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THE DISTRICT ACTION PLANNING AND PROBLEM SOLVING (DAPPS) PROCESS:BAKER COUNTY
Florida Association of School PsychologistsAnnual ConferenceNovember 6, 2014
2
Welcome!
• Introductions
• Current Responsibilities to Implement MTSS?
• Expectations?
• Questions?
3
FRAMING THE CONTEXT
Organizational Improvement Through a MTSS Framework
4
Parallel RtI:A & RtI:B?Integrated MTSS?
Parallel SystemIntegrated System
“MTSS”
Academic Behavior
5
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
