The district coordinator is responsible for ensuring that the district takes the necessary steps to implement and sustain district-wide MTSS/SWPBIS. The district coordinator serves a number of different functions including prompting development of the universal screening and data review training schedule on an annual basis and coaching the District Implementation Team. This page provides detailed information and resources to support district coordinators in their scheduling and coaching roles. For more information on the full scope of a district coordinator’s responsibilities, see District Coordinator Job Description under Tools and Resources on the right-hand side of this page.
Data Review Resources
District coordinators play a critical role in ensuring that the district engages in continuous improvement through school and district data reviews beyond their formal partnership with the TA Center. On an annual basis, usually in early spring, the district coordinator prompts the development of the universal screening and data review training schedule for the next school year. The TA Center provides recommended scheduling windows each year to support districts with making sure they are collecting and analyzing data in an ongoing and meaningful way throughout the school year. See Universal Screening and Data Review Training Windows under Tools and Resources on the right-hand side of this page.
District coordinators also play a critical coaching role in supporting the District Implementation Team in their review of district-wide data within a continuous improvement process. Coordinators use a Coach’s Checklist to help them prepare for District Data Review. The checklist prompts the coordinator to carefully consider where the District Implementation Team should focus its attention (e.g., Tier 1 Behavior supports across all implementing schools). A number of different Data Review Worksheets are available for the coordinator to select from to structure their team’s data review. The coordinator uses the guidance below to assist in selecting a worksheet for their team based on their focus (Integrated MTSS or SWPBIS) and their current year within their training scope and sequence. The coach’s checklists and each worksheet can be found under Tools and Resources on the right-hand side of this page.
Integrated MTSS Worksheets
Year 2: Fall & Mid-Year
We recommend using the District Tier 1 Behavior worksheet because your school teams (at least cohort 1) have just started to implement Tier 1 of SWPBIS. Your DIT will examine behavior fidelity and student outcomes data for Tier 1 supports across schools. Your team will also review your district's capacity as a contributing factor to the successful implementation of these Tier 1 supports.
Year 3: Beginning of Year
We recommend revisiting the worksheet your DIT completed in the winter of year 2 rather than starting a new worksheet to ensure strong carry over of the work from one year to the next. See Beginning of Year Data Review Coaching Support Session Checklist under Tools and Resources on the right-hand side of this page for more information.
Year 3: Fall & Mid-Year
We recommend using the District Tier 1 Integrated worksheet because (a) this is the team's third or fourth data review (so they are likely ready for an expanded scope to the work), and (b) your school teams (at least cohort 1) have begun implementing Tier 1 Reading in addition to Tier 1 Behavior. 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. 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 focus will remain on what is currently being implemented (not installed).
If your district has multiple cohorts, then cohort 2 is likely just kicking off Tier 1 of SWPBIS. Therefore, as a coach, decide what would be most helpful to your DIT: Use two separate worksheets (Tier 1 Integrated Worksheet for Cohort 1, and Tier 1 Behavior Worksheet for Cohort 2), OR contextualize the Tier 1 Integrated Worksheet to support data analysis for 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 Implementation Plan, objectives and activities should be specific to the needs of each cohort.
Year 4+ Beginning of Year
We recommend revisiting the worksheet your DIT completed in the winter of the prior year rather than starting a new worksheet to ensure strong carry over of the work from one year to the next. See Beginning of Year Data Review Coaching Support Session Checklist under Tools and Resources on the right-hand side of this page for more information.
Year 4+ Fall and Mid-Year
If your district can answer yes to both of these questions, then we would recommend using the District Intervention Systems worksheet.
- Are Tier 1 Fidelity scores for Reading and Behavior at or near criterion for most, if not all, schools within a given cohort?
- Are 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?
If you answered yes to both questions above, that indicates that your schools have established strong Tier 1 supports in both reading and behavior allowing your DIT to turn its attention to supporting its schools to strengthen their Intervention Systems.
If you answered no to either or both questions above, then we recommend continuing to use the District Tier 1 Integrated worksheet because the district needs to prioritize supporting schools in building a strong Tier 1 as the foundation for MTSS in their schools. Prioritizing Tier 1 increases the likelihood that the schools’ Intervention System will not be over-taxed and unsustainable.
If Tier 1 fidelity scores are at or near criterion but your schools are not seeing improved student outcomes, your team may need to focus on supporting classroom implementation variables at Tier 1 across schools (e.g. teaching and monitoring classroom expectations and routines, implementation of core reading program, use of a common set of content area reading strategies).
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 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.
Year 2 Fall through Year 3 Fall
We recommend using the PPSC District Tier 1 Behavior worksheet because your school teams are primarily focused on implementing Tier 1 of SWPBIS. Your DIT will examine behavior fidelity and student outcomes data for Tier 1 supports across schools. Your team will also review your district's capacity as a contributing factor to the successful implementation of these Tier 1 supports.
Year 3 Mid-Year and Beyond
By the middle of year 3 we recommend shifting the district team’s focus to the PPSC Behavior Intervention System worksheet if the majority of schools are implementing Tier 1 with fidelity and seeing decreases in ODRs or seeing ODR rates that are below the national median. If this is not yet the case, the district team should continue to use the District Tier 1 Behavior worksheet to identify areas for the district to support schools in strengthening Tier 1.
Coaching Service Delivery Plans
A 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. We have created Coaching Concepts and Methods (see the Tools and Resources sidebar) which outline the concepts to be coached at the District Level. Step by step directions for developing the CSDP are also provided.
This video provides a brief overview of how to develop and use an individualized Coaching Service Delivery Plan:
Years 1 and 2
Your IS (external coach) has developed a coaching service delivery plan (CSDP) to guide supports to your team. This plan was developed based on data. Your IS will provide initial modeling about how concepts were identified using the data, and how to develop an individualized plan. In the fall of year 3, you, as the Coordinator (internal coach), will begin co-creating a CSDP to guide your supports to the team going forward.
Your goal is to have a newly developed or updated plan to begin implementing within 1-2 weeks after your team attends District Data Review. The individualized district CSDP is intended to focus on 1-2 coaching concepts. Recognize that what your team focuses on during data review may not necessarily align with the concepts you (and/or your IS) focus on for coaching.