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

2. 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

3. 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.

4. 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

5. 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?

6. 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

7. 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)

8. 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

9. 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

10. 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

11. 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.

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

13. Knitting through the Stages

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

18. Contact Us Jose Castillo Anna Harms
Michigan’s Integrated Behavior and Learning Support Initiative
University of South Florida, Florida Problem Solving/Response to Intervention Project