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Mattituck Infrastructure Group Work

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Infrastructure MTSS Mobilization Framework - CMS

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There is a universal truth when starting any sort of new project, vision, implementation, or system change: a disruption and reallocation of time and resources must be addressed. With the addition of a new goal, there will be a back and forth battle as finite (time, staffing, money) resources are reassigned. To minimize or alleviate the exhaustion that accompanies the tug-of-war, alignment should be the goal of every leader.

An overlooked, yet vital step in setting the stage for successful Multi-tiered Systems of Support (MTSS) foundations is alignment. The clarity that the alignment process brings, offers a path to maximize overall effectiveness, both within the MTSS adoption itself, as well as its integration with schoolwide functionality. The objective of bringing resources to help every student meet their goals is most successful when schools have aligned the multiple layers of resources and programs that schools employ to support their students. Alignment, by definition, considers movement in a straight line, which we all know is the shortest distance between two points. Alignment can also be seen as holding and honoring positions of agreement; arguably the most effective way to implement any systemic change, including moving forward with consent from all parties. Each of us has had opportunities to reap the benefits when multiple factors are working in alignment in life and/or work. Whether it's the car tires or a relationship, the alignment of numerous flexible parts is critical. As humans, and specifically as educators, we are profoundly aware of the frustration, and of feeling the lack of adequate progress, when alignment is not overtly tackled and communicated.

When there is a successful adoption of MTSS, each component cohesively works in a symphony; the universal pre-screen is administered and analyzed, needs analysis are completed and utilized, student strengths and growth edges are assessed, data is used to create interventions, support plans are delivered, and progress monitored with fidelity and finally plan adjustments are made to achieve success for students. When there is complete alignment, all the parties involved benefit, including the student, school community, and all initiative stakeholders.

Ultimately, the following benefits are derived:

1. Prioritization of the success of all students, both individually and as a community of learners; academically, behaviorally, and emotionally.

2. A boost in stakeholder time by streamlining processes and prevention of duplication of services.

3. Filling existing academic gaps and strengthening existing educational programs.

Each year, school campuses and districts are tasked with implementing several initiatives and programs, MTSS included, all with the student's and staff's best interests in mind. By nature of its design, MTSS can serve as the ultimate problem-solving and communication path for a campus when the time and energy is spent first to align the MTSS principles with existing school programs and initiatives. Although this may feel overwhelming, using MTSS as a catalyst and a guide for alignment can be a positive, and ultimately incredibly valuable process.

Here are some tried and tested steps to launch the alignment of MTSS at the school and district level:

1. Name the Resistance

A popular phrase is often used in the Social and Emotional Learning (SEL) world that we can easily apply here: "name it to tame it." This phrase coined by Dr. Dan Siegel , is often used to identify strong emotions which arise. Sometimes these strong emotions possess the power to impede one's ability to engage with their best work. When considering systems work, as the phrase implies, once resistance and obstacles are named, solutions and workarounds can be identified and utilized. If MTSS and leadership teams can name the barriers to implementation, then and only then are viable solutions able to come to the table with objectivity. Once barriers to implementation are called out, it is much easier to identify, or tame, which ones have immediate answers, as well as plan for those that are a bit more challenging. Looking at further implementation barriers, some boundaries might require collaboration and partnership, which could require additional collective guidance, leadership, and academic support. Once the implementation impediments are named, identified, and categorized, the first step of reducing the tug of war has begun. Schools can then be on their journey to alignment.

2. Create a Plan

With planning, communication and a vision, MTSS can be implemented within the school and district successfully, without feeling like it competes with other numerous school initiatives.

When considering a plan, begin by ensuring that the MTSS components include the following:

Robust core curriculum and differentiated instruction that meets the needs of 80% or more of students;

The use of valid and reliable universal screeners for all students;

The creation of student support plans based upon universal screening data;

The frequent use of reliable progress monitoring;

The creation of "student support/decision teams" to consistently review student progress and make adjustments to the duration and intensity of planned intervention, based upon data; and

The support from leadership to provide frequent and clear messaging, professional development for staff, time for teachers to collaborate, and other needed resources to ensure MTSS is successful.

Each of these areas build the foundation of a strong multi-tiered support system. When planning for the implementation of MTSS, trending to and monitoring the celebrations and concerns of each of these areas is essentially the alignment of MTSS.

