District Tier 1 Integrated Worksheet

 Michigan’s Multi-Tiered System of Supports Technical Assistance CenterJune 2020 – Version 4.0District Tier 1 Integrated WorksheetThe purpose of this worksheet is to support a District Implementation Team with continuous improvement using the MiMTSS Data System and other data sources. Introduction to the WorksheetThe MiMTSS Technical Assistance Center intends to align language and process with Michigan’s Integrated Continuous Improvement Process (MICIP) over time. During the 2020-2021 school year, district partners are encouraged to use a crosswalk tool to assist with transferring the work they engage in through this data review process with the components needed for the MICIP platform. This crosswalk tool will be posted to when available. This worksheet uses the four-step continuous improvement process seen in figure 1.0 with a focus on tier 1 of an integrated, multi-tiered system of supports for behavior and reading. The District Implementation Team will begin the worksheet by reviewing their existing plan before moving into identifying new areas for improvement. Figure 1.0 MiMTSS Technical Assistance Center’s Data Review Process to Support Continuous ImprovementTable 1.0 Team InformationCoachTeam Members PresentDate of Data ReviewNAMENAMESDATENote: Throughout this worksheet Bold blue font indicates text added by the coach for the team to review. Bold purple font indicates text for the team to add.Plan Implementation and Evaluation (30 minutes)Did We Implement Our Plan?To answer this question, we need to look at the status of our activities, our accomplishments and our barriers since our last data review. We have three types of activities: installation, implementation and coaching.Status of District Installation ActivitiesCoach: Go to the Installation Checklists tab on your district’s MiMTSS Data System dashboard and be prepared to help your team compare progress on the district installation checklist with the goals listed in Table 1.1 to determine if the installation work is on or off track. Team: Go to the MiMTSS Data System District Dashboard, Installation Checklists tab and follow along as your coach guides you through the table below.Table 1.1 Installation checklist data from the MiMTSS Data SystemInstallation ChecklistGoalOn Track / Off TrackDistrict Installation Checklists #1-10100% of Items Complete by Fall Year 2On/Off TrackDistrict Installation Checklists #11-12100% of Items Complete by Spring Year 2On/Off TrackStatus of District Implementation PlanCoach: Review the status of the District Implementation Plan activities. (Ignore any activities already accounted for in the installation checklist data). Complete table 1.2.Table 1.2 Status of District Implementation PlanDate last updated by team% Activities Complete% Activities In Progress% Activities Not StartedDATE%%%Status of District Coaching ActivitiesCoach: Review your (or your Implementation Specialist’s) current Individualized Coaching Service Delivery Plan and record the status of activities for each concept you have been coaching in table 1.3.Table 1.3 Status of District Coaching ActivitiesCoaching Concept% Activities Complete% Activities In Progress% Activities Not Started1: TEXT%%%2: TEXT%%%Coach: Add more coaching concepts if needed.Summary of Current Implementation (Including Accomplishments and Barriers)Coach: Based on the information above, did you and your team implement your plan? Summarize implementation, take note of accomplishments, and record any barriers that may be preventing the team from following through on activities, along with the steps your team is taking to address the barriers. Example: Yes, we have implemented our plan. We have completed 87% of our installation checklist items. We are on track to meet our installation checklist goal of 100% by Spring Year 2. Our district accomplishments include strong communication with staff and other stakeholders, the development of a selection process and strong DIT functioning. Barriers impeding our progress include snow days and one of our administrators/DIT members being on leave. As a team we will spend some time at our next team meeting using our newly developed barrier removal process. Team: Review your coach’s summary. Seek clarification or make additions if needed. TEXTIs Our Plan Working?We know our district plan is working when (a) schools are making progress on their installation activities, (b) the DIT is acknowledging and sharing the schools’ accomplishments and efficiently and effectively addressing the schools’ barriers, and (c) the district is closing the gap between “Where we are” and “Where we want to be” as evidenced by meeting the goals on our Implementation Plan. School Level Installation ActivitiesCoach: Go to the Installation Checklists tab on your district’s MiMTSS Data System District Dashboard and be prepared to help your team compare progress on the school-level installation checklists with the goals listed in Table 1.4 to determine which schools are in need of more support. Remove any rows in table 1.4 that do not yet apply. If dates indicate that some schools have not updated their progress recently, make a plan to prompt an update prior to the team data review. Team: Go to the MiMTSS Data System District Dashboard, Installation Checklists tab and follow along as your coach reviews the progress cohorts of schools are making on their installation work.Table 1.4 Installation checklist data from the MiMTSS Data SystemInstallation ChecklistGoal: