multi-tiered system of supports · 2014. 2. 12. · multi-tiered system of supports: a...

Multi-tiered System of Supports: A Comprehensive Framework for

Implementing the California Common Core State Standards

Participant Packet Unit 3: Instructional Planning and

Supports

California Department of Education Sacramento, California

MTSS: A Comprehensive Framework for Implementing CA CCSS Professional Learning Module Unit 3: Instructional Planning and Supports Guided Notes

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MTSS

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

Review of Unit 2 – Take Away Activity

As you considered your own school or district setting: • What did you discover about how universal screening and progress monitoring

occur?

• How is the information being used?

• Have staff members received training in the problem solving processes to make data-based decisions?

Welcome to Unit 3 Unit 3: Learning Objectives

• What is high quality core instruction?

• What is scaffolding? What does it look like? Where is scaffolding addressed in the standards?

• Why is differentiating instruction important?

• What is Universal Design for Learning (UDL)?

• How do accommodations support and benefit all students to master the standards?

Participants will… • Identify elements of good tier one classroom

instruction

• Define scaffolding and give an example of where it is addressed in the standards

• State the purpose for differentiating instruction

• Define universal design for learning and its principles

• Describe the types of classroom accommodations that benefit all students

Quality of Classroom Instruction

• Single most important attribute for generating academic student growth

• Effective teacher has six to ten times as much impact on achievement as all other factors combined (family background, class size, socio-economic status, and peer group affiliation)

• A strong predictor of eradicating poverty and ethnicity when teachers teach to a specific academic purpose

(Odden & Wallace, 2003; Mortimore & Sammons, 1987; Brock, 2007)


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Tier 1

• Foundation of the general education curriculum

• Scientific, research-based core instructional and behavioral practices and supports designed for all students

• Explicit and systematic

Direct Explanation

• Clearly stating the objectives for the lesson • Identifying the specific core content and language objectives • Defining the skills and strategies to be learned

Instructional Scaffolding

Teacher Modeling I Do

Guided Practice We Do

Independent Practice You Do

The teacher: • Models by showing &

telling a procedure or process

• Presents the model or examples with a visual

• Ensures that the model is clear and aligned to the objective

• Uses student engagement

The teacher: • Allows time for both

teacher and students to do it together using student engagement strategies

• Gradually increases the number of steps students complete, while decreasing the amount of teacher prompts and scaffolding

The teacher: • Provides independent

student practice

• Continually checks for understanding

• Monitors student progress

• Identifies those students who need more instruction

Time to Reflect – Given an example of how a teacher would provide direct, explicit instruction following the gradual release of responsibility from the teacher to the students using the “I do, We do, You do” approach


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Instructional Scaffolding

Gradual process in which the teachers assist students with: • Incorporating new skills • Learning by modeling • Providing guided practice so the student will eventually be able to complete similar

tasks independently

Vygotsky’s Zone of Proximal Development (ZPD) • The difference between what students can do with direct assistance and what they

can do without assistance. (Vygotsky, 1978)

Differentiated Instruction

• Consistently using a variety of evidence-based instructional approaches to transform materials, curriculum, and production in response to the interests, preferences, and readiness of academically diverse learners • Way for teachers to think effectively about whom they teach, where they teach, and how they teach to maximize the students’ potential

Content Process Product

Change in the material being learned by the students

The way in which the students access the material

The way in which the student shows what he or she has learned

Flexible Grouping

• Purposeful reordering of students into working groups

• Ensure that all students work with a wide variety of classmates in a wide range of contexts

• Group membership can be organized by readiness, student interests, reading level, skill level, background knowledge, or social skills

Time to Reflect – How does your school or classroom successfully meet the needs of the diverse learners?

Within one content area that you teach, write down some ways that you might differentiate instruction with consideration of the content, process, product, and flexible grouping.


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Universal Design for Learning (UDL)

• Set of principles for curriculum development

• Gives all individuals equal opportunities to learn by providing flexible approaches for creating instructional goals, methods, materials, and assessments that work for everyone

• Can be customized and adjusted for individual needs

• Uses multiple means of representation, expression, action, and engagement to plan curricula to meet the needs of all diverse learners

(CAST.org)

Three Principles of UDL

Multiple Means of Representation

Multiple Means of Action & Expression

Multiple Means of Engagement

Options for: • Perception

• Language and

Symbols

• Comprehension

Options for: • Expressive skills and

fluency

• Executive functions • Physical action

Options for: • Recruiting interest

• Sustaining interest

• Self-regulation

Example of options for comprehension: • Media • Authenticity • Graphic organizers

Examples of options for physical action: • Project-based learning • Demonstration • Collaborative grouping

Examples of means of engagement: • Flexible grouping • Technology supports • Offering choices

Time to Reflect – Use the UDL Educator’s Toolkit to note any examples you observed from the video that demonstrated variation in:

How information was represented

How students demonstrated their understanding

How students were engaged in learning


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Universal Design for Learning

Provide more students access to the general education curriculum Can impact • The number of students requiring special education services • The amount of time teachers spend individualizing instruction • The number of accommodations needed during instruction and assessment • The number of students dropping out of school • The number of students not currently engaged in school

Commitment Evident in Standards

Commitment to English Learners

Commitment to Students with Disabilities

“The standards should also be read as allowing for the widest possible range of students to participate fully from the outset, and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.” (ELA Framework, “What is not covered”)

“All students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English Language Learners. However, these students may require additional time, appropriate instructional support, and aligned assessments.”