When planning, MTSS is the foundation that multiple programs and supports are housed. As the MTSS components listed above are designed and implemented, it's important to look with a school-wide lens to embrace and understand the depth of alignment.

3. Identify and name all school efforts, programs, and processes

As mentioned before, schools and districts are chock-full of programs, initiatives, processes, and services available and designed to support students in specific areas. These could include enrichment programs, STEAM opportunities, mentorship, character development, behavioral support, or even particular arts programming. In addition, the opportunities available to schools made possible through donors, grants, scholarships, and passion projects are endless and every school-specific.

Begin by identifying all the school-wide services and initiatives on the campus. The more specificity the list can offer, the more potential for future alignment. An inventory of initiatives can give voice to those small yet powerful groups with student academic, social, and behavioral impact. This step also organically allows for alignment/nonalignment to be easily revealed. Ultimately, an initiative inventory is a best practice to know what's happening and its impact on students at any school or district. Also, when we think about Multi-Tiered Systems of Support, an initiative inventory is the only way to begin checking for alignment to know how to best support students without exhausting staff later down the road.

As the inventory is taking shape, begin to notice patterns that could eliminate resource depletion later. For example, are there two groups that have similar functions and outcomes? Is there a way for these groups to co-create something to support students while coordinating staffing and time resources? Does the school have multiple academic interventions, and lack social skills groups? Are all subgroups of students represented and have access to all programs? An initiative inventory can surface valuable information when making sure that the right supports are in place and accessible for students to achieve maximum benefits.

4. Identify the stakeholders

Each initiative and group in a school or district has a primary stakeholder; someone in the school community who has spearheaded an initiative. Another individual might be an active supporter, identified by their passion and expertise. Each stakeholder has a lens, and all are deeply concerned about moving the goals and objectives forward. The stakeholders and leads know how this program/group will impact student outcomes and are working to implement with fidelity in service of student growth. For each existing initiative, meetings have taken place, and a vision has been established. Knowing the stakeholders, leaders, and the lens through which they look when unpacking the nuts and bolts of alignment is gold. After stakeholders/leads are identified, begin naming the team members, and the roles, responsibilities, and the lens of each. As the inventory is completed, alignment is accomplished when team members know and embody their roles, responsibilities, and success criteria for the teams on which they serve.

5. Align assessment and other required data
Schools are up to their eyeballs in data. The tricky part of achieving alignment is knowing what data to use and employing chosen data best to drive the most impactful decisions. An alignment inventory of initiatives to support MTSS adoption can help. Start by identifying the why of the data. Data that doesn't have a purpose of supporting students can feel like extra work or even irrelevant. Knowing what data is collected, communicating about the usage, and reflecting on the process will increase buy-in and empowerment when using the data to inform academic and school-based decisions.

6. Communicate concisely, and more often than you think necessary

Communication is critical, and aligned communication will get MTSS where it needs to be. With each initiative, spend time on creating a communication plan, beginning by examining the communication systems that your schools use. Schools are great places where mass communication is experimented with, whether email, text, slack, announcements or mailbox notes. What is the primary way in which information is expressed to all staff members? Let's not forget that the best forms of communication will be received by all, making it a necessity to communicate in multiple modalities. When communicating about services or students, having clear information in numerous formats is essential for adult learners.

When reviewing the communication plan, an important step is to be aware of the established point people. For example, there might be someone whose motivation is compliance, whereas for someone else it's passion. Each serves a vital role, and both will communicate importantly and also vastly different points. Value each communication, and make sure that the message is clear from multiple perspectives. Finally, make sure that recipients of communication are inclusive yet intentional. When looking at the alignment table, think about what needs to shift to allow precise and streamlined communication.

7. Organize!

Schools have a natural ebb and flow of timing. While never slow, once the school year has settled in, there is a greater chance of automaticity. Staff are familiar with the bustle and exhaustion associated with starting and closing a traditional school year. While holding the school calendar loosely, what other significant dates will take precedence for each initiative? Where are the times when initiatives can be re-evaluated for alignment, and when will they add an unbearable workload on staff? Using the district calendar and the upcoming initiative dates is a critical step to support alignment and eliminate a tug of war situation.

