District Administration - September 2011 - (Page 93)

al., 2007; Castillo et al., 2010). District and school leaders must ﬁrst achieve consensus on using MTSS practices, then build the necessary infrastructure to establish and sustain MTSS practices, and ﬁnally, facilitate and evaluate the implementation of data-informed problem solving across a multi-tier service delivery framework. Using these stages to guide and inform the work will improve the sustainability of MTSS implementation. A description of each of the three components of the change model follows. Consensus Key stakeholders in a district or school (e.g., superintendent, curriculum directors, principals, teachers, instructional support personnel, student services personnel) should arrive at consensus regarding the importance of MTSS implementation and commit to its adoption and sustainability. is is done through a discussion of beliefs and assumptions about teaching and student learning in which educators at the district and school levels identify their own perceptions regarding the need for MTSS practices and together construct their vision of the MTSS framework enacted. Infrastructure e development of infrastructure involves creating the structures required to facilitate and support implementation of the MTSS framework model. A district must examine its current goals, policies, resources and personnel responsibilities with regard to their alignment with a MTSS model of service delivery. e following are examples of structures that school districts must consider to enhance their capacity to implement MTSS: • Have training and technical assistance to build the capacity of all educators • Recalibrate district oﬃce roles that crossfunctionally support implementation • Identify key district stakeholders whose primary focus will be on planning, implementation and ongoing evaluation • Integrate and manage data • Identify Tier 1, Tier 2 and Tier 3 assessment and intervention practices across academic and behavioral domains • Establish decision criteria at each tier • Identify community and family resources and partnerships • Identify a systemwide continuum of supports across each domain • Modify schedules to include problemsolving meetings, intervention delivery, universal screening and progress monitoring, and professional development • Have a provision of greater principal autonomy for determining school resource allocation to support MTSS ILL SLASH THE UNEXPECTED RISK W SCHOOL BUDGET. l business officials and A must attend for schoo school risk managers. The Certified School Risk Manager courses help prevent risk in schools and save thousands for the budget. The CSRM Program guides participants through the risk management process, emphasizing practice over theory. PROTECT THOUSANDS Online or Classroom Courses Available! • Fundamentals of Risk Management • Measuring School Risks • Administering School Risks • Handling School Risks • Funding School Risks Successful completion of 5 courses earns you the CSRM designation! 3691 0711 Learn More at: www.TheNationalAlliance.com or call 800-633-2165 www.DistrictAdministration.com September 2011 93 http://www.TheNationalAlliance.com http://www.TheNationalAlliance.com http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - September 2011

District Administration - September 2011
Contents
From the Editor
Letters
News Update
Tech Update
District Profile
Administrator Profile
Conversations
They Work Hard for the Money
The Road to Rigor
District-Charter Collaborations on the Rise
Designing Safe Facilities
Tony Smith Tackles Oakland
Product Focus
New Products
Research Center
Crisis Response
Going Mobile
Professional Opinion
Student Counsel

District Administration - September 2011