Few Some All
Few
Some
All
Multi-Tiered System of SupportsA Comprehensive Framework for
Implementing the California Common Core State Standards
Professional Learning Module Seriesd
• Unit 1: What is a Multi-Tiered System of Supports?
• Unit 2: Data-based Decision Making• Unit 3: Instructional Planning and Supports• Unit 4: Leadership for Implementation of
MTSS
Available on the Brokers of Expertise Website
www.myboe.org
Welcome Message f
Phil LaFontaine, Director Professional Learning Support Division
Instructional and Learning Support BranchFred Balcom, Director
Special Education DivisionStudent Support and Special Services Branch
Tom Adams, DirectorCurriculum Frameworks & Instructional
Resources Division Karen Cadiero-Kaplan, DirectorEnglish Learner Support Division
Instructional and Learning Support BranchCalifornia Department of Education (CDE)
Pre-Assessment
• Locate the Pre-Assessment handout
• Assess your knowledge of MTSS
• Complete independently
• Share your responses
By the end of this unit, you will be able to:n
1. Recognize the structure of MTSS as a framework for implementation of the CA CCSS
2. State the rationale for MTSS framework within the context of the CA CCSS
3. Describe the core components of MTSS
4. Define the difference between MTSS and RtI2
5. Identify critical components of the implementation process
Learning Objectives
A Rationale for the CA CCSS
“The CCSS addresses the deep challenges of inequality of opportunity between different students exposed to radically unequal opportunities when it comes to the material they study and the quality of instruction they have received.”
(Coleman, D. 2011)
MTSS
• Embrace and address the diverse needs of ALL students
• Develop and implement high-quality curricula aligned with initiatives, resources and supports
• Some students will need additional support and interventions
Implementing the CA CCSS Through MTSS
“. . . Implementing the Common Core State Standards within a framework of a Multi-Tiered System of Support will help ensure that all students have an evidence-based system of instruction to assist them in achieving success.”
(Gamm, Elliott, Halbert, et. al., 2012)
Implementing the CA CCSS Through MTSS
Time to Reflect
• Think about the supports and interventions currently in place in your school or district
• Which student populations are addressed?
California Systems of Support
• Interventions within the RtI2 framework
• Special Education
• Title I
• Title III
• Services for English Learners, American Indian students, and those in gifted and talented programs
Are these systems consistent with the supportsyou identified as available in your school or district?
The Shift to the CA CCSS
VIDEO – Why Common Core?http://vimeo.com/30055181
(NYC Department of Education)
Time to Reflect
• What do these standards demand from students?
• How do they change the curriculum?
• How do they change the instruction?
Characteristics of the CA CCSS
Balanced application of math & literacy
Evidence-based practices
Clear &consistent framework
Reflect the principles of
Universal Designfor Learning
LogicalProgression of rigorous
content
Schools are globally
competitive
For ALL
students
Produce the deep knowledge
& skills necessary
CA CCSS for English/Language Arts, & Literacy
1. A comprehensive Kindergarten–5th grade section, including standards for foundational skills
2. Content-specific sections for grades 6–12 for English / Language Arts
3. Content-specific sections for grades 6–12 for literacy in History / Social Studies, Science and Technical subjects.
Shifts in ELA & Literacy1. Reaching a true balance of informational &
literary text2. Building knowledge of content areas
through text3. Creating staircase of text complexity4. Providing text-based answers5. Providing sources and evidence to support
arguments 6. Learning of academic language
Math StandardsMathematical Practice• Describe how standards should be
approached in instructionMathematical Content• Define what students should know and be
able to do• Organized by domains in Kindergarten
through 8th grade• Organized by conceptual categories in high
school
The Three Shifts in Mathematics
(Cocuzza)
• Focus– Moved from solving problems in a precise way,
to being able to solve them using a variety of strategies
• Coherence– Ensure that the learning is carefully connected
• Rigor– Reflected in a strong emphasis on fluency at
the primary grades
Time to Reflect
Review the pedagogical shifts
– Identify two major shifts in ELA/Literacy instruction
– Identify one major shift in math instruction
–What changes in your system will be necessary to support these shifts?
