mtss p roject o verview : c urrent p ractices, s upports, r esources amanda march, ph.d., ncsp 2015...
DESCRIPTION
Proposed Learning Objectives Understand mission of the the Florida Multi-Tiered System of Supports (MTSS) Project, a joint effort between the Problem-Solving/Response to Intervention (PS/RtI) and Positive Behavioral Interventions & Support (PBIS) Projects Identify core components and practices of MTSS Demonstrate understanding of Projects’ approaches to training, TA, and coaching Access and discuss Projects’ resources, tools, and materials to be used and adapted for your role Discuss how Florida discretionary project support personnel can collaborate to facilitate and sustain MTSS statewideTRANSCRIPT
MTSS PROJECT OVERVIEW: CURRENT PRACTICES,
SUPPORTS, & RESOURCES
Amanda March, Ph.D., NCSP
2015 FDLRS Institute12.2.15
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Welcome!• Introductions• Current role and responsibilities?• Materials.• Expectations of presentation? • Questions before starting?
Proposed Learning Objectives
• Understand mission of the the Florida Multi-Tiered System of Supports (MTSS) Project, a joint effort between the Problem-Solving/Response to Intervention (PS/RtI) and Positive Behavioral Interventions & Support (PBIS) Projects
• Identify core components and practices of MTSS • Demonstrate understanding of Projects’
approaches to training, TA, and coaching • Access and discuss Projects’ resources, tools, and
materials to be used and adapted for your role• Discuss how Florida discretionary project support
personnel can collaborate to facilitate and sustain MTSS statewide
Advanced Organizer• MTSS Component Overview • Inter-Project MTSS Project
Mission/Vision• PS/RtI Project Way of Work
– Goals, Resources, Contact Info• PBIS Project Way of Work
– Goals, Resources, & Contact Info • Collaborative Discussions
– How can we collaborate to support and sustain MTSS statewide?
• Q & A, Additional Resources
Norms:The “A E I O Us”
A few agreements for our work together:• Ask questions• Engage fully• Integrate new
information• Open your mind to
diverse views• Utilize what you learn
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Group Discussion
How would you describe a Multi-tiered Systems of Support (MTSS)?In your current role, describe your responsibility to support MTSS implementation and sustainability.
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Critical Components of MTSS
Data Evaluation
Problem Solving Process
Multiple Tiers of
Instruction &
InterventionLeadership
Capacity Building
Infrastructure
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.
Communication& Collaboration
Traditional vs. Response to Intervention
Intervention
JL J
LInterventi
onConsider
ESETraditional
JL J
L JResponse to Intervention
Consider ESE if
necessary
GeneralEducatio
n
MonitorProgress
MonitorProgress
Problem
Solving
Problem
Solving
Problem
Solving
Problem
Solving
- Get Label
- Get Help
FRAMING THE CONTEXT:A LITTLE HISTORY
Organizational Improvement Through a MTSS Framework
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Parallel RtI:A & RtI:B?Integrated MTSS?
Siloes of Service Delivery Integrated Service Delivery
Academic Behavior
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Toward an Integrated MTSS
• RtI and PBIS have similar components, features and complement each other (Sugai & Horner, 2009; McIntosh & Goodman, In Press)
• Critical role of data-based decision-making (Forman & Crystal, 2015; McIntosh et al., 2013; NASDSE, 2006)
• Value for implementation science (Forman & Crystal, 2015; USDOE-OSEP, 2010)
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Facilitating MTSS Implementation
• Both FL PBIS & FL RtI want to:– Develop district organizational capacity to… – …establish a three-tiered model of service delivery…– …that is driven by a data-based approach to
decision-making, and used to… – …evaluate the efficiency and effectiveness of
evidence-based practices on student outcomes.
• Organizational “silos” as a barrier to implementing an integrated MTSS at the school level.– Can you provide any examples of this in your work?
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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
FL’s Mission and VisionThe collaborative vision of the FL PS/RtI & FLPBIS Projects is to:
– 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 collaborative 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.
Two Projects, Overlapping MTSS Goals
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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
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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
The mission of the Project has evolved to focus on building Florida’s school
district capacity to implement a Multi-Tiered System of Supports (MTSS).
Five UnitsPreK-12 Alignment UnitRegional Support UnitDifferentiated Accountability MTSS UnitEvaluation UnitTechnology Unit*Inter-Project & Professional Learning (unofficial
unit)
PreK-12 Alignment Unit
PreK-12 Alignment Unit Goals
To build capacity of districts and schools to create an aligned PreK-12 educational system that maximizes student outcomes from PreK to post-secondary.
