T HE DISTRICT ACTION PLANNING AND PROBLEM SOLVING ( DAPPS ) PROCESS : B AKER C OUNTY Florida Association of School Psychologists Annual Conference November.

THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING (DAPPS) PROCESS:BAKER COUNTY

Florida Association of School PsychologistsAnnual ConferenceNovember 6, 2014

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Welcome!

• Introductions

• Current Responsibilities to Implement MTSS?

• Expectations?

• Questions?

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FRAMING THE CONTEXT

Organizational Improvement Through a MTSS Framework

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

Parallel SystemIntegrated System

“MTSS”

Academic Behavior

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Leading Implementation

• Both PBIS & RtI Share ideas of:– Developing organizational capacity to…

– …establish a three-tiered model of service delivery…

– …that is driven by a data-based approach to decision-making, and…

– …evaluates the efficiency and effectiveness of using evidence-based practices with fidelity on student performances and outcomes

• Context of multiple initiatives to implement and critical budget reductions

• Implications for and impacts on educational practices – particularly those driving implementation resources

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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

MTSS Inter-project Vision• 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 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.”

Multi Tiered System of Supports

Critical Components

Data Evaluation

Problem Solving Process

Multiple Tiers of Instruction

& Intervention

LeadershipCapacity Building

Infrastructure

Communication &

Collaboration

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.

What Does MTSS Look Like At The District Level?

• MTSS is a way of work for the district, not the implementation of a program

• Leadership prioritizes the implementation of MTSS throughout its evaluation models.

• District level organizational structures mimic and support the integrated model at the building level.

What Does MTSS Look Like At The District Level?

• Decisions are made using a data-based problem-solving process

• Policies inform and support data-based decision-making

• Funding is aligned to support the implementation of MTSS

What Does MTSS Look Like At The District Level?

• Resources are allocated based on need and effectiveness of implementation

• Professional development is the engine that drives and sustains improvement

• Communication with stakeholders include data that reflect performance outcomes that are “standards-based”

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

Change Model

Consensus

Infrastructure

Implementation

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WHAT IS THE DAPPS?

Organizational Improvement Through a MTSS Framework

Systems Coaching with Baker

• 7 PBS/RtI Staff• District Action Planning &

Problem-Solving Process (DAPPS)1. Application/Readiness2. Needs Assessment3. Action Planning/PS4. Service delivery

(Train/TA)5. Evaluation

• Not our goals; District Goals!

Professional Development

Shared Leadership

SupportProblem-Solving

Facilitation Skills

Content Knowledge

What is the DAPPS?(District Action Planning and Problem Solving)

• A systems-level problem solving process that districts can use to guide the implementation and evaluation of MTSS

• Data-based problem solving is used to inform all decisions and to evaluate the impact/outcomes of those decisions

• It is an open-ended process, NOT A GENERIC PRESCRIPTION for the implementation of MTSS

What are the Strengths of the DAPPS?

• Provides districts with a systematic way in which to problem-solve the implementation of MTSS

• Uses data to guide implementation and evaluation

• Professionalizes, rather than personalizes, decision-making around difficult issues

What are the Strengths of the DAPPS?

• Brings an inclusive, rather than exclusive, process to the district leadership team

• Increases the probability of sustaining implementation practices

• The DAPPS is customized to the needs, goals, culture, capacity and pace of individual districts

Important Considerations

• The DAPPS is not MTSS or school reform. It is a tool designed to facilitate the implementation of MTSS.

• The DAPPS is designed to facilitate the attainment of district-specific goals

• The DAPPS was never designed to implement OUR agenda. It was designed to improve the implementation and effectiveness of the DISTRICT agenda.

Important Considerations

• The DAPPS is content and philosophy “neutral.”

• The DAPPS could be used to facilitate the implementation of very diverse concepts of schooling.

Systems Coaching with Baker

• 7 PBS/RtI Staff• District Action Planning &

Problem-Solving Process (DAPPS)1. Application/Readiness2. Needs Assessment3. Action Planning/PS4. Service delivery

(Train/TA)5. Evaluation

• Not our goals; District Goals!

Professional Development

Shared Leadership

SupportProblem-Solving

Facilitation Skills

Content Knowledge

DAPPS1. Application/Readiness

• DLT Composition• Superintendent Signature• Accountable Officer• District-Project Liaison• Integration of Academic and Behavioral

Supports• Assurance of DLT understanding of roles

and responsibilities• District RtI Implementation Plan• District Organizational Chart• Current Initiatives

DAPPS2. Needs Assessment

• Academic / Behavioral Achievement & Growth

• MTSS Implementation Fidelity – Acad & Behavior

• Capacity for Implementation / Infrastructure

• Consensus• MTSS Self-Assessment Survey

DAPPS3. Action Planning

• Pre-Meetings

• Action Planning – Structured Process

• Debriefing

Problem Solving Crosswalk

4-Step Process 8-Step Process

1. Is there a problem and what is it?

2. Why is the problem happening?

3. What can be done about the problem?

4. Did the intervention work?

1. Determine a priority, describe the problem, set a goal/outcome and ID how you will measure that goal/outcome

2. Identify resources & barriers to attaining that goal.

3. Prioritize the barriers.

4. Identify strategies to eliminate or reduce the barrier

5. Develop action plan to implement strategies.

6. Develop follow-up plan.

7. Evaluate reduction/elimination of barrier.

8. Evaluate progress on original goal.

DAPPS4. Service Delivery/Training/TA

Long Term Goal: Develop the capacity of school-based leadership teams (SBLTs) to fluently engage in the 8-step problem-solving process with fidelity within an MTSS framework– Co-Developed & Executed– Simultaneous Coaching & Training• Building layers of systems capacity

– Gradual Shift in Responsibilities Over Time

Explicit Instruction

Modeled Instruction Guided Practice

Independent Practice with

Feedback

DAPPS5. Evaluation

Self Assessment of MTSS Implementation – SAM– Multiple Tiers of Instruction &

Intervention– Data Based Problem Solving– Data & Evaluation– Leadership– Building Capacity / Infrastructure– Communication & Collaboration

The Beginning of DAPPS

What we learned?

What was difficult?

What was beneficial?

Some of our Action Plans

What we learned?We were unaware of our current

state

Our District work was primarily in silos

We desired better communication and collaboration-but how?

False starts on System Improvements

What was difficult?Completing the District

Leadership Team (DLT) Self-Assessment

Facing the current state of our District’s way of work.

All members actively participating

Time for all team members to be present and “at the table”.

Accepting gradual release

What was difficult?Belief in our own capacity

School level resistance to MTSS

Not sharing a common language/common understanding of MTSS

Finding time for Professional Development for our School-based Leadership Team

What was difficult?

Changing how things are done Changing how decisions are made

◦All decisions are driven by data

Changing the environment

What was beneficial?

Changing how things are done Changing how decisions are made

◦All decisions are driven by data

Changing the environment

What was beneficial?Partnership with DAPPSEffective implementation of MTSS

at most of our schools. Expanding the scope of our workUtilizing DAPPS in many state

level plans, grants, and projects.Helps district resources reach the

appropriate students (and schools) at the appropriate levels

Vision Mission ExpectationsThe District needed a plan—a vision

and a mission for Multi-Tiered System of Supports (MTSS), a structured process, a common language/common understanding, and the sense of urgency.

The District can better support effective implementation at the school level by modeling Small Group Planning and Problem-Solving Processes. The District’s way of work should match the expected schools’ way of work.

Vision Mission Expectations

Working under the Small Group Planning and Problem-Solving Process, the DLT developed a vision, mission, and District Expectations for MTSS.

Vision Mission Expectations Baker County School District Expectations for

Effective

Multi-Tiered System of Supports Implementation

  Using a Structured Planning and Problem-

Solving Process to Reach District and School Goals

Vision

Baker County School District will have the capacity to accelerate and maximize student academic achievement and social-emotional outcomes through successful implementation and evaluation of Multi-Tiered System of Supports and application of Data-based Problem-solving.

Vision Mission Expectations  Using a Structured Planning and Problem-

Solving Process to Reach District and School Goals

Mission

The Baker County School District Leadership Team will:

*Develop, implement, and sustain a comprehensive system of Professional Development, at all levels, for

*Multi-Tiered System of Supports (MTSS) and Data-based Problem-solving, as identified by Needs Assessments.

*Develop and Implement a system of accountability that will ensure fidelity and implementation of Multi-Tiered System of Supports (MTSS) and Data-based Problem-solving.

Vision Mission Expectations

The goal of professional development is to enhance the capacity of our schools to successfully implement and sustain a system of student supports that will ultimately accelerate and maximize positive student academic and social-emotional outcomes.

Questions?

Contact Information:

Susan Voorhees – [email protected]

Tom Hill – [email protected]

Beth Hardcastle - [email protected]

Clark Dorman – [email protected]

floridarti.usf.edu