the district action planning and problem solving...

THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING (DAPPS) PROCESS: BAKER COUNTY

Florida Association of School Psychologists Annual Conference November 6, 2014

Welcome!

•  Introductions

•  Current Responsibilities to Implement MTSS?

•  Expectations?

•  Questions?

2

FRAMING THE CONTEXT

Organizational Improvement Through a MTSS Framework

3

Parallel RtI:A & RtI:B? Integrated MTSS?

Parallel System Integrated System “MTSS”

Academic Behavior

4

Leading Implementation •  Both PBIS & RtI Share ideas of: –  Developing organizational capacity to…

–  …establish a three-tiered model of service delivery…

–  …that is driven by a data-based approach to decision-making, and…

–  …evaluates the efficiency and effectiveness of using evidence-based practices with fidelity on student performances and outcomes

•  Context of multiple initiatives to implement and critical budget reductions

•  Implications for and impacts on educational practices – particularly those driving implementation resources

5

Alignment and Integration are Needed

•  Many concurrent initiatives with limited resources commonly needed to implement all with sufficiency

•  Organizational “silos” as a barrier to efficient integration of resources

•  MTSS as a framework for alignment and integration of multiple initiatives that have common goals and implementation needs

6

MTSS Inter-‐project Vision •  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 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.”

Multi Tiered System of Supports Critical Components

Data Evaluation

Problem Solving Process Multiple Tiers of

Instruction & Intervention

Leadership Capacity Building

Infrastructure

Communication & Collaboration

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.

What is MTSS?

A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model of educating students that uses data-based problem solving to integrate academic and behavioral instruction and intervention.

The integrated instruction and intervention is delivered to students across multiple tiers based on student need.

Need-driven decision making seeks to ensure that district resources reach the appropriate students (and schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency.

What Does MTSS Look Like At The District Level?

•  MTSS is a way of work for the district, not the implementation of a program

•  Leadership prioritizes the implementation of MTSS throughout its evaluation models.

•  District level organizational structures mimic and support the integrated model at the building level.


•  Decisions are made using a data-based problem-solving process

•  Policies inform and support data-based decision-making

•  Funding is aligned to support the implementation of MTSS


•  Resources are allocated based on need and effectiveness of implementation

•  Professional development is the engine that drives and sustains improvement

•  Communication with stakeholders include data that reflect performance outcomes that are “standards-based”

State

Leaders as Coaches as Leaders… System Alignment & Integration

We Coach

Leaders

Leaders

Leaders

(District)

(Principals & Coaches)

(Teachers)

Students & Parents

(State)

who Coach

who Coach

who Coach

District

Building

Classroom

Student

Change Model

Consensus

Infrastructure

Implementation

WHAT IS THE DAPPS?

Organizational Improvement Through a MTSS Framework

15

Systems Coaching with Baker

•  7 PBS/RtI Staff •  District Action Planning &

Problem-Solving Process (DAPPS) 1.  Application/Readiness 2.  Needs Assessment 3.  Action Planning/PS 4.  Service delivery (Train/TA) 5.  Evaluation

•  Not our goals; District Goals!

Professional Development

Shared Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

What is the DAPPS? (District Action Planning and Problem Solving)

•  A systems-level problem solving process that districts can use to guide the implementation and evaluation of MTSS

•  Data-based problem solving is used to inform all decisions and to evaluate the impact/outcomes of those decisions

•  It is an open-ended process, NOT A GENERIC PRESCRIPTION for the implementation of MTSS

What are the Strengths of the DAPPS?

•  Provides districts with a systematic way in which to problem-solve the implementation of MTSS

•  Uses data to guide implementation and evaluation

•  Professionalizes, rather than personalizes, decision-making around difficult issues

What are the Strengths of the DAPPS?

•  Brings an inclusive, rather than exclusive, process to the district leadership team

•  Increases the probability of sustaining implementation practices

•  The DAPPS is customized to the needs, goals, culture, capacity and pace of individual districts

Important Considerations

•  The DAPPS is not MTSS or school reform. It is a tool designed to facilitate the implementation of MTSS.

•  The DAPPS is designed to facilitate the attainment of district-specific goals

•  The DAPPS was never designed to implement OUR agenda. It was designed to improve the implementation and effectiveness of the DISTRICT agenda.

Important Considerations

•  The DAPPS is content and philosophy “neutral.”

•  The DAPPS could be used to facilitate the implementation of very diverse concepts of schooling.

Systems Coaching with Baker

•  7 PBS/RtI Staff •  District Action Planning &

Problem-Solving Process (DAPPS) 1.  Application/Readiness 2.  Needs Assessment 3.  Action Planning/PS 4.  Service delivery (Train/TA) 5.  Evaluation

•  Not our goals; District Goals!