Support to StakeholdersWe support districts and schools throughout the state via professional development related to:
Improving instructional practicesLesson Study
STEM/Literacy instruction/interventionIdentification of students at-risk for not meeting career and college readiness expectations
Early Warning SystemsIntensive interventions and specially designed instructionDeveloping integrated PreK-12 MTSS
Support to StakeholdersIn the 15/16 grant year we have provided or are currently providing training and/or technical assistance to the following districts:
BakerGadsdenJacksonLevyPascoPolkLeeManateeHighlands
Resources & MaterialsEarly Warning Systems
Fact Sheethttp://floridarti.usf.edu
/resources/factsheets/index.html
PreK-12 Unit Contact Info
Amber Brundage- Unit [email protected]
Pam Sudduth- Literacy Learning & Development [email protected]
Shelby Robertson- Mathematics Learning & Development [email protected]
Jayna Jenkins- Learning & Development Facilitator [email protected]
Regional Support Team
Regional Support Team Goals
Build district capacity to utilize problem-solving at the student and
systems level establish and maintain an integrated Multi-
tiered System of Supports
SY 15-16 Areas of Focus
1. MTSS at the secondary level 2. MTSS, SWDs and Specially Designed
Instruction3. Aligning district/school initiatives and system
structures for MTSS Implementation4. Using MTSS to support SIP and DIAP
implementation5. Increasing Student Engagement with
instruction
Support to Stakeholders
Provide targeted technical assistance, training, and products to district leadership focused on problem solving and the implementation of a comprehensive, integrated Multi-Tiered System of Supports
District-level problem solving technical assistance and support
Collaboration with and support to non-district stakeholdersFacilitation of Regional MTSS PLCsState/regional/district level professional development
Unit Contact Info
Differentiate Accountability
MTSS Specialist Unit
Differentiated Accountability Regions
Melissa Ramsey
Wayne Green
Jim Browde
r
Ella Thompso
n
Gayle Sitter
DA Way of Work
1. Urgent Customer-Driven Support
2. PD to Practice
3. Strategic Goal SettingSystems thinking and alignment is the key to
school and district improvement.
Urgent Customer-Driven Support
• Listening & Partnering• Connecting
• Cross-Regional Convening• Like-District Convening• Cross-State• DOE Maneuvering
• Collaboration• Enhanced Collegial Relationships• Assist with Strengthening of District
Systems
Example: District Convening
PD to Practice• Collaborative Development
• System Aligned• Based on Identified Need
• District Capacity Focused• Transfer of Learning into Practice for
Sustainability • Follow-up Support for
Implementation• Teacher Engagement• Increased Student Achievement
Example: FSIC
Example: Regional PD Requests
Strategic Goal Setting• Strategic Planning for Continuous
Improvement• Systems Alignment• Data-Driven Planning• Problem Solving
• Implementation Support• DIAP, SIP, TOP, SIG
• Progress Monitoring for Effectiveness• Aligned to District System
• Feedback• As required for SIP, DIAP-1, DA-1 Checklist, DA-2 Checklist
TOP, SIG, etc.
Continuous Improvement
Management System (CIMS)
The Continuous Improvement Management System (CIMS) was developed by the Bureau of School Improvement (BSI) to provide districts and schools with an online platform for collaborative planning and problem solving. The system has continued to expand and now includes: Data visualizations for needs assessment and goal development School and district improvement plans School Improvement Grant 1003(g) proposals Title I, Part A application Registration for BSI-hosted professional development opportunities Resources, tools and guidance to support continuous improvement https://www.floridacims.org/cms
Rule 6A-1.099811, Differentiated Accountability State System of
School Improvement Form DA -1: Checklist For Districts with Focus or
Priority Schools Form DA-2: Checklist For Focus and Priority Schools Form DIAP-1: District Improvement and Assistance
Plan Form SIP-1: School Improvement Plan (SIP) Form TOP-1: Turnaround Option Plan – Phase 1 Form TOP-2: Turnaround Option Plan – Phase 2 http://www.fldoe.org/core/fileparse.php/9931/urlt/01
09021-1098811.pdf
Example: CIMS Platform
Example: Data Visualizations
Example: Data Visualizations
Technology Unit
Technology Unit Goals
Enhance the capacity of all Florida school districts to successfully integrate specially designed instruction, accessible educational materials, assistive technology, instructional technology, Universal Design for Learning, and virtual/online learning technologies in all tiers of a multi-tiered system of student supports.
