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 ManagerRobin Neeld, Program Specialist Title III & ELL

Quiet Signal

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

Dress Shoes(Innovating)

Flip Flops(Not Using)

Work Boots(Developing)

Running Shoe(Applying)

WHICH STYLE OF SHOE DESCRIBES YOUR ROLE?

Baby Shoes(Beginning)

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.

Dress Shoes(Innovating)

Flip Flops(Not Using)

Work Boots(Developing)

Running Shoe(Applying)

WHICH STYLE OF SHOE DESCRIBES YOUR ROLE?

Baby Shoes(Beginning)

Participant Scale and ReflectionLearning 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:

SU

M-IT

U

P

MTSS/RtI: Supporting Student Achievement: Leadership Makes the

Difference

Feb

ruary

20,

2014 Learning Goals:

Participants will analyze the role of leadership in the MTSS/RtI process to increase student achievement.

Obj

ecti

ve

Shifting Gears

Community Builder

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 learned2 Interesting Facts1 Question you still have

How do we revolutionize the way we teach, lead and learn to achieve 21st Century skills ?

Sum-It-UpEssential Question

Common Language

Domain 1 : Student AchievementDomain 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.

WHAT IS YOUR STYLE?

Data-Based Decision MakingLeadership Role

Resources PreventionAttributes MonitoringImplementation 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

&

Lake County Schools

Vision Statement

• A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

MissionStatement

• The mission of the Lake County Schools is TO PROVIDE EVERY STUDENT WITH INDIVIDUAL OPPORTUNITIES TO EXCEL.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses CLOSING THE ACHIEVEMENT GAP, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Acad

emic

Se

rvic

es

Curriculum & Instruction ~ Professional Development ~ Teaching & LearningThe 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.

AssurancesWe 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.

21st Century Skills Tony Wagner, The Global Achievement Gap

5. Effective Oral Written Communication6. Accessing & Analyzing Information 7. Curiosity &Imagination

Academic Services 2014

1. Critical Thinking & Problem Solving

2. Collaboration & Leadership

3. Agility & Adaptability4. Initiative &

Entrepreneurialism

Academic Services 2014

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

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

MTSS/RtI LeadershipRelentlessly 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!”

School Transformation Model

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.

Multi-Tiered System of Support Implementation Card

RtI has consistently been defined in Florida as the practice of providing high quality instruction and ‐intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions. This multi tier system of student supports involves the ‐systematic use of assessment data to most efficiently allocate resources in order to improve learning for all students. To ensure efficient use of resources, the school-based leadership team using the problem-solving method, begin with the identification of trends and patterns using school wide and grade level data. Students who need instructional intervention beyond what is ‐ ‐provided universally for positive behavior or academic content areas are provided with targeted,

supplemental interventions delivered individually or in small groups at increasing levels of intensity. Within a MTSS, all school‐based efforts such as lesson study, universal design for learning, and continuous school improvement, are unified and accelerated by collaborative teaming to result in increased student achievement.

Four-Step Problem-Solving Model Problem Solving is a data-based decision making process that is used to identify needed interventions for students in Tiers 1, 2, and 3. Decisions are made by different RtI Teams that are composed of individuals who are qualified to make important educational decisions and to determine the allocation of resources. As a general rule, the composition of an RtI Team changes by adding specialists’ expertise as services are delivered from tier to tier. Whether the team is the school leadership team, teacher team, or multidisciplinary (individual) problem solving team, the problem solving process is applied in a systematic process in order to analyze the data. The Problem Solving Method is simply an organized way for the team to make decisions using available data. The Four-Step Problem-Solving Model should be applied to any Tier of Support.

Identify the Problem Analyze the Problem Develop the Plan (Intervention) Response to

Instruction/Intervention

The problem should be stated in objective measurable terms

The defined problem must focus on teachable skills

A problem is defined by the difference between what was measured and what was expected

To determine the extent of the problem, the expected benchmark for the assessment must be known.

