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Shared Ownership

Fidelity of Shared Ownership requires that diverse stakeholders assume an active role in MTSS implementation. Key leadership responsibilities include communicating a vision of high standards, creating an engaging and safe environment, encouraging leadership by others, focusing on improving instruction using data, and improving outcomes through collaboration.  Administrators must be results-oriented, data-informed and highly responsive to feedback.  Above all, they must work to build consensus and articulate a vision for sustainable leadership.

Shared ownership is cultivated through practices such as continuous study, analysis and implementation refinement using layered teams of cross-disciplinary professionals. The expansion of staff roles and functions will be necessary to scale efforts related to ongoing professional learning and coaching. Please see the National Implementation Research Network’s (NIRN) module related to Implementation Drivers https://implementation.fpg.unc.edu/module-2 and the establishment of Implementation Teams https://implementation.fpg.unc.edu/module-3.

DISTRICT MTSS TEAMS

District MTSS Teams are often comprised of building level administrators and other designated representatives who work collaboratively toward the systemic and systematic capacity-building of sustainable K-12 MTSS models. Critical roles and functions of a district level team may include facilitating a collective vision and mission regarding multi-year and phase adoption, implementation and sustainability of an MTSS model. District teams also provide supportive accountability for helping each school establish teaming structures, align professional development with student needs and outcomes, and allocate resources for enhancing tiered supports and services that are equitable, efficient and highly effective within and across each school.

District-based teams may find the National Implementation Research Network’s (NIRN) modules on Implementation Drivers https://implementation.fpg.unc.edu/module-2, Implementation Stages https://implementation.fpg.unc.edu/module-4, and Improvement Cycles https://implementation.fpg.unc.edu/module-5 to be helpful.

CORE MTSS TEAMS

At the building or school level, core MTSS Teams are typically represented by an administrator, grade level general and special education teachers, and related service providers. A core MTSS team often meets monthly to evaluate school-wide infrastructure and implementation priorities, based upon routine integration and analysis of academic, behavioral and social-emotional outcomes. The members must not only be representative of the school but also have the skill and will to lead and persist with fidelity of implementation efforts.

In addition to the aforementioned modules, Core MTSS teams may find the National Implementation Research Network’s (NIRN) modules on Usable Innovations https://implementation.fpg.unc.edu/module-6, Coaching Series https://implementation.fpg.unc.edu/modules-and-lessons and Fidelity Assessment https://implementation.fpg.unc.edu/module-7 to be helpful.

GRADE LEVEL MTSS TEAMS

Grade level teams may look different based on a variety of factors but there should be representatives from grade level teams, who also serve on the core MTSS team to facilitate a regular feedback loop (communication). Grade level teams establish benchmark goals and monitor the progress of all students in the grade level toward those goals. Teachers use formative assessment is to make timely changes to instructional intensity within the confines of whole and small group instruction. Evidence-based academic, behavioral and social-emotional practices are integrated to maximize the health of Tier 1 as evidenced by improved student outcomes and at least one year of growth or more.

TIER 3/INDIVIDUAL STUDENT PROBLEM-SOLVING TEAMS

The purpose of a Tier 3 Problem-Solving/Individual Problem-Solving Team is to design individualized (highly customized) supports for students who require something more intensive for an area(s) of difficulty. Related service providers with specialized expertise often comprise problem-solving teams to include teachers, administrators and families. Tier 3 Problem-Solving Teams often meet every 6-8 weeks to assess student Response to Intervention (RTI) within a problem-solving process. The National Center for Intensive Intervention offers a continuum of resources for Tier 3 Problem-Solving Teams to include a series on data-based individualization https://intensiveintervention.org/resource/intensifying-interventions-struggling-students-through-data-based-individualization.

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“Shared Ownership” Team Discussion Items

  1. Discuss professional development activities that target the development of consensus-building strategies, facilitation and/or collaborative communication skills.

  2. Discuss how the roles and functions of existing personnel were expanded or changed to facilitate MTSS implementation efforts.

  3. Describe the role of the MTSS core leadership team and the responsibilities/assigned roles of those on the team. Attach a sample action plan that the core team has developed that accounts for systems level monitoring/building climate/sustainability issues.

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SHARED OWNERSHIP QUICK PICKS

MTSS: The Importance of Transactional and Transformational Leadership
https://www.youtube.com/watch?v=fViFGo3Z1g4&list=PLCkBP2csbOsv9KgoCUHsGUA_08nKyq10w&index=10

Team-Driven Shared Leadership
https://www.cde.state.co.us/mtss/team-drivensharedleadership

Collaborating with Families
https://iris.peabody.vanderbilt.edu/module/fam/

School Improvement/Leadership
https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/