1. Multi-Tier System of Support (MTSS):
Defining A Continuum of Supports
North Carolina Department of Public Instruction 2012
Cat and copier video
Caldwell County Schools
July 15 – 17, 2015 1

2. http://www. youtube. com/watch
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……

3. 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

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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?

11. 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)

12. 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.

13. Selecting Curricular Materials & Instructional Strategies

14. 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

15. 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)

16. 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

17. 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)

18. 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

19. 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

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

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

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

23. 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

24. 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)

25. 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.

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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.

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. "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

44. 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.

45. 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.

46. 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