Multi-Tier System of Support (MTSS): Defining A Continuum of Supports North Carolina Department of Public Instruction 2012 Cat and copier video http://www.youtube.com/watch?v=NW-WzeRFaGg&safe=active Caldwell County Schools July 15 – 17, 2015 1

http://www. youtube. com/watch http://www.youtube.com/watch?feature=play er_detailpage&v=NW-WzeRFaGg&t=0 Presenter: Susan So if it doesn’t work, try talking louder Then try slower Then try to do it a whole lot. Maybe if I just keep doing the same thing the result will change……

Objectives Understand the importance of defining a continuum of supports, beginning with the Foundational Core Begin discussions about developing systems to ensure materials and practices are evidence- based, aligned with behavioral & academic standards, and utilized/implemented with fidelity

Defining A Continuum of Supports: Foundational Core Start with the Foundational Core --can’t talk foundational core if you don’t define it --will be time consuming (about consensus and shared understanding at the school level) --it’s not a “one time shot” Ask participants: What do you think is foundational core? (jot on white board; hold and show)

Definitions In a core curriculum, a predetermined body of skills, knowledge, and abilities is taught to all students. A core program is the “base” reading or math program designed to provide instruction on the essential areas of reading or math for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide goals. Adapted Kameenui & Simmons Presenter - Susan

Instruction defined Core Instruction is instruction provided to all students in the class, and it is usually guided by a comprehensive core reading program. Part of the core instruction is usually provided to the class as a whole, and part is provided during the small group, differentiated instruction period. Although instruction is differentiated by student need during the small group period, materials and lesson procedures from the core program can frequently be used to provide reteaching, or additional teaching to students according to their needs. (from FCRR Glossary of Reading Terms) Presenter - Susan

Curriculum Instruction Programs Working in your school group, Supplemental Instructional Tools Curriculum Working in your school group, create a Venn diagram showing curriculum, programs, and instruction. Use words and phrases to list examples of each used in your schools. You will have ten minutes to complete the Venn diagram. K-8 Schools may choose to complete two charts. Instruction Presenter - Susan Working in school groups. Use words and phrases to list examples in each area Each group creates Venn diagram. Max. 10 minutes. Supplemental Instruction aids/tools: AR, AM, Larry Bell 12 Powerful Words, Show examples from curriculum and programs AFTER they complete Venn diagram (on next slide) Programs

Curriculum Instruction Programs NCSCOS Common Core Harcourt Supplemental Instructional Tools Curriculum AR, AM, 12 Powerful Words, Test Prep Books NCSCOS Common Core Essential Standards Pacing guides Instruction Harcourt Letterland enVisions Investigations DPI Units/ Resources Empowering Writers Whole group Small group SIOP Direct teaching Facilitative inst Inquiry and discovery Problem-based Centers/stations Presenter - Susan Show examples from curriculum and programs AFTER groups complete Venn diagram Programs

Curriculum Assessment Instruction Programs Student Achievement NCSCOS Common Core Essential Standards Pacing guides Curriculum Maps Instruction Harcourt Letterland enVisions Investigations DPI Units/ Resources Empowering Writers Whole group Small group SIOP Direct teaching Facilitative inst Inquiry and discovery Problem-based Centers/stations Presenter – Susan Assessment and Student Achievement overlay all three areas. Programs Student Achievement

Instructional Strategies/ Differentiation Foundational Core Instructional Strategies/ Differentiation Core Materials Standards Curriculum Mapping Assessment Presenter: Susan Components included in Foundational Core Assessment – are they valid and reliable? Do they give the information needed? Are teachers trained?

Foundational Core Includes: Skill level defined by the standards Instructional strategies for teaching Staff ideas for subject areas Materials for teaching Assessments Presenter: Susan Facilitate an open discussion (with appropriate stakeholders)

Foundational Core Identify gaps Grapple with common components of core philosophy in classes Focus on problem solving based on factors within school/LEA control Ensure equal exposure to effective curricular materials, instructional practices and standards Presenter: Susan Areas that must be addressed at school level.

