UpdateHuron ISD

March 2013

Remind Me Again…Why MiBLSi?

• All schools need to have Multi-Tiered Systems of Support (MTSS) in place

• MiBLSi provides a systematic process for getting those practices in place for Reading and Behavior

• MiBSLi will add Early Childhood, Math, Science and Social Studies in the future

Ultimate Goal = Improved Student Outcomes

Implementation Work Completed

• Developing HISD’s MTSS Implementation Support Plan

• Developing MTSS Guiding Principles• Developing MTSS Practice Profile• ISD Value Added• Reviewing LEA’s resources• Reviewing ISD’s resources• Planning for LEA participation in MiBLSi

HISD’s Goal for Supporting MTSSHuron ISD is committed to providing a continuum of supports for all constituent districts as they implement a Multi-Tiered System of Supports (MTSS) framework. It is our goal that supports will be available across all levels (early childhood, elementary and secondary) in order to assist districts in meeting their student outcome goals. The following guiding principles will be central to the work at Huron ISD:

• Focus on Successful Student Outcomes• Continuum of Evidence-Based Instruction and Support• Data-Based Decision Making and Problem Solving• Early Intervention Based on Comprehensive Assessment• Continuous Progress Monitoring• Focus on Fidelity of Implementation• The MTSS process is integral to the school improvement process

HISD’s MTSS Objectives• It is expected that by the spring of 2013, two districts will be committed

to full MTSS implementation while professional development sessions are opened up to all districts. Two districts of eight (25%) will be involved in the formal process. Those districts will have following:– Implementation Infrastructures– Clearly defined roles for supporting MTSS– Building Leadership Team structures

• It is expected by the end of 2017, 4 of the remaining 6 local districts, (for a total of 75%), will have gone through the process of establishing the implementation infrastructures to support schools in the implementation of an integrated behavior and reading MTSS model.

• By the end of 2017, 50% of local districts will have at least one school within the district implementing an integrated MTSS model with fidelity.

Participating LEAs Receive

• Support in setting up MTSS implementation structures

• Customized training in reading and behavior• Coaching support• Some financial assistance

Training Schedule in the PastYear 1• Schoolwide Reading and

Behavior• Strategic (Tier 2)

Reading and Behavior• Intensive (Tier 3)

Reading and Behavior• 3 Days of Data Review– Fall, Winter, Spring

Year 2 & 3• 3 Days of Data Review

– Fall, Winter, Spring

Training Schedule Updated

Year 1- Developing InfrastructurePrincipal and Coaches only – 3 days on Leading ChangeSchoolwide PBIS – 3 daysSchoolwide Reading – 3 daysReviewing Systems Reading and Behavior – 1 dayData Review and Action Planning – 1 day

Year 2- ImplementationTargeted behavior and reading – 2 daysIntensive behavior and reading – 2 daysData Review – 3 days

Year 3- SustainabilityData Review – 3 days

Training Schedules of the Future

Customized Training Plan

• Ongoing Data Reviews• Ongoing Coaching Meetings• Reading and Behavior training provided based on

schoolwide data– Strengthen Tier 1

• Behavior: Classroom and Non-Classroom• Reading: Grade Level Band Trainings

– Strengthen Tier 2 or Tier 3• Behavior: Leadership Team & Interventionists• Reading: Leadership Team & Interventionists

Coaching is Essential for Effective Implementation

Sticky Note ResponseSkill On The Job

Transfer of Skill

Theory

Theory and Demonstration

Theory, Demonstration, and Practice During Training

Theory, Demonstration, Practice, and Corrective Feedback During Training

Theory, Demonstration, Practice With Corrective Feedback During Training and Job-Embedded Coaching

5%

10%

20%

25%

90%

Explain the Theory

Have a Workshop Discussion

Show An Example of

Good Practice

Staff Practice The New Approach

There is no measurable impact on classroom practice up to this point.

