -Intervention PLC -2 Secondary ELD Coaches hired

2015-16:-HS PBIS Focus-Sustain progress monitoring-Collaboration among staff -Professional Dev.

*Disclaimer

STAGES OF IMPLEMENTATION

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Should we do it?

Work to do it right!

Work to do it better!

Think of a current initiative in your organization and consider which

components of the Exploration Stage were in place, partially in place or not in place when it was first launched?

• How about now? • What might be some next right steps?

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WHAT

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What: “Multi-Tiered Systems of Support”….

Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems George Sugai

Cognitive

Behavior

Emotional

MTSSIntegrated Continuum

Mar 10 2010

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Academic Continuum

Behavior Continuum

Tiered Supports in Selma USD

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EL Instructional Coaching Protocols

Pre-Coaching Meeting

Professional Development

Coaching Support Menu

Individual Goal Setting Session

Coaching Support

Individual Closing Session

Post-Coaching Meeting

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Student Data Analysis for EL Services

CELDT Data

● CELDT Overall

● Speaking

● Listening

● Reading

● Writing

Reading Data (IRI)

● Independent Level● Instructional Level● Grade Level Equivalent ● Grades● CFAs, Benchmarks● Teacher Input

Behavior/Emotional

● ODRs

● Attendance

● Suspensions

● Benchmarks

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WHO

Provides guidance, visibility, funding, political support for MTSS

Students

School Staff

School MTSS/Implementation

Team

District Implementation

Team

Across State

Multiple District/Site Teams

All staff

All students

Multiple schools w/in local district

Who is supported?

How is support

provided?

Diverse District Team to assist the district/schools to implement effective innovations that benefit students

Provides regional training for District/School Teams and technical assistance for Building Teams

Provides guidance and manages implementation

Provides effective practices to support students

Improved behavior and reading

County Offices of Education/

CalTAC

CDE\CDE2 \ CA PBIS

Coalition\CalTAC

Statewide \ LEA Structure of support: Acknowledge MiBliSi

Context

District Administrative Team/Board

Provides guidance, visibility, funding, political support

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MTSS Leadership Team Meetings

collaborate analyze

share

learn

acknowledge

plan

focus

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Activity

● Brainstorm who would be on your District/School Implementation Leadership

Team?

● If you have a team already, is anyone missing?

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HOW

Leadership: Strategic Communication

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Facilitative Administration: MTSS BLUEPRINT

Re-cap & What’s New

MTSS BLUEPRINT CONTENTS

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Fidelity: Do our perceptions match?

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DISTRICT-WIDE PERFORMANCE ASSESSMENT CALENDAR

August/September

October March April May

PBIS Assessments

*Tentative

Tiered Fidelity

Inventory: 9/8-10-16

Optional:

BOQMATTIC

*SAS: Only if

not completed

Spring, 2015

School Safety

Survey: 10/12-10-30

School-

wide Evaluation

Tool: 3/1-5/28

Tiered Fidelity

Inventory: 4/4-4/29

Optional:

BOQMATTIC

School Safety

Survey:5/2-5/13

Self-

Assessment Survey: 5/16-

5/20

Improvement Cycles: Are we doing what we say we want to accomplish?

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PBIS Measures of Fidelity--------------------

SETTICBoQSAS TFIISSETBATMATT

LITERACY: New York, RtI Self-Assessment Findings, 2013-14

• RtI was a non-negotiable in Selma, however…

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Progress Monitoring for Literacy

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Supported Systems to Make DECISIONS! = Student Outcomes

Referrals

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86% 95% 94% 97%

L

CA

P/G

oal #

4: S

choo

l Clim

ate

• Whato Selecting initiatives/ programs/ approacheso Evidence-based practiceso Hexagon Tool

• Who: A team with…o Organizational impacto Budget authority for all initiativeso Content knowledge

• Why:o Student and family outcomes

What

WhoWhy

The Single Biggest Challenge to

Effective Alignment:

Launching Implementation

without having the “Starting

Elements” in place

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Getting StartedRob Horner, 2015

LOOKING FORWARD

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What: System

for ensuring EBIs are consistently implemented

across the district

How: Implementation of the Reading- TFI district-wide

Who: Establishing a district implementation team (DIT)

Who: Coaching to support site teams problem-solving skills

How: Increase culturally responsive practices, ELD Integrated Instruction

How: Unified Training Plan that supports the district initiatives

Activity

In regards to alignment, implementation of EBIs, and sustainability:

What is one step you can initiate within

your own organization?

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PBIS

Effective EfficientPractices that work

Practices that are practical, durable and available

EquitablePractices that benefit all