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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”
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.
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
• Distinctive & specialized
• Greater responsiveness
• Some shared resources, procedures & ways of work
Braided
• More Dependent • Shared goals & mission
• Distinctive & specialized
• 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
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.
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
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.
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)
who Coach (with data)
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: amarch@usf.edu
or
Brian Gaunt: bgaunt@usf.edu
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
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.
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
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.
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
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.
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
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.
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?
Please Provide Feedback
Your feedback is important to us! Please take a few moments at the end of the session to complete an evalua6on form for this session. Forms are available:
• In our mobile applica#on by clicking on Evalua1on
underneath the session informa6on.
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• Via paper form from your session facilitator