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MTSS Coordinators

MTSS coordinators facilitate implementation team efforts.

Overview

The MTSS coordinator is responsible for ensuring that the intermediate school district (ISD) or district takes the necessary steps to implement and sustain district-wide MTSS.

Coordinator Functions

  • Coordination
    • Organize the implementation team and facilitate the team's work.
    • Manage the communication protocols between the district and school teams.
    • Schedule and arrange the professional learning days for district and school teams.
  • Implementation Supports
    • Develop knowledge in implementation best practices.
    • Coach the district implementation team's development of a generic implementation infrastructure.
  • Knowledge and Skills
    • Develop knowledge and skills in understanding the components of an integrated behavior and reading MTSS model.

Professional Development

ISD and district MTSS coordinators participating in a MIBLSI program attend all of the training sessions for implementation teams. Additionally, partnering ISD MTSS coordinators attend a year-long professional development series. Participants include coordinators from all cohorts.

These sessions help ISD coordinators continue to increase their knowledge on how to sustain and expand MTSS throughout the ISD. The series covers a notebook of materials to help coordinators make continuous improvements.

Coaching Data Review

MTSS Coordinators play a critical role coaching role in supporting the District Implementation Team in their review of district-wide data within the four-step problem-solving process. MTSS Coordinators will make a recommendation of which problem-solving process. MTSS Coordinators will make a recommendation of which problem-solving worksheet their team should use during the data review and provide a rationale for the recommendation. The table below provides guidance to MTSS Coordinators in the selection of the most appropriate problem-solving worksheet. The problem-solving worksheet can be found under Tools and Resources on the right-hand side of this page.

When

Recommendations

Year 2: Fall & Winter

We recommend focusing your problem solving on Tier 1 Behavior: Student Outcomes and Fidelity

Rationale:
Your school teams (at least cohort 1) have just started to implement Tier 1 PBIS.

Consideration:
Your team will examine Tier 1 behavior fidelity and student outcomes as well as your district's capacity. The District Capacity Assessment measures the district's capacity to support schools in successfully installing and implementing Effective Innovations, in this case an integrated model of MTSS. At this point, the District Team should be focused on USING the systems, activities and resources your DIT has developed so that you are equipped to support your school teams in successful implementation of the first component of your integrated MTSS Model: Tier 1 PBIS.

Year 3: Fall & Winter

We recommend focusing on Tier 1 Integrated: Reading and Behavior: Student Outcomes and Fidelity for your problem solving.

Rationale:
This is the team's third or fourth data review and your school teams (at least cohort 1) have been implementing Tier 1 PBIS and have likely begun implementing a Tier 1 School-wide Reading Model and/or Tier 1 Secondary Content Area REading Model, we recommend shifting your focus to District Tier 1 Integrated problem solving. The Tier 1 Integrated worksheet will examine behavior fidelity and student outcome data as well as reading fidelity and student outcome data resulting from current implementation efforts.

Consideration:
Your team will also review your district's capacity as a contributing factor to the successful implementation of Tier 1 behavior and reading systems in your schools. Your team will still review progress on the installation activities in your schools, but your problem solving should stay focused on what is currently being implemented.

Note:
If your district has multiple cohorts, then cohort 2 is likely just kicking off PBIS. Therefore, as a coach, decide what would be most helpful to your team to support strong problem solving: Using two separate worksheets (Integrated Worksheet for Cohort 1, and Tier 1 Behavior Worksheet for Cohort 2), OR contextualizing the Integrated Worksheet to support problem solving specific to each cohort. Either way, the team will need to consider the stage of implementation of each cohort, and as the team adds to/adjusts the MTSS Implementation Plan, objectives and activities should be specific to the needs of each cohort.

Year 4: Fall & Beyond
  1. Area Tier 1 Fidelity scores for Reading and Behavior at or near criterion for most, if not all schools within a given cohort? Y or N
  2. Area a majority of your implementing schools starting to see improvements in student outcomes for reading/engagement and discipline referral rates below the national median or moving in a downward trend towards the national median? Y or N

If yes to both #1 and #2 (and data appear accurate), then it may make sense to shift your district team's focus for problem solving to the Intervention Systems.

Rationale:
Both fidelity and student outcome data indicate that your school has established strong Tier 1 supports in both reading and behavior allowing your team to turn its attention to strengthening the Intervention System.

If no to either or both #1 and #2 (and data appear accurate), then we recommend continuing to use the Tier 1 Integrated: Reading and Behavior: Student Outcomes and Fidelity worksheet for problem solving.

Rationale:
The district should be supporting schools in building a strong Tier 1 as it is critical to the schools' success in supporting an Intervention System.

Consideration:
If Tier 1 fidelity scores are at or near criterion but your schools are not seeing improved student outcomes your team's problem solving may need to focus on supporting classroom implementation variables at Tier 1 (e.g. teaching and monitoring classroom expectations and routines, implementation of core reading program, use of a common set of content area reading strategies). Activities related to your Reach objective may need to focus on scale up within a building of Classroom PBIS.

Note:
If fidelity and student outcome data appear very distinct between two cohorts, it may make sense for the district team to complete multiple worksheets, specific to what is being implemented by each cohort. This would ensure that problem solving leads to the identification of specific supports needed by each cohort. As you develop objectives and activities for your District MTSS Implementation Plan, use the information from multiple worksheets to develop activities. Then, consider how overall capacity is contributing to fidelity and student outcomes across all schools in the district.

Coaching Service Delivery Plans

An MTSS Coordinator's use of data to inform supports to the District Implementation Team will increase the likelihood that the team will continue to work to implement with fidelity and that the work will be sustained. A Coaching Service Delivery Plan (CSDP) outlines the concepts that will be intentionally coached, the continuum of coaching strategies to be used, types of information that will be used to determine the effectiveness of the coaching, the frequency of coaching, coach preparation and guidelines for providing feedback to the team. The development of a CSDP allows for differentiated coaching supports based on the team's stage of implementation and context. MIBLSI has created Coaching Service Delivery Plan templates (see the Tools and Resources sidebar) to outline the concepts to be coached at the District Level. Step by step directions (i.e., "cheat sheets") for developing the CSDP are also provided.

This video provides a brief overview of how to develop an individualized Coaching Service Delivery Plan:

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