Percent of Items CompletePBIS100% by Winter Data Review, year 2Strengthening PBIS100% by Winter Data Review, year 2School-wide Reading Model100% by Fall Data Review, year 3Secondary Content Area Reading 100% by Fall Data Review, year 3Intervention System100% on all checklists by end of year 3Check-in, Check-Out100% by Fall Data Review, year 3Intensifying Interventions100% by end of year 4Coach: Provide a summary by completing the sentences below.Cohort 1 schools include________. Based on where they are in their training scope and sequence, the following schools are off track and need more support:Cohort 2 schools include________. Based on where they are in their training scope and sequence, the following schools are off track and need more support:School-Level Accomplishments and BarriersCoach: Pre-populate any accomplishments that have been shared from school teams and indicate if the DIT has acknowledged these accomplishments yet. Accomplishments may include progress on installation checklists, implementation plans and coaching service delivery plans (if applicable), from each school.Accomplishments: TEXTCoach: Review the list of identified school-level barriers in your district team’s barrier removal log and complete the following sentences.Barriers: ____ out of ____ barriers from our school teams have been removed. ____ out of ____ barriers from our school teams are currently being addressed, and the removal process is being implemented. The following barriers from our school teams are new, have not been removed, and/or the removal process is not being implemented: _______Status of District GoalsDistrict Implementation Plan (hyperlink)Coach: Add a hyperlink to the Implementation Plan. Update the current status of each goal in your Implementation plan, along with the date the data were collected to determine if your team has met the goal, is on track, or not on track. Be prepared to quickly review the status of each goal with your team and to help them develop a summary. Summary of EffectivenessTeam: Based on the status update provided by your coach, is your plan working? Summarize the effectiveness of your district’s MTSS plan in three to five sentences. Example: With the current level of district support, checklist data indicate that Happy Days Elementary, Waycool Elementary and Dayland Middle School are on track to complete their installation work within the designated time frame; whereas Sunbeam High School may need some additional support. School-level accomplishments this term include all schools kicking off PBIS and teaching expectations for each school location across all buildings. Current barriers that may be impeding our schools’ progress include scheduling 90-minute reading blocks at the elementary buildings and time for teaming at the secondary buildings. The use of our barrier removal process has resulted in progress on 3 out of 5 barriers. Currently, we are on-track to meet 2 (reach and capacity) of our 4 district MTSS goals.Problem Identification (90 minutes)Today we will focus on Tier 1 Integrated Reading and Behavior.Coach: Review the example rationale below and edit if needed so your team knows why they are focusing on Tier 1 Integrated Reading and Behavior and with which cohorts. (See rationales from the webpage if needed.) With support from your executive leader, be prepared to address questions from the team.Rationale:Example: We will be using the Tier 1 Integrated Reading and Behavior worksheet today because cohort 1 is currently implementing both areas. We will be using data to identify strengths and areas of need. Cohort 1 is also installing an intervention system, but we will not review data connected to intervention systems until it is implemented. Cohort 2 has just started implementing their Tier 1 behavior system while they work to install Tier 1 reading. Therefore only Tier 1 behavior data from Cohort 2 will be included in this worksheet since that is what is being implemented. The schools in cohort 1 include . . .. The schools in cohort 2 include. . .. What Was Our Previous Tier 1 Reading/Engagement Problem?To answer this question, we need to consider any previous Tier 1 Reading/Engagement problems we have identified for the schools we are focusing on today. We need to keep these in mind as we identify our current Tier 1 Reading/Engagement problem.Coach: If your team developed a precise problem statement and goal related to Tier 1 Reading/Engagement at their last data review for the schools they will be focusing on today, complete the sentences below. Otherwise, delete this section. At our last data review in ______ we identified the following precise problem statement(s) related to Tier 1 Reading/Engagement:We set the following goal:What Is Our Current Tier 1 Reading/Engagement Problem?To answer this question, we need to consider any new fidelity and student outcome data related to Tier 1 Reading/Engagement. Reading Tiered Fidelity Inventory: Tier 1 OverviewCoach: Prepopulate the status column in the table below. Begin by considering the validity of the most recent administration of the Reading Tiered Fidelity Inventory. Team: Go to the MiMTSS Data System District Dashboard, Reading Fidelity tab and follow along as your coach provides an overview of the most recent R-TFI Tier 1 scores.Table 2.0 R-TFI Tier 1 OverviewTier 1 Reading Fidelity QuestionsStatusAre there concerns with the validity of the most recent administrations of the Reading Tiered Fidelity Inventory at any of the schools? If so, describe