MTSS INTRODUCTION Kim Watchorn TSD MTSS Coordinator July

MTSS INTRODUCTION Kim Watchorn, TSD MTSS Coordinator July 2020 https: //www. thompsonschools. org/mts s

This guidance document is meant for clarification, is not legally binding, and is not to be confused with legal advice. This guidance is adapted from CDE’s recommendations, but Local Education Agencies (LEAs) and Administrative Units (AUs) in Colorado may develop their own policies or procedures that differ from those described herein. Note that the contents of this presentation and corresponding handouts were developed under a grant from the U. S. Department of Education. However, the content does not necessarily represent the policy of the U. S. Department of Education, and you should not

MINI-MODULE PURPOSE Learning Targets Success Criteria • Build understanding about: • Describe MTSS in TSD. • CO-MTSS Essential Components & • Implementation science. • Reflect on existing applications. • Evaluate implementation. MTSS Development Partners listed on: https: //www. thompsonschools. org/Page/21997

MAKING PREDICTIONS PROMPT(s)… (reflect) ? § How might you define MTSS? § What key terms would you expect to be included in a definition of MTSS? § What are “essentials”?

FOCUS ON THE SYSTEM To get to “all”, we must pay attention to “every”. We must pay attention to the “system” first, and then, we move to small groups and individuals. -Dave Tilly

DEFINITION: MULTI-TIERED SYSTEM OF SUPPORTS IN CO CO-MTSS is a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

MTSS is a framework = MTSS “frames the work”

What is MTSS? What MTSS is not. . . A framework A process, program, model, or initiative Preventative and Responsive Punitive and Reactive Team-Oriented and collaborative Person-dependent or Individual-specific System-level, adult-level, and student-level supports Applies tiered logic to improve outcomes Wha for each stakeholder t dif fers Implemented across all levels (EC, classroom, school, district) Student interventions only Assigning students to three divided tiers Informed by Implementation Science (principles and practices) Incoherent or lacking intentional approaches Implemented at schools only betw een Exclusionary or only focused on Academics or Culturally-responsive & inclusive across all domains thes Behavior e un ders Systems change/maintenance, educational reform, & Isolated to certain activities (e. g. , special education tand "how we operate" identification) ings Builds the individual & collective capacity of each (adult & and curr student) Focuses only on student capacity-building ent i stakeholder mple men Creates and assumes a culture of Data-Based Problem Limited to conducting individual problem solving with tatio Solving & Decision-Making students who struggle n? Includes Rt. I & PBIS, with additional focus on: {a} change processes

We are a Multi-Tiered System of Supports! Effective MTSS implementation results in high-quality learning environments where each stakeholder feels confident and is competent to successfully engage in

Research & Theory Practice & Implementation Moving from Conceptual to Practical… can feel like a long climb up a steep ladder.

Implementation Science is the BRIDGE. Research & Theory Practice & Implementation

MTSS implementation expects: • Systems Thinking • Systems Analysis • Systems Change • Systems Alignment . . . it's about the effective collaboration of adults to improve outcomes for students.

MTSS MAKES IT POSSIBLE IEP AL P CAS SR (adapted: PBIS TA Center) FSC P UI P REA D ICA P SE BIP L

Conditions for Learning Design Active Implementation Formula (or “Formula for Success”) Effective Practices Effective Implementatio n Improved Outcomes Thompson Educational Expectations Enabling Contexts. Evaluations of Learning Fixsen, Blase, Metz, & Van Dyke (2015) Learning Delivery

MTSS FRAMEWORK & ESSENTIAL COMPONENTS Team-Driven Shared Leadership Family, School, and Community Partnering Evidence-Based Practices CDE, 2016 Data-Based Problem Solving and Decision-Making Layered Continuum of Supports

Team-Driven Shared Leadership: Teaming structures and expectations distribute responsibility and shared decision-making across school, district, and community members (e. g. students, families, generalists, specialists, district administrators, etc. ) to organize coordinated systems of training, coaching, resources, implementation, and evaluation for adult activities. Data-Based Problem Solving and Decision-Making: A consistent process is used by stakeholder teams and applied at multiple levels to analyze and evaluate relevant information to plan and implement strategies that support sustainable improved student and system outcomes. Family, School, and Community Partnering: The collaboration of families, schools, and communities as active partners in improving learner, classroom, school, district, and state outcomes. Layered Continuum of Supports: Ensuring that every student receives equitable academic and behavioral support that is culturally responsive, matched to need, and developmentally appropriate, through layers that increase in intensity from universal (every student) to targeted (some students) to intensive (few students). Evidence-Based Practices: Approaches to instruction, intervention, and assessment that have been proven effective through research indicating improved outcomes for students.

EFF E CTIVE TEAMING Define a Shared Purpose…vision, mission, core beliefs, principles… Productivity & Processing Teaming Structures: Leadership Team, PLC, SAC, PBIS, grade/dept. level teams, and Student Support Teams

… ) O s R on E i Z t i P d E n T o S -c G N Which I e r steps M might p A ( be ove E rlooke T d? Ho ) (aw is partneri. Ang. Ta. A ssured D ? ) (b

https: //www. thompson schools. org/Page/208 89

https: //www. thompson schools. org/Page/208 89

Example: Continuum of Support for one student Math Intensive Targeted Science Writing Spanish Comprehension Decoding Social Skills Universal Social Studies Adapted from George Sugai presentations (2007 -2019) Technology Basketball Label the behavior or performance or Dec 7, 2007 the supports…NOT the individual.

LAYERED CONTINUUM: SUPPORT MATCHED TO STAKEHOLDERS’ NEEDS Few = Universal + Targeted + Intensive Some = Universal ALSO Targeted Every = Universal How are you applying tiered logic for each stakeholder group? (Note: Visual Representation Adapted from practitioners)

Practice Considerations (academic, behavioral, etc. ) Adapted from Rob Horner (2013) Define the core features. -What is done? By whom? etc. Is there evidence supporting the effectiveness of the practice? How convincing? Are you able to “defend” the WHAT & WHY of practices you implement? Do you regularly measure…? • Fidelity (Are we doing the practice as intended? ) • Impact (Is the practice benefiting students? )

http: //www. healingtoolbox. org/hol-psy-blog/551 -managing-complex-changeinfographic-for-successful-change-making

Bike Analogy: Which bike do you like? Contextual Fit: Your site & situation should maintain the core features (i. e. , MTSS Components), but there may be some differences. How might you contribute to strengthening your MTSS? Adapted from: U. S. Department of Education

Kim Watchorn: TSD MTSS Coordinator Email: kim. watchorn@thompsonschools. org Website: https: //www. thompsonschools. org/mtss Office Phone: 970 -613 -6833