# data[].attributes.body
In house PD, PL through NEFEC- systematic, series of events, PL Days within district based on teacher requests and needs identified by district.

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Year round for UCF. Faculty Center for Teaching and Learning. RAFT - helping with grants and FDOE

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Flagler County - Toussiant

ELO - System available for teachers

Prof. Dev. days throughout the rest of the year

Leaders - APs monthly sessions; Principals monthly sessions (2nd Wed. of each month);

based on the FELS; tied to strategic plan

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Subs have been a problem; now sending representatives to train the rest of the team/school. Contractual Planning time presents a problem. Newsletters with links for afterhours have been a new approach.

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PL Calendar is mapped out in Spring for the upcoming school year; All initiatives aligned to District Strategic Plan and then further down to each school improvement plan

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Leadership Pipeline Programs- teacher leaders- brand new Principals

Job Embedded Program- Principal Coaches for new Principals

Pl Courses for teachers and District leaders- 3 cohorts - 20-30 courses

Online programs, Podcasts

NEFEC- Level II Programs of various districts, NEFEC Connect, FDLRS

Open Houses - see best practices

UF - Ed Leadership & Policy - courses - microcredentials considering

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Funding has affected all schools and departments in my district. Most of our professional learning occurs on the school level. District supports push into schools to provide individualized supports based on their School Improvement Plans.

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In house PL, PLC, NEFEC, BEESS. Monroe has scheduled in to the calendar 6 PL Days where depening on the concentration will determine who is participaing. We also offer differnt opportunities throughout the year. Curriculum Coordinators visit schools and work with grade levels and subject area teachers.

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Take advantage of some of the UF Lastinger offerings- Math Matrix,

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PL provided by current school leaders, FAU partnership, and District leaders.

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Because of funding, I am the only professional learning specialist in the district. Currently the PBIS coach and I are teaming up to support new teachers with classroom management.

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Avoiding "next best thing/buzz word" year by year PL design but making something more cohesive and long term over several years for a quality PL design

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on demand resources is a goal- video clip, independent learning- platform presents a barrier. Need some revamps for the leadership pathway- based on needs.

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Due to budget cuts, PL specialists were cut from the department or became literacy coaches. PL in our district comes from free sources as much as possible such as PAEC, UF Lastinger Center, SRLD, NEFEC. Our instructional coaches also provide and/or facilitate PL and data analysis during PLCs.

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Adult learners considered in planning

Want to provide more podcasts, videos, etc.

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Professional Learning Partners- site-based trainers who are trained on facilitating presentations on high-quality tier one instruction to present to their schools. We leverage a professional learning menu for the schools to select and plan professional learning at their site.

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Teachers have designated PL days 1 full day and 6 other days either school- based or district based. PL that is district-wide

Admin/AP- monthly PL and some is traditional face to face and others are synergy walks (instructional rounds at schools) focusing on look-fors

Monthly instructional learning for coaches and then follow up provided

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About 95% of our PL occurs during the school year/day. We try to respect teachers' time and paying for their time in PL is not always feasible.

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Virtual learning PL days for teachers monthly, 1/2 day Wednesday (elementary) Alachua

Virtual asynchronous PL for teacher and leader onboarding

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I think many of us are in a similar place — balancing budget constraints while still prioritizing retention and support for our staff. For us, year-round professional learning means being intentional about coaching and mentoring new teachers, creating spaces for collaboration, and making sure professional growth continues even when resources are tight. It’s really about sustaining our people so they can sustain the work.

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"Drop off PD" that lands without continual, cohesive, strategic plan that just hits the buzz words.

Know better; Do better.

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SCPS- Students leave early on Wednesdays, and teachers plan in PLCs. We offer time throughout the school day to also meet with grade level/subject areas on a curriculum that has been written. PLCs refine the lessons, and work on the science of teaching.

UCF has year round PD, and a faculty center for teaching and learning. There is also grant support.