concerns. Y/NConcerns: TEXTWhich implementing schools need more support to reach the Tier 1 Reading Fidelity target of 80%?Coach: Review the Tier 1 chart. Click on each school in the legend to see their line on the chart. Elementary schools with Tier 1 Reading Fidelity scores below 80%: SCHOOL NAME(S) or X of Y SCHOOLSSecondary schools with Tier 1 Reading Fidelity scores below 80%: SCHOOL NAME(S) or X of Y SCHOOLSReading Tiered Fidelity Inventory: Tier 1 Item ScoresCoach: Run district-wide item-level R-TFI reports for Elementary and/or Secondary. (See Coaching Guide for directions on how to run this report.) List items from the Tier 1 portion of the R-TFI for which at least half of all implementing schools scored a 0 or 1. Refer to your coaching concepts (cheat sheet) to prioritize these items. Identify the related concept. Make sure to have the items report and notes available during data review to field questions from the team.Table 2.1 R-TFI tier 1 item analysis across schoolsR-TFI Item (Listed by Priority)Related ConceptExample: Item 1.12: Guidelines are available for teaching the core reading programDaily Reading InstructionTEXTTEXTTEXTTEXTTEXTTEXTAdditional Tier 1 Reading Fidelity Data Coach: If your team has additional Tier 1 reading fidelity data that are common across the implementing schools, pre-populate this section. If possible, print data and/or gather and organize data in such a way that allows for easily identifying trends and patterns. Otherwise, delete this section.Table 2.2 Additional tier 1 reading fidelity dataAdditional Fidelity DataStatusWhat additional district-wide reading fidelity data sources should you consider when identifying areas of need with respect to Tier 1 Reading? (e.g., review of lesson plans, classroom observations) Data Source: TEXTNoteworthy patterns or observations: TEXTTier 1 Reading/Engagement Student OutcomesCoach: Pre-populate the status column in the table below. Begin by considering the validity of the most recent reading/engagement student outcome data based on the questions in your coach’s checklist. Team: Go to the MiMTSS Data System District Dashboard, Reading/Engagement tab and follow along as your coach provides an overview of the student outcome data.Table 2.3 Reading/engagement student outcomesTier 1 Reading/Engagement QuestionsStatusAre there concerns with the validity of the most recent reading/engagement student outcome data? If so, describe concerns. Y/NConcerns: TEXTWhich implementing schools need more support to reach the student outcome target of 80% at benchmark/low risk? Coach: Review the chart: School-wide Percent of Students at Benchmark/Low Risk Over Time. Hover over the most recent data point to see the percentage.Elementary schools with fewer than 80% of students at benchmark in reading: SCHOOL NAME(S) or X of Y SCHOOLSSecondary schools with fewer than 80% of students at low risk in engagement: SCHOOL NAME(S) or X of Y SCHOOLSTier 1 Reading Skills and Engagement IndicatorsCoach: On the Reading/Engagement tab, review the chart: Percent of Schools that Met Threshold for Students at Benchmark/Low Risk. Study the chart column by column focused on the current time of year. Hover over the blue portion of each bar to see the proportion and names of schools that MET the target. Hover over the white portion of each bar to see which schools did not meet the threshold. In the status column in table 2.4, summarize the trends you are seeing across multiple schools that may signal a need for additional support from the district. Team: Go to the MiMTSS Data System District Dashboard, Reading/Engagement tab and follow along as your coach reviews data on reading skills and engagement indicators.Table 2.4 Reading skills and engagement indicatorsTier 1 Reading/Engagement QuestionsStatusReading Skills: For the implementing schools with reading skills data, what trends are you seeing across multiple schools that may signal a need for additional support from the district? Coach: Describe the trends Example: 4 of 5 elementary schools in cohort 1 are not meeting the threshold for basic phonicsEngagement Indicators: For the implementing schools with engagement indicator data, what trends are you seeing across multiple schools that may signal a need for additional support from the district? Coach: Describe the trendsExample: Both our middle school and our high school need more support meeting the attendance thresholdAdditional Tier 1 Reading/Engagement Student Outcome Data Coach: If your team has additional Tier 1 reading/engagement student outcome data to review, pre-populate this section. If possible, print data and/or gather and organize data in such a way that allows for easily identifying trends and patterns. Otherwise, delete this section.Table 2.5 Additional tier 1 reading/engagement student outcome dataAdditional Student Outcome DataStatusIf your district includes student demographic data in Acadience Data Management, what patterns are you noticing across demographic groups?Coach: Work with your local Acadience Mentor to run the Status report and Effectiveness of Instructional Support Levels report by demographics in Acadience Data Management (Select Scope: District, Breakdown by: Demographics)TEXTWhat additional district-wide student reading or engagement data sources should you consider when identifying areas of need with respect to Tier 1 Reading? (e.g., M-STEP, SAT, NWEA)Data Source: TEXTNoteworthy patterns or observations: TEXTExample: Our 2019 Spring Elementary M-STEP scores confirm