Technology Unit Goals
Maximize academic and social-emotional outcomes through the understanding and implementation of Universal Design for Learning principles in all instructional data-based problem solving activities to ensure access, equity, and engagement for all students.
Technology Unit Goals
Inform the development and implementation of an instructional delivery system that:empowers students to become expert
learnersempowers students to independently self-
problem solve and self-determine instructional and accessibility needs/solutions
prepares students for post-secondary education, successful employment, and successful participation in our global society
Support to Stakeholders
Internal StakeholdersProvide internal technical
assistance to all units in the PS/RtI Project on integrating Universal Design for Learning principles in a multi-tiered system of supports.
Collaborate with the FLPBS Project on using technology to support the development of positive academic and social behaviors.
Support to Stakeholders
BEESS/FLDOE StakeholdersProvide technical assistance to
BEESS and discretionary project staff in accessible educational materials (AEM), assistive technology (AT), instructional technology (IT), Universal Design for Learning (UDL), and virtual/online learning (VI) technologies.
Collaborate on BEESS Strategic Planning & Implementation Teams
Support to Stakeholders
BEESS/FLDOE Stakeholders Provide professional development support through:
Train the trainer activities (e.g. AT in the Classroom)
Training materials provided to discretionary project staff through the online loan library
Collaborate with discretionary projects on professional development offerings: Working with the Experts – AT in the Classroom
for OTs and PTs Project ACCESS / RMTC / FIMCVI – AT in the
Classroom Project ACCESS – Environmental Communication
Teaching
Support to Stakeholders
BEESS/FLDOE Stakeholders
Support the development of communities of practice that include discretionary project staff and district/school staff through: The Statewide Technology Advisory Committee
(TAC) Registrations for the Assistive Technology Industry
Association Conference (ATIA) Network meetings at ATIA to support
communication and collaboration between state and district stakeholders
Fall and spring AT-AEM-UDL regional meetings to support communication and collaboration between stakeholders
Listservs, Adobe Connect meeting rooms, Basecamp online project management services
Support to Stakeholders
District/School Stakeholders
Professional development support through: AT in the Classroom Environmental Communication Teaching Universal Design for Learning (embedded,
on the job professional development model) Reaching All Learners – Accessibility & Apple
Devices Registrations for Local Assistive Technology
Specialists and teachers to attend ATIA FETC, ATIA, FCEC, Family Café, and local
hands-on technology labs Presentations at local and statewide events
Support to Stakeholders
District/School StakeholdersTechnical assistance support through:
Regional Local Assistive Technology Specialist services for small and rural districts
Online Assistive Technology & Universal Design for Learning Loan Library to support AT assessments and UDL implementation
On-site district and school consultation and TA activities
Regional AT-AEM-UDL meetingsRegional AT-UDL Centers
Resources & Materials AT & UDL Loan Library
Assistive technologyUDL technologiesProfessional development resources
AT&UDL Newsletters and Loan Library Newsletters Digital and printed handouts/resources on
specially designed instruction, accommodations, AEM, AT, IT, UDL, and VI
Teacher Resource CDs Student problem solving models to support self-
determination and self-progress monitoringhttp://www.tlc-mtss.com/resources.html
Unit Contact Info David Davis, Technology Team Coordinator
[email protected] Judy Peacock, Region 1 Technology Coordinator
[email protected] Gary Pearcy, Region 2 Technology Coordinator
[email protected] Janet Good, Region 3 Technology Coordinator
[email protected] Tara Jeffs, Region 4 Technology Coordinator
[email protected] Tony Dutra, Region 5 Technology Coordinator
http://www.tlc-mtss.com/contact-us.html
Unit Contact InfoLoan Library Technology SpecialistsLinnzi Marks
[email protected] Drake
[email protected] Jeanty
[email protected] Arredondo
Unit Contact InfoRegional Local Assistive Technology SpecialistsSaundra Brooker
[email protected] West
[email protected] Libbert
[email protected] Pinder
[email protected] Alderman
Evaluation Unit
Evaluation Unit Mission
To provide the training, technical assistance and support necessary to facilitate:Project staff’s understanding of the basic tenets of
