Beth Boggs NC DPI MTSS Consultant: Southwest Area Charlotte and surrounding counties

Transcription

1 Amy Jablonski, Director, Division of Integrated Academic and Behavior Systems, NC Dept. of Public Instruction Slide Image Key Content 1. Understand the use of implementation science to develop supports for all districts, Charter Schools, and state-operated programs to implement Multi-Tiered Systems of Support. 2. Understand how North Carolina utilized research around the concepts of readiness, implementation capacity, and sustainability to develop a statewide strategic plan. 3. Understand how North Carolina calibrated evaluation and implementation tools from exemplar states and agencies to support the work of the state team, as well as the work of LEAs and Charter Schools. Beth Boggs NC DPI MTSS Consultant: Southwest Area Charlotte and surrounding counties Correy Watkins NC DPI MTSS Consultant: Sandhills Area Fayetteville and surrounding counties Laura Winter NC DPI MTSS Consultant: North Central Area Raleigh and surrounding ''NC'Mul-.Tiered'System'of'Support' Wikispace: Facebook: NC Multi-Tiered System of Support All consultant s: first.last@dpi.nc.gov 1

2 History of RtI and PBIS within Exceptional Children Division of the NC Department of Public Instruction. RtI: Exploration began in 2000 Five pilot school sites in 2005 Statewide training in 2006 Regional consultants and trainers in 2008 Partnership with general education by 2010 Integration of Implementation Science in 2011 Transition to a three tier model school systems and 192 schools have attended RtI training across the state. PBIS: Exploration began in the early 1990s Small, sporadic efforts until 2000 and the awarding of a State Improvement Grant Small number of pilot schools sites Regional PBIS Coordinators, State PBIS Consultant, Data Manual, NC PBIS State Recognition Program in 2008 More than half of NC schools considered implementing PBIS Almost 700 schools received state recognition for Secondary Grant: NCDPI received a matching grant from the Oak Foundation to support secondary schools with a Multi-Tiered System of Support (MTSS) State Implementation Team: Scaling up Work Group in 2011 Combined partnerships and strategic work to support PBIS and RtI Later became State Implementation Team RtI Consultants: Full-time state-level position in 2013 Blending of funds from several agency departments Implementation Science Specialists: Half of the MTSS State Consultant position designated as Implementation Science Specialist. Second half-time equivalent created by 2014 Implementation Science Specialists worked in partnership with SISEP SLD Task Force (Policy Change) 2

3 MTSS State Leadership & Policy Team: Definition: NC MTSS is a multi-tiered framework which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problemsolving to maximize growth for all. Vision - Every NC Pre K-12 public education system implements and sustains all components of a Multi-Tiered System of Support to ensure college and career readiness for all students. Mission - NCDPI will prepare and support LEAs to implement a Multi-Tiered System of Support for total school improvement by providing professional development, coaching and technical assistance, research and evaluation, and communication and visibility that results in college and career readiness for all students. NCDPI believes that MTSS is the most effective and efficient approach to improving school outcomes and student performance thereby ensuring equitable access to a sound basic education. MTSS Strategic Planning Team: Communication and Visibility Professional Development Research and Evaluation Technical Assistance and Coaching Development of policy for the elimination of the intellectual ability achievement discrepancy for identification of Specific Learning Disabilities In January, 2014, the Exceptional Children Division leadership combined the responsibilities of the eight Regional Behavior Consultants to manage all PBIS implementation, and support all students and personnel funded with PRC 29 monies. Four State Behavior Consultants with targeted areas of focus designed to reduce the amount of statewide work for the regional consultants, and to allow for collaboration with the upcoming MTSS rollout. Four MTSS Regional Consultants were hired in 2014, using blended funding sources. These four positions were housed within the Division of Curriculum and Instruction. 3

4 Readiness Instrument: The following factors contributed to a higher level of readiness for implementing MTSS: 1. District-level position with some portion of time dedicated to RtI/PBIS/and/or MTSS, 2. Number of schools implementing PBIS with fidelity, 3. And inverse correlation with percent of student identified as having a SLD. These correlations were shared with submitting districts, along with the district s own results, including an action planning template to further their district s level of readiness. Selection of Cohorts: Matched based on level of readiness, district size, and location Three regional training groups Submission of the Partnership Agreement Training Plan: Blended model plan utilizes online course content and activity submission, as well as face to face previews and follow-up sessions. Three modules of training cover: core instruction, supplemental and intensive supports, and SLD eligibility District Teams: District MTSS Leadership Team District MTSS Implementation Team with designated District MTSS Coordinator District Coordinators: Attend bimonthly regional meetings Operate as a Community of Practice Regional Consultants: Provide feedback on course participation to the District Coordinator Engage in online course completion Facilitate regional Coordinator meetings Provide targeted coaching to the District Coordinators and/or District MTSS Team 4

5 By 2015, as the work evolved, the work of the two state teams also changed. State MTSS Leadership and Policy team: State Leadership and Policy Team Meeting frequency changed to every other month State Strategic Planning Team: Implementation design Organized through four workgroups Movement of four staff members from the Exceptional Children Division to the MTSS team as Regional Consultants in 2015: Three from Behavior Support Team One from Program Improvement and Professional Development Team All eight team members share prior knowledge of scaling up an initiative, problem solving, and implementation science The Division of Integrated Academic and Behavior Systems was launched in Amy Jablonski become the Director of the Division of Integrated Academic and Behavior Systems, to lead the eight MTSS Regional Consultants and one Administrative Assistant. Standalone Sessions designed to help build readiness for those not participating in a training cohort have also been very useful for school systems and Charter Schools within a training cohort. The topics covered so far are three of the six Critical Components of MTSS: Leadership in an MTSS Framework, Data and Evaluation in an MTSS Framework, and Problem-Solving in an MTSS Framework MTSS Implementation Highlights: Cohort One has finished Module 1.1, 1.2, and 1.3, and is currently working through Module 1.4 uses EdCamps to showcase LEAs and Charter Schools: Haliwa Saponi Tribal School Data Tools Crosswalk: New Hanover: Connecting to School Administrators West Carteret High School: Problem Solving Around Policy

6 Guilford County: Use of Implementation and Outcome Data: Chatham County: Teaming Structures: Cohort Two is currently working through Module 1.1, 1.2, and will begin 1.3 soon. The same routine utilized for Cohort One and Two will is currently underway to select Cohorts Three and Four. Submission of a Readiness Instrument Analysis of results Cohort selection Original Face to Face Training Plan: Original plan for four consultants, trainings scheduled in west, central, and east. MTSS Coordinator Meetings were held in those locations, and consultants were split between locations. Timeline to complete each Module of online coursework was fairly short. Revised Face to Face Training Plan: Changes made due to scope of work, geographic and demographic size of regions, and feedback from stakeholders. Trainings and Coordinator Meetings held in the west, central, northeast, and southeast, with intent to move to regional work for the school year in order to conserve resources such as time and money. Communication protocol is followed so that messaging is consistent throughout the state. More time allowed for completion of online modules. On February 4, 2016, the NC State Board of Education approved, and voted into policy, the changes for SLD eligibility determination. The third MTSS module, Evaluation and Identification of students with SLD will help district teams and Charter Schools to process and implement this content. 6

7 Ongoing/Next steps: Provide ongoing presentations across State Agency Divisions and Departments Regional Service Support Teams use data to assist school systems within these regions as they solve academic and behavior problems MTSS consultants lead four Implementation Workgroups on the State Implementation Team Communication and Visibility Data and Evaluation Professional Development Technical Assistance and Coaching State-wide Communication Plan to ensure consistent messaging State Assessment Suite Charter Schools 7