Moving teams, schools, and districts forward in an aligned, straightforward manner is critical to ensure the success of your MTSS implementation. Having the insight to intentionally examine, adjust, and communicate so that all parties are informed and working in the same direction will increase MTSS sustainability and implementation. This task might feel daunting at first, yet it is manageable and necessary to complete the invisible work, avoid power struggles, miscommunications, or even system failure. Alignment of initiatives and MTSS programs is the foundational work for schools, and can preemptively eliminate the tug of war between time, financial resources, and staffing allocations. Ultimately, completing an alignment inventory sets up your MTSS systemic change, and all the people involved, for success.

Interested in Learning About Branching Minds?

Branching Minds is an MTSS/RTI system-level education platform that brings together innovative, easy-to-use technology with the latest insights from the learning sciences to help drive student and school success while making teachers and administrators work easier and more effective. Branching Minds connects data, systems, interventions, and stakeholders so that educators, administrators, and families can work better together to support students' holistic needs.

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There is a universal truth when starting any sort of new project, vision, implementation, or system change: a disruption and reallocation of time and resources must be addressed. With the addition of a new goal, there will be a back and forth battle as finite (time, staffing, money) resources are reassigned.

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Questions?  Share Them Here Throughout the Session!

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Questions?  Share Them Here Throughout the Session!

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Why Is Capacity Building So Critical For RTI/MTSS?

It's fun to be a leader. You were chosen because you are a "solutions and get it done" kind of an educator! It's also very challenging, as it requires you to keep yourself fit - physically, mentally and emotionally! It requires that we relinquish the superhero cape and share the real work of leadership. The work district and school level leaders must accomplish is weighty and we must admit that building positive capacity in others is the only way to accomplish our goals and sustain them over time. You could have the greatest initiative ever, and spend an entire year working for all hours every day to get it going, only to be moved to another campus or another position for the following year. What happens to your initiative then? It slowly disappears, as staff and leadership changes. Moreover, doing everything on your own just takes longer! To solidify the foundation of a great initiative in an organization, it is crucial to build capacity in others.

Beyond preservation of the initiative, educators grow their instructional skills when they are included in the "science of improvement," which is a big part of MTSS. Their observation and diagnostic skills are sharpened as they evaluate the impact of applying focused strategies to specific student needs. The experience gained from analyzing MTSS data with colleagues translates back to the classroom where those educators can then recognize skill and knowledge gaps more quickly and apply support within core instruction - in real time. The more we study through the MTSS process, the smarter we become!

Who Are the Key influencers for Capacity Building Work?

An important first step is to identify the key influencers in your staff. It may seem like you would want to surround yourself with the first folks who volunteer, those early adopters, but you may actually want to avoid surrounding yourself with only the 'agreeables.' Many good ideas are missed because we were reluctant to be uncomfortable raising them up, and sometimes strengths are hidden under various forms of status and hierarchy. It can be tricky to find those right key influencers, so here are a few things to consider. Select educators/staff members who are:

Eager to learn and willing to share.

Already seeking ways to support specific students/challenges.

Respected across the community and could generate a network of adopters.

The most outspoken critic -- this may seem counterintuitive, but you need to hear them along the way. While challenging and perhaps conflict producing, it is better to be open minded up front and get a better outcome.

How to Plan For Capacity Building Work

Achieving an effective MTSS is a lofty and important goal, but a goal without a plan is just a dream. When planning for capacity building work it's important to engage your key players in outlining the initiative with goals, action steps, the responsible parties, tools and timelines. Together with your team determine the 3 or so most critical aspects of MTSS that you want everyone to be proficient with by the end of the semester or year. (X, Y, Z) Scaffold your plan. Your first draft of ideas may be as simple as this:

The building MTSS team is able to do X, Y, and Z prior to the teacher roll out next month.

One teacher per grade level or content area will work with a member of the building MTSS team to become proficient with X, Y and Z prior to the first MTSS grade/content level meeting.

That teacher then works with their team to make sure they are proficient with X, Y, Z prior to the 2nd MTSS content/grade level meeting.

This will all happen by the end of the semester/year.

Let these ideas develop into an action plan, perhaps the district or school improvement plan. Each idea or goal should have metrics for success, actions to take to accomplish it, and someone who is responsible for monitoring and reporting progress. This is where your team can grow in their capacity. Many members may not have worked with such a plan before, but will recognize that it looks very similar to a student/group intervention plan -- I actually love how this MTSS Implementation Plan mirrors that for the staff.

A Few More Tips:

Let the team share the plan with the whole staff -- most people like to be a part of the solution and in the loop.

Be crystal clear with expectations and how the work will move forward -- transparency is critical, including discussing both growth and setbacks.

Ask staff to commit to growing and doing things they may not have done before. Assure them they will be supported and how that will occur.

Let them know how they can communicate their opinions and need for support.

Model everything you want others to do.

Let everyone know through your words and actions what is important to you, the team and the campus.

Keep the plan at the forefront of your interactions with your team.

Honestly knowing where your team really is in the process can make or break any plan -- so, check in with the team often.

A final thought to consider during your implementation process is to be in it for the long game. Let your plan live its life. There will be hiccups and folks might even complain! Listen and ask questions, but don't quit because there are steps forward and backward. Problem solve, adjust and move forward with an even better plan. Seems pretty simple, right? And yet...

But, What Prevents Us From Building Capacity?

Educators often talk about promoting a "growth mindset" with our students, but get stuck in a "fixed mindset" when it comes to thinking about our teachers and our teams' needs. We forget that teachers really want all of their students to be successful, and they want to be successful, themselves! We often approach our staff as if they have already mastered it all (or should have), rather than approaching them as learners, in need of support from us, their leaders.

We can also shy away from staff members that are reluctant or resistant. They usually resist because they are learners, with fears of failure, and both physical and initiative fatigue. Those struggling educators are precisely the ones that need our support to coach them through their overwhelming feelings. Leaders must remind them of (or show them) management tools like Branching Minds; and talk them through their planning process, asking probing questions and helping them look for efficiency - perhaps they've forgotten to prioritize what is important. We have to help them free their brains by lessening their fear and finding simpler solutions. As learners, teachers will get just as excited about their own "lightbulb moments," as they do when their students have them.

We also can't forget the tug of our own egos. As the LEADER, we have become the "solution" person and sometimes think we have the best ideas or easiest solutions... and it's all feeding our own needs. That's ok, because we are learners, too. We are learning how to lead and share responsibility through building capacity in our team. We are learning how to recalibrate when our primary goal of being a learning organization is usurped by my need to be in charge, to be the best (fill in the blank) in everyone's minds. We are all human. We don't always have our best day, best hour, or best conversation. We can restart, take a deep breath and recommit to our purpose - to use all of the talent and energy available to the work of building a culture of support around all of our students and staff.

Ready to build capacity for your educators, and deliver positive outcomes for all students?

Learn about the Branching Minds Infrastructure Coaching Series, that helps school and district leaders streamline and improve their RTI/MTSS practice at the systems-level, helping them to achieve consistent high-fidelity practice, build capacity for educators, and deliver positive outcomes for all students.

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It's fun to be a leader. You were chosen because you are a "solutions and get it done" kind of an educator! It's also very challenging, as it requires you to keep yourself fit - physically, mentally and emotionally! It requires that we relinquish the superhero cape and share the real work of leadership.

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The MTSS/RTI team is a school-based, problem-solving team; it is the engine that drives the MTSS/RTI practice. The MTSS/RTI team exists to proactively address system needs by reviewing school-wide data (within grade levels and classrooms) and support individual student growth by helping to monitor progress and make decisions for students at Tier 3.
The site administrator should play an active role in recruiting and ultimately designating the composition of the MTSS/RTI team. The most successful teams consist of volunteers, so it is important that site administrators make an effort to designate members who truly want to be involved. MTSS/RTI team membership is made up of both standing members who contribute expertise from their respective disciplines and those who may be invited to address a specific concern. Examples of standing members on the MTSS/RTI team include: administrator, general education teacher, school psychologist/counselor, dean, content area specialist, ELL teacher, special education teacher, and grade-level or department representatives.

Whether developing a team for the first time, filling open "positions," or refining your current team dynamics, it is important to spend time reflecting on individual and group qualities that make for a success team. In order to do this, we must have a good understanding of what the team does, what individual characteristics help make the team successful, what skills the team members need to bring to the group, and what expectations can be established to help the team be successful, which we will cover below.

What Are the Responsibilities of the MTSS/RTI Team?

In a typical school, the MTSS/RTI team meets regularly with a structured agenda that varies throughout the month to:

Review universal screening data;

Review school-wide data, consider feedback and concerns from PLCs/grade or content teams, and make data-based decisions;

Provide input on professional development as it relates to the school's MTSS/RTI practice and Tier 1 needs;

Provide input regarding school site intervention/enrichment schedule, curriculum, and/or course offerings;

Support grade levels/departments in serving students during intervention blocks in collaboration with general education teachers;

Discuss and communicate with the site administrator on issues relevant to the MTSS/RTI process;

Consult and collaborate with administrators, counselors, teachers and parents about MTSS/RTI , problem-solving practice, and procedural integrity;

Hold problem-solving meetings (that include parents) for individual students;

Refer students for comprehensive special education evaluations when data indicate this step is warranted.

