1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort February 20, 2014 MTSS/RtI : Supporting Student Achievement: Leadership Makes the Difference Jeanette Tietjen, MTSS Program Manager Robin Neeld, Program Specialist Title III & ELL

2. Quiet Signal “Give Me Five” Hands up Stop talking Eyes on the speaker Signal others to stop talking Listen

4. Which Shoe Fits your role? 4 Corners Move to the corner of the room with the style of shoe that reflects how you feel about your role as an Administrator/ TEAM Evaluator in MTSS/RtI. Think about why you feel like the shoe in this corner reflects your role in MTSS/RtI? Turn to a partner in the group and share with them why you chose this particular shoe. Using the chart paper provided, develop a list of reasons with your group to reflect why this shoe fits. Select someone to report why the style of shoe your group chose reflects how you feel about your role in RtI.

6. Participant Scale and Reflection Learning Goal: Participants will analyze the role of leadership in the MTSS/ RtI process to achieve priority learning goals for All Students. 0-Not Using No understanding of the components of MTSS/RtI and have taken nothing away to confidently sustain & monitor the process. 1-Beginning Little understanding of the components of MTSS/RtI and require support to sustain and monitor the implementation. 2-Developing Moderate understanding of the components of MTSS/RtI and how to sustain implementation with minimal support to monitor the process. 3-Applying Consistent understanding of the components of MTSS/RtI implementation along with effective monitoring strategies to effective. 4-Innovating In addition to the criteria of Applying, enhanced understanding of MTSS/RtI implementation, monitoring, and execution of strategies to sustain the a high quality process. 3 Things I Learned: 2 Interesting Facts: 1 Question I still have: SUM-IT UP

7. Learning Goals: Participants will analyze the role of leadership in the MTSS/RtI process to increase student achievement. Objective NEXT STEPS: Utilizing your new understanding of the role of administrators in the RtI process, what will you change when you return to your school? Benchmarks: LEADS 3 Things you learned 2 Interesting Facts 1 Question you still have How do we revolutionize the way we teach, lead and learn to achieve 21 st Century skills ? Sum-It-Up Essential Question Common Language Domain 1 : Student Achievement Domain 2 : Instructional Leadership I Do Identify research-based leadership attributes for school leadership in the MTSS/RtI process. We Do Utilize the MTSS/RtI Implementation Card to identify the Four Step Problem Solving Model. Examine a scenario through data- based decision making. You Do Reflect on the roles of leadership covered in this session, connect how leadership can influence successful student outcomes. Data-Based Decision Making Leadership Role Resources Prevention Attributes Monitoring Implementation Card  Participants will:  Analyze their leadership role in MTSS/RtI.  Become familiar with the MTSS/RtI Implementation Card to identify instructional strategies.  Become familiar with and incorporate the tools and resources in a high quality MTSS/RtI Process. Compare pre-scale to post-scale score &

8. Lake County Schools Vision Statement Mission Statement

9. Academic Services Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement. Assurances We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

10. 21 st Century Skills Tony Wagner, The Global Achievement Gap 5. Effective Oral Written Communication 6. Accessing & Analyzing Information 7. Curiosity & Imagination Academic Services 2014 1.Critical Thinking & Problem Solving 2.Collaboration & Leadership 3.Agility & Adaptability 4.Initiative & Entrepreneurialism

11. Academic Services 2014

12. What do we know about MTSS/RtI? At each table you will find a large piece of blue paper. Each table team will need to elect a Scribe In the center of the paper write “MTSS/RtI.” Team members will brainstorm & write terms or phrases that define MTSS/RtI. Select a team Reporter to share with whole group. MTSS/RtI

13. Frame your map. Respond to the following question in the frame. How does this information relate to your role as an administrator? Be prepared to share out from your table team. MTSS/RtI

14. MTSS/RtI Leadership Relentlessly doing whatever it takes to sustain the change necessary to improve the achievement of ALL students. 1.The administrator is the leader that brings folks around the table to have open dialogue about what is working and how do we know — and what is not — and what do we need to do. 2.RtI has its roots in the pioneering work of such giants as Madeline Hunter, Siegfried Engelmann, Anita Archer, Ron Edmonds, Louisa Moats, Don Deshler, Sharon Vaughn, Jane Fell Green, Doug Carnine, Rick DuFour, Judy Elliott, Robert Marzano, and thousands of other educators and parents who decided that ALL of their students WILL learn. 3.The base of the aligning leader in his quest to build and monitor consistent implementation with fidelity of effect research based practice, that practice is a commitment to effect instructional practice. 4.Be a visionary realist moving urgently with deliberate speed. 5.What do you do when students do not learn after initial teaching? 6.“Schools control the factors necessary to assure student mastery of the CORE Curriculum – ALL Students Can Learn!”

15. School Transformation Model

17. Table Talk After watching Dr. Kukic’s video, turn to a shoulder partner and for one minute each share your reaction. Is your role as an administrator integral to the MTSS/RtI process? Be prepared to share your response with the whole group.

18. TIERED LEVELS OF SUPPORT Instructional Strategies

19. TIERED LEVELS OF SUPPORT Instructional Strategies

20. Focusing on Data-Based Decision Making Individually, read the scenario in the yellow folder on your table. After reading the scenario, as a team, answer the following questions: Did the team identify the problem and what data was used? Was an analysis of the data completed and a hypothesis developed? Was a specialist included on the team to address specific details related to the topic? Were the variables, alterable or unalterable? Can an intervention be reasonably implemented to address this problem?

