+ Curriculum Director Network March 25, 2014

+ Purpose 1. Review Definition of Multi Tiered System of Support (MTSS) 2. Identify the Multi Tiered System of Support (MTSS) Building Blocks 1. Introduction to Collaborative Inquiry Questions 1. Review MTSS assessment video 1. Lessons Learned from the Tier I Pilot – Guest Speaker

+ MTSS – Activity #1 Definitions: What IS Multi Tiered System of Support (MTSS)?

+ So, What is MTSS About in Iowa? Implementation of the Iowa Early Learning Standards and the Iowa Core Evidence-based instruction and intervention Used with academics and behavior Prevention and early intervention Linking and matching instruction to the assessment at all levels Tiered or leveled intensification of intervention On-going monitoring and response Collaborating for Iowa’s Kids Phase One Implementation Fall

+ MTSS – Activity #1 Definitions: What IS Multi Tiered System of Support (MTSS)? What ISN’T Multi Tiered System of Support (MTSS)?

+ What MTSS is Not About in Iowa Only struggling learners A single way of doing business A special education identification process A means of finding learning disabilities Used only for Child Find purposes Doing what we have always done Only interventions to Simply doing ‘something’ as an Intervention Failing to teach missing or deficit skills Failing to provide on- going monitoring Collaborating for Iowa’s Kids Phase One Implementation Fall

+ MTSS – Activity #1 Definitions: What IS Multi Tiered System of Support (MTSS)? What ISN’T Multi Tiered System of Support (MTSS)? What are the BENEFITS of implementing a Multi Tiered System of Support (MTSS)?

+ Benefits of MTSS Provides immediate assistance to students Know immediately, “Is what we are doing working?” Know which students need more/different Know what each individual student needs Provide structures to deliver what students need Proactive not Reactive Uses resources wisely in a school system Focus is on ALL students from the beginning Raise student achievement systemically Embrace a culture of “every student can learn” Collaborating for Iowa’s Kids Phase One Implementation Fall

+ MTSS Building Blocks Consensus Infrastructure Implementation Sustainability Collaborating for Iowa’s Kids Phase One Implementation Fall

+ Building Blocks, con’t Collaborating for Iowa’s Kids Phase One Implementation Fall

+ So…What how do we begin our MTSS work? Collaborative Inquiry Questions (Handout) Introduction Format C4K document previously embargoed

+ Collaborative Inquiry Questions - Partner Participation 1. Establish a Partner 2. Review the Document 3. Using the Collaborative Inquiry Question quick write (handout), determine….. a. Identify 3 things your group was excited to see a. Individually share your thoughts about how you will use this document in your district

+ Iowa’s TIER - Video

+ Early Literacy Guest Speaker(s) – Lesson Learned Guest Speaker(s) What lessons did you learn from your involvement in the Tier I Pilot? Tell us about the assessments – FAST and IGDS Thinking about continuing this work into next year, what excites you?

+ Building Blocks - Consensus Is… Arriving at a final decision acceptable to all A gathering or synthesis of ideas A process for group decision making Used in leadership teams, grade levels or buildings Achieving better solutions Is Not… Everyone agreeing A unanimous vote A majority vote Conflict or resistance will be overcome immediately Everyone’s first choice

+ Building Blocks - Infrastructure Leadership Team District Leadership Team (DLT) Building Leadership Team (BLT) Professional Learning Committee – PLC (Grade Level Team) Collaborative Inquiry Process – questions that guide thinking MTSS Guiding Questions (Handout) On-going professional development, consensus checks, and infrastructure review Collaborating for Iowa’s Kids Phase One Implementation Fall

+ Building Block – Infrastructure, Guiding Question, Core Guiding Question #1 - Measuring the effectiveness of your Core Are 80% of your students proficient in Core? How do you know? What assessments do you monitor closely? How do you track this for ALL students and subgroups?

+ Data Tracking Example Ethnicity (determine for each group) ELL SpEd F/R TAG Age 4 Pre-K Kind 1 st 2 nd 3 rd 4 th 5 th TOTAL Group Proficiency SubGroups How might this data tracking be easier within our district?

+ Building Blocks – Infrastructure, con’t Do you have PLCs or Data Teams? Do you have established protocols? (i.e., clear expectations, consistent questions, analysis of specific assessments, protected meeting dates and times, etc.) Are these PLCs/Data Teams changing instruction in the classroom? How do you know?

+ Thoughts Think, Pair, Share 1. What barriers have you overcome and how? 2. What barriers to you foresee on the near horizon? Identify your Next Steps and what supports you might need