Module 1: Overview, Assumptions, and Stages of Change/Implementation RtI Innovations 2016 Anna Harms & Jose Castillo

Who We Are Anna Harms I am the Evaluation & Research Coordinator for Michigan’s Integrated Behavior & Learning Support Initiative Jose Castillo Currently - I am the Evaluation Coordinator for the FL PS/RtI Project Previously - I worked as an RtI Coach in a FL school district

Agenda & Objectives Agenda Objectives Provide an overview of how the District MTSS Evaluation Session will be structured Discuss assumptions underlying our approach to evaluating MTSS implementation Participants will understand the scope, sequence, and format of the District MTSS Evaluation Strand Participants will understand the assumptions that drive the approach to evaluating MTSS being presented.

District MTSS Evaluation Session Format Pre-recorded online modules In-person discussion and activities Scope and sequence Module 1: Overview, Assumptions, and Stages of Change/Implementation Module 2: Exploration/Adoption and Installation Module 3: Initial Implementation: Illustration of District MTSS Evaluation, Elaboration, Continuous Regeneration

Reflection Activity Consider the assumptions presented regarding evaluating MTSS implementation at the district level Which assumptions do you agree with? For which ones do you disagree? How might differences in people’s assumptions regarding MTSS and evaluation create variations in the implementation and evaluation of MTSS?

Assumptions: Definition of MTSS Three tiers of instruction/intervention Ongoing assessment of student learning Data-based problem-solving used to make instructional decisions Frequency and intensity of instruction/intervention, assessment, and problem-solving increase with student need A framework for educating students, not a short-term initiative or a single program

Assumptions: Definition of MTSS A multi-tiered model of support for ALL students, not just some students or a specific tier of support A clearly defined model (in writing). May not be identical from place to place, but the big ideas / critical concepts should be formalized An INTEGRATED, not parallel, model for academics and behavior In order for MTSS to be successful and sustainable, it must be supported across the educational cascade (school, district, state)

Multi-Tiered Model of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized, Interventions. Individual or small group intervention. Tier 2: Targeted, Strategic Interventions & Supports. More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program. Tier 1: Core, Universal Instruction & Supports. General instruction and support provided to all students in all settings. Revised 10.07.09

Assumptions: Role of Evaluation in MTSS Evaluation of systems, practices and student outcomes is critical for facilitating implementation of a MTSS Evaluation of both the process of implementation and the intended outcomes is necessary Direct evaluation of the core components of an MTSS facilitates implementation decisions Use of data to identify both strengths and needs should be used to provide support (not punish) The use of internal evaluation and / or external evaluation to continuously improve implementation of a MTSS is essential We are evaluating the way our educational system is functioning to improve the outcomes of ALL students

District evaluation of MTSS District evaluation of MTSS. . . not an exact replication of building-level problem solving A team engaged in district-level problem solving is likely to include individuals who are not implementing MTSS themselves Districts will have tensions between the needs of schools and the demands and resources available from the region and state More data to analyze, analysis techniques will differ Decisions and actions must take into account the entire district

Stages of Change/Implementation Should we do it? Exploration/Adoption Consensus Work to do it right! Installation Infrastructure Initial Implementation Implementation Work to do it better! Elaboration Continuous Regeneration “It” is the district evaluation of MTSS.

Stages of Change/ Implementation: The Right Work at the Right Time

Knitting through the Stages

“Stop asking me if we’re almost there; we’re Nomads, for crying out loud.”

Contact Us Jose Castillo Anna Harms Michigan’s Integrated Behavior and Learning Support Initiative aharms@miblsimtss.org University of South Florida, Florida Problem Solving/Response to Intervention Project jmcastil@usf.edu