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Marion County: Induction and Mentoring monthly meetings with Novice teachers/mentors and lead mentors. Differentiated monthly Instructional Coaching PL with aspiring/novice/experts

Tampa Univ: Center for Teaching and Learning offers various opportunities facilitated by faculty members. Professors are trained in professional development as a core tenet. Collaborates with Hillsborough County to provide services and support.

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We've had to become more innovative and creative. Trying not to have teachers come to us and leave campus; alternative to hiring subs.

More flexible professional development for teachers - opportunities provided

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Trainers from specific publications not being able to come in person because thier budgets are cut. In Monroe travel has been cut, and it is necessary for us to travel 50+ miles for a meeting, so we are reverting back to more Virtual.

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Collaboration District-wide to identify bright spots across schools and highly effective leaders to develop and facilitate PL.

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Bringing and uniting university stakeholders (Faculty, students in Ed Prep programs, recent grads) providing breakouts where students and profs get to interact and engage as colleagues in learning;

Like a campus conference with break out sessions that reach and connect all attendees

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Podcasts, videos, Tech. Tuesdays, ERO (prof. dev. system); being innovative and creative

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UCF- has lost travel $, and professors can go to less things to learn

SCPS - We are having to be more strategic in the use of our Title I and Title II funds. There is less $ allocated for learning.

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Limited to no travel outside district, reduced PL offerings during the day- can't pay for subs, eliminated specific programs for PL, reduction of PL for new teachers, committed to keep staff but uncertainty for the future.

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If PL is site-based, less impact.

Creates instability if we can't count on it or predict it. Have to be prepared to go without.

All have experienced budget cuts.

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Summary of Room 4:

Consortium that serves multiple school districts and creates networks and cadres of like minded and like-minded educators for districts that are too small to have their own PL Departments.

Year round professional learning in districts looks like on-demand professional learning for school sites based on need, new teacher year round PL, Aspiring Leader programs at all levels, district wide PL days, early release PL days, self-paced book studies or self-paced courses.

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"What is learned here leaves here." Participants are expected to share. Walkthroughs with an identification of PL needs. PL days where departments build capacity.

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The financial context has definitely had an impact. With tighter budgets, we’ve had to be more strategic about how we provide professional learning. That’s meant prioritizing coaching and mentoring over costly one-time trainings, leaning into in-house expertise, and finding creative ways to sustain year-round development. While the constraints are real, they’ve also pushed us to be more intentional and collaborative in how we support staff growth

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Departments have been able to pay for substitutes for professional learning.

Grant funding used in the past may no longer be available

Fewer opportunities for professional learning

May have to offer summer PL opportunities with either no funding or less than before

Maximizing instructional coaches and using school based meetings to provide PL during staff meetings

Self-paced learning on learning platform and virtual meetings as well.

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Providing a way to continue support after students graduate, like an Advisory Board or Mentor model for new grads to still receive support from their alma maters as they embark on start of their teaching careers.

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Funds for subs will be a challenge and has been a challenge. Funding for conferences and travel has been limited.

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One innovative approach we’ve taken is creating cross-campus professional learning communities and partnering schools based on areas of expertise. By sharing subject matter experts across sites, staff can learn directly from colleagues who have strengths in specific areas. We’ve also expanded our use of online and virtual platforms so teachers and therapists can collaborate without travel barriers. This combination of expertise-sharing, mentoring, and flexible access helps break down silos and keeps professional learning continuous and collaborative.

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UCF- Is finding ways to collaborate on a regular basis with their surrounding districts

SCPS- We have a common curriculum and live writing of our lessons based on each schools PLC feedback; this feedback is focused on differentiation, time, and sequencing; sometimes student artifacts are uploaded to show exemplar work; we also target high-needs schools for training on conditions for learning, engagement, and their individual asks

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UWF Quality Enhancement Plan - focused on critical reflection - Faculty have collaborated to integrate in all courses and with other faculty in other programs (presenting at UCEA about this initiative)

Ethical leaders - discussion in Flagler - foundation for all training; common language for participants

Common language for interacting, collaborating, and discussing issues.

