selma unified in action!: scaling- up multi-tiered systems of...
TRANSCRIPT
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"Selma Unified in Action!": Scaling-up Multi-tiered Systems of Supports to Meet the Needs of All Learners
Steve Gonzalez, Michelle Salcido, & Blanca AguirreSelma Unified School District
Acknowledge: Rob Horner, George Sugai, Dean Fixsen, Barb Kelley, Cristy Clouse
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Who are we?
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Mission“...to provide a student-centered instructional program which allows students to reach their highest potential as contributing members of
society.”
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Main Ideas
• Implementation of innovative practices is rapidly becoming part of Selma Unified’s fabric.
• As we move forward a major challenge will be our ability to align and sustain evidence-based practices and initiatives.
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Goals
• Share Selma’s steps for initiating change: Why • Become familiar with core features for multi-tiered systems of
support: What
• Share the process for building and sustaining practices (Cognitive, Behavior, Emotional): How
• Understand implications for teachers, families, and administrators: Implications
• Your Job: What is one step you can initiate within your organization this year? 5
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BUILDING CAPACITY: COEs/Districts/Schools
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Use Implementation Science
IMPLEMENTATION DRIVERS STAGES OF
IMPLEMENTATION
IMPROVEMENT CYCLES
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Fact or Fiction?
5. Research indicates that students are twice as likely to fail a class in 9th grade than in any other grade.
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1. MTSS provides the framework in schools that provides both academic, behavioral, emotional support for students.
2. Effective educational innovations occur easily.
3. The lowest 10% of readers in the middle of 1st grade are likely to stay the lowest 10% of readers unless they receive additional support, and 74% of poor readers in the 3rd grade likely remain poor readers in the 9th grade.
4. English Learners should receive designated or integrated ELD as part of their daily instruction.
FACT
FICTION
FACT
FICTION
FICTION
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Why
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Why
am I t
akin
g
this
risk?
I need to get to
the next hold,
then the next,
then the next, to
reach the top.
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ELDCommon Core MTSS - PBIS
PSW - RtI
Cooperative Learning
Restorative Discipline
After School Programs
Digital Learning
NGSS/STEM
Adaptive learning
Green School
• School,• District• County• State
UDLSpec EducationCoaching
-ELD-Behavior-Math-ELA
WHY
Mental Health Pupil
Services
Federal and State
C & I
Tech
CurriculumGuided Reading
Policies
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Selma has not scaled up alone…
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However, aligning initiatives AND building internal capacity that is sustainable...
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Estimate how many initiatives you are implementing that
address students academic/behavior/social needs?
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Selma has not scaled up alone…
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S + P + M = O Setting Event Antecedent Behavior Consequence
lll
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WHEN
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Who would like to date themselves?
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When: Our Journey...
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2009-10: One school pilot’s PBIS
2010-11: Four schools begin PBIS training.
2011-12: Three additional schools begin PBIS training (8 total).
2012-13:-Three more schools begin PBIS training-First 3 ELD Coaches hired
2013-14: -RtI DW-Self- Assessment-LCAP-Professional Dev.-Initial Implementation of ELD K-12 -LCAP
2014-15: -Implement Progress monitoring literacy tool-TFI -MTSS Coordinator-MTSS Teams -MTSS DIT-MTSS DW Collaboration-Mental Health -Website created-Professional Dev. -Intervention PLC -2 Secondary ELD Coaches hired
2015-16:-HS PBIS Focus-Sustain progress monitoring-Collaboration among staff -Professional Dev.
*Disclaimer
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STAGES OF IMPLEMENTATION
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Should we do it?
Work to do it right!
Work to do it better!
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Think of a current initiative in your organization and consider which
components of the Exploration Stage were in place, partially in place or not in place when it was first launched?
• How about now? • What might be some next right steps?
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WHAT
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What: “Multi-Tiered Systems of Support”….
Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems George Sugai
Cognitive
Behavior
Emotional
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MTSSIntegrated Continuum
Mar 10 2010
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Academic Continuum
Behavior Continuum
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Tiered Supports in Selma USD
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EL Instructional Coaching Protocols
Pre-Coaching Meeting
Professional Development
Coaching Support Menu
Individual Goal Setting Session
Coaching Support
Individual Closing Session
Post-Coaching Meeting
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Student Data Analysis for EL Services
CELDT Data
● CELDT Overall
● Speaking
● Listening
● Reading
● Writing
Reading Data (IRI)
● Independent Level● Instructional Level● Grade Level Equivalent ● Grades● CFAs, Benchmarks● Teacher Input
Behavior/Emotional
● ODRs
● Attendance
● Suspensions
● Benchmarks
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WHO
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Provides guidance, visibility, funding, political support for MTSS
Students
School Staff
School MTSS/Implementation
Team
District Implementation
Team
Across State
Multiple District/Site Teams
All staff
All students
Multiple schools w/in local district
Who is supported?
How is support
provided?
Diverse District Team to assist the district/schools to implement effective innovations that benefit students
Provides regional training for District/School Teams and technical assistance for Building Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
County Offices of Education/
CalTAC
CDE\CDE2 \ CA PBIS
Coalition\CalTAC
Statewide \ LEA Structure of support: Acknowledge MiBliSi
Context
District Administrative Team/Board
Provides guidance, visibility, funding, political support
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MTSS Leadership Team Meetings
collaborate analyze
share
learn
acknowledge
plan
focus
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Activity
● Brainstorm who would be on your District/School Implementation Leadership
Team?
● If you have a team already, is anyone missing?
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HOW
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Facilitative Administration: MTSS BLUEPRINT
Re-cap & What’s New
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MTSS BLUEPRINT CONTENTS
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Fidelity: Do our perceptions match?
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DISTRICT-WIDE PERFORMANCE ASSESSMENT CALENDAR
August/September
October March April May
PBIS Assessments
*Tentative
Tiered Fidelity
Inventory: 9/8-10-16
Optional:
BOQMATTIC
*SAS: Only if
not completed
Spring, 2015
School Safety
Survey: 10/12-10-30
School-
wide Evaluation
Tool: 3/1-5/28
Tiered Fidelity
Inventory: 4/4-4/29
Optional:
BOQMATTIC
School Safety
Survey:5/2-5/13
Self-
Assessment Survey: 5/16-
5/20
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Improvement Cycles: Are we doing what we say we want to accomplish?
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PBIS Measures of Fidelity--------------------
SETTICBoQSAS TFIISSETBATMATT
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LITERACY: New York, RtI Self-Assessment Findings, 2013-14
• RtI was a non-negotiable in Selma, however…
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Progress Monitoring for Literacy
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Supported Systems to Make DECISIONS! = Student Outcomes
Referrals
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86% 95% 94% 97%
L
CA
P/G
oal #
4: S
choo
l Clim
ate
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• Whato Selecting initiatives/ programs/ approacheso Evidence-based practiceso Hexagon Tool
• Who: A team with…o Organizational impacto Budget authority for all initiativeso Content knowledge
• Why:o Student and family outcomes
What
WhoWhy
The Single Biggest Challenge to
Effective Alignment:
Launching Implementation
without having the “Starting
Elements” in place
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Getting StartedRob Horner, 2015
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LOOKING FORWARD
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What: System
for ensuring EBIs are consistently implemented
across the district
How: Implementation of the Reading- TFI district-wide
Who: Establishing a district implementation team (DIT)
Who: Coaching to support site teams problem-solving skills
How: Increase culturally responsive practices, ELD Integrated Instruction
How: Unified Training Plan that supports the district initiatives
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Activity
In regards to alignment, implementation of EBIs, and sustainability:
What is one step you can initiate within
your own organization?
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PBIS
Effective EfficientPractices that work
Practices that are practical, durable and available
EquitablePractices that benefit all