Professional Development

Shared Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

DAPPS 1. Application/Readiness

•  DLT Composition •  Superintendent Signature •  Accountable Officer •  District-Project Liaison •  Integration of Academic and Behavioral Supports •  Assurance of DLT understanding of roles and

responsibilities •  District RtI Implementation Plan •  District Organizational Chart •  Current Initiatives

DAPPS 2. Needs Assessment

•  Academic / Behavioral Achievement & Growth

•  MTSS Implementation Fidelity – Acad & Behavior

•  Capacity for Implementation / Infrastructure

•  Consensus •  MTSS Self-Assessment Survey

DAPPS 3. Action Planning

•  Pre-Meetings

•  Action Planning – Structured Process

•  Debriefing

Problem Solving Crosswalk

4-Step Process 8-Step Process

1. Is there a problem and what is it?

2. Why is the problem happening?

3. What can be done about the problem?

4. Did the intervention work?

1. Determine a priority, describe the problem, set a goal/outcome and ID how you will measure that goal/outcome

2. Identify resources & barriers to attaining that goal.

3. Prioritize the barriers.

4. Identify strategies to eliminate or reduce the barrier

5. Develop action plan to implement strategies. 6. Develop follow-up plan.

7. Evaluate reduction/elimination of barrier.

8. Evaluate progress on original goal.

DAPPS 4. Service Delivery/Training/TA

Long Term Goal: Develop the capacity of school-based leadership teams (SBLTs) to fluently engage in the 8-step problem-solving process with fidelity within an MTSS framework – Co-Developed & Executed – Simultaneous Coaching & Training

•  Building layers of systems capacity

– Gradual Shift in Responsibilities Over Time

Explicit Instruction Modeled Instruction Guided Practice Independent Practice with

Feedback

DAPPS 5. Evaluation

Self Assessment of MTSS Implementation – SAM –  Multiple Tiers of Instruction & Intervention –  Data Based Problem Solving –  Data & Evaluation –  Leadership –  Building Capacity / Infrastructure –  Communication & Collaboration

The Beginning of DAPPS

� What we learned?

� What was difficult?

� What was beneficial?

� Some of our Action Plans

What we learned?

� We were unaware of our current state

� Our District work was primarily in silos

� We desired better communication and collaboration-but how?

�  False starts on System Improvements

What was difficult?

� Completing the District Leadership Team (DLT) Self-Assessment

�  Facing the current state of our District’s way of work.

� All members actively participating

� Time for all team members to be present and “at the table”.

� Accepting gradual release

What was difficult?

� Belief in our own capacity

�  School level resistance to MTSS

� Not sharing a common language/common understanding of MTSS

�  Finding time for Professional Development for our School-based Leadership Team

What was difficult?

Changing how things are done Changing how decisions are made ◦ All decisions are driven by data

Changing the environment

What was beneficial?

Changing how things are done Changing how decisions are made ◦ All decisions are driven by data

Changing the environment

What was beneficial? � Partnership with DAPPS

� Effective implementation of MTSS at most of our schools.

� Expanding the scope of our work

� Utilizing DAPPS in many state level plans, grants, and projects.

� Helps district resources reach the appropriate students (and schools) at the appropriate levels

Vision Mission Expectations

�  The District needed a plan—a vision and a mission for Multi-Tiered System of Supports (MTSS), a structured process, a common language/common understanding, and the sense of urgency.

�  The District can better support effective implementation at the school level by modeling Small Group Planning and Problem-Solving Processes. The District’s way of work should match the expected schools’ way of work.


� Working under the Small Group Planning and Problem-Solving Process, the DLT developed a vision, mission, and District Expectations for MTSS.


Baker County School District Expectations for Effective Multi-Tiered System of Supports Implementation �  Using a Structured Planning and Problem-Solving Process to

Reach District and School Goals Vision Baker County School District will have the capacity to accelerate

and maximize student academic achievement and social-emotional outcomes through successful implementation and evaluation of Multi-Tiered System of Supports and application of Data-based Problem-solving.


Using a Structured Planning and Problem-Solving Process to Reach District and School Goals

Mission The Baker County School District Leadership Team will: *Develop, implement, and sustain a comprehensive system of

Professional Development, at all levels, for *Multi-Tiered System of Supports (MTSS) and Data-based Problem-

solving, as identified by Needs Assessments. *Develop and Implement a system of accountability that will ensure

fidelity and implementation of Multi-Tiered System of Supports (MTSS) and Data-based Problem-solving.


�  The goal of professional development is to enhance the capacity of our schools to successfully implement and sustain a system of student supports that will ultimately accelerate and maximize positive student academic and social-emotional outcomes.

Questions? Contact Information: Susan Voorhees – [email protected] Tom Hill – [email protected] Beth Hardcastle - [email protected] Clark Dorman – [email protected] floridarti.usf.edu

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