that we need to continue to support Tier 1 reading as a district. Our advanced/proficient rate at elementary roughly aligns with the percent of students above benchmark on Acadience Reading. At secondary, we noted a large discrepancy between the PSAT and course performance. Far fewer students are passing the PSAT than are passing their classes.Tier 1 Reading/Engagement Precise Problem Statement(s)Based on the fidelity and student outcome data gathered above, where will we focus our efforts as the District Implementation Team? At the district level it is important for us to focus on fidelity first since much of our work is about building a supporting infrastructure and removing barriers to ensure that staff have what they need to implement practices with fidelity. Team: If you have focused on this area before, go back to your previous precise problem statement(s) to see if these problems are still relevant and should be pasted in the table below or if new problem statements should be developed. Identify one or two Precise Problem Statement(s) in the area of Tier 1 Reading/Engagement. Record a precise statement that summarizes a common Tier 1 fidelity problem across schools and then consider if you need an additional statement or two focused on a more specific fidelity and/or student outcome problem across schools. Table 2.6 Tier 1 Reading/Engagement precise problem statement(s)Who/WhenWhat/WhereAs Measured ByExample 1: (Tier 1 Fidelity Problem): As of Fall 2019 (Year 4), four of our five schools that have begun implementing a Tier 1 School-wide Reading Model or a Secondary Content Area Reading ModelHave not reached the criterion of 80% for fidelity at Tier 1, with the lowest scores in the subscales of Resources and Implementationas measured by the Tier 1 scores on the Reading Tiered Fidelity Inventory from October, 2019.Example 2: (Elementary Item-level Fidelity Problem): As of Fall 2019, two of our three implementing elementary schoolsDo not have grade-level teams that meet monthly, and grade level instructional plans are not being developedas measured by a score of 0 or 1 for two of three elementary schools on item 1.5 and a score of 0 for both schools on item 1.9 on the Reading Tiered Fidelity Inventory from October, 2019.Example 3: (Secondary Student outcome problem across schools): During the 17-18 school year, grades 9, 10 and 11 across both secondary buildingsHave not met the threshold of 80% of students at low risk for course performanceas measured by fall and winter Early Warning Indicator data.1.as measured by . . .2.as measured by . . .Coach: See your Coaching Guide for additional examples.What Was Our Previous Tier 1 Behavior Problem?To answer this question, we need to consider any previous Tier 1 Behavior problems we have identified for the schools we are focusing on today. We need to keep these in mind as we identify our current Tier 1 Behavior problem.Coach: If your team developed a precise problem statement and goal related to Tier 1 Behavior at their last data review for the schools they will be focusing on today, complete the sentences below. Otherwise, delete this section. At our last data review in ______ we identified the following precise problem statement(s) related to Tier 1 Behavior:We set the following goal:What Is Our Current Tier 1 Behavior Problem?To answer this question, we need to consider any new fidelity and student outcome data related to Tier 1 Behavior. SWPBIS Tiered Fidelity Inventory: Tier 1 OverviewCoach: Prepopulate the status column in the table below. Begin by considering the validity of the most recent administration of the SWPBIS Tiered Fidelity Inventory. Team: Go to the MiMTSS Data System District Dashboard, Behavior Fidelity tab and follow along as your coach guides you through the most recent SWPBIS TFI Tier 1 scores.Table 2.7 SWPBIS TFI Tier 1 OverviewTier 1 Behavior Fidelity QuestionsStatusAre there concerns with the validity of the most recent administrations of the SWPBIS Tiered Fidelity Inventory at any of the schools? If so, describe concerns. Y/NConcerns: TEXTWhich implementing schools need more support to reach the Tier 1 Behavior Fidelity target of 70%? Elementary schools with Tier 1 Behavior Fidelity scores below 70%: SCHOOL NAME(S) or X of Y SCHOOLSSecondary schools with Tier 1 Behavior Fidelity scores below 70%: SCHOOL NAME(S) or X of Y SCHOOLSSWPBIS Tiered Fidelity Inventory: Tier 1 Item ScoresCoach: Run a district-wide item-level SWPBIS TFI reports. (See Coaching Guide for directions on how to run this report.) List items from the Tier 1 portion of the SWPBIS TFI for which at least half of all implementing schools scored a 0 or 1. Refer to your coaching concepts (cheat sheet) to prioritize these items. Identify the related concept. Make sure to have the items report and notes available during data review to field questions from the team.Table 2.8 SWPBIS TFI tier 1 item analysis across schoolsSWPBIS TFI Item (Listed by Priority)Related ConceptExample: Item 1.11 Student/Family/Community Involvement provide input annually Communication Protocol Development and UseTEXTTEXTTEXTTEXTTEXTTEXTAdditional Tier 1 Behavior Fidelity Data Coach: If your team has additional Tier 1 behavior fidelity data that are common across the implementing schools, pre-populate this section. If possible, print data and/or gather and organize data in such a way that allows for easily identifying trends and patterns. Otherwise, delete this section.Table 2.9 Additional Tier 1 behavior fidelity dataAdditional