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Asynchronous models.

Focus on development of current administrators to build capacity.

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Symposiums, Pod casts, PL Partners, FDLRS Partnerships,

# data[].attributes.body
Volusia all departments work together so that they are not working in silos.

Collaborations and discussions have helped to eliminate the silos.

Professional learning coordinates all professional learning.

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Differentiating support and PL so adult learners can access and engage (hybrid models, podcasts, etc.)

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Higher institutions provide ongoing support for graduates, especially with FEAPS that may be evaluated on.

Provide various settings and offerings for PL.

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Implementing a Multi-Tiered System of Supports (MTSS) in secondary schools can be challenging but rewarding, and it can offer comprehensive benefits to students and staff. The Lippit-Knoster Model for Managing Complex Change provides a systematic guide for MTSS implementation by focusing on six essential elements: vision, consensus, skills, incentives, resources, and an action plan. Addressing each of these components can eliminate common obstacles to change and foster a supportive school environment (Knoster, 1991; Reynolds, 2023).

Why MTSS Matters in Secondary Education

Secondary schools have unique challenges when it comes to MTSS implementation, including the complexity of student needs and a more rigid schedule with multiple class transitions. MTSS offers a structured approach to address these, benefiting students academically, behaviorally, and socially. Below, we outline how each element of the Lippit-Knoster Model applies to MTSS in secondary settings, with practical steps and resources.

Vision: Establishing Purpose and Scope

A well-defined, shared vision is foundational to MTSS success. As Jimerson, Burns, and VanDerHeyden (2016) emphasize, an unclear vision can hinder MTSS implementation, especially in high schools that have complex student needs. For instance, a high school's MTSS vision might focus on reducing dropout rates, increasing graduation rates, or supporting student mental health. Aligning MTSS with school goals ensures the MTSS model is tailored to student needs, so its outcomes will be impactful.

Resource Spotlight: The Missouri Department of Elementary and Secondary Education's MTSS resources offer exemplary guidance on implementing MTSS, which can be customized to individual school priorities (Briesch et al., 2020).

Consensus: Building a Collaborative Culture

Achieving consensus is vital for fostering a collaborative environment in which teachers, students, parents, and administrators support MTSS goals. An effective strategy for building consensus is "data storytelling," which frames school data in meaningful ways. Visual and narrative presentations of data can help convey the purpose and benefits of MTSS and can help build a shared understanding and commitment (Curry, 2021).

Resource Spotlight: Edutopia's guide to consensus-building strategies for school leaders provides frameworks for creating data stories that resonate with diverse audiences. Education Week created charts are based on Panorama's State of MTSS 2023 Survey. Consider using these as the foundation, along with your school's data, to tell your MTSS story.

Skills: Equipping Educators for MTSS Success

Equipping educators with the right skills is essential for the effective implementation of MTSS, which relies on a set of specific competencies across various roles within the school. These include skills in using data analysis, identifying and administering tiered interventions, and adapting instruction to meet diverse student needs. The Lippit-Knoster Model emphasizes that having the necessary skills can help to relieve staff anxiety and uncertainty, which are common barriers to successful MTSS adoption. A well-structured professional development program that is tailored to MTSS competencies can ensure educators feel confident and prepared to apply MTSS effectively in the classroom.

Resource Spotlight: The MTSS training series by School Resources to Support Military-Connected Students offers short, focused MTSS training sessions that are helpful for working with diverse student populations.

Incentives: Motivating Engagement and Participation

Offering incentives can help foster engagement with MTSS by highlighting its positive impacts on school culture and student outcomes. For example, using Positive Behavioral Interventions and Supports (PBIS), which aligns with MTSS principles, can demonstrate how structured support may decrease disciplinary incidents and enhance the school climate. Studies like Elrod et al. (2021) show that PBIS's focus on positivity and support correlates with fewer behavior incidents and improved teacher buy-in.

