MTSS Implementation One Districts Wake County Public School

+ MTSS Implementation: One District’s Wake County Public School System Journey North Carolina

+ Wake County Public Schools Demographics n 176 Schools o 108 Elementary o 34 Middle o 27 High o 3 Academies o 4 Alternative Schools 31 Magnet Schools 28 STEM Schools n Largest District in North Carolina n 16 th Largest District in the Nation n Multiple Instructional Calendars (traditional, year round, magnet, etc…)

+ Wake County Pubic Schools Demographics n 157, 180 Students and Growing o 47. 5% White o 23. 8% Black or African American o 16. 9% Hispanic or Latino o 7. 6% Asian o 3. 7% Two or More Races n 34. 2% FRPL n 13. 05% Special Education Students

Four-Year Graduation Rates 100. 0% 90. 0% 80. 0% 70. 0% 60. 0% 50. 0% 40. 0% 30. 0% 20. 0% 10. 0% Asian White Two or More Races All Students Black ED Hispanic/Latino SWD LEP 2010 91. 3% 89. 3% 75. 7% 78. 2% 63. 9% 59. 2% 54. 2% 57. 0% 36. 7% 2011 91. 0% 90. 7% 80. 3% 80. 9% 67. 9% 63. 0% 65. 2% 55. 9% 36. 7% 2012 88. 1% 90. 3% 80. 6% 69. 6% 65. 1% 65. 3% 61. 1% 34. 6% 2013 91. 5% 90. 6% 81. 0% 68. 9% 64. 9% 65. 8% 59. 6% 36. 0% 2014 91. 9% 91. 2% 83. 7% 82. 9% 74. 0% 67. 7% 67. 8% 58. 4% 33. 9% 2015 92. 7% 92. 6% 88. 0% 86. 1% 78. 8% 74. 0% 73. 6% 68. 8% 47. 3%

o Tw or e or M ED D SW LE P te W hi s o k ce Ra tin La ic/ Bl ac n ia As n ica e M al e al m er Am an Hi sp e tiv Na Fe ts en tu d l. S Al 4 Yr Grad Rate (2015) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

o Tw or e or M ED D SW LE P te W hi s o k ce Ra tin La ic/ Bl ac n ia As n ica e M al e al m er Am an Hi sp e tiv Na Fe ts en tu d l. S Al 4 Yr Grad Rate (2015) G 3 Reading (2006) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

o Tw or e or M ED D SW LE P te W hi s o k ce Ra tin La ic/ Bl ac n ia As n ica e M al e al m er Am an Hi sp e tiv Na Fe ts en tu d l. S Al 4 Yr Grad Rate (2015) G 3 Reading (2006) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

4 Yr Grad Rate (2015) G 3 Reading (2006) 100% 90% 80% g n i s o l c t u o b a t s u j t o n s i , p a This g t n e m e v e i h c e h the a t g n i d n e t u o it’s ab. y t i l i b a 70% 60% 50% 40% t c i d e pr 30% 20% 10% o or M ED D SW LE P te W hi s ce Ra or e La tin o k ic/ an Tw n ia Bl ac Hi sp e tiv As er ica n e Am M al Fe m al e Na Al l. S tu d en ts 0%

Total Suspensions: 5 Year Trend 25, 000 Reduction -9, 039 20, 244 20, 000 15, 000 17, 918 -12% -18% suspensions 15, 723 14, 626 +8 10, 000 -29% 11, 205 5, 000 0 2009 -2010 -2011 -2012 -2013 -2014 45% Reduction in Total Suspensions

e at iv N or ul ti ic pa n an n ia er ic is H Am As as ka n -R ac th Pa ial ci fic I. . . W hi te SW D O M n ca n/ Al di a In Af ri n or ia H aw ai k er ic an ac Bl Am Suspension Gaps by Subgroup 70 60 % of Overall Students 50 40 % of Total Suspensions 30 20 10 0