Fidelity DataStatusWhat additional district-wide behavior fidelity data sources should you consider when identifying areas of need with respect to Tier 1 Behavior? (e.g., observations of each school’s PBIS kick-off, review of lesson plans for teaching school-wide expectations, classroom ) Data Source: TEXTNoteworthy patterns or observations: TEXTTier 1 Behavior Student OutcomesCoach: Go to the MiMTSS Data System District Dashboard, Behavior Outcomes tab, Discipline Referrals button. Prepopulate the status column in the table below. Begin by considering the validity of the most recent behavior student outcome data. Then study average referrals per day per month. If the annual target was met in previous years, the box will be shaded green. For this year’s current data, if schools are meeting the target each month, they will be below the national median line. Next, study the District-wide Risk Ratios. Hover over subgroups for each school to determine the “n” of each specific subgroup. Consider noting for your team if there are fewer than 10 students in a subgroup that appears inequitable so the team cautiously interprets data for that subgroup. Finally, study the Top 3 charts to look for commonalities across implementing schools.Team: Go to the MiMTSS Data System District Dashboard, Behavior Outcomes tab, Discipline Referrals button, and follow along as your coach guides you through the most recent behavior outcomes data.Table 2.10 Behavior outcomesBehavior QuestionsStatusAre there concerns with the validity of the most recent behavior student outcome data? If so, describe concerns. Y/NConcerns: TEXTAverage Referrals per Day per Month: For the implementing schools, what trends in discipline referrals are you seeing across multiple schools that may signal a need for additional support from the district? Coach: Study trends within this school year as well as across years if available. Describe the trends. Example: 3 of our 5 elementary schools and all 3 of our secondary schools have upward trends in their referrals for this school year, and during the last two months average referrals have been above the national median for all six of these same schools.Risk Ratios: For the implementing schools, what trends in risk-ratios are you seeing across multiple schools that may signal a need for additional support from the district? Caution: If schools have a small number of students (e.g. <10 students) in a subgroup, the data should be interpreted with caution since a couple of students in a very small sub group receiving a couple referrals will have a dramatic affect. However, we must not discount the data. We need to consider how ALL of our students across the district experience school and develop action steps, accordingly.Coach: Make sure to click on the button for the current time of year first and then examine any previous risk ratio data available on the dashboard. Describe the trends. Example: 5 of our 8 schools have inequitable office discipline referral rates for one or more racial/ethnic groups, as demonstrated by risk ratios that are above 1. 3: For the implementing schools, what trends are you seeing across multiple schools for top problem behaviors, top locations and top motivating factors that may signal a need for additional support from the district?Coach: Describe the trends Are "unknown" or "other" among the top 3 motivating factors across a majority of the schools in the district?Y/NIf YES, add an action item to your plan to consult with the SLTs for these schools to ensure a plan is in place to re-train staff on completing the referrals and/or consider district-wide support for these re-trainings.Additional Behavior Student Outcome Data Coach: If your team has additional Tier 1 behavior student outcome data to review, pre-populate this section. If possible, print data and/or gather and organize data in such a way that allows for easily identifying trends and patterns. Otherwise, delete this section.Table 2.11 Additional behavior student outcome dataAdditional Student Outcome DataStatusWhat additional district-wide student behavior data sources should you consider when identifying areas of need with respect to Tier 1 Behavior? (e.g. suspension data, seclusion and restraint data, student perception surveys of climate and/or safety, stakeholder perception and input surveys)Data Source: TEXTNoteworthy patterns or observations: TEXTTier 1 Behavior Precise Problem Statement(s)Based on the fidelity and student outcome data gathered above, where will we focus our efforts as the District Implementation Team? At the district level it is important for us to focus on fidelity first since much of our work is about building a supporting infrastructure and removing barriers to ensure that staff have what they need to implement practices with fidelity. Team: If you have focused on this area before, go back to your previous precise problem statement(s) to see if these problems are still relevant and should be pasted in the table below or if new problem statements should be developed. Identify one or two Precise Problem Statement(s) in the area of Tier 1 Behavior. Record a precise statement that summarizes a common Tier 1 fidelity problem across schools and then consider if you need an additional statement or two focused on a more specific fidelity and/or student outcome problem across schools. Table 2.12 Tier 1 Behavior precise problem statement(s)Who/WhenWhat/WhereAs Measured ByExample 1: (Tier 1 Scale Fidelity Problem): As of Fall 2019, two of