Resource Spotlight: Data from studies, such as those on PBIS effectiveness, can serve as incentives for educators by illustrating the tangible benefits of MTSS implementation.

Resources: Ensuring Comprehensive Support Systems

A successful MTSS model requires a strategic alignment of resources to support students and educators across all tiers of intervention. The Lippit-Knoster Model emphasizes the importance of accessible resources and notes that missing resources can lead to frustration and implementation challenges. According to Reynolds (2023), schools that prioritize strategic resource planning experience smoother MTSS integration and encourage staff to remain focused on student outcomes rather than logistical issues.

Resource Spotlight: The Continuum of Evidence by the Clearinghouse for Military Family Readiness at Penn State is a helpful tool that categorizes interventions by efficacy and target demographics. Additionally, evidence-based intervention platforms such as What Works Clearinghouse and Evidence for ESSA provide rigorous evaluations of interventions, allowing schools to select the most effective, research-backed programs.

Action Plan: Charting a Path for Sustainable MTSS Implementation

Creating and using a detailed action plan can be essential for sustaining MTSS implementation. The MTSS Center's planning guides for middle and high schools outline critical considerations and offer guiding questions tailored to each educational level. These documents are helpful for planning phases, structuring interventions, and evaluating progress, which can help to ensure MTSS remains adaptable to school-specific needs.

Resource Spotlight: The MTSS Center's action plan documents help organize implementation strategies that are tailored to meet the unique needs of middle schools and high schools.

Summary: Using the Lippit-Knoster Model to successfully implement an MTSS framework

The Lippit-Knoster Model provides a structured framework for managing MTSS implementation in secondary schools. Addressing vision, consensus, skills, incentives, resources, and action plans helps establish a robust foundation for MTSS that can be sustained over time. When fully implemented, MTSS improves student academic and behavioral outcomes and fosters a positive, inclusive school environment where students and staff thrive together.

Next Steps and Resources

Ready to implement MTSS? The MTSS Check-Up is a flexible toolkit that allows school personnel to create an MTSS framework that is effective for their needs.

Have you tried implementing MTSS at your school? Share your experiences and insights with us here.

Reference(s):

Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2020). A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131-144. https://doi.org/10.1177/1098300719884707

Curry, V. (2021, April 21). A consensus-building strategy for school leaders. Edutopia. https://www.edutopia.org/article/consensus-building-strategy-school-leaders

Durrance, S. (2023). Implementing MTSS in secondary schools: Challenges and strategies. Comprehensive Center Network. https://region6cc.uncg.edu/wp-content/uploads/2022/06/ImplementingMTSSinSecondarySchools_2022_RC6_003.pdf

Elrod, B. G., Rice, K. G., & Meyers, J. (2021). PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools. Psychology in the Schools, 59(2), 318-335. https://doi.org/10.1002/pits.22614

Jimerson, S.R., Burns, M.K., & VanDerHeyden, A.M. (2016). Handbook of response to intervention: The science and practice of Multi-Tiered Systems of Support (2nd ed.). Springer. https://doi.org/10.1007/978-1-4899-7568-3

Reynolds, K. B. (2023). I mplementation of a multi-tiered system of supports in public schools to improve student behavior indicators and mental health (Doctoral dissertation, Southern Nazarene University). ProQuest Dissertations Publishing. https://www.proquest.com/docview/2809324280

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department of defense education activity

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Clearinghouse for Military Family Readiness at Penn State (militaryfamilies.psu.edu)

# data[].attributes.attachment_link.title
Implementing MTSS in Secondary Schools: A Guide to Using the Lippit-Knoster Model for Managing Complex Change

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School Resources to Support Military-Connected Students is a project by the Clearinghouse for Military Family Readiness, an applied research center at The Pennsylvania State University, and is funded by the Department of Defense Education Activity. The project provides school personnel with free, evidence-based resources to support military-connected students.

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This is the one in the FAU presentation.

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Reminding others of the benefits of the change

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Constant feedback loop

Be transparent about the change.

Make the change relevant and involve/engage people in the change. Clearly communicate the “why”/importance of the change.

Have a forward thinking/resilient mindset-expect changes. Have a plan with checkpoints along the way

Develop a collective efficacy

Leaders have to show compassion while in the process of change

Providing support through the change process in terms of supporting the overall well being of people.

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Share Kotter's 8 Steps and name where we are in the steps at each point in the process. Share messaging transparently, share the "why," and always offer support along the way. Show the whole path forward. Don't do things "to" people, do it "with them" - plan for communication strategically to gauge input from all key stakeholder groups along the way and ensure that we respond to change. Make the process as attractive and easy as possible. Ground your team in the mission, vision, and strategic values.

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1. Being transparent about change from day 1.

2. Creating a culture of support.

3. Working through channels and pipelines to ensure vision and other important points are communicated.

4. Leveraging strong leaders to support or instruct other leaders, sharing best practices.

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Use of strategic thinking tools (vision/mission), surveys, data supporting the change, etc.

Using the vision/mission to help anchor the change

Have effective processes in place to support resiliency and sustainability

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Meet people where they are and get insight into their reality.

Honor their feelings and understand experiences to bring them along.

Share the "why" so they can understand the importance to move forward. Sometimes it's in the data.

Transparency is important.

The Change Framework is helpful to support building knowledge.

Check the pulse throughout the change. Can be a quick survey to get more insight - can be powerful questions. Then take action.

Feelings around change might be different depending on what the change is and their past experiences.

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Room 3: Some of the initial things we started with were listening, getting feedback/input, and then, as we worked through the process, we utilized good communication so they knew we were committed and invested in their classrooms.

Stakeholders need to feel heard and valued so they will know we are committed to the change. Communication is key here!

In prep for the loss, we try to consider what is going away. We want stakeholders to understand what will be going away ahead of time. Clear communication of what the new will look like in flow charts and organizational charts/responsibilities, so that everyone understands where they are going and when, so they can make the best decisions for their families. Process documents help us make sure nothing gets missed in the change.

Listening was repeated multiple times.

Great communication allows for great responses. Keeping everyone informed is key.

Sense of loss is sometimes your relationships at some school and/or your "value" that you know feel like you have to rebuild.

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There can be pros and cons, alphas and deltas, with any change.

While changes are often "here to stay" (for the time being!) and may bring benefits, it might be wise to empathize with the sense of loss and/or the fear of loss. Give people a chance to be heard as to where they are about the impact of changes on them before asking them to accept the changes.

Also remind and encourage individual agency available in the face of change. Change can also occur like victimization. :( But, that does not mean one must play the role of victim.

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We discussed differentiating for our adult learners; giving adult learners choices in their learning; providing flexibility with the understanding that our focus is on recruitment and retention (it's a revolving door); offering multiple types of pathways (not a one-size-fits-all approach in terms of leaders); leveraging internal and seasoned capacity to develop new capacity; and finding ways to help leaders become clear about what is no longer needed in their roles—more responsibilities require being very clear about the priorities and what is no longer essential.

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Kotter's 8 Steps, Growth Mindset

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We currently don't have clear systems in place.

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feedback loops

creating a centralized calendar for communication, deliverables, etc. would be helpful

Consistency of leadership - leads to systems of partnership between departments

4DX - systems

Scorecards in different departments

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Creating a culture of coaching. Building the instructional coaching at the leader level. Calibrating within the organization. Coaching to increase retention.

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ex. If we follow the DuFour model of PLCs and using high instructional strategies for learning as identified by Hattie then student learning and teacher efficacy will result.

ex - If we provide coaching at the different levels of leadership with tailored coaching...then we will retain and build strong leaders aligned with our district instructional priorities.

