mtss p roject o verview : c urrent p ractices, s upports, r esources amanda march, ph.d., ncsp 2015...

MTSS PROJECT OVERVIEW: CURRENT PRACTICES,

SUPPORTS, & RESOURCES

Amanda March, Ph.D., NCSP

2015 FDLRS Institute12.2.15

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

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.

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

LInterventi

onConsider

ESETraditional

L JResponse to Intervention

Consider ESE if

necessary

GeneralEducatio

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

Parallel RtI:A & RtI:B?Integrated MTSS?

Siloes of Service Delivery Integrated Service Delivery

Academic Behavior

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)

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?

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

Leaders as Coaches as Leaders…System Alignment & Integration

We Coach

Leaders

(District)

(Principals & Coaches)

(Teachers)

Students &Parents

(State)

who Coach

District

Building

Classroom

Student

Leaders as Coaches as Leaders…System Alignment & Integration

We Coach

Leaders

(District)

(Principals & Coaches)

(Teachers)

Students &Parents

(State)

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

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 CoordinatorAbrundage@usf.edu

Pam Sudduth- Literacy Learning & Development Facilitatorpsudduth@usf.edu

Shelby Robertson- Mathematics Learning & Development Facilitatorsrobertson@usf.edu

Jayna Jenkins- Learning & Development Facilitator jayna@usf.edu

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

Ella Thompso

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

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.

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.

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

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.

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

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

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

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

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

david@tlc-mtss.com Judy Peacock, Region 1 Technology Coordinator

judypeacock@usf.edu Gary Pearcy, Region 2 Technology Coordinator

gmpearcy@usf.edu Janet Good, Region 3 Technology Coordinator

jgood@usf.edu Tara Jeffs, Region 4 Technology Coordinator

tjeffs@usf.edu Tony Dutra, Region 5 Technology Coordinator

tdutra@usf.edu

http://www.tlc-mtss.com/contact-us.html

Unit Contact InfoLoan Library Technology SpecialistsLinnzi Marks

linnzimarks@usf.eduNathaniel Drake

draken@usf.eduSam Jeanty

samueljeanty@usf.eduCarlos Arredondo

carredondo@usf.edu

Unit Contact InfoRegional Local Assistive Technology SpecialistsSaundra Brooker

saundra.brooker1@jcsb.orgMissy West

Melissa.West@wcsb.usCheryl Libbert

libbert_c@firn.eduTeresa Pinder

pindert@levy.k12.fl.usKennon Alderman

kennon.alderman@desoto.k12.fl.us

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

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

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

jmcastil@usf.edu

Kevin Stockslager, Evaluation Specialistkstocksl@usf.edu

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

• 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

• 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.

• 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

• 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.

• 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

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

• 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

Employ the four-step prob-lem-solving process that

involves the following basic steps: Problem Identifica-

tion, Problem Analysis, Plan Development and Imple-

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-

Collect data and monitor fidelity of the problem-solving process and stu-dent intervention plans

0%10%20%30%40%50%60%70%80%90%

Data-Based Problem-Solving Skills

NSMSSSHSVHS

Support school-based leadership in creating and articulating a clear vi-

sion with a sense of urgency for PBS/MTSS and school improvement

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)

Leadership Skills

NSMSSSHSVHS

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: flpbs@fmhi.usf.edu • 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?

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

Thank You!

Amanda March, Ph.D., NCSPFlorida PS/RtI & PBIS Projectsamarch@usf.edu@AmandaLMarch

mtss p roject o verview : c urrent p ractices, s upports, r esources amanda march, ph.d., ncsp 2015...

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