our three schools that have begun implementing Tier 1 of SWPBISHave not reached the criterion of 70% for fidelity at Tier 1, with lowest scores falling within the Implementation subscaleas measured by the Tier 1 scores on the SWPBIS Tiered Fidelity Inventory from October, 2019.Example 2: (Item-level Fidelity Problem): As of Fall 2019, all three of our implementing schools Have not adequately defined staff-managed versus office-managed behaviors and still have discipline policies and student handbooks that contain only reactive and punitive consequences as measured by a score of 0 or 1 for all three schools on item 1.5 and a score of 0 for all three schools on item 1.6 on the SWPBIS Tiered Fidelity Inventory from October, 2019.Example 3: (Student outcomes problem across schools): As of Fall 2019, two of our three implementing elementary schoolsHave African American students overrepresented in discipline data in comparison to all other racial and ethnic groups in their schoolsAs measured by risk ratios of 2.2-3.5 for African American students compared to the threshold of 1.25.1.as measured by . . .2.as measured by . . .Coach: See your Coaching Guide for additional examples.Summary of Problem IdentificationTeam: Before moving on to Problem Analysis, review the precise problem statements developed for both Tier 1 Reading and Behavior. Consider posting these problem statements or restating them with a partner. Take a moment to prioritize the problems. Each identified problem may be the result of very different contributing factor(s). Therefore, as you move into problem analysis and begin developing hypotheses about why the problem is happening, you may need to think about each problem independently, starting with the top priority problem. Problem Analysis (90 minutes)Time spent understanding why a problem is happening increases the likelihood that our solutions will have the desired impact. Team: Given the importance and complexity of accurate problem analysis at the district level, please watch this three minute video to help you get started with this section of the worksheet. Why Is the Problem Happening?To answer this question, we will focus on contributing factors within the control of the district team. There are likely to be school-level factors contributing to the problems as well, but your job as the District Implementation Team is to focus on district-level factors (e.g., leadership, staff competency, organization). Review and ValidateCoach: Go to the MiMTSS Data System District Dashboard, Capacity tab and print the report: DCA Items in Order. Go through tables 3.0-3.2 highlighting any DCA items in the right-hand column that were scored a 0 or 1. Do not check the box; just highlight the item number. Review the other data sources listed in the right-hand column of each table and determine if any of these data sources indicates an area of need and should be highlighted as well. Make sure to have the DCA scoring rubric, DCA item-level notes and additional data sources (e.g., professional learning calendar, barrier log) on hand during data review in order to help your team think about district-level factors that might be contributing to the problems they identify.Team: Follow the steps below to determine which district-level factors are contributing to the top priority problem you selected.Consider the top priority problem you selected and decide where to begin your analysis:Table 3.0 Organizational Leadership (e.g., DIT functioning, processes, plans, support for SLTs)Table 3.1 Data System for Decision Making (e.g., data collection, analysis)Table 3.2 Staff Competency (e.g., staff selection, training, coaching)Follow along as your coach reviews potential factors and available data sources within the table you selected. If you believe a factor may be contributing to the top priority problem, but no data are currently available to validate that belief, consider the need to dig into data sources more deeply and/or to determine if additional data might need to be collected to rule the factor in or e to agreement about potential contributing factors. Highlight those factors (bulleted statements) and check the box(es) next to the related data source. Go on to the other two remaining tables and repeat steps 2 and 3 focusing on the prioritized problem.As time allows, select additional problems to run through steps 1 through 4. Table 3.0 Potential contributing factors related to Organizational Leadership Potential Factors Related to Organizational LeadershipData to ValidateVision/CommitmentThere is no evidence of commitment for allocating resources to support MTSS Existing board policies and procedures do not align with the current vision for this workOther district / school priorities (effective innovations) are competing for staff time and attention DCA #7BudgetBoard PoliciesProfessional Learning CalendarOther Product: ____________District Implementation Team (DIT)There is no DIT and/or the team is not representative of cross-departmental perspectives The DIT does not include an executive leader and/or the leader’s lack of attendance impedes the team’s ability to complete activities The DIT does not include a designated coordinator, or the coordinator does not perform a lead role, or the coordinator does not have regular and direct contact to executive leaders DIT team meeting processes need to be strengthened DCA # 1DCA # 2 DCA # 3DCA # 4Other Product: ____________Written Processes and Communication PlansThere is no written process or the