Analysis of Real Data
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)2003 2012
0
10
20
30
40
50
60
70
80
90
100
Non-DisabledStudents with Disabil-itiesEnglish OnlyEnglish Language LearnersNot Economically DisadvantagedEconomically Dis-advantaged
46
PercentProficient
AndAbove
CA Achievement Gapsin English / Language Arts
38
109
4449
20
59
28
64
25
4
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)2003 2012
0
10
20
30
40
50
60
70
80
90
100
Non-DisabledStudents with Disabil-itiesEnglish OnlyEnglish Language LearnersNot Economically DisadvantagedEconomically Dis-advantaged
46
PercentProficient
AndAbove
CA Achievement Gapsin English / Language Arts
38
109
4449
20
59
28
64
25
4
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)
CA Achievement Gapsin Mathematics
PercentProficient
AndAbove
2003 20120
10
20
30
40
50
60
70
80
90
100
Non-DisabledStudents With Disabil-itiesEnglish OnlyEnglish Language LearnersNot Economically DisadvantagedEconomically Dis-advantaged
37
13
39
20
45
24
53
29
55
37
64
43
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)
CA Achievement Gapsin Mathematics
PercentProficient
AndAbove
2003 20120
10
20
30
40
50
60
70
80
90
100
Non-DisabledStudents With Disabil-itiesEnglish OnlyEnglish Language LearnersNot Economically DisadvantagedEconomically Dis-advantaged
37
13
39
20
45
24
53
29
55
37
64
43
Time to Reflect
• What trends do you see for all student populations when you analyze this data?
• Have the achievement gaps for any subgroups closed significantly in the last nine years?
• What do you attribute to the persistence of those gaps?
• Suggest a solution
CA Graduation Rate
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)
2011 20120
10
20
30
40
50
60
70
80
90
100
GE AllStudents With DisabilitiesEnglish Language LearnersEconomically Disadvantaged
PercentGraduated
76.3
59.160.3
70
78.5
60.861.6
70
CA Drop Out Rate
(California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/)
2009-2010 2011-20120
10
20
30
40
50
60
70
80
90
100
GE AllStudents With DisabilitiesEnglish Language LearnersEconomically Disadvantaged
PercentDropped
Out
17.5
23.729.8
21.3
14.418.4
24.917.7
Time to Reflect
Reflect on the data on graduation and drop out rates
• What do you believe this data suggests about current approaches to instruction and intervention?
• What significant changes are necessary to improve outcomes for ALL students?
The Rationale for Change
“A full 70 percent of US middle and high school students require differentiated instruction, which is instruction targeted to their individual strengths and weaknesses.”
(Biancarosa & Snow, 2004)
The one-size-fits-all approach will no longer work
if we are expecting a different result
What MTSS Offers• The potential to create the needed
systematic change• Focus on– The CCSS– Core instruction with UDL Principles applied– Differentiated learning– Student-centered learning– Individualized student needs– Alignment of the systems necessary for
academic, behavior, and social success(Averill & Rinaldi, 2011)
Integration of MTSS & the CA CCSS
“MTSS builds on the CCSS to provide a framework and a set of critical tools and additional time to support teaching and learning at differing levels of intensity, depending on the academic needs of the students. In other words, the CCSS articulates the “what” in teaching; and MTSS provides a framework for “how” and “when” to provide it.”
(Gamm, Elliott, Halbert, et. al., 2012)
Are we just changing the name from
Response to Instruction and Intervention to
Multi-Tiered System of Supports?
≈ 80% of Students
Benchmark - Tier I
Strategic- Tier II
Intensive – Tier III
≈ 5%
The RtI2 Framework
≈ 15%
Students receive high-quality core and universal instruction aligned to the Common Core, differentiated to meet the needs of ALL students in every classroom.
≈ 80% of Students
Strategic- Tier II ≈ 5%
≈ 80% of Students
Benchmark - Tier I
Intensive – Tier III
≈ 5%
The RtI2 Framework
≈ 15%
For students who did not progress or respond to Tier I efforts as expected, and require additional evidence-based strategic and targeted instruction and supports.