“For students with disabilities, reading should allow for the use of Braille, screen-reader technology, and other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.”

Time to Reflect – Reflect on the CCSS’ commitment to support English learners and students with disabilities

How does this statement shift your thinking in terms of teacher knowledge of the core standards and pedagogical practices?

Accommodations

• Provide Practices and procedures for equitable access during instruction and assessment

• Minimize or eliminate barriers to the general education curriculum

• Do not change the expectation level or standard for all students

• Applied systematically at the beginning of curricular or assessment activities

(CDE, 2010)


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Types of Accommodations

Presentation Response Setting Timing/Scheduling

Allow students to access information in ways that do not require them to visually read standard print

Allow students to complete activities, assignments, and assessments by using an assistive device or an organizer

May change the location in which a test or assignment is given or the conditions of the assessment setting

Allow an increased time allotted to complete an assessment or assignment

Time to Reflect – Write down one example of an accommodation in each area. Presentation Response Setting Timing/Scheduling

Time to Reflect – Consider how assistive technology support high expectations for students with disabilities in the classroom. Give an example of an accessible instructional material?

What are the four types of specialized formats available? 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________

How are the right formats chosen?

What is one way that a student can interact with the content?

Re-Teach and Enrich • School-wide strategy for providing additional support for students who are struggling with a

concept

• Allows students who have mastered a concept to move on to the next level

• Grade level teams create and provide weekly formative assessments

• Identify both the students who are struggling with a learning objective as well as the students who have mastered the same learning objective


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Tiered Intervention Supports – http://www.rti4success.org/ Tier 2 Description Tier 3 Description

Focus Students identified through screening as at risk for poor learning outcomes. Typically no more than 15% student population

Focus Students who have not responded to primary or secondary level prevention, or with very low performance levels. Typically no more than 3-5% student population

Instruction Targeted, evidence-based supplemental instruction delivered in small groups

Instruction Individualized instruction delivered to small groups or individually and intensified by making adaptations based on student data

Setting General education classroom or regular education location

Setting General education or special education setting

Assessments Progress monitoring, diagnostic, screening

Assessments Progress monitoring, diagnostic, screening

Time to Reflect - What are two similarities and two differences between strategic Tier 2 and inventive Tier 3 supports?

Similarities

Differences

Take Away Activity – Consider the instructional readiness elements in your setting.

1. Are staff members selecting academic curricula, behavioral instructional materials, and programs that are appropriate matches to meet the needs of all students?

2. Are staff members specifically trained in using the academic and behavioral

core, supplemental and intensive curricular materials and programs that they are responsible for providing?

3. Does the schedule provide sufficient time for core, supplemental, and

intensive instruction?


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Time to Reflect

What I learned in this unit…

Questions I still have about my next steps…

Unit 4 Preview: Leadership for Implementation of MTSS • What role does leadership play in initial implementation and sustainability? • How can districts and school sites establish self-correcting feedback loops to

support implementation?


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References California Department of Education & California Comprehensive Center at WestEd. Accommodations manual: A guide to selecting, administering, and evaluating accommodations for instruction and assessment for students with disabilities. Sacramento: California Department of Education, 2010. California Department of Education. California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Sacramento: California Department of Education, 2010. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf. California Department of Education. California Common Core State Standards Mathematics. Sacramento: California Department of Education, 2010. http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf. Common Core State Standards Initiative. Implementing the Common Core State Standards, 2010. http://www.corestandards.org/the-standards. Edutopia. Reteach and Enrich: How to Make Time for Every Student. YouTube, 2011. http://www.youtube.com/watch?v=J8DQugVxHv0.

Hall, T., Strangman, N. and Meyer, A. Differentiated Instruction and Implications

for UDL Implementation, Accessible Instructional Materials and CAST, 2003. http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.Uo0tm42f8c.

Herbert, M. From the editor . . . Why UMTSS, why now? MTSS: The big picture.

The Utah Special Educator 35, no.2 (2013): 4-8. http://essentialeducator.org/wp-content/uploads/educator-pdf/March2013.pdf.

