Multi-Tiered System of Supports

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)

http://vimeo.com/30055181

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


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


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


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


≈ 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


≈ 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


≈ 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?