Where We’ve Been + Prior to 2012

+ Infrastructures and Practices rain T : r e i Sold ner e n Lo rai T e h t PBIS eracy t i L a t a D Pre-k-12 Silos SIP District Organization 4 -Ti Fram er Rt. I ewo rk Student Support Teams/Kid Talk ncy a p e r Disc l for e d o M SLD Legis latio n & Polic y

+ Beliefs and Thinking t for s u j s ’ t I “ o kids wh nd a e l g g u str need n. ” o i t n e v r inte “Which kid are we talking about today? ” “This too shall pass. ” “This is just for literacy. ” “ pape What rw have ork do I to do get t his k t o teste id d. ” “This is just another program or initiative. ” “He’ sar kid. ed She ’s a yello w kid. ”

+ It All Started With A Cocktail Napkin 2012 -2016

+ Leadership Drivers n Restructured Representation of District Team to Actively Engage All Key Stakeholders to Develop Vision, Mission, and Plan n Ongoing Collaboration with Dr. Judy Elliott to Develop District Implementation Plan n Strategic Plan Integrated MTSS n Clearly Defined Consensus and Decision-Making Protocol n Created a Moniker and Brand n Clearly Defined the Roles and Responsibilities, Skills, and Outcomes of the School-based MTSS Leadership Team n Lead through Resistance and Adaptive Challenges n District Reorganization: MTSS is under Academics rather than Intervention/Student Support Services

+ Organization Drivers n Completed a District Capacity Assessment n Adopted Policy n Developed a Logic Model for Evaluating and Monitoring MTSS n Identified Single Problem Solving Process n Ongoing Problem Solving around Multiple Measures of Implementation Data n n Beliefs Data Self-Assessment of MTSS Implementation (SAM) Walk-Throughs Student Outcome Data n Developed a Digital Tool for Academic and Behavior Data Access and Planning for Schools (EWS) n Changed Resource Funding Allocations n Created Feedback Loops n Built and Leveraged Capacity Infrastructures to Develop Common Language and Understanding of MTSS

+ Organization Drivers School Improvement Plan (SIP) & MTSS Integration & Alignment

+ PL and Coaching Drivers n Developed Coaching Support Structures n Developed Professional Learning Plan for Cohort Schools n Differentiated Support and Professional Learning for Schools n Developed a Common Framework for Tier I Core Instruction Pedagogy n Revisited Professional Learning for PLTs n Currently Revising Professional Learning for District Leaders and Staff n Refining MTSS Coach Selection and Interviewing Process n Funding Resources for Materials, Subs, etc. n Plan-Do-Study-Act

Lessons Learned + n Begin with the Compelling Why n Efforts to Build Consensus is Ongoing n Ongoing Reflection: Plan Do Study Act n Can be Done with Minimal Additional Funds n Lead from Academics/Curriculum & Instruction n Build a District Implementation Team – All Departments n Ensure Senior Leadership Understands and Believes n Tier and Differentiate Support for Implementation Rates n Go Slow to Go Fast n Accessible Data for Stakeholders n CELEBRATE

Celebrations & + Moving Forward 2016

+ Essential MTSS Components Leadership Building the Capacity/ Infrastructures for Implementation Communication and Collaboration Data-Based Problem-Solving Three-Tiered Instructional/Intervention Model Data-Evaluation

+ Implementation Celebration Implementation Growth: SAM Domains for Cohort 1 Schools Optimizing Operationalizing Emerging/Developing Not Implementing Yet • 24/28 Cohort 1 schools increased their overall school average domain • 15/28 schools increased stages of implementation

Implementation Celebration Implementation Growth: SAM Domains for Cohort 1 Schools Optimizing Operationalizing Emerging/Developing Not Implementing Yet

Initial Student Outcome Celebration § Sanderson High School had the largest increase in graduation rate in the state for 2015 -2016 (7. 7%) § Garner High School reduced dropout from 5. 62 in 2011 to 1. 42 in 2016, a 75% decrease. § West Millbrook Middle School increased Math 8 proficiency from 38% to 52% in one year.

+ Questions and Resources: Alicia Miller Wake County Public Schools Senior Administrator for MTSS amiller 3@wcpss. net