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2. Multi-Tiered System of Supports A Comprehensive Framework for Implementing the California Common Core State Standards Professional Learning Module Series d 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

3. Available on the Brokers of Expertise Website www.myboe.org

4. Welcome Message f Phil LaFontaine, Director Professional Learning Support Division Instructional and Learning Support Branch Fred Balcom, Director Special Education Division Student Support and Special Services Branch Tom Adams, Director Curriculum Frameworks & Instructional Resources Division Karen Cadiero-Kaplan, Director English Learner Support Division Instructional and Learning Support Branch California Department of Education (CDE)

5. Pre-Assessment Locate the Pre-Assessment handout Assess your knowledge of MTSS Complete independently Share your responses

6. 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 RtI 2 5.Identify critical components of the implementation process Learning Objectives

7. 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)

8. 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

9. “... 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

10. Time to Reflect Think about the supports and interventions currently in place in your school or district Which student populations are addressed?

11. California Systems of Support Interventions within the RtI 2 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 supports you identified as available in your school or district?

12. The Shift to the CA CCSS VIDEO – Why Common Core? http://vimeo.com/30055181 (NYC Department of Education)

13. Time to Reflect What do these standards demand from students? How do they change the curriculum? How do they change the instruction?

14. Characteristics of the CA CCSS Balanced application of math & literacy Evidence-based practices Clear & consistent framework Reflect the principles of Universal Design for Learning Logical Progression of rigorous content Schools are globally competitive For ALL students Produce the deep knowledge & skills necessary

15. CA CCSS for English/Language Arts, & Literacy 1.A comprehensive Kindergarten–5 th 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.

16. Shifts in ELA & Literacy 1.Reaching a true balance of informational & literary text 2.Building knowledge of content areas through text 3.Creating staircase of text complexity 4.Providing text-based answers 5.Providing sources and evidence to support arguments 6.Learning of academic language

17. Math Standards Mathematical Practice Describe how standards should be approached in instruction Mathematical Content Define what students should know and be able to do Organized by domains in Kindergarten through 8 th grade Organized by conceptual categories in high school

18. 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

19. 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?

20. Analysis of Real Data

21. (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) Percent Proficient And Above CA Achievement Gaps in English / Language Arts 38 10 9 44 49 20 59 28 64 25 4

22. (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) Percent Proficient And Above CA Achievement Gaps in English / Language Arts 38 10 9 44 49 20 59 28 64 25 4

23. (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) CA Achievement Gaps in Mathematics Percent Proficient And Above 37 13 39 20 45 24 53 29 55 37 64 43

24. (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) CA Achievement Gaps in Mathematics Percent Proficient And Above 37 13 39 20 45 24 53 29 55 37 64 43

25. 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

26. CA Graduation Rate (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) Percent Graduated 76.3 59.1 60.3 70 78.5 60.8 61.6 70

27. CA Drop Out Rate (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/ ) Percent Dropped Out 17.5 23.7 29.8 21.3 14.4 18.4 24.9 17.7

28. 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?

29. 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

30. 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)

31. 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)

32. Are we just changing the name from Response to Instruction and Intervention to Multi-Tiered System of Supports?

33. ≈ 80% of Students Benchmark - Tier I Strategic- Tier II Intensive – Tier III ≈ 5% The RtI 2 Framework ≈ 15%

34. 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 Intensive – Tier III ≈ 5% The RtI 2 Framework ≈ 15%

35. 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 Intensive – Tier III ≈ 5% The RtI 2 Framework ≈ 15%

36. 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 Intensive – Tier III ≈ 5% The RtI 2 Framework ≈ 15%

37. Does not include all students Focus often is only on academics Without a system-wide approach, RtI 2 is not aligned with other initiatives, resources, or supports RtI 2 Limitations (Meinders 2012)

38. Identifying which student needs help Identifying what help each student needs Intervention for a FEW students Prevention for ALL students Using the programs and people available Intentional design and redesign of services and supports matched to needs of students MTSS Paradigm Shifts TO… FROM…

39. 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)

40. 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)

41. 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 RtI 2

42. Bringing MTSS to CA Schools (Castillo et. al. 2010) The implementation of MTSS will “require all school staff to change the way in which they have traditionally worked” across all school settings

43. 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

44. “Real change is possible, but only by taking a truly systemic approach. There are not quick fixes.” (Fullan, 2010) Implementing MTSS

45. Stages of Implementation 1. 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?

46. Stages of Implementation 1. 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?

47. Stages of Implementation 2. 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!

48. Stages of Implementation 3.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!

49. Stages of Implementation 4. Full Implementation Work to improve 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

50. Stages of Implementation 5. I m provement and Innovation Increase the efficient use of resources Improve outcomes for students Success requires that staff members continually analyze data Work to improve it!

51. Read Multi-Tier System of Support (MTSS ) By: Orla Higgins Averill, Claudia Rinaldi, Urban Special Education Leadership Collaborative Unit 1 Take Away Activity Note the features of RtI, PBIS, and MTSS What steps are necessary to bring MTSS to scale?

52. Time to Reflect What did you learn in Unit 1? What questions do you have?

53. 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?