Ccss mtss lesh_grillo 2013

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MTSS and CCSS

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  • Ccss mtss lesh_grillo 2013

    1. 1. The Common Core State Standards within a MultiTiered System of Support Framework Jennifer J. Lesh, Ph.D. The School District of Palm Beach County @LRE4Life Kelly J. Grillo, Ph.D. TBD Partners Director of Government and Educations Solutions Technology Specialist, IDEA Partnership@NASSE @kellygrillo
    2. 2. Learner Outcomes 1. 2. 3. Understand Common Core State Standards (CCSS) Understand Multi-Tiered System of Supports (MTSS) Learn to use Problem-Solving Process in an inclusive educational setting that implements the CCSS to: a. diagnose skill deficits b. include social/emotional supports c. scaffold instruction d. include strategic instruction and digital literacy differentiate instruction
    3. 3. CCSS Mission The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
    4. 4. What are the Common Core Standards?  Are aligned with college and work expectations;  Are clear, understandable and consistent;  Include rigorous content and application of knowledge through high-order skills;  Build upon strengths and lessons of current state standards;  Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and  Are evidence-based.
    5. 5. What is not included:  How teachers should teach  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with special needs  Everything needed to be college and career ready
    6. 6. So Why Do We Need the CCSS?
    7. 7. Integrated Literacy & Listening and Speaking Skills Comprehension and Collaboration 1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
    8. 8. Learning Strategies University of Kansas Center for Research on Learning Content Enhancement Don Deshler, Ph.D. Past Director KU-CRL
    9. 9. SLANTing behaviors S-Sit Up L-Lean Forward A-Active Your Thinking N-Name Key Information T-Track the Talker
    10. 10. Speaking and Listening Kindergarten Grade 1 Grade 2 Comprehension and Collaboration 2. Confirm understanding 2. Ask & answer questions 2. Recount or describe key of a text read aloud or about key details in a ideas or details from a information presented text read aloud or text read aloud or orally or through other information presented information presented media by asking & orally or through other orally or through other answering questions media. media. about key details & requesting clarification if 3. Ask & answer questions 3. Ask & answer questions about what a speaker about what a speaker something is not says in order to gather says in order to clarify understood. additional information or comprehension, gather 3. Ask & answer questions clarify something that is additional information, in order to seek help, not understood. or deepen get information, or understanding of a topic clarify something that is or issue. not understood.
    11. 11. Shoulder Talk What strategy do you use in your classroom to support formulating questions OR Accessing Support?
    12. 12. Speaking and Listening Grade 3 Grade 4 Grade 5 Comprehension and Collaboration 2.Determine the main ideas & supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 2. Paraphrase portions of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. 3. Identify the reasons & 3. Ask & answer questions evidence a speaker about information from provides to support a speaker, offering particular points. appropriate elaboration & detail. 2. Summarize a written text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. 3. Summarize the points a speaker makes & explain how each claim is supported by reasons & evidence.
    13. 13. What strategy do you use in your classroom to support summarizing?
    14. 14. CCSS Literacy Supports In ten words or less summarize your learning so far today!!!
    15. 15. Define MTSS
    16. 16. Florida Multi-Tiered System of Supports Tier 3 Intensive Individualized Interventions and Supports More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction Tier 2 Targeted Supplemental Interventions and Supports More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction Tier 1 Core Universal Instruction and Supports General academic and behavior instruction and support designed and differentiated for all students in all settings The three tiers are not used to describe categories of students, timelines, procedures, or specific programs. Source:http://www.florida-rti.org/floridaMTSS/mtf.htm
    17. 17. What is Problem-Solving? A process that uses the skills of professionals from different disciplines to develop and evaluate instruction/intervention plans that significantly improve the school performance of students.
    18. 18. School Wide Problem-Solving Is this an individual student problem or a larger systemic problem? Adapted from: Heartland AEA 11, Improving Children’s Educational Results
    19. 19. CCSS and MTSS  Standards Alignment instruction is not new  The CCSS bring new challenges to student engagement  The CCSS bring new challenges to the planning, professional development and delivery of instruction  Implementation of CCSS for ALL students is an MTSS issue Source: RtI Network, G. Batcshe, May 2013
    20. 20. Putting it ALL together 1. How do we define Core, Supplemental and Intensive? 2. How do we differentiate Core, Supplemental and Intensive? 3. What does instