2-F "M.T.S.S. 101" Introduction to Multi-Tiered System - - PowerPoint PPT Presentation

CALIFORNIA PBIS COALITION

2-F "M.T.S.S. 101"

Introduction to Multi-Tiered System of Support

Toby Espley, M.Ed. Program Specialist Learning Support Services OC Dept. of Education Jami Parsons, Ed.D. Administrator Learning Support Services OC Dept of Education Christine Olmstead, Ed.D. Associate Superintendent Instructional Services Division OC Dept of Education

CALIFORNIA PBIS COALITION

#PBISCA @PBIS_CA Tweet Out About…

the Conference Recognition Research and Resources Impactful Quotes and Inspiration

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Learning Objectives

• Understand the CA MTSS Framework
• Identify the components of CA MTSS
• Determine your WHY
• Understand the HOW of CA MTSS

Please stand if the following statement applies to you:

Just Like Me

I am an Administrator at a District or County Office

Please stand if the following statement applies to you:

Just Like Me

I am a teacher or school-based mental health practitioner

Please stand if the following statement applies to you:

Just Like Me

I lead/coach multiple tiers of positive behavior supports at my school/district

Please stand if the following statement applies to you:

Just Like Me

My district has been involved in the CA MTSS training series

Please stand if the following statement applies to you:

Just Like Me

I am a lead for MTSS in my District or County

Please stand if the following statement applies to you:

Just Like Me

I believe in supporting ALL students; academically, social-emotionally; behaviorally

Create a Learning Goal

Multi-Tiered System of Support

A comprehensive framework designed to provide effective technical assistance for districts and schools that supports them in addressing each and every student’s academic, behavioral and social-emotional needs in the most inclusive and equitable learning environment.

• cde.us/mtss

What is CA MTSS?

Multi-Tiered System of Support

MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

What is CA MTSS?

• cde.us/mtss

CA MTSS

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RTI2 PBIS PBIS RTI2

Teaming Evidence Based Practices Data Continuous Improvement Prevention

Collaborative Effort

Whole System Engagement

Whole System Engagement

MTSS All Students One System Continuum of Support

Multi-Tiered System of Support

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MTSS

Addressing Academic, Behavioral, & Social-Emotional learning in a fully integrated system

• f support

❑ Achievement gains for ALL students ❑ Whole system engagement ❑ Build on what is successful, uniquely good, and alive in LEAs/Schools ❑ Implement an MTSS framework of five evidence-based domains and ten features

❑ Increase and improve services for ALL students with an emphasis on student groups under LCFF ❑ Support student success in the least restrictive environment and foster greater inclusion ❑ Leverage and coordinate multiple school and community resources ❑ Implement a multi-tiered, evidence-based, data-driven districtwide and school wide system

• f academic, behavior, and social

emotional support ❑ Embed MTSS into the LCAP

Theory of Action Outcomes

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Sustainability

Statewide System of Support

Education Improvement Before LCFF Education Improvement After LCFF Top down transactional exchanges focused on schools in isolation Support providers work alongside LEAs and their schools to identify key challenges and opportunities Packaged approaches for interventions Systemic approach tailored to locally identified needs and strengths Isolated team decision making Engaging with local educators and communities as part of decision making Redundancy and contradictions across state and federal programs Streamlined and coherent expectations for LEAs across state and federal programs Assistance disconnected from local priorities and focus Assistance supports LEAs in aligning, prioritizing, and using resources to meet student needs identified in the Local Control and Accountability Plan (LCAP)

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Statewide System of Support

Level of Support Description of Supports Available

Support for All LEAs & Schools (Level 1) Various state and local agencies provide an array of resources, tools, and voluntary assistance that all LEAs may use to improve student performance at the LEA and school level and narrow disparities among student groups across the LCFF priorities, including recognition for success and the ability to share promising practices. Differentiated Assistance (Level 2) County superintendents, the CDE, charter authorizers, and the California Collaborative for Educational Excellence (CCEE) provide differentiated assistance for LEAs and schools, in the form of individually designed assistance, to address identified performance issues, including significant disparities in performance among student groups. Intensive Intervention (Level 3) The State Superintendent of Public Instruction or, for charter schools, the charter authorizer may require more intensive interventions for LEAs or schools with persistent performance issues over a specified time period.

