MTSS Data-Based Decision Making:
Strategies for Systems-Level
Problem Solving
September 10, 2024
�DE-MTSS Technical Assistance Center
Your Facilitators
Megan Pell, Ed. D Instructional Specialist
Dana Farrior, Ed.D
Instructional Specialist
Mackenzie Shane, M.Ed Instructional Specialist
DE-MTSS Technical Assistance Center
The Delaware Multi-Tiered System of Support TA Center proudly serves as a technical assistance provider for the
Delaware Department of Education.
Our TA Center provides professional learning and coaching to support the academic and nonacademic development of all children.
Thank you for bringing your perspective & expertise!
Introduce yourself (name, district and role)
Transformational Processes Standard
Transformational Processes Standard: IMPLEMENTATION
Professional learning results in equitable and excellent outcomes for all students when:
(Learning Forward, 2023)
Learn more about the Professional Learning Standards here and the Delaware Professional Development Standards guidance here.
Cascade of MTSS Implementation to
Support the Whole Child
State
District
School
Classroom
Improved Student Outcomes
Delaware multi-tiered system of support. (2021).
Defining MTSS in Delaware
DE-MTSS is a framework designed to meet the needs of the whole child through an integrated, multilevel prevention system that optimizes team-based leadership and data-driven decision making to meet the academic and nonacademic needs of all students. High quality core academic instruction and non-academic practices are provided as universal supports to all children. Evidence-based intervention and supports are matched to student needs and informed by ongoing progress monitoring and additional formative assessments.
Workshop Objectives
During this professional learning opportunity, Delaware administrators will:
Working agreements
Give and receive welcome
Listen and speak with an open mind and heart
Be curious before being critical
Take risks, embrace discomfort, �be brave
Respect yourself and others
Use asset-based language when referring to students and teachers
Workshop Tools You Can Use
PPT Slides
Note Catcher
Academic Vignette
Implementation Checklist
Grounding Thought & Our Agreements
Alice laughed, “There’s no use trying,” she said; “one can’t believe impossible things.”
“I dare say you haven’t had much practice,” said the Queen.
“When I was younger, I always did it for half an hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.”
Lewis Carroll, Alice in Wonderland
Part I.
Data as a Driver of Excellence in Equity
Driving Question #1
Why is data essential when making decisions to address systems-level problems and improving equity in schools?
DE-MTSS Implementation Teams
Delaware multi-tiered system of support. (2021).
Tier 1: Core/Universal
Core classroom curriculum, grade-level content
Tier 2: Targeted
Specific, targeted instruction based on individual or small group needs
Tier 3: Intensive
Specially designed instruction based on individual student need
Tier 1: Core/Universal
Access to healthcare, physicals, screenings, vitamins and supplements
Tier 2: Targeted
Medication, specific diets,
specific tests
Tier 3: Intensive
Specialists, more specialized care, surgeons
Continuum of Decision-Making
all
some
few
School-Based Structures
Family-Based Resources
Transforming Insights into Impact
Data Mining: Selecting and Gathering Data
Data Storytelling: Paraphrasing the Data
Data-Informed Story Telling
Using data helps us to develop a comprehensive plan for learners and refine the systems and contexts in which they exist.
Assessment data informs two types of
team-based problem solving conversations:
Systems Problem Solving
Across all tiers, to guide the selection and implementation of core instruction and evidence-based intervention
Student Problem Solving
Across all tiers, to understand student responsiveness and determine the adaptation of intervention for students requiring additional supports
Argyris’ Ladder of Inference
Our beliefs influence what we observe
Action
Beliefs
Conclusions
Assumptions
Add Meaning
Select
Observe
Part II.
Strategies for Solving Systems-Level Problems
Driving Question #2
What do highly effective leaders do to ensure consistent and effective implementation of the Data-Based Decision Making process to improve student outcomes and school effectiveness?
Systems Thinking & Everyday Life
Meal Planning
Trip Planning
Common Data-Based Decision-Making Models
Six Step Problem Solving Process
Step 3: Solution Planning
Step 1: Problem Identification
Step 2: Problem Clarification
Step 6: Evaluation
Step 4: Goal Setting
Step 5: Implementation
Adapted from McIntosh & Goodman, 2016
Six Step Problem Solving Process
Step 3: Solution Planning
Step 1: Problem Identification
Step 2: Problem Clarification
Step 6: Evaluation
Step 4: Goal Setting
Step 5: Implementation
Adapted from McIntosh & Goodman, 2016
2 - we currently use this system
1 -looks familiar to
our current system
0 - not at all familiar to me
Step 3: Solution Planning
Step 1: Problem Identification
Step 2: Problem Clarification
Step 6: Evaluation
Step 4: Goal Setting
Step 5: Implementation
Adapted from McIntosh & Goodman, 2016
Application
Data-Based Decision-Making:
Systems Level Challenges
Behavior Case Study
(adapted from: McIntosh & Goodman, 2016).