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FEPLN November Breakout - Room 3 (Clay, Bradford, Pinellas, Lake, Franklin and Leon)

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FEPLN November Breakout - Room 3 (Clay, Bradford, Pinellas, Lake, Franklin and Leon)

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“Building a vision of instruction using the same lens”

Implement the vision across groups/departments throughout the district.

Coherence is a process that takes time

Coaches have the same training as administrators leads to more coherence

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If we have a clear vision of coaching and develop the knowledge and skills of our instructional leaders, then job satisfaction, employee retention and student achievement increases.

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Helpful hints for alignment - communicating expectations and providing examples and opportunities for implementation

Differentiated increased levels of support create a common language of expectations

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Framework for Effective Professional Learning

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A Teacher Apprenticeship Program serves as an additional pathway for individuals employed as paraprofessionals by Florida school districts, charter schools or charter management organizations with an Associate's Degree to enter the teaching profession. While in the program, apprentices receive on-the-job training and related instruction leading toward a baccalaureate degree.

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Pathways to Career Opportunities Grant (PCOG) Program

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Archived PCOG Program information has been moved to the Archives . The PCOG Program for FDOE is now posted on the Division of Career and.

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State-Approved Teacher Apprenticeship Programs 

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State-Approved Teacher Apprenticeship Programs 

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FL Approved Teacher Apprenticeship Programs

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Teacher Apprenticeship Program Grant Allocation Chart

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Teacher Apprenticeship Program Grant Allocation Chart

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Accelerated Induction into Teaching Program 

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Accelerated Induction into Teaching Program 

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Accelerated Induction into Teaching Teacher Shortage Solution

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Accelerate Your Teaching Career with FAU’s Accelerated Induction into Teaching AIT Program Addressing Teacher Shortages through Collaborative Mentorship and Support

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We are really trying to streamline our initiatives and and do a few things really well!  We are offering more on-site PD so less costs for subs!

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We are really trying to streamline our initiatives and and do a few things really well!  We are offering more on-site PD so less costs for subs!

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Teachers - Two counties are using PLCP Program - work w/NEFAC to create a program that have 20 modules that cover the FEAPS. After completion of modules- replaces some the coursework they have to do. Meant to help non-traditional teachers to gain professional certification. 3 years to complete. Includes ESOL and Reading Endorsement.

Broward - over 17 different CTE career clusters that is state aligned paid by district. Do job placement for them.

Promise is a Promise - committed to going to college for teaching and districts guarantee a job when completion of certification

Para to teacher Program - go through a program and come back and teach in the district. paid internship and have to start with a 2-year degree.

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One county works with FAU for leadership development

-Teacher apprenticeship with USF

-Level 2 leadership development with USF and Level 3 partners with district leadership and utilize talent

Teacher Leader program with USF

Level 3 partners with USF for Principal Leadership

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Leadership Development

Partnership with FAU - SLPS & Broward - Propel, ELITE - Masters in Ed Leadership partnership. Adjuncts are district employees

Time, funding are obstacles in meeting future potential strategies.

We will need to find unique ways to recruit and get more individuals to want to become educators. Strategically adopting AI to make job easier for teachers. Leverage AI to hopefully recruit more teachers.

Discussed enrollment and future projections.

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Aspiring leaders becoming coaches to serve as mentor teachers to new teachers.

How do we provide PL to alternatively certified teachers and then get them to remain in the districts.

Signing Days with high school students. Partnering with community partners for scholarships

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Ms. Price shared what FAMU is doing with Peacock grant and other great work they are doing with paras and surrounding districts.

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UF/Lake County/Flagler- Leadership adjusting with new exams and preparation programs

Flagler- Para to Profesional Program for ESE

Discussed Funding- Intent is to start up programs at College Level, HS programs are part of CAPE funding

High School Programs to Build Teachers/ District Level PLCP/Internship Programs

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Walkthrough Handout and AI Analysis Instructions 

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Walkthrough Handout and AI Analysis Instructions 