Few Some All 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 Available on the Brokers of Expertise Website www.myboe.org 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) Pre-Assessment • Locate the Pre-Assessment handout • Assess your knowledge of MTSS • Complete independently • Share your responses Learning Objectives 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 RtI2 5. Identify critical components of the implementation process 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) Implementing the CA CCSS MTSS Through 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 “. . . Implementing the Common Core State Standards within a framework of a MultiTiered 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) Time to Reflect • Think about the supports and interventions currently in place in your school or district • Which student populations are addressed? California Systems of Support • Interventions within • Services for English Learners, American the RtI2 framework Indian students, • Special Education and those in gifted and talented • Title I programs • Title III Are these systems consistent with the supports you identified as available in your school or district? The Shift to the CA CCSS VIDEO – Why Common Core? http://vimeo.com/30055181 (NYC Department of Education) Time to Reflect • What do these standards demand from students? • How do they change the curriculum? • How do they change the instruction? Characteristics of the CA CCSS Clear & consistent framework Schools are globally competitive Logical Progression of rigorous content Balanced application of math & literacy Reflect the principles of Universal Design for Learning Evidence-based practices Produce the deep knowledge & skills necessary For ALL students CA CCSS for English/Language Arts, & Literacy 1. A comprehensive Kindergarten–5th 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. 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 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 8th grade • Organized by conceptual categories in high school The Three Shifts in Mathematics • 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 (Cocuzza) 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? Analysis of Real Data CA Achievement Gaps in English / Language Arts 100 90 80 Non-Disabled 70 Percent Proficient 60 And Above 50 40 59 English Only 49 46 44 38 English Language Learners 28 30 20 20 10 Students with Disabilities 64 9 Not Economically Disadvantaged 25 Economically Disadvantaged 10 4 0 2003 2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) CA Achievement Gaps in English / Language Arts 100 90 80 Non-Disabled 70 Percent Proficient 60 And Above 50 40 59 English Only 49 46 44 38 English Language Learners 28 30 20 20 10 Students with Disabilities 64 9 Not Economically Disadvantaged 25 Economically Disadvantaged 10 4 0 2003 2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) CA Achievement Gaps in Mathematics 100 90 80 Non-Disabled 70 64 Percent Proficient 60 And Above 50 40 English Only 45 43 39 37 30 20 55 53 37 Students With Disabilities 20 24 29 Not Economically Disadvantaged Economically Disadvantaged 13 10 0 2003 English Language Learners 2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) CA Achievement Gaps in Mathematics 100 90 80 Non-Disabled 70 64 Percent Proficient 60 And Above 50 40 English Only 45 43 39 37 30 20 55 53 37 Students With Disabilities 20 24 29 Not Economically Disadvantaged Economically Disadvantaged 13 10 0 2003 English Language Learners 2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) 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 CA Graduation Rate 100 90 80 78.5 76.3 70 Percent Graduated 60 70 70 59.1 60.3 61.6 60.8 GE All Students With Disabilities English Language Learners Economically Disadvantaged 50 40 30 20 10 0 2011 2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) CA Drop Out Rate 100 90 80 70 GE All Percent 60 Dropped Out 50 40 29.8 30 20 23.7 17.5 21.3 14.4 24.9 17.7 18.4 10 0 2009-2010 2011-2012 (California Department of Education DataQuest files: http://dq.cde.ca.gov/dataquest/) Students With Disabilities English Language Learners Economically Disadvantaged 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? 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.” The one-size-fits-all approach will no longer work if we are expecting a different result (Biancarosa & Snow, 2004) 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) 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) Are we just changing the name from Response to Instruction and Intervention to Multi-Tiered System of Supports? The RtI2 Framework Intensive – Tier III ≈ 5% Strategic- Tier II ≈ 15% Benchmark - Tier I ≈ 80% of Students The RtI2 Framework Intensive – Tier III ≈ 5% Strategic- Tier II ≈ 5% ≈ 15% Benchmark - Tier I Students receive highquality core and universal instruction aligned to the Common Core, differentiated to meet the needs of ALL students in every classroom. ≈ 80% of Students ≈ 80% of Students The RtI2 Framework Intensive – Tier III ≈ 5% Strategic- Tier II 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. ≈ 15% Benchmark - Tier I ≈ 80% of Students The RtI2 Framework Intensive – Tier III ≈ 5% Strategic- Tier II ≈ 15% 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 Benchmark - Tier I ≈ 80% of Students RtI2 Limitations • Does not include all students • Focus often is only on academics • Without a system-wide approach, RtI2 is not aligned with other initiatives, resources, or supports (Meinders 2012) MTSS Paradigm Shifts FROM… TO… Intervention for a FEW students Prevention for ALL students Identifying which student needs help Identifying what help each student needs Using the programs and people available Intentional design and redesign of services and supports matched to needs of students MTSS Principles and Practices • Early Intervention • Multi-tiered model • Evidence-based supports and practices • Fluidly driven by data • Individualized interventions • Principles of UDL (www.kansasmtss.org) • Differentiated learning • Integration of intervention and instructional supports • Classroom instruction aligned with the CA CCSS • Strong, predictable, and consistent classroom management structures 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) Essential Concepts CA MTSS RtI2 • Universal screening • Multiple tiers of intervention • Data-driven decision making • Problem solving teams • Focus on CCSS • 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 Bringing MTSS to CA Schools The implementation of MTSS will “require all school staff to change the way in which they have traditionally worked” across all school settings (Castillo et. al. 2010) Bringing MTSS to CA Schools • School teams must focus on – Facilitation of consensus building – Establishment of necessary infrastructure – Ongoing evaluation of adhering to implementation (Castillo et. al. 2010) Implementing MTSS “Real change is possible, but only by taking a truly systemic approach. There are not quick fixes.” (Fullan, 2010) Stages of Implementation Should we do it? Work to do it right! Work to improve it! 1. Exploration 2. Installation 3. Initial Implementation 4. Full Implementation 5. Improvement and Innovation Stages of Implementation Should we do it? 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 Stages of Implementation Work to do it right! 2. Installation • Set up infrastructure • Establish leadership teams and data systems • Conduct an audit • Develop a plan • Implement professional development plan Stages of Implementation Work to do it right! • • • • 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 Stages of Implementation Work to improve it! 4. Full Implementation • 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 Stages of Implementation Work to improve it! 5. Improvement and Innovation • Increase the efficient use of resources • Improve outcomes for students • Success requires that staff members continually analyze data Unit 1 Take Away Activity Read Multi-Tier System of Support (MTSS) By: Orla Higgins Averill, Claudia Rinaldi, Urban Special Education Leadership Collaborative • Note the features of RtI, PBIS, and MTSS • What steps are necessary to bring MTSS to scale? Time to Reflect • What did you learn in Unit 1? • What questions do you have? 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?