Step 1
Step 1: Problem Identification | What We Know |
Determined if a problem exists. Define the problem as precisely as possible | The identified problem is…the data coordinator identifies that black students are overrepresented in ODRs. We know this because…a total of 73% of black students had 0 to 1 ODR last year, compared to 92% of white students. |
Guiding Question | |
Guiding question(s): What is the observed discrepancy between our desired outcome and actual outcomes? |
Step 2
Step 2: Problem Clarification: | What We Know |
Analyze the problem to determine why the issue is occurring. Generate a hypothesis (reasons why students are not meeting performance goals). Gather information | The potential barriers are… black students are more likely to receive ODRs for disrespect and more likely to receive these ODRs in the bus area in the afternoon. |
Guiding Question | |
What are the known barriers to the desired outcomes? |
Step 3
Step 3: Solution Planning: | What We Know |
Determine possible strategies that are feasible for your team to implement. | After brainstorming solutions, the team decides to (a) revisit ODR definitions for disrespect, (b) review instructional approaches to problem behavior, (c) reteach expectations for bus area; (d) increase use of acknowledgement tickets, ensuring equity across racial groups, (e) monitor ODRs for improvement by assessing risk ratios for black students. |
Guiding Question | |
Guiding question(s): What are possible strategies? Are the strategies feasible and likely to be effective? Who will implement specific components, by when, and how will you monitor its effectiveness over time? |
Pause & Reflect
Step 4
Step 4: Goal Setting: | What We Know |
Develop a clear goal with a measurable outcome. Determine a date for reaching the goal and a plan for assessing progress along the way. | The team notes a current risk ratio of 2.85 and sets a goal to reduce it to below 1.25 by the end of the school year. |
Guiding Question | |
Guiding Question(s): What does success look like? When do you expect to see the problem resolved? How will you measure progress toward your goal? |
Step 5
Step 5: Intervention Implementation: | What We Know |
Provide training and resources to effectively implement the intervention. Monitor the fidelity of implementation. | The team plans to review ODRs, instructional responses to behavior, and bus expectations at the next staff meeting; reteach expectations to students in the next week; and observe implementation of responses to prosocial and problem behavior at the bus area. The team creates a quick checklist to assess completion. |
Guiding Question | |
Guiding Question(s): What is your plan to support staff to implement the solutions? Do the solution implementers have necessary resources?How will you measure the fidelity of staff implementation? |
Step 6
Step 6: Evaluation: | What We Know |
Determine if the problem persists. Use information gained from this cycle for future problem solving. Begin this process again and apply new information if the problem persists. | The team plans to revisit its plan and observe outcomes each month until the goal is met, revising plans if no decrease is seen in the risk ratio each month. |
Guiding Question | |
Guiding Question(s): What is your plan to review progress toward your goal? Is the plan having the desired impact? Is the plan being implemented with fidelity? Does the original problem still exist? If the problem still exists, how will you modify your plan with information learned? |
Academic Case Study
(adapted from: Problem Solving/Response to Intervention Project, n.d.).
Moving Forward
Data-Based Decision-Making:
Systems Level Challenges
Part II.
Supporting Fidelity of the DBDM Process in Schools
Driving Question #3
How can leaders ensure consistent and effective implementation of the Data-Based Decision Making process to improve student outcomes and school effectiveness?
Risks of Losing Fidelity…
Meal Planning
Trip Planning
Risks of Losing Our Fidelity in our DBDM Process
Our beliefs influence what we observe
Action
Beliefs
Conclusions
Assumptions
Add Meaning
Select
Observe
Complex Systems Change
Vision
Skills
Incentives
Resources
Action Plan
CHANGE
Skills
Incentives
Resources
Action Plan
CONFUSION
Vision
Incentives
Resources
Action Plan
ANXIETY
Vision
Skills
Resources
Action Plan
GRADUAL CHANGE
Vision
Skills
Incentives
Action Plan
FRUSTRATION
Vision
Skills
Incentives
Resources
FALSE STARTS
DBDM Process Monitoring - How? Who?
Process monitoring strategies may include:
Building
Fidelity
Walkaway Thoughts
“That which is measured improves. That which is measured and reported improves exponentially.”
Clear is kind.
- Brene Brown
Thank you for being here!
Please complete this brief evaluation so we can plan for our next session with your feedback in mind.
Thank YOU
for your ongoing engagement in implementing equity-grounded MTSS to support all students, staff, & families
DE-MTSS Resources and Supports
References & Additional Resources
Session Specific References
https://youtu.be/FLqc_9VxfCE?si=lYHi8usM_UhQfvkf