DEMOGRAPHICSDistricts served in Jackson, Lake, Coos, Curry and Harney counties Alignment and Collaboration with EBISS and Oregon RTI Project

Primary focus on universal

systems and data analysisAdjustments to core instruction

and informing intervention Policy Informed Practice,

Practice Enabled Policy

(PIP ~ PEP)

MULTI-TIERED SYSTEMS OF SUPPORT:

PURPOSE AND BEST PRACTICE FOR EFFECTIVE SELECTION AND HIRING

Moira McKenna and Kim Hosford, Southern Oregon ESD

April 2015

EBISS Grants Pass

SCALING-UP: IMPLEMENTATION SCIENCE

Reference stages of Implementation Science as a gauge for growth toward goals and initiatives

Exploration Installation Initial ImplementationFull Operation InnovationSustainability

Fixsen, Naoom, Blase, Friedman & Wallace, 2005

2-5 years

IMPLEMENTATION SCIENCE - ACADEMIC Initiative Year

sStage of Implementation / Indicators

Data Meetings: Universal Screening and Progress Monitoring

7 Sustainability• Meetings standard, accepted practice• Relied upon for core and student

support

Procedural Manual 3 Initial – Full Implementation• Assist in informing, writing, defining

components• Revision is role reliant

Approach to data analysis

1 Installation – Initial Implementation• Inform curriculum development for

core instruction and intervention• Research and provide resources

Model for Instructional Coaching without FTE for position

2+ Installation – Initial Implementation• Instructional Walk-Throughs• Peer observation and IA Support

IMPACT DATA – HAS AND TELLS A STORYKinder PSF 2012-13 Kinder PSF 2013-14

IMPACT DATA ~ INSTRUCTIONAL WALKTHROUGHS

Kinder NWF 2012-13 Kinder NWF 2013-14

IMPACT DATA – INFORMED INTERVENTIONDIBELS Measurement System ~ 4th Grade Oral Reading

Fluency  Fall

Benchmark

 

Winter Benchmark

Spring Benchmark

Rate of Improvement between fall

and spring / 35

weeks of instruction

Kelly’s Performance

64 @ 94% 91 @ 98% 107 @ 97% 1.23 word gain per week

4th Grade Benchmark data

90 @ 96% 103 @ 97% 111 @ 98% .6 word gain per week

Discrepancy 1.4 x 1.13x 1.04x ---------

IMPLEMENTATION SCIENCE - BEHAVIORInitiative Year

sStage of Implementation / Indicators

Schoolwide PBIS – System and SWIS

3 + zero

Full Implementation

Check-In /Check Out

1 Initial Implementation

Mental Health -Collaboration

2 Exploration – Initial Implementation

Team-Initiated Problem Solving (TIPS)

1 Initial Implementation

IMPACT DATA – COMPARISON DATA

MULTI-YEAR SET DATA FOR DISTRICT

School

Perc

en

t O

vera

ll I

mp

lem

en

tati

on

(8

0%

goal)

WCE MVE LBE ERE ET SC WMMS EPMS EPHS0

10

20

30

40

50

60

70

80

90

100

2010-20112009-20102008-20092007-20082006-2007

Tasks and Activities Who Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May JunePBIS Team Meetings Team   X X X X X X X X X  Activate SWIS/other data systems

Principal

X                    

Employ Team-Initiated Problem Solving (TIPS) process to analyze ODR and Minor-Tracker data

Team   X Xcross

reference

literacy data

X X X Xcross

reference literacy data

X X Xcross

reference literacy data / OAKS data

 

Recalibration Training All Staff

X X         X(as

needed)

       

Teach Students Expectations

All Staff

X X       X   X      

Acknowledge expected behavior*

All Staff

X X X X X X X X X X X

Tri-Annual Review Team   X(prepare

)

X(prepare

)

X(prese

nt)

             

Classroom Management Self Assessment

Teachers

          X     X 

   

Team Implementation Checklist (TIC)

Team   X     X     X      

Schoolwide Evaluation Tool (SET)

District                 X(complet

e)

X(debrief)

 

Benchmarks of Quality (BoQ)*

Team               X(complet

e)

X(debrief)

   

Schoolwide Self Assessment

All Staff

                X(complet

e)

X(debrief)

 

Update Sustainability plan

Team               X X X  

Action plan for next year*

Team   X(revise)

            X(inform)

X(complet

e)

 

PBIS Professional Development*

District X X X X X X X X X X X

Set meeting times for next school year

Team                   X  

Timeline of School-Level PBIS Team activities

INTENDED AND REALIZED OUTCOMES

Increased levels of confidence __________________

Meets Expectation on State Assessment in high school

INTERVIEW QUESTIONSThe right people on the Bus…Ask the questions that target system’s

thinking for district level goals and

instructional delivery in practice Tailor questions for the

position you which to hire

Administrators, Teachers

Instructional Assistants

ADMINISTRATORS – GLOBAL QUESTIONS

What are your experiences with the exploration and implementation of Multi-Tiered Systems of Support for academic achievement and social-

emotional behavior? Please provide specific examples

________________________How do you see your role as an instructional

leader? [To provide high quality PD, guidance, and feedback through use of data that will enhance student outcomes]

[All building goals and decisions link to this common theme]

PRINCIPALS – INSTRUCTION SPECIFICHow would you determine if high quality instruction is being provided in your building? How do you change it if it’s not? How do you celebrate it if it is? Knowledge of the curricula being taught and explicit instructional strategies: witnessed in principal walk-through’s

Knowledge of data: general outcome data and mastery measures or in-program assessments

How do you feel about modeling classroom instruction? Willing to model instruction Flexibility to cover class in support of an instructional coaching model

TEACHERS – ELEMENTARY & SECONDARYHow will you approach instruction for vocabulary and comprehension skills across content areas [for the subject areas you teach]? [direct word instruction for high priority academic vocabulary, word learning strategies, activate prior knowledge and introduce necessary background knowledge]

How will you differentiate instruction to meet the needs of diverse learners in your classroom? Provide examples. [Small and large groups, reteaching skills, ongoing monitoring, repeated practice, scaffolded supports, etc]

What are the 5 big ideas of beginning reading? [phonemic awareness, phonics/alphabetic principle, fluency/automaticity with code, vocabulary, comprehension]

LESSONS FOR IMPACTBring the resources to the district

Federal and State initiatives Research Curriculum Contacts

Teach and Reteach leadership Connect with other resources

Fill-in where needed, be available. Coach. Model. Substitute.

Meet as teams with leadership to collaborate Calendar, professional development, resources

ADVOCATE! Impact the Opportunity Gap!

WITH SKILLFUL AND EARNEST MEANS…

Let us think of Education as the means of developing our

greatest abilities, because in each of us there is a private

hope and dream which, fulfilled, can be translated into

benefit for everyone and greater strength for our nation

__________________

~ John F. Kennedy

35th President of the United States