Strategic- Tier II
≈ 80% of Students
Benchmark - Tier I
Intensive – Tier III
≈ 5%
The RtI2 Framework
≈ 15%
Students receive targeted intervention designed to increase
the rate of progress. These students have been through both
Tier 1 and Tier 2 instruction and supports, but showed minimal
response.
*NOT Special Education
Strategic- Tier II
≈ 80% of Students
Benchmark - Tier I
Intensive – Tier III
≈ 5%
The RtI2 Framework
≈ 15%
• Does not include all students
• Focus often is only on academics
• Without a system-wide approach, RtI2 is not aligned with other initiatives, resources, or supports
RtI2 Limitations
(Meinders 2012)
Identifying which student
needs help
Identifying what help
each student needs
Intervention for a FEW
students
Prevention
for ALL studen
ts
Using the programs and
people available
Intentional design and redesign of
services and supports
matched to needs of students
MTSS Paradigm Shifts
TO…FROM…
MTSS Principles and Practices• Early Intervention• Multi-tiered model• Evidence-based
supports and practices
• Fluidly driven by data
• Individualized interventions
• Principles of UDL
• Differentiated learning• Integration of
intervention and instructional supports
• Classroom instruction aligned with the CA CCSS
• Strong, predictable, and consistent classroom management structures
(www.kansasmtss.org)
Time to Reflect
Read Kansas Multi-Tier Systems of Support: The Integration of MTSS and RtI
• Identify the attributes of most RtI models• Add the attributes of MTSS• Where do these models overlap?
(www.kansasmtss.org)
• Universal screening• Multiple tiers of
intervention• Data-driven decision
making• Problem solving
teams • Focus on CCSS
CA MTSS
Essential Concepts
• Addresses the needs of ALL Students
• Aligns the entire system of initiatives, supports, and resources
• Implements continuous improvement processes at all levels of the system
RtI2
Bringing MTSS to CA Schools
(Castillo et. al. 2010)
The implementation of MTSS will “require all school staff
to change the wayin which they have
traditionally worked” across all school settings
Bringing MTSS to CA Schools
(Castillo et. al. 2010)
• School teams must focus on– Facilitation of consensus building– Establishment of necessary
infrastructure–Ongoing evaluation of adhering to
implementation
“Real change is possible, but only by taking
a truly systemic approach. There are not quick fixes.”
(Fullan, 2010)
Implementing MTSS
Stages of Implementation1. Exploration
2. Installation
3. Initial Implementation
4. Full Implementation
5. Improvement and Innovation
Work to do it right!
Work to
improve it!
Should we do
it?
Stages of Implementation1. Exploration
• Making decisions regarding commitment to adopting the program and practices
• Supporting successful implementation• Selection of a representative
implementation team to– Establish vision and goals– Identify the scale of needs– Anticipate allocation of resources– Create a professional development plan
Should we do
it?
Stages of Implementation2. Installation
• Set up infrastructure• Establish leadership teams and data
systems• Conduct an audit• Develop a plan• Implement professional development plan
Work to do
it right!
Stages of Implementation3. Initial Implementation
• Try out the practices• Work out details• Learn and improve• Ongoing collection and analysis of progress
data to– Determine the benefits to students– Refine supports, systems, and policies
• Analyze performance evaluation data to provide ongoing coaching and teacher supports
Work to do
it right!
Stages of Implementation4. Full ImplementationWork
to improv
e it!
• All MTSS elements are in place
• Ongoing communication to staff members and the community
• Performance data is continuously analyzed
• Ongoing training and coaching is provided
• Expand the program and practices to other locations, individuals, and times
Stages of Implementation5. Improvement and Innovation
• Increase the efficient use of resources
• Improve outcomes for students
• Success requires that staff members continually analyze data
Work to
improve it!
Read Multi-Tier System of Support (MTSS)By: Orla Higgins Averill, Claudia Rinaldi, Urban
Special Education Leadership Collaborative
Unit 1Take Away Activity
• Note the features of RtI, PBIS, and MTSS• What steps are necessary to bring MTSS to
scale?
Time to Reflect
• What did you learn in Unit 1?
• What questions do you have?
Unit 2 Preview
• Data-based decision making
–Why is data so important in MTSS?
–What type of data is most useful?
–Where can we find resources regarding data?