Once the benchmark is known, a comparison is made between the grade level, class average, and possible individual student average. This information will determine if the problem should be addressed as a Tier 1, Tier 2, or Tier 3 concern.

Ask “Why is the problem occurring?” What are all of the relevant

hypotheses? Use all available information to

confirm your hypothesis. This includes looking at the whole picture of ICEL, a process for considering the interaction between the Instruction, Curriculum, Environment, and Learner domains. This is accomplished by Reviewing, Interviewing, Observing, and/or Testing of ICEL. It is possible that more data might be needed in one or more domains to support hypothesis generation

Explicitly defines the skills to be taught

Focuses on measurable objectives Defines the who, what, when, where,

and how of the intervention Describes how the

instruction/intervention will be progress monitored

Includes a Goal Statement to identify the necessary gain a student needs to make to close the gap

Difference between the student and peers identifies how big the gap is

Answer the question, “Is it working?” Make sure that the growth rate is

sufficient and that the gap is not getting larger when compared to peer data

Progress Monitor throughout the intervention. The team should assess whether the data shows the student(s) are progressing sufficiently along the Goal Line

Modify Plan based on Progress Monitoring data by determining the response

Is “Gap” closing, widening or is there is no change

RESEARCH-BASED EFFECTIVE TEACHING STRATEGIES 1.Identifying Similarities and Differences 2. Summarizing and Note Taking 3. Reinforcing Effort and Providing Recognition 4. Homework and Practice 5. Nonlinguistic Representations

generate mental images representing academic content construct “Thinking Maps” act, draw, role-play make physical models of content make revisions to mental images

6. Cooperative Learning 7. Setting Objectives and Providing Feedback 8. Generating and Testing Hypothesis 9. Nonfiction Writing

Use engaging text for student to practice interdisciplinary nonfiction writing

10. Cues, Questions, and Advance Organizers Prior to presenting new content help student make connections to previous learning while asking questions to help student recall what they already know

BENCHMARKS: Academic Services Instructional Visit Look For Checklist (Green Form) and Marzano’s Learning Map DA Element II: Differentiated Instruction (Marzano-Domain 2: Planning & Preparing for ELL, Special Needs)

1. Instructional delivery is student specific 2. Small group planned to meet varied needs

4. Individualized instruction 8. Leveled/and tiered tasks

DA Element IV: Florida’s Continuous Improvement Model (Marzano-Domain 2: Planning & Preparing and Reflecting on Teaching) 6. Data Driven Instruction 10. RtI/MTSS 12. Evaluating Strategy Effectiveness 13. Identifying Areas of Strength & Weakness

School-based Leadership Teams should use the Problem Solving Process to inform decisions concerning school-wide implementation of all areas of MTSS, including changes to instruction, curriculum, and environment

TIER

ED L

EVEL

S O

F SU

PPO

RTInstructional Strategies

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?

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])

Tools and ResourcesIn 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 Guide2. Guiding Tools for Instructional Problem Solving(GTIPS) 3. MTSS/RtI Quick Reference Guide4. MTSS Implementation Card

Select a reporter, follow the directions of the “Tools & Resources” handout,

and be prepared to share with the whole group.

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

MTSS/RtI: Supporting Student Achievement: Leadership Makes the

Difference

F

Eb

ruary

20

, 2014 Learning Goals:

Participants will analyze the role of leadership in the MTSS/RtI process to increase student achievement.

Obj

ecti

ve

Shifting Gears

Community Builder

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 learned2 Interesting Facts1 Question you still have

How do we revolutionize the way we teach, lead and learn to achieve 21st Century skills ?

Sum-It-UpEssential Question

Common Language

Domain 1 : Student AchievementDomain 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.

WHAT IS YOUR STYLE?

Data-Based Decision MakingLeadership Role

Resources PreventionAttributes MonitoringImplementation 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

&

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

Participant Scale and ReflectionLearning 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:

SU

M-IT

U

P