Kansas State Department of Education. Kansas guide to learning literacy. A

comprehensive cross-curricular literacy guide to advance learning from birth through grade 12. An executive summary. Topeka: Kansas Department of Education, 2013. http://www.ksde.org/LinkClick.aspx?fileticket=XyenUS1XkNY%3D&tabid=5573&mid=13620.

Lowello. Raise the bar and narrow the gap: How do we successfully do both? Essential Educator, 2011(February 28). http://essentialeducator.org/?p=3e824&print=0./

http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

http://www.corestandards.org/the-standards

http://www.youtube.com/watch?v=J8DQugVxHv0

http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.Uo0tm42f8c

http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl#.Uo0tm42f8c

http://essentialeducator.org/wp-content/uploads/educator-pdf/March2013.pdf

http://essentialeducator.org/wp-content/uploads/educator-pdf/March2013.pdf

http://www.ksde.org/LinkClick.aspx?fileticket=XyenUS1XkNY%3D&tabid=5573&mid=13620

http://www.ksde.org/LinkClick.aspx?fileticket=XyenUS1XkNY%3D&tabid=5573&mid=13620

http://essentialeducator.org/?p=3e824&print=0./


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Maryland Department of Education (2011). A Route for Every Learner. Universal Design for Learning (UDL) as a Framework for Supporting Learning and Improving Achievement for All Learners in Maryland, Prekindergarten through Higher Education. 2011. http://marylandlearninglinks.org/1021. Maryland Department of Education. Maryland Learning Links – Universal Design

for Learning. YouTube, 2012. http://www.youtube.com/watch?v=aaSZqgr2eUM.

National Center on Instructional Materials and CAST. Accessible Instructional Materials – Simple Said. 2013. http://aim.cast.org/learn/accessiblemedia/allaboutaim. National Center on Response to Intervention. Instructional Intervention Tool Chart. n.d.

http://www.rti4success.org/. National Governors Association. Common Core ELA What is not covered. Application

for English learners. http://www.corestandards.org/assets/application-for-english-learners.pdf.

National Governors Association. Common Core ELA What is not covered. Application to students with disabilities. http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf.

Vygotsky, L. Mind and Society: The Development of Higher Psychological

Processes. Cambridge, MA: Harvard University Press, 1978. Wilson, D. The Importance of Educational Leadership and Policy: In Support of

Effective Instruction. Center for Innovative Education and Prevention & BrainSMART. September (2011): 1-4. http://files.eric.ed.gov/fulltext/ED523494.pdf.

http://marylandlearninglinks.org/1021

http://www.youtube.com/watch?v=aaSZqgr2eUM

http://aim.cast.org/learn/accessiblemedia/allaboutaim

http://www.rti4success.org/

http://www.corestandards.org/assets/application-for-english-learners.pdf

http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf

http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf

http://files.eric.ed.gov/fulltext/ED523494.pdf

Universal Design for Learning Educator Checklist

MTSS: Unit 3 – Instructional Planning and Supports 1

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Principle 1: Multiple Means of Representation Evidence Ideas

Provide Options for Perception

Customize the display of information

Provide alternatives for auditory information

Provide alternatives for visual information

Provide options for language and symbols

Define vocabulary and symbols

Clarify syntax and structure

Decode text or mathematical notation

Promote cross-linguistic understanding

Illustrate key concepts non-linguistically

Provide options for comprehension

Provide or activate background knowledge

Highlight critical features, big ideas, and relationships

Guide information processing

Support memory and transfer



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Provide options for physical action

Provide varied ways to respond

Provide varied ways to interact with materials

Integrate assistive technologies

Provide options for expressive skills and fluency

Allow choices of media for communication

Provide appropriate tools for composition and problem solving

Provides ways to scaffold practice and performance

Provide options for executive functions

Guide effective goal setting

Support planning and strategy development

Facilitate managing information and resources

Enhance capacity for monitoring progress



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Provide options for recruiting interest

Increase individual choice and autonomy

Enhance relevance, value, and authenticity

Reduce threats and distractions

Provide options for sustaining effort and persistence

Heighten salience of goals and objectives

Vary levels of challenge and support

Foster collaboration and communication

Increase mastery-oriented feedback

Provide options for self-regulation

Guide personal goal-setting and expectations

Scaffold coping skills and strategies

Develop self-assessment and reflection

Adapted from Universal Design for Learning Online, CAST.org www.cast.org

http://www.cast.org/

MTSS Professional Learning Module

Unit 3 – Instructional Planning & Supports

Exit Slip

3 things I learned from this unit are:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

3. ___________________________________________________________

___________________________________________________________

2 questions I still have are:

1. ___________________________________________________________

___________________________________________________________

2. ___________________________________________________________

___________________________________________________________

Name: ____________________________________

Date: ____________________________________

Leave the Exit Slip as your ticket out the door.

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