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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

By the end of this unit, you will be able to:N

1. Identify elements of good Tier 1 classroom instruction

2. Define scaffolding and give examples of where it is addressed in the standards

3. State the purpose for differentiating instruction

4. Define Universal Design for Learning and its principles

5. Describe types of classroom accommodations that benefit all students

Learning Objectives

Review of Unit 2Take Away Activity

• As you considered your own school or district setting– What did you discover about how universal

screening and progress monitoring occur?– How is the information being used?– Have staff members received training in the

problem solving processes to make data-based decisions?

Quality of Classroom Instruction• Single most important attribute for generating

academic student growth• Effective teacher has six to ten times as much

impact on achievement as all other factors combined– Family background, class size, socio-economic status,

and peer group affiliation• A strong predictor of eradicating poverty and

ethnicity when teachers teach to a specific academic purpose

(Odden & Wallace 2003) (Mortimore & Sammons 1987) (Brock 2007)

Tier 1

• Foundation of the general education curriculum

• Scientific, research-based core instructional and behavioral practices and supports designed for all students

• Explicit and systematic

Direct Explanation

• Clearly stating the objectives for the lesson• Identifying the specific core content and

language objectives• Defining the skills and strategies to be

learned

Instructional Scaffolding

• Teacher modeling– I do

• Guided practice and feedback– We do

• Independent practice– You do

Teacher Modeling“I Do”

• The teacher – Models by showing and telling a procedure or

process– Presents the model or example with a visual• Photograph, illustration, video clip, graphic organizer,

or diagram– Ensures that the model is clear and aligned to

the objective– Uses student engagement• Note taking, partner share, or echo response

Guided Practice and Feedback“We Do”

• The teacher– Allows time for both teacher and students to

do it together using student engagement strategies• Choral responding or open pair and share

– Gradually increases the number of steps students complete, while decreasing the amount of teacher prompts and scaffolding

Independent Practice“You Do”

• The teacher– Provides independent student practice– Continually checks for understanding– Monitors student progress– Identifies those students who need more

instruction

Time to Reflect

• Give an example of how a teacher would provide direct, explicit instruction following the gradual release of responsibility from the teacher to the students, using the “I do,” “We do,” and “You do” approach

Instructional Scaffolding• Gradual process in which teachers assist students

with– Incorporating new skills– Learning by modeling– Providing guided practice so the student will eventually

be able to complete similar tasks independently• Vygotsky’s Zone of Proximal Development– The difference between what students can do with

direct assistance and what they can do without assistance

(Vygotsky 1978)

Reading Standards for LiteratureK–12

• By the end of the year, students will be able to– Read and comprehend literature including

stories and poetry in grades 2–3 text complexity band proficiently, with scaffolding as needed

(RL2.10; R:3.10)

Differentiated Instruction• Consistently using a variety of evidence-

based instructional approaches to transform materials, curriculum, and production in response to the interests, preferences, and readiness of academically diverse learners

• Way for teachers to think effectively about whom they teach, where they teach, and how they teach to maximize the students’ potential

(Hall, Stangman, & Meyer 2003)

Differentiation

• Content– Change in the material being learned by the

students• Process– The way in which the students access the

material• Product– The way in which the student shows what he

or she has learned

Flexible Grouping• Purposeful reordering of students into

working groups• Ensure that all students work with a wide

variety of classmates in a wide range of contexts

• Group membership can be organized by readiness, student interests, reading level, skill level, background knowledge, or social skills

Time to Reflect

• How does your school and/or classroom successfully meet the needs of all diverse learners?

• Within one content area that you teach, write down some ways that you might differentiate instruction with consideration of content, process, product, and flexible grouping

Differentiated Instruction• Offers students multiple options for grasping

information• Affords a flexible approach to teaching that

makes adjustments to both the curriculum and the presentation of information to the learners, as opposed to expecting the learners to adapt themselves to the curriculum

• Based on the foundation of Universal Design for Learning

(Hall, Tracey, Strangman, & Meyer 2003)

Universal Design for Learning (UDL)• Set of principles for curriculum development• Gives all individuals equal opportunities to

learn by providing flexible approaches for creating instructional goals, methods, materials, and assessments that work for everyone

• Can be customized and adjusted for individual needs

• Uses multiple means of representation, expression, action, and engagement to plan curricula to meet the needs of all diverse learners

(www.cast.org)

Three Principles of UDLMultiple Means of

RepresentationMultiple Means of Action & Expression

Multiple Means of Engagement

ff

Options for:• Perception• Language and symbols• Comprehension

ff

Options for: • Expressive skills and fluency• Executive functions• Physical action

ff

Options for:• Recruiting interest• Sustaining interest• Self-regulation

Examples ofoptions for comprehension:• Media• Authenticity • Graphic organizers

Examples ofoptions for physical action:• Project-based learning• Demonstration• Collaborative grouping

Examples of means of engagement:• Flexible grouping • Technology supports• Offering choices

Universal Design for Learning

VIDEO: Universal Design for Learninghttp://www.youtube.com/watch?v=aaSZqgr2eUM

(Maryland Learning Link)

Time to Reflect

• Using the UDL Educator’s toolkit provided in your Unit 3 Participant Packet, note any examples you observed that demonstrated variation in:– How information was represented– How students demonstrated their

understanding– How students were engaged in learning

Universal Design for Learning• Provide more students access to the general

education curriculum• Can impact– The number of students requiring special education services– The amount of time teachers spend individualizing

instruction– The number of accommodations needed during instruction

and assessment– The number of students dropping out of school– The number of students not currently engaged in school

Commitment Evident in Standards

• “The standards should also be read as allowing for the widest possible range of students to participate fully from the outset, and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.”

(ELA Standards, “What is Not Covered”)

Commitment to English Learners

• “All students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English Language Learners. However, these students may require additional time, appropriate instructional support, and aligned assessments.”

(ELA Standards, “What is Not Covered”)

Commitment to Students with Disabilities

• “For students with disabilities, reading should allow for the use of Braille, screen-reader technology, and other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.”

(ELA Standards, “What is Not Covered”)

Time to Reflect

Reflect on the Common Core State Standards’ commitment to support English Learners and students with disabilities• How do these statements shift your

thinking in terms of teacher knowledge of the core standards and current pedagogical practices?

Accommodations• Practices and procedures that provide equitable

access during instruction and assessment• Minimize or eliminate barriers to the general

education curriculum• Do not change the expectation level or standard• For all students• Applied systematically at the beginning of

curricular or assessment activities

(CDE 2010)

Types of Accommodations• Presentation– Allow students to access information in ways that do not

require them to visually read standard print• Response– Allow students to complete activities, assignments, and

assessments by using an assistive device or an organizer• Setting– May change the location in which a test or assignment is given

or the conditions of the assessment setting• Timing & Scheduling– Allow an increased time allotted to complete an assessment or

assignment

Time to Reflect

• Write down one example of an accommodation in each area of– Presentation– Response– Setting– Timing & Scheduling

Assistive Technology

Video: AIM Simply Saidhttp://www.youtube.com/watch?v=6U3uKNKMv7s&feature=youtu.be

(National Center on Instructional Materials)

Time to Reflect

Consider how assistive technology support high expectations for students with disabilities in the classroom• Give an example of an accessible instructional

material• List the four types of specialized formats• How are the right formats chosen?• What is one way that a student can interact

with the content?

Re-Teach and Enrich

• School-wide strategy for providing additional support for students who are struggling with a concept

• Allows students who have mastered a concept to move on to the next level

Re-Teach and Enrich

• Grade level teams create and provide weekly formative assessments

• Identify both the students who are struggling with a learning objective, as well as the students who have mastered the same learning objective

Re-Teach and Enrich

VideoReteach and Enrich: How to Make Time for Every

Studenthttp://www.youtube.com/watch?v=J8DQugVxHv0

(Edutopia)

(edutopia.org)

Tier 2Strategic Intervention

DESCRIPTIONFOCUS • Students identified through screening as “at risk”

• Typically no more than 15% of the entire student population

INSTRUCTION • Targeted• Evidence-based• Supplemental to the core instruction • Delivered in small groups

SETTING • General education classroom• Another general education setting - An intervention block

ASSESSMENTS • Progress monitoring• Diagnostic• Screening

(www.rti4success.org)

Tier 2Strategic Intervention

• Elementary– Small group instruction

(3-5 students)– Instruction is targeted

and skill-based– Instruction in based on

student needs, not on age or grade level

– 30 minutes in addition to the time allotted for the core instruction in Tier 1

• Secondary– Small group instruction

(10-16 students)– Instruction is targeted

and strategy-based– Instruction is based on

student needs, not on age or grade level

– 30-50 minutes in addition to the time allotted for content classes

(Kansas Guide to Learning Literacy 2012)

Tier 3Intensive Intervention

(www.rti4success.org)

DESCRIPTIONFOCUS • Students who have not responded to primary or

secondary level interventions• Students with very low performance levels• Typically only includes 3-5% of the entire student

population

INSTRUCTION • Individualized • Can be delivered to small groups or to an individual • Intensified by making adaptations based on student data

SETTING • Either in the general education or special education classroom

ASSESSMENTS • Progress monitoring• Diagnostic• Screening• Should occur with greater frequency to determine which

instructional adaptations may be needed

Tier 3Intensive Intervention

• Elementary– Small group instruction

(1-3 students)– Instruction is based on

student needs, not on age or grade level

– 60 minutes (or two 30 minute sessions) in addition to time allotted for core instruction in Tier 1

• Secondary– Small group instruction

(1-4 students)– Instruction is based on

student needs, not on age or grade level

– 60 minutes (or two 30 minute sessions) in addition to the time allotted for core instruction in Tier 1

(Kansas Guide to Learning Literacy 2012)

Time to Reflect

• What are two similarities between strategic, tier 2 supports and intensive, tier 3 supports?

• What are two differences between strategic, tier 2 supports and intensive, tier 3 supports?

Resources

(www.rti4success.org)

www.rti4success.org

Take Away Activity• Consider the instructional readiness elements in

your setting– Are staff members selecting academic curricula,

behavioral instructional materials, and programs that will meet the needs of all students?

– Are staff members specifically trained in using the academic and behavioral core, supplemental, and intensive curricular materials and programs that they are responsible for providing?

– Does the schedule provide sufficient time for core, supplemental, and intensive instruction?

Time to Reflect

• What did you learn in Unit 3?• What questions do you have?

Unit 4 Preview

• Leadership– What role does leadership play in initial

implementation and sustainability?– How can districts and school sites establish

self-correcting feedback loops to support implementation?