program evaluation and of processes and procedures required for effective evaluation,
Evaluation of the services provided to school and district stakeholders
Project staff’s capacity to increase school and district stakeholders’ evaluation of MTSS implementation
Support to Stakeholders
Internal StakeholdersProvide internal technical assistance to all units
in the PS/RtI Project on evaluating trainings and technical assistance sessions
Collaborate with the FLPBS Project on evaluating MTSS at the school- and district-level
Support to Stakeholders
School and District StakeholdersDisseminate tools and products related to the
evaluation of MTSSSelf-Assessment of MTSS (SAM)Project Evaluation Reports
Provide training and technical assistance related to the ongoing evaluation of MTSSData collection and analysis support
Resources & Materials PS/RtI Evaluation Tool Technical Assistance Manual
http://www.floridarti.usf.edu/resources/program_evaluation/ta_manual_revised2013/index.html
Project Evaluation Reports http://www.floridarti.usf.edu/resources/program_evaluation/index.html
Evaluation Tools http://www.floridarti.usf.edu/resources/program_evaluation/evaluation_tool
s/index.html
Presentations http://www.floridarti.usf.edu/resources/presentations/index.html
Self-Assessment of MTSS Implementation (SAM) http://www.floridarti.usf.edu/resources/presentations/2015/fasp/justice2/ha
ndouts/SAM.pdf
Unit Contact InfoJose Castillo, Evaluation Unit Coordinator
Kevin Stockslager, Evaluation [email protected]
http://floridarti.usf.edu/
PS/RtI Activity Matrix https://docs.google.com/spreadsheets/d/1Ck9RI7ymuTKnJgKlfuYHQVJzgI1
etqCXaR8_cJC9-jA/edit?usp=sharing_eid
PS/RtI Project Contacts
http://www.floridarti.usf.edu/contact/contactinfo.html
Inter-Project MTSS TA Contacts MAP
http://www.floridarti.usf.edu/contact/mtss_ta/index.html
Inter-Project MTSS TA Contacts MAP
Example
http://www.floridarti.usf.edu/contact/mtss_ta/index.html
This product was developed by the Florida Positive Behavioral Interventions and
Support Project, a project funded by the State of Florida, Department of Education, K-
12 Public Schools, Bureau of Exceptional Education and Student Services, through
federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Florida Positive Behavioral Interventions & Support (PBIS) Project
Two Projects, Overlapping MTSS Goals
Florida’s PBS/MTSS Project
Our Mission• Increase the capacity of Florida’s school districts to
use team-based planning and problem-solving to implement positive behavior support within a multi-tiered system of support
What we do…• Provide training and technical assistance to districts
across the state in the development and implementation of positive behavior supports at Tier 1 (universal supports), Tier 2 (targeted group), classroom and Tier 3 (individual student) levels
Tiers of PBISAdapted from Levels and Descriptions of Behavior Support(George, Harrower & Knoster, 2003)
• Tier 3 – (Individual) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
• Tier 2 – (Targeted Groups) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)
• Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
• Tier 1 – (School-Wide) Procedures and processes intended for all students, staff, in specific settings and across campus
Core Principles of PBS
• Team process• Facilitated leadership• School and district action
planning• Data-based problem-solving• Flexibility with fidelity of
implementation• Working smarter, not harder• Emphasizing prevention,
teaching and effective consequences
Number of Schools Trained in Tier 1April 7, 2015
• 8 Pre-K Schools• 864 Elementary Schools• 306 Middle Schools• 200 High Schools• 102 Alt/Center Schools• 96 Other (e.g. K-8)
• 1,576 TOTAL SCHOOLS
Participating Districts
Active
Inactive
55/67 Districts 73% of Florida’s School Districts
December 2014
PBS: RtIB Systems Implementation Logichttps://www.pbis.org/blueprint/implementation-blueprint
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM
Local School/District Implementation Demonstrations (Implementers)
(OSEP TA Center on PBIS, 2009)
Training Provided
• Tier 1/Initial (Universal Supports/Core)• Administrator• Implementation Planning/Booster/Refresher• New Team Member*
• Coaching • Classroom (Tiers 1 & 2)*• Tier 2 (Targeted Group/Supplemental)• Tier 3 (Individual Student)**• RtI:B Database*
* online only
** district level planning
PBIS Workgroups• Disproportionality
– Deliver problem-solving-based consultation to decrease discipline disproportionality, increase culturally responsive practices, & improve dropout prevention strategies in schools through collaborative partnerships with districts.
– Defining Disproportionate Discipline: Understanding Common Measures
• http://flpbs.fmhi.usf.edu/pdfs/Understanding%20Multiple%20Measures%20of%20Disproportionality.pdf
• Early Childhood – Provide training & TA to districts interested in extending PBIS
down to the Pre-K level & related early childhood programs.
• Restraint & Seclusion– Establish partnerships with districts to develop, utilize, & maintain
practices that minimize use of restraint/exclusionary crisis response practices while maximizing implementation of practices focused on crisis prevention.
PBIS Workgroups, cont.
• Program Evaluation – Supports provided to districts as part of their PBIS
participation to evaluate the PBIS implementation status and related outcomes.
• Checklists & Tools: http://flpbs.fmhi.usf.edu/ProceduresTools.cfm
• Family & Community Engagement (FACE)– Provide training and TA to districts on how to involve
family, youth, & community partners in the design, implementation & evaluation of PBIS at district and school level.
• Resources for PBIS & Family: http://flpbs.fmhi.usf.edu/resources_family.cfm
• Family & Community Engagement Innovation Configuration (IC) Map:http://flpbs.fmhi.usf.edu/pdfs/FACESchoolLevelIC_8-21-15(002).pdf
PBIS Workgroups, cont.
• Applying Problem Solving to Classrooms (formally the Classroom Coaching Guide)– Provide & TA to districts interested in
extending PBIS implementation at the classroom level. The CCG training module/package focuses on helping classroom teachers identify strength & areas of need with their classroom management systems.
• provided resources & instruction for problem solving barriers to achieving effective classroom management systems aligned with school-wide PBS implementation efforts.
Online Resources http://flpbs.fmhi.usf.edu/resources_classroom.cfm
Online Resources http://flpbs.fmhi.usf.edu/resources_classroom.cfm
PBIS Workgroups, cont.
• Restorative Practices– Provide guidance, training, &/or supports to
districts interested in identifying and implementing strategies, methods, or procedures for establishing positive & inclusive communities focused on building high quality relationships, clear limits/expectations, & teaching students how to solve problems appropriately. Establishing restorative practices in a district can help develop social & emotional competency among students.
PBIS Workgroups, cont.
• RtIB Database: https://www.flrtib.org– Provide training & TA to
districts interested in accessing & using a FREE resource provided by the FDOE & developed by the PBIS project.
• web-based data entry/reporting program that allows schools to enter various types of behavior data & generate various types of reports for the purpose of measuring effectiveness of their tiered system of behavior supports & student interventions.
– Overview Video: https://usf.adobeconnect.com/_a825389370/rtibmissionpossible/
PBIS Workgroups, cont. • Tier 3 for Behavior Redesign
– Provide training & TA to districts interested in improving the efficiency & effectiveness of district-& school-wide tier 3 systems for behavior support Focuses heavily on building the internal capacity of a district to implement & use FBA/BIP process to guide team-based treatment decisions, encourage mental health supports, involve families & community agencies, & identify effective interventions for students with intense behavior or mental health needs.
– “A Blueprint for Tier 3 Implementation: A Results-Driven System for Supporting Students with Serious Problem Behaviors”http://www.fldoe.org/core/fileparse.php/7690/urlt/Tier3Blueprint.pdf
– Technical Adequacy Tool for Evaluation (TATE)– Tier 3 Innovation Configuration (IC) Maps
PBIS Workgroups, cont.
• Inter-project MTSS Coordination– Help districts that are implementing both PBIS
and RtI to integrate or align those efforts into one MTSS framework. This effort occurs through careful coordination of staff supports from both PBIS and PS/RtI Projects and supported by project leaders and related coordination staff. Within this coordination, topics such as integrating with school improvement, district strategic planning and problem solving, UDL and engagement, standards-based instruction, intensive intervention design, problem solving practices, and lesson study are highlighted as contexts to integrate or align academic and behavior systems of supports.
PBIS Workgroups, cont.
• Systems Coaching (Inter-Project)– Provide training & TA to districts
interested in building the capacity of their district-wide PBIS implementation supports. Systems coaching involves a focus on building greater capacity of a district to provide ongoing, high quality, job-embedded PD, distribute responsibilities for PBIS implementation to ensure implementation progress, & involve multiple stakeholders in the implementation and sustainability of PBIS.
Systems Coaching Definition
Systems Coaching (v.): application of a set of skills and activities that provide dynamic support and facilitation to develop the capacity of school or district leadership teams to implement MTSS aligned with the school or district improvement plan in order to enhance student outcomes
Tenets include:– Not necessarily a person, but a set of skills and activities
coordinated by a team– There are some essential skills sets required of the leadership
team to support and complete the activities– Leadership and coaching are both required for sustainable
change. A reciprocal and functional relationship between coaching and leadership is needed to produce the desired outcomes of the organization
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Coaching Responsibilities1) Demonstrate effective interpersonal communication skills2) Use data-based problem-solving to answer a variety of questions3) Disseminate evidence-based content knowledge
a. Organizational Change/Implementation Processb. Integrated MTSS Three-Tiered Modelc. Best Practices in Reading, Math, Behavior Instructiond. Best Practices in Family and Community Engagement (FACE)
4) Facilitate team-based collaborative problem solving5) Support leadership team and staff capacity to sustain a MTSS6) Provide professional development training and technical assistance7) Evaluate the impact of coaching activities and supports
Systems Coaching Resources
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• Systems Coaching: A Model for Building Capacity• http://www.floridarti.usf.edu/resources/format/pdf/
SystemsCoaching.pdf• Systems Coaching Innovation Configuration (IC) Map
• http://www.floridarti.usf.edu/resources/format/pdf/Systems%20Coaching%20IC%201.2015.pdf
• Leadership Innovation Configuration (IC) Map• http://www.floridarti.usf.edu/resources/format/pdf/Leadership
%20IC%202.11.14.pdf
Next Steps
• Systems Coaching Survey – Perceptions of
Skills– Self Report – Aligned with the
7 Systems Coaching Domains
– Individuals & Teams 96
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involves the following basic steps: Problem Identifica-
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mentation, and Plan Evalua-tion/RtI
Accurately interpret different sources and types of aca-
demic data to support inter-vention design and student
outcomes
Accurately interpret different sources and types of behav-ior data to support interven-tion design and student out-
comes
Collect data and monitor fidelity of the problem-solving process and stu-dent intervention plans
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Support school-based leadership in creating and articulating a clear vi-
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Support leadership to build and main-tain positive relationships among all educators, students, and family and
community members
Facilitate the distribution of leader-ship activities among a number of
individuals (both formal and informal leaders)
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Archived PBIS Chats:
http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm
Content Resources
http://flpbs.fmhi.usf.edu
Florida’s PBIS Project
• Phone: (813) 974-6440 Fax: (813) 974-6115• Email: [email protected] • Project Staff: http://flpbs.fmhi.usf.edu/
aboutus_staff.cfm• State Website: http://flpbs.fmhi.usf.edu
– FLPBS on FaceBook: www.facebook.com/flpbs
– FLPBS on Twitter: www.twitter.com@flpbis• National Website: www.pbis.org• APBS: www.apbs.org
Group Discussion
• In what ways can PS/RtI and PBIS Project staff, resources, and materials support you and your Projects’ goals?
• In what ways might we (discretionary project personnel) more efficiently and effectively collaborate to ensure common language/understanding for MTSS across FL? Support MTSS implementation & sustainability?
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Questions & Discussion
Additional Resources• Myths & Truths about RtI
– http://www.florida-rti.org/parentResources/myths/index.htm (Parent)
– http://www.florida-rti.org/educatorResources/myths/index.htm (Educator)
• MTSS: Common Language/Understanding:– http://www.florida-rti.org/educatorResources/MTSS_Book_ImplCo
mp_012612.pdf
• Introductory video for parents about RtI/MTSS:– http://www.florida-rti.org/parentResources/videos.htm
• Florida’s Problem-Solving/Response to Intervention Website:– www.floridarti.usf.edu
• Florida Positive Behavioral Interventions & Support (PBIS) Project– http://flpbs.fmhi.usf.edu/ 104
Recent State & Federal Guidance Documents
• FL DOE Technical Assistance Paper (TAP):Technical Assistance Paper General Education Intervention Procedures – http://info.fldoe.org/docushare/dsweb/Get/Document-750
4/dps-2015-151.pdf
• FL DOE Technical Assistance Paper (TAP): Evaluation, Determination of Eligibility, Reevaluation and the Provision of Exceptional Student Education Services– http://info.fldoe.org/docushare/dsweb/Get/Docume
nt-7505/dps-2015-152.pdf
• US DOE IDEA Clarification & Guidance Doc– http://www2.ed.gov/policy/speced/guid/idea/memosdcltr
s/guidance-on-fape-11-17-2015.pdf