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Statewide System of Support

Level Support(s) All (Level 1)

CAASPP, including summative assessments (aggregate and individual student reports); and formative assessment tools and interim assessments Curriculum frameworks and instructional materials LCAP template & LCAP addendum California School Dashboard/LCFF evaluation rubrics Resources, guidance, professional learning, coaching and grants provided by CDE under state and federal programs (Title I, Title II, Title III, Expanded learning, Early Education, Title IV, education opportunities) Standards Implementation Steering Committees and associated trainings California Subject Matter Projects professional development and instructional supports COE and charter authorizer LCAP review and proactive assistance LCAP addendum review and proactive assistance CCEE professional development plan and pilots CCEE voluntary advice and assistance Special Education Tier 1 resources (State Systemic Improvement Plan) Commission on Teacher Credentialing credential development Fiscal Crisis Management and Assistance Team program audits and related services Grant programs to build capacity (state or federal one-time funds), including:

∙ Multi-Tiered System of Support Grant

∙ Career Technical Education Incentive Grant ∙ Career Pathways Trust ∙ College Readiness Block Grant Proposition 47 grants Federal Program Monitoring AB 1200 fiscal oversight Commission on Teacher Credentialing credential monitoring

Differentiated (Level 2)

LCFF assistance (technical assistance by COEs, CDE, and charter authorizers and referral for advice and assistance by CCEE) Title I school assistance (comprehensive and targeted support) Special Education Tier 2 supports (State Systemic Improvement Plan) Title 2 assistance (disproportionate access) COE Williams monitoring Federal Program Monitoring corrective actions AB 1200 COE (stay and rescind, etc.)

Intensive (Level 3)

SPI intervention and charter revocation (LCFF) More rigorous state intervention (Title I) Special Education Tier 3 supports (State Systemic Improvement Plan) State receivership (AB 1200)

Supports within the Three Levels of Support

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Why CA MTSS?

Why is at the core of the human experience. Simon Sinek explains, “Put simply, it helps us understand why we do what we do.”

Knowing Your “Why” Gives Your “What” More Impact

What is Your Why?

Six Essential TA Practices

Design Data Priorities Resources

Teaming

Coaching

SUMS Inclusive Academic Instruction

What Does the ELA/ELD Framework Say?

“A coordinated system of supports and services is crucial for ensuring appropriate and timely attention to students’ needs.” “The foundational structures of MTSS include high-quality core instruction using UDL principles and appropriate supports, strategies, and accommodations.”

ELA/ELD Framework Ch. 9, p. 913

Universal Design for Learning UDL

Practices

• Differentiated for ALL students
• Universal Design for Learning
• High Quality - Standards-Aligned
• CLRT
• Integrated and Designated ELD
• Explicit Behavior Expectations

Data

• Universal Screeners
• Diagnostic Assessments

swiftschools.org

Practices

• Targeted Instruction
• In Addition to Universal Supports
• More Time - More Focused
• Intervention is Based on Need

Data

• Diagnostic Assessments
• Frequent Progress Monitoring

swiftschools.org

Practices

• Intensive Intervention
• Increase Frequency, Duration &

Timeline

• Intervention Based on Need

Data

• Daily Monitoring

Intensified

swiftschools.org

Intervention and Support

Area Identified for Support Supplemental Intensified Comprehension Explicit strategy instruction Use of graphic

• rganizers

Increase frequency

• r duration

Reduce group size Provide immediate and corrective feedback Break tasks into segments

Inclusive Academic Instruction

Plan Do Study Act

SUMS Inclusive Behavioral Instruction

swiftschools.org

Practices

• Schoolwide/Classroom wide Expectations
• Explicit Instruction
• Feedback systems (acknowledgement/

correction)

• DBDM (e.g, Tiered-intervention Matrix, TIPS-II)

Data - School Aggregate

• Student Outcome data - School Attendance,

ODRs, screeners, academic benchmarks

• Implementation Data - FIA, TFI, SET

Practices

Check-in Check-Out (CICO)/ Behavior Education Program (BEP) Check and Connect/Mentoring Social/Academic Instructional Groups (SAIG) Brief FBA/BIP

Data Progress monitoring of individual student

• utcome data (e.g., CICO point card)

Aggregate data of support/intervention (e.g., Intervention Tracking Tool) Fidelity/implementation checks of interventions used

swiftschools.org

Intensified

swiftschools.org Practices

• Person centered planning
• Intensive FBA/BIP
• WRAP around

Data

• high-frequency progress monitoring
• fidelity checks of implementation

Inclusive Behavior Instruction

Plan Do Study Act

Inclusive Social Emotional Learning

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to:

• understand and manage emotion
• set and achieve positive goals
• feel and show empathy for others
• establish and maintain positive

relationships

• make responsible decisions

http://www.casel.org

Inclusive Social Emotional Learning

Inclusive Social Emotional Learning Vision for School-Wide SEL

Educators, students, families, and community members work together to support the healthy development of all students. All students are engaged and active learners who are self-aware, caring, respectful, connected to others, responsible decision makers, and academic achievers. Students are contributing in positive ways to their school and community.

5 Domains of Competency

CA Social and Emotional Learning 5 Guiding Principles

Practices

• Embedded teaching/practice of SEL skills in other

academic practices/curriculum

• Assemblies on SEL related topics
• School-wide Mindfulness practice
• Restorative Practice
• Student Wellness Centers
• Evidence based SEL Curriculum, e.g., Second Step
• Parent information Night on SEL related topic

Data

• California Healthy Kids Survey
• School Attendance
• Universal Screeners measuring SEL

competencies

Practices

• Group/Individual Counseling
• Restorative Circles/Practice
• Progress Monitoring
• Community Agency Referrals

Data

• Universal screening results
• Academic Progress
• Attendance
• Office referrals

Practices

• Crisis Intervention
• Restorative Conferencing
• Individual counseling
• Community agency referral

Data

• Universal screening results
• Attendance
• Academic Progress
• Office referrals

Intensified

Inclusive Social Emotional Instruction

Plan Do Study Act

Now, it’s your turn Let’s Meet Ryan

❧ 13 Years old ❧ Likes Dance – Hip Hop Classes ❧ Needs support in Math ❧ Charged with Misdemeanor Petty Theft ❧ Using drugs and has angry outbursts ❧ Mother suffers from depression abuses alcohol ❧ Ryan has feelings of depression ❧ Father works two jobs and does not have citizenship ❧ Father Hits Ryan when he is angry ❧ Belong to local church, but Ryan wont go

Universal Supplemental Intensive

MTSS Continuum of Support for All Academic Framework

Science Soc Studies Reading Math Study Skills Attendance

Universal Supplemental Intensive

Science Soc Studies Reading Math Study Skills Attendance Social Problem Solving Skills Ind. Play Adult Relationship

MTSS Continuum of Support for All Academic + Behavior Framework

Gets Angry

Universal Supplemental Intensive

Science Soc Studies Reading Math Study Skills Attendance Social Problem Solving Skills Ind. Play Adult Relationship Suicidal Ideation Anxiety

MTSS Continuum of Support for All Academic & Behavior & Social Emotional

Angry Easily

All Some Few Intensified Supplemental Universal

DATA PRACTICES

All Means All

For questions, or additional information please visit www.ocde.us/mtss Email camtss@ocde.us