1. 2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)

2. Expanding MTSS/PBIS to Preschool through SPDG

3. Young Children with Challenging Behavior
It begins early
Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school
Early problem behavior is predictive of future challenges
Best predictor of delinquency in adolescence, gang membership, incarceration 3

4. Children with Challenging Behavior
Children who have aggression or oppositional behavior during early years are more likely to have clinical concerns in adolescence
Of children who have high levels of externalizing behavior challenges at 2; 63% continued at age 5
Young children with chronic antisocial behavior comprise 6-7% of the population; yet 50% of adolescent crime and 75% of violent crime

5. Supporting Vulnerable Children
Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face
Black children make up 19% of preschool enrollment, but 46% of preschool children suspended more than once (OCR, 2016).
Black girls are 20% of preschool female population but 54% of girls suspended from preschool (OCR, 2016).

6. MTSS
MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social- emotional instruction/intervention supports matched to student need in alignment with educational standards.
A Collaborative Partnership Between Florida’s Problem Solving/Response to Intervention Project, Florida’s Positive Behavior Support Project, and the Florida Department of Education

7. Multi-Tiered System of Supports
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports The most intense instruction and intervention based
on individual student need, in addition to and
aligned with Tier 1 & 2 academic and behavior
instruction and supports.
Tier 2: Targeted, Supplemental
Interventions & Supports
More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. 7 7

8. Core Features of MTSS

9. Pyramid Model Tertiary Intervention Few Secondary Prevention Some
Universal
Promotion
All

10. Systems Model for Implementation and Scale-Up
Incorporates best practice from:
Systems Thinking
Implementation Science
Cross-Agency Collaborative Planning

11. Stages of Implementation
Description
Should we do it?
Exploration/
Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Work to do it right!
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Work to do it better!
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/ Regeneration
Make it easier, more efficient. Embed within current practices.
Steve Goodman

12. Implementation Drivers

13. Virginia
of ALL
Children!

14. State of Virginia
F Fairfax
Richmond
Roanoke
Virginia Beach

15. Virginia’s Current Early Childhood Education System
Collaboration Within Our Early Childhood System
Virginia Preschool Initiative
Head Start
Early Childhood Special
Education
Community Based Preschool
Community Based Child Care
Military

16. Why Preschool
MTSS provides a framework for assessment and high quality services
Increases collaboration between various stakeholders throughout the early childhood community
Provides early intervention to potentially remediate learning gaps prior to Kindergarten entry
Intensive and systematic interventions are essential for students who are at-risk
Links preschool to early elementary
Intervention should be multiple years to obtain the greatest benefit

17. Challenges in Preschool
Virginia does not have universal preschool
Early Childhood Education can occur in a variety of locations
There are differences in early childhood programs and requirements
Lack of tier one research-based instructional practices
Lack of tier two and three research-based instructional practices
Preschool implementation is just evolving
Preschool does not have Standards of Learning, but a curriculum that addresses developmental areas

18. EXPLORATION STAGE “Should we do it?”
Developed an Early Childhood State Team
Gathered information about current initiatives in VA
Reviewed VTSS assessments and tools to inform EC implementation (e.g., DCA, TFI)
Completed resource mapping for social- emotional development, language and literacy, and mathematics

19. EXPLORATION….MOVING TO INSTALLATION
Developing Early Childhood Enhancements to the TFI
List of required and recommended team members
Elements of the data dashboard
Data sources
Considerations for social-emotional development
Developing EC Examples and Enhancements
Designing a training and technical assistance plan to recruit, train, and support demonstration programs

20. Project Outcomes

21. iSocial Improving Social Emotional Outcomes for Children Birth – Age 5
Project Directors Meeting, July 2018
Ruth Littlefield, New Hampshire Department of Education

22. What is iSocial?

23. Variables important for sustainability
Administrative support
Consistent implementation approach
Effective teams
Frequent data sharing with school staff
High quality professional learning
Access to coaching

24. Critical Implementation Drivers

25. The ECTA System Framework: Infrastructure Components
Good outcomes for children with disabilities and their families
Implementation of Effective Practices

26. Stakeholder Engagement

27. Resources ECTA System Framework http://ectacenter.org/sysframe/
Statewide Implementation Guide
National Center for Pyramid Model Innovations
Implementation Science

28. 2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)