Selecting Curricular Materials & Instructional Strategies

Instructional Strategies Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based North Carolina Standard Course of Study Common Core State Standards North Carolina Essential Standards Curriculum Guides or curriculum maps Aligned with School Resources Aligned with School Resources

Alignment to State Standards North Carolina Standard Course of Study Common Core State Standards North Carolina Essential Standards Curriculum Guides CCS programs align with state standards (this is included as discussion on previous slide; slide is hidden)

Instructional Strategies Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based What does the data tell you? Culturally responsive Language acquisition Academic strengths & weaknesses What about vertical alignment? Aligned with School Resources Aligned with School Resources

Alignment to Students’ Needs What does the data tell you? Culturally responsive Language acquisition Academic strengths & weaknesses What about vertical alignment? (this is included as discussion on previous slide; slide is hidden)

Instructional Strategies Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Presenter: Susan Previously referred to scientifically researched based Currently, want evidenced based. Aligned with School Resources Aligned with School Resources

Evidence-Based Evidence-Based Education Professional Wisdom Individual Experience Consensus Empirical Evidence Scientifically-Based Research Empirical Information Grover Whitehurst, U.S. Department of Education, Asst. Secretary, Educational Research and Improvement. Retrieved 06/13/12 from http://dese.mo.gov/se/seap/documents/ScienbasedresearchvsEvidencebasedpracticeandinstruct.pdf

Scientifically Based Research section 9101(37) of the ESEA Handout Susan 10

Curricular Materials/Instructional Strategies: Evidence-Based Worksheet Provided in handout as resource for schools (not going to complete during this day.) 11

Research Methods Cheat Sheet Provided as resource for schools in handouts; defines what the columns mean of previous handout. 12

Instructional Strategies Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Student/teacher ratio Cost Time Teacher skill set Professional development Aligned with School Resources Aligned with School Resources

Alignment with Available Resources Student/teacher ratio Cost Time Teacher skill set Professional development (this is included as discussion on previous slide; slide is hidden)

Behavior Standards Skills students should demonstrate in certain environments Clearly and positively stated Provide focus/goals for learning Can be analyzed and addressed at Foundational Core level.

13 Wonderland County Schools Utopia Elementary June 13, XXXX x Behavior - PBIS Team Behavior June 13, XXXX Principal/AP will conduct informal walk-throughs and will look for evidence of teaching behavior standards. Behavior Matrices Hallways Cafeteria Restrooms Classrooms Playground All XX-XX faculty/staff were involved in developing behavior matrices. PBIS Team created checklist August 17, XXXX All XX-XX faculty/staff and new hires for XX-XX school year. PBIS Team members This supports the left side of the MTSS triangle. PBIS Team members will provide training on 8/16 & 8/17. Follow up from training & feed- back from principal walk-throughs will determine coaching needs. Analyze ODR data for additional problem-solving. New hires for the XX-XX school year and permanent subs. 13 August 16, XXXX

Academic Standards Knowledge and skills students should possess at critical points in their educational career Goals for schooling Provide focus for schooling Provides a means for alignment of resources

Curriculum Materials/ Instructional Strategies/Differentiation Refer back to the Venn Diagrams. Can be completed as a Team Activity Handout 11 and 12 may be helpful in relation to this form. 14

Team Time Meet with your assigned group(K-1, 2-3, 4-5, 6, 7, 8) Select a content area (ELA, Reading, Phonics, Math, Science) For content area in that grade span, discuss your assigned focus and complete the related form: What are the standards? What curricular materials are used? What instructional strategies are used? How is differentiation a part of the culture? How is curriculum mapping a part of the culture? What assessments are used? What were some of the difficulties/barriers in the discussion? What will/would happen if these conversations are not happening???? This activity is an opportunity for teams to reflect collaboratively. Teams need to do this! Create/use table to answer questions 10 minutes 15-17

Team Time – Part Two – Return to School Groups Meet with your assigned group(K-1, 2-3, 4-5, 6, 7, 8) Select a content area (ELA, Reading, Phonics, Math, Science) For content area in that grade span, discuss your assigned focus and complete the related form: What are the academic standards? What curricular materials are used? What instructional strategies are used? How is differentiation a part of the culture? How is curriculum mapping a part of the culture? What assessments are used? What were some of the difficulties/barriers in the discussion? Regroup to your school teams. Present the different focus areas: academic standards, curricular materials, and instructional strategies. Then address the remaining questions. When looking at the assessments, don’t consider just student achievement. What can be used to judge the effectiveness of the materials and/or strategies? 10 minutes. 15-17

15 Wonderland County Schools All Elementary Schools July 15, XXXX District Literacy Team x English Language Arts Monthly August – June XX-XX school year Weekly walk-throughs during ELA Instructional block Common Core Standards - English Language Arts All k-2 teachers 3-5 ELA teachers Elementary Principals Instructional Coaches District-created checklist August 17, XXXX All k-2 teachers 3-5 ELA teachers Elementary Principals/AP Instructional Coaches Instructional Coaches ICs will provide training on 8/16 & 8/17 ICs will use feedback from training and Principal observations/walk-throughs to determine coaching needs for the XX-XX school year. New hires and permanent substitutues 15 August 16, XXXX

