Integrated Behavior and Reading Intervention System Coaching Service Delivery Plan

Transcription

1 Integrated Behavior and Reading Intervention System Service Delivery Plan The purpose of this document is to outline the focus of coaching supports for schools working to install the advanced tiers of an integrated behavior and reading MTSS model. Author: Michigan s Integrated Behavior and Learning Support Initiative (MIBLSI) Version: 1.0 Date: July 2017 District: Date: Monitoring Plan: The District Implementation Team will monitor the adherence to the coaching concepts outlined in this Service Delivery Plan three times per year. This will occur by speaking to the school s coaches to understand how the coaching concepts or skills are contextualized based on the school s outcome and fidelity data. Table 1. Concepts or Skills by Stage of Implementation and listed in order of priority. Exploration Installation Implementation 1. Assess the need, fit, and context for intervention supports (e.g., percentage of students who will need access to intervention supports) 2. Maintain Focus on Tier 1 Implementation Efforts 3. Promote buy-in and readiness for an Intervention System: a. Process to ensure students have access to intervention 1. School Leadership Team (SLT) development or Intervention System Team development (if SLT cannot perform the responsibilities) meeting schedule, agenda topics, effective team meeting procedures 2. School-wide Assessment System (continued from Tier 1): a. Timelines for accessing student assessment data (new and existing 1. Data Systems a. MIDATA b. SWIS: Drill Down, CICO-SWIS, I- SWIS c. DIBELSnet: Progress monitoring component, Pathways of Progress 2. Data Support: Outcome Measures a. Student Risk Screening Scale (SRSS) b. Discipline referrals 1

2 supports & are making adequate progress b. Student Support Team referral process 4. School Leadership Team (SLT) Capacity for Supporting the Intervention System: a. Additional meeting time to develop and monitor the school s intervention system b. Team qualifications /expertise (e.g., behavioral expertise, Scientifically Based Reading Research expertise) 5. Intervention System Team Formation: only formed if SLT capacity for supporting the Intervention System does not exist students) to determine intervention access b. General parameters for using these data to make important decisions (e.g., screening decision rules, intervention placement test decision rules, guidelines for intervention groupings) c. Progress monitoring and diagnostic assessment decisions (e.g., when to use, frequency, who will collect, how the data will guide instruction) 3. Intervention Schedule a. Time b. Cycle and Sequence c. Interventionists 4. Intervention Details a. Program descriptions b. Skills programs address c. Entrance criteria (e.g., program placement test data) d. Progress monitoring guidelines e. Exit criteria c. Early Warning Indicators (secondary only) d. Curriculum-based measurement (CBM; e.g., DIBELS Next, Content Area Reading Indicators secondary only) e. Intervention access and effectiveness data 3. Progress Monitoring a. CBM progress monitoring b. Intervention program mastery assessments 4. Diagnostic & Intervention Placement Assessments a. Functional Behavior Assessment b. DIBELS Next Survey, c. DIBELS Deep Phonemic Awareness, Word Reading and Decoding d. DIBELS Deep Comprehension, Fluency, Oral Language 2

3 5. Interventionist Implementation Supports: a. Access to highquality professional learning b. Instructional coaching support 6. Intensification Strategies a. Re-teaching b. Increased practice opportunities c. Feedback 7. Communication protocol development and use for intervention access and effectiveness: a. All staff b. SLT (if there is a separate Intervention System Team) c. Parents/guardians d. Central office administration e. Grade or crossdepartment teams f. Student Support Team 8. Development of the Grade or Cross- Department Instructional Plans 9. Student Support Team Operating Procedures: a. Team meeting procedures e. Intervention program placement assessment f. Functional Academic Assessment 5. Fidelity a. SWPBIS TFI Tier 2 and 3 items b. Reading TFI Tier 2 and 3 items 6. Data-based problem solving (school-level, grade level) a. On-going use and Intervention System b. On-going use and Grade and Cross- Department Instructional Plans c. On-going use and Intensive Reading and Behavior Intervention Plans 7. Use and refinements of communication protocols 3

4 b. Development, use, and monitoring of an intensive behavior and/or reading support plan Table 2. Additional components of the Service Delivery Plan Component Supports Frequency / Schedule Coach Preparation Description of Activities or Resources Continuum of coaching supports that will be used to support SLTs or Intervention System Team depending on the prioritized concepts the coach is focusing efforts: Observations Product reviews Teaching (professional learning) Modeling Co-facilitation with support SLT or Intervention System Team member Fluency building Prompting team and / or specific team members Assistance with adaptation with local context Providing feedback (verbal and written) Coaches will participate at a minimum in the following: (Participation can mean a variety of things like direct involvement or observation of the SLT or Intervention System Team.) SLT professional learning sessions Monthly SLTs or Intervention System Team meetings At least 3 SLT events (e.g., presentations to school staff or other stakeholders) Coaches will need to allocate time to adequately prepare to support the schools in their implementation efforts by: Reviewing concepts / skills provided during SLT or Intervention System Team professional learning sessions Allocating time to review products prior to meetings / trainings Allocating time to prepare for an observation of the SLT or Intervention System Team by identifying look fors to share with the team prior to the observation and / or creating a tool to frame observations and feedback 4

5 Component Mechanisms to Provide Feedback Timeline for Written Feedback Effectiveness Measure Description of Activities or Resources Coaches will provide feedback (recognition and suggestions for continuous improvement) during SLT meetings and other SLT or Intervention System Team events either verbally or in written form to the team or specific team members Feedback to be provided (e.g., from observations, product reviews): - during SLT or Intervention System Team meetings - during training meetings (e.g., group reflection) - meetings with individual SLT or Intervention System Team members When written feedback is required (e.g., product reviews, response to questions, following SLT or Intervention System Team meetings), it will be provided within 5 business days of the meeting / event Reading Tiered Fidelity Inventory (R-TFI) Elementary Edition Student outcome data (e.g., DIBELS data) Staff Satisfaction per Surveys (twice per year) Michigan s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education. 5