process is inadequate or not consistently used to select effective innovations that the district will support There is no written process or the process is inadequate or not consistently used to align the effective innovations that the district supports The district does not consistently use a communication plan or that plan is limited or ineffective The district does not consistently use a formal process for addressing internal barriersThere is no written process or the process is not being consistently used to report policy relevant information to outside entitiesThe district does not provide a status report on MTSS to the school board or the status report is inadequate or only occurs once a yearIneffective or infrequent communication is impeding the efforts of schools, groups, teams whose work overlaps with MTSS effortsBarriers communicated from the school(s) have not been addressed or removed DCA # 5DCA # 6 DCA # 10DCA # 11DCA # 12DCA # 17Communication Effectiveness SurveyBarrier logOther Product: ____________Support for School Leadership Teams (SLTs)DIT members do not provide any (or adequate) guidance to principals and school staff on best practices when it comes to developing the SLTs Sufficient time is not allocated for SLTs to meet on a regular basis Factors are preventing principals from participating in SLT professional development sessions and/or attending regularly scheduled meetingsDCA # 18SLT Meeting ScheduleBarrier logAttendance logs for trainings and meetingsOther Product: ____________Implementation PlansThere is no District MTSS Implementation Plan or the plan has not been approved Use of the District MTSS Implementation Plan is reviewed only once per year or not at allSchool Leadership Teams do not have their own MTSS Implementation Plans or those plans are inadequate The district’s and/or the schools’ MTSS Implementation Plans require more specificity in defining activities and monitoring activity completionDCA # 8DCA # 9 DCA # 19District MTSS PlanSchool MTSS Implementation PlanOther Product: ____________Use of Effective InnovationsSchools/staff require materials to successfully use the effective innovations once selected Accountability structures could be strengthened to improve the use of effective innovations within the MTSS framework Documentation from review and selection process for the EIBarrier logTable 3.1 Potential contributing factors related to Data System for Decision Making Potential Factors Related to Data System for Decision Making Data to ValidateData CollectionThe DIT does not support schools in the use of research-validated fidelity measures for MTSS or does not support schools to use these measures as recommended The DIT has limited access to data regarding MTSS The Assessment Schedule is not well understood or underutilized Additional assessment requirements are preventing efficient and effective data collection, data entry, and/or use of dataDCA #13DCA #14Assessment ScheduleOther Product: ____________Data AnalysisThe DIT does not actively use different types of data for their intended purposesThe DIT’s problem-solving process is inadequate or not used at least three times a yearThe SLTs require more support from the DIT to use the problem-solving process at least three times per year DCA # 15DCA # 16 DCA # 20Other Product: ____________Table 3.2 Potential contributing factors related to Competency Potential Factors Related to CompetencyData to ValidateStaff selectionJob descriptions and/or the staff selection process are too broad or genericStaff do not have professional learning plans or the plans are inadequateDCA #21DCA #22Other Product: ____________Coaching SystemThere is no coaching system, or the coaching system is inadequate Coaching service delivery plans are not utilized or inadequate for supporting SLTs Coaching data is not collected, analyzed, and/or multiple data sources are not used to inform supports Coaching data indicate that coaching supports are not resulting in improved implementationCoach: To further validate and identify more specific contributing factors related to the coaching system, refer to your Coaching System Data Google Sheet.DCA #25DCA #26DCA #27Coaching Data Google SheetCoaching System DocumentIndividualized Coaching Service Delivery PlansOther Product: ____________Training SystemTraining in data, systems and practices related to MTSS is not secured, not prioritized, and/or inadequate Insufficient district support to ensure ALL building staff have been trained in Tier 1 Classroom PBISThe DIT does not collect training effectiveness dataThe DIT does not use training effectiveness data to inform improvements to training or improvements to other implementation supports such as coaching The types of training effectiveness data that are collected and used are insufficient to inform improvements Training effectiveness data are being analysed but not in a systematic way and/or not in a timely fashion after trainings to quickly identify next stepsCoach: To further validate and identify more specific contributing factors related to the training system, refer to your DIT Training Effectiveness Data Google Sheet. DCA #23DCA #24DIT Training Effectiveness Data Google SheetProfessional Development ScheduleTraining RecordsDIT meeting agendas where training data were usedOther Product: ____________Implementation SupportsSchools and impacted staff require implementation supports (e.g., coaching, re-teaching) to do what is being asked post trainingPrincipals may need additional implementation