What Are the Characteristics of Effective MTSS/RTI Team Members?

MTSS is a system level practice, therefore, an MTSS team should consist of educators capable of leading system level change and management. According to the work of Chenoweth and Everhart (2002), effective leadership teams consists of individuals possessing the following characteristics:

1. they are committed to school-wide change;

2. they are respected by colleagues;

3. they possess leadership potential;

4. they demonstrate effective interpersonal skills; and

5. they are self-starters with perseverance to see projects through

To promote a healthy school climate, the MTSS/RTI team, like any leadership team, should reflect the diversity of the staff, students, and broader community. In addition, the team members should bring a diversity of skills and expertise to best fill out the responsibilities of different roles.

What Roles & Responsibilities Do MTSS/RTI Team Members Hold?

Successful teams clearly articulate everyone's roles and responsibilities so people are adequately able to prepare for what is expected of them and bring their best to the team. The following are typical roles and responsibilities that should be explicitly assigned to members of the MTSS/RTI team, given individual strengths and abilities:
1) Administrative Representative

Provides leadership at MTSS/RTI team meetings

Facilitates monitoring of instructional integrity within grade levels/departments

Ensures progress monitoring for all students in Tiers 2 and 3 (both for students with IEPs and those without IEPs)

Ensures school schedule and resource allocation enables a successful MTSS practice

Celebrates and communicates success

2) MTSS/RTI Team Coordinator/Facilitator

Coordinates and sets agenda for MTSS/RTI team meetings

Provides expertise to MTSS/RTI team regarding problem-solving protocol

Provides expertise in data analysis

Identifies trends in student/staff need across school

3) Grade-level/Content Area Representative

Serves as a liaison between PLC/grade-level/department team and MTSS/RTI team

Attends grade level PLC/MTSS/RTI meetings on a regular basis

Identifies trends in student/staff need across grade-level or content area

Presents data/background information on student being discussed (in absence of classroom teacher)

4) Specialists (rotating members including ELL teacher, speech/language pathologist, intervention teacher, behavior specialist)

Provides expertise to MTSS/RTI team regarding interventions and skill remediation

Supports MTSS/RTI team with data interpretation and ensures linkage of data to selected interventions

Gathers progress monitoring data from PLCs and Tier 3 interventionists for review during MTSS/RTI meetings

Consults/collaborates with classroom teachers regarding differentiated instruction

5) Classroom teacher (Rotating member)

Provides experience with and knowledge of student being discussed

Presents data/background information on student

Ensures next steps are documented and communicated with student and/or family

How Can a Team Be Set up for Success?

According to the Center for Collaborative Education , the following areas and questions should be considered:

Workload assignment

How can we ensure workload is distributed?

How do we help each other balance our MTSS team work with other school responsibilities?

Setting priorities

How do we prioritize our workload?

How will we make sure that tasks are completed on time?

Enforcement of norms

How do we hold ourselves accountable to these norms?

What is our plan if norms are not followed?

In addition to clearly communicating individual roles and responsibilities, healthy and successful teams have a shared understanding of how they are expected to function as a group. While some groups develop these expectations or understandings organically, it should not be assumed that everyone is aligned. Clearly articulating expectations, or operational norms, will help promote a healthier team dynamic.

References:

Chenoweth, T. G., & Everhart, R. B. (2002). Navigating comprehensive school change: A guide for the perplexed. Larchmont, NY: Eye on Education.

Let us help you build the right team!

Branching Minds offers a variety of professional learning opportunities for states, districts, and schools to ensure instructional leaders, specialists, coaches, and teachers are able to implement RTI/MTSS as-well-as the BRM platform with fidelity and maximizes educators' efforts to accelerate learning for all students.

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The MTSS/RTI team is a school-based, problem-solving team; it is the engine that drives the MTSS/RTI practice. The MTSS/RTI team exists to proactively address system needs by reviewing school-wide data (within grade levels and classrooms) and support individual student growth by helping to monitor progress and make decisions for students at Tier 3.