22. Since 2006 - It’s the Law! The Individuals with Disabilities Education Improvement Act (IDEIA) regulations (2006) specify that: A child must not be determined to be a child with a disability … if the determinant factor for that determination is lack of appropriate instruction in reading (or math), including the essential components of reading instruction.... (34 C.F.R. §300.306 [b][1][i-iii]) To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation … data that demonstrate that prior to, or as part of, the referral process, the child was provided appropriate instruction in the regular education setting, delivered by qualified personnel…. (34 C.F.R. §300.309 [b][1])

23. Tools and Resources In table groups, we are going to look at the tools and resources available in Lake County to support MTSS/RtI. Your table groups are going to address the following question: How can these tools be used to enhance understanding of the MTSS/RtI implementation, as well as, monitoring and execution of strategies to maintain a high quality process? 1.MTSS: PS/RtI Guide 2.Guiding Tools for Instructional Problem Solving(GTIPS) 3.MTSS/RtI Quick Reference Guide 4.MTSS Implementation Card Select a reporter, follow the directions of the “Tools & Resources” handout, and be prepared to share with the whole group.

24. 2 Minute Pause The effective leader can choose to thrive by aligning the school around the following research-based components: Teaching to student success High expectations Realization of the potential of RtI Improvement based on data Validation of curricula based on student success Effective interventions, implemented with fidelity Thriving on Chaos by Tom Peters, 1987

25. Learning Goals: Participants will analyze the role of leadership in the MTSS/RtI process to increase student achievement. Objective NEXT STEPS: Utilizing your new understanding of the role of administrators in the RtI process, what will you change when you return to your school? Benchmarks: LEADS 3 Things you learned 2 Interesting Facts 1 Question you still have How do we revolutionize the way we teach, lead and learn to achieve 21 st Century skills ? Sum-It-Up Essential Question Common Language Domain 1 : Student Achievement Domain 2 : Instructional Leadership I Do Identify research-based leadership attributes for school leadership in the MTSS/RtI process. We Do Utilize the MTSS/RtI Implementation Card to identify the Four Step Problem Solving Model. Examine a scenario through data- based decision making. You Do Reflect on the roles of leadership covered in this session, connect how leadership can influence successful student outcomes. Data-Based Decision Making Leadership Role Resources Prevention Attributes Monitoring Implementation Card  Participants will:  Analyze their leadership role in MTSS/RtI.  Become familiar with the MTSS/RtI Implementation Card to identify instructional strategies.  Become familiar with and incorporate the tools and resources in a high quality MTSS/RtI Process. Compare pre-scale to post-scale score &

28. Leadership “RtI does not come from a place; it comes from a unified vision of effective teaching and leadership that demands high expectations for all students.” Stevan Kukic

29. MTSS: PS/RtI Procedures

30. What is an Administrator’s Role in MTSS/RtI? Turn to a shoulder partner to share your answer to this question for 1 minute. Be candid about with your response! Be prepared to share out from each table.

31. What do we know about MTSS/RtI & the Administrator’s Role in MTSS/RtI? At each table you will find a piece of white paper. Each table team will need to elect a Scribe In the center of the white paper write “MTSS draw a line. Write Administrator’s Role below the line” Team members will brain storm & write terms or phrases that define MTSS & the Administrator’s role. Select a team Reporter to share with whole group. MTSS/RtI Administrator’s Role

32. Data-Based Decision Making Often when data has been used, it has been used “against us”, which makes it difficult to create a culture that embraces data.

34. What is a MTSS that Uses Student-Centered, Response to Instruction/Intervention Data? Intensive, Individualized Supports Intensive interventions based on individual student needs Students receiving prolonged interventions may be several grade levels behind or ahead Progress monitoring occurs the most frequently to ensure maximum acceleration If more than 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 problem-solving Targeted, Supplemental Supports Interventions based on data revealing that students need more than core, universal instruction Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate Progress monitoring occurs more frequently to ensure that the intervention is working If more than 15% of students are receiving support at this level, engage in Tier 1 problem-solving Core, Universal Supports Research-based, high-quality, general education instruction and support Screening and benchmark assessments for all students Assessments occur for all students Data collection continues to inform instruction If less than 80% of students are successful given core, universal instruction, engage in Tier 1 problem-solving

35. Participant Scale and Reflection Learning Goal: Participants will analyze the role of leadership in the MTSS/ RtI process to achieve priority learning goals for All Students. 0-Not Using No understanding of the components of MTSS/RtI and have taken nothing away to confidently sustain & monitor the process. 1-Beginning Little understanding of the components of MTSS/RtI and require support to sustain and monitor the implementation. 2-Developing Moderate understanding of the components of MTSS/RtI and how to sustain implementation with minimal support to monitor the process. 3-Applying Consistent understanding of the components of MTSS/RtI implementation along with effective monitoring strategies to effective. 4-Innovating In addition to the criteria of Applying, enhanced understanding of MTSS/RtI implementation, monitoring, and execution of strategies to sustain the a high quality process. 3 Things I Learned: 2 Interesting Facts: 1 Question I still have: SUM-IT UP