examples to adequately use the effective innovation(s) post training Barrier LogCoaching LogsOther Product: ____________ConsiderTeam: Are there any other district-level factors that may be contributing to the problem(s) that were not captured above? There are likely to be specific school-level factors contributing to the problems, but your job as the District Implementation Team is to focus on district-level factors. Additional district-level contributing factors:DecideTeam: Review the factors you validated in tables 3.0-3.2. Then come to an agreement on the top three to five factors that are contributing to the problem(s). (Revisit your precise problem statements if needed to keep the connection strong between your hypotheses and your problems.)Table 3.3 Hypothesis StatementsIf we develop a plan to address (this contributing factor)Then we should expect to see (this improvement in fidelity and/or student outcomes across schools)If we strengthen our district’s coaching system to allow coaches to collaborate on common coaching conceptsThen we should expect to see improvement on targeted items from the SWPBIS TFI and R-TFIIf we utilize our communication plan and barrier removal process more regularlyThen we could support our SLTs in busting barriers (i.e., board approval needed) that are preventing their work (i.e., updating policies and student handbook) from moving forward (i.e., establishing equitable discipline practices)TEXTTEXTTEXTTEXTTEXTTEXTConsiderTeam: Is there any additional information that you need to collect to further verify the contributing factors (e.g., observations, permanent product review)? Do you need to set aside additional time to take a closer look at other problems you identified but did not get a chance to analyze? If so, record action items in your plan and move on to Plan Development with the information you have available today.What Is Our New Goal?To answer this question, we need to think about how to make our hypotheses measurable. We need to set some specific goals related to our hypotheses so we can evaluate if our plan works or not. Recall that a good goal is a S.M.A.R.T. goal (specific, measurable, attainable, realistic and time-bound). Team: Add a goal or two to your Implementation plan to monitor the effectiveness of these new activities. (Also include the related problem statement and hypotheses to remind you of the problem you are trying to solve.)Example:Goal: By spring of 2020, all three of our implementing schools will improve their scores on the SWPBIS TFI items 1.5 and 1.6 to meet the 2 point criteria.Precise Problem Statement: As of Fall 2019, all three of our implementing schools have not adequately defined staff-managed versus office-managed behaviors and still have discipline policies and student handbooks that contain only reactive and punitive consequences, as measured by a score of 0 or 1 for all three schools on item 1.5 and a score of 0 for all three schools on item 1.6 on the SWPBIS Tiered Fidelity Inventory from October, 2019.Hypothesis: If we strengthen our district’s coaching system to allow coaches to collaborate on common coaching concepts, then we should expect to see improvement on targeted items from the SWPBIS TFI and R-TFI.Plan Development (60 minutes)What Is Our Plan?To answer this question, we need to identify specific activities that are based upon our hypotheses, then prioritize and plan for these activities.Implementation Plan (hyperlink)Team: After completing the District Capacity Assessment your team may have already identified a few new activities to strengthen your district’s infrastructure. Consider if those activities should still be prioritized for completion this school year or if different activities were identified today that should take priority because they are more likely to positively impact outcomes across schools. Prioritize your activities and add them to your Implementation Plan. Make sure to identify who will do what by when.Who Needs to Know?To answer this question, we need to consider what information from today should be shared with our various stakeholder groups.Accomplishments and BarriersCommunication Protocol (hyperlink)Barrier Removal Process (hyperlink)Team: Refer to your Communication Protocols and Barrier Removal Process as you answer the questions in the table below.Table 4.0 Accomplishments and barriers planAccomplishments & Barriers QuestionsStatusWhat accomplishments have you identified from today, at the district and/or school levels, that you want to share out? (Refer to tables 1 and 2, if needed.) Which stakeholder groups will you share with (e.g., school board)? TEXTEnsure barriers have been recorded in your barrier removal log. What support might you need from your ISD, Implementation Specialist, or other outside organization to remove any of the barriers identified?TEXTMTSS UpdateWe need to summarize our work today and make a plan to share this information with various groups across our district. Recall that we need to update our school board at least two times per year, providing them with at least five different data sources analyzing the effectiveness of our district’s work to support MTSS (see DCA item 17). MTSS Update Slide Deck/Template (hyperlink)Team: Complete the MTSS Update slide deck or use your own method of communicating MTSS updates to staff and other stakeholders. Record your plan for sharing the update.Plan for sharing the MTSS Update: TEXT ................
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