16 Wonderland County Schools All Middle Schools March 5, XXXX x District Math Team Mathematics June 11-12, XXXX Formal observations quarterly utilizing the fidelity measure provided by Pearson Digits - Pearson All 6-8 math teachers Instructional Coaches Principals/AP Pearson measure NA Instructional Coaches (ICs) NA -initial training 6/11-6/12 -stipends will be used to pay a group of teachers to work on curriculum mapping this summer -ICs will be provide assistance & coaching during the school year NA NA 16

17 Wonderland County Schools March 15, XXXX x All content areas Training across all schools XX-XX school year Principals/AP/ICs will conduct at least annual fidelity checks in each classroom. Flexible Grouping All teachers were required to attend. Locally created checklist Fall XXXX Instructional Coaches (ICs) & Lead Teachers Only new hires Title bar correction All previously trained teachers need a refresher and new hires need more in-depth training. ICs will provide district-wide training for new hires 8/16. ICs will work with principals to schedule refresher training during the firs quarter of the school year. Aug. 16, XXXX 17

Common Findings Not all in agreement of common practices Staff members missing training component(s) Lack of fidelity with ensuring Foundational Core is being addressed Curricular Materials Instructional Strategies Mapping/Pacing Guides Assessment A lot of resources available, but not always connected/aligned When this is completed at school and grade levels, we may find that not all are in agreement. But that’s okay! That only means we have the opportunity to make a change; thus, make a difference! Barriers

Define Continuum of Supports: Supplemental & Intensive Presenter: Susan Start with the Foundational Core --can’t talk foundational core if you don’t define it --will be time consuming (about consensus) --it’s not a “one time shot” AFTER Foundational Core has been analyzed and schools are working towards 80% goal, then can look at other instructional support levels.

Define Continuum of Supports: Supplemental & Intensive Remediate academic skill deficits so students will be successful with Foundational Core alone Provide targeted supports for students who are not meeting grade-level standards Connect back to the foundational core

Define Continuum of Supports: Supplemental & Intensive Remediation of existing problems Prevention of more severe problems Prevention of the development of secondary concerns as a result of persistent problems

Define Continuum of Supports: Supplemental & Intensive Skill deficits vs. objective(s) non-mastery Supports should be directly linked to Foundational Core & aligned with standards Adults should be able to articulate the connection between supports and Foundational Core Supports should be aligned with students’ needs Skill deficits v. non-mastery of objectives

Define Continuum of Supports: Supplemental & Intensive Supports should be aligned with resources Supports should be evidence-based Assessments should be aligned with supports As the intensity of supports increases, the intensity of assessment should increase Focus on problem solving based on factors within school/LEA control

Define Continuum of Supports: Supplemental & Intensive A data management system Appropriate instructional support based on what is shown by the data Team charged with the oversight and management

Define Continuum of Supports: Supplemental & Intensive Specify: who will provide the instructional support(s) who will collect data who will have overall responsibility for monitoring data who will lead the team through the problem-solving professional development and coaching supports These are defined in the plans This is based on research

Team Time Select one grade span and content area Discuss the following: Are our current instructional supports directly linked to the Foundational Core? Can we articulate how they are linked? What curricular materials are used for instructional supports ? What instructional strategies are used for instructional supports? What assessments are used? Who is making decisions regarding instructional supports provided within the district/school and how are those decisions being made? Presenter: Lesa Instructional supports beyond foundational core This can’t be done at the beginning of the year. 18

"Problems are only opportunities in work clothes." —Henri Kaiser "The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year." — John Foster Dulles Former Secretary of State "The majority see the obstacles; the few see the objectives; history records the successes of the latter, while oblivion is the reward of the former." — Alfred Armand Montapert Author Final thoughts about problem solving . . . .

School teams develop a plan: Define your continuum of supports, including the Foundational Core, by asking: What are our academic standards? What are our behavior standards? Have we aligned our materials and practices to the standards? How do we assess learning? As you answer the questions above, use the provided forms to: Ensure materials and practices are evidence-based Ensure materials and practices are utilized/implemented with fidelity Develop a professional development plan for the district and each school Investigate before selecting new materials/strategies This is the schools continuation of the analysis that has to been completed at the school level with multiple stakeholders. Recommend that they continue this work with other areas. This is one of the items that you team will continue to work on this year.

Evaluating Intervention Step 1: Is the intervention supported by “strong” evidence of effectiveness? The quality of evidence needed to establish “strong” evidence: randomized controlled trials that are well-designed and implemented  Key terms to look for in the study’s description of the intervention and the random assignment process  The study should clearly describe the intervention Who administered it Who received it What it cost Who the intervention differed from what the control group received Logic of how the intervention is supposed to affect outcomes   Last handout is a checklist for evaluating interventions.

Objectives Understand the importance of defining a continuum of supports, beginning with the Foundational Core Begin discussions about developing systems to ensure materials and practices are evidence- based, aligned with behavioral & academic standards, and utilized/implemented with fidelity