Staff Get Feedback on Their Practice

Staff receive (and give) coaching

There is a large measurable impact on classroom practice.

(Joyce & Showers, 1987)

Coaching

• Research shows that to ensure solid & sustainable implementation of any practice, coaching needs to take place.

• Two Types of Coaches– External– Internal

• Provide Coaching on– Student Outcomes– School Processes

At Different Levels-District-Building-Grade-Classroom

Benefits of Instructional Coaching

• Improved implementation

• Improved fidelity of practices

• Less resistance to new practices and increased commitment

• Increase in positive interactions and conversations amongst staff

Financial Support for Participating Schools

• Things are looking up…– Initially allowances were very rigid. It appears the

parameters are opening a bit.

MiBLSi Expectations• Develop a cabinet, who meets monthly• Identify one member of cabinet as the liaison• Identify MTSS Coordinator• Establish an implementation team of 5-7 people, which

meets monthly• Data systems recommended by MiBLSi

– Reading: CBM– Behavior: SWIS; PBIS Program Quality Measures; Early Warning

Signs; Student Risk Screening Scale• The work and decisions of the cabinet and I.T. will align with

MTSS practices

LEA Participation

• Mutual selection• Conversations will take place in the spring of

2013 during admin. visits to LEAs• Goal: By end of May, two schools will have

agreed to participate in MiBLSi• After ISD and LEA administrators have had

conversations, ISD itinerants providing service to those districts will be included in conversations

Questions? Concerns?

Practice Profiles• GPS for how to implement school-wide

practices or programs• Describes the critical components and the

important behaviors you would see as someone implements “it”

Critical Component

Ideal/”Gold Standard”

Acceptable Variation

Unacceptable Variation

Harmful Variation

Example: Healthy LifestyleCritical Component

Ideal/”Gold Standard”

Acceptable Variation

Unacceptable Variation

Harmful Variation

Exercise and physical activity are essential

Cardio activity 30 minutes daily

Cardio activity 30 minutes three to five days per week

Physical activity that is typical to daily living but no structured cardio activity

No physical activity

Eating a well balanced diet

Ensuring appropriate portion control at meals and ensuring half your plate has fruits and vegetables, ¼ of plate protein, ¼ grains

Most meals follow the guidelines of portion control, half plate fruits and vegetables, ¼ plate protein, ¼ plate grains

Few meals follow the guidelines of portion control, half plate fruits and vegetables, ¼ plate protein, ¼ plate grains

Eating large portions of sugars, fatty meat, etc with no fruits or vegetables

Getting plenty of rest

Getting 8 hours of sleep per night

Getting 7 hours of sleep per night

Getting 6 hours of sleep per night

Getting 5 or fewer hours of sleep per night

Benefits of Using Practice Profiles

• Improves everyone’s knowledge of the expectations

• Ensures consistency across implementers• Allows for specific acknowledgement of

components that are implemented well• De-personalizes feedback to improvement• Improves accuracy of observation• Assists with review of practices and goal setting

MTSS Practice Profile-CondensedCritical Components Ideal “Gold Standard”

Critical indicators of successful student outcomes (see right) are achieved through implementation of Multi-Tiered System of

Supports (described below)

100% graduation rate 0% suspension/ expulsion rate 100% students proficient on standardized

tests 100% students enter workforce or post-

secondary training upon graduation

Focus on Successful Student Outcomes

A district-wide commitment and focus on student achievement exists and is readily identified. Academic work prominently displayed across all

content areas Coaching and feedback are regularly provided to

educators to ensure continuous improvement in use of effective instructional strategies.

Sufficient instructional time allocated based on student need and rigor of curriculum, and schedules are adjusted throughout the school year in response to changing needs

Adequate attention is paid to foundational skills in literacy and mathematics in order to ensure success in all subject areas. All of the components of the PBIS implementation framework are embedded in the district’s MTSS model with fidelity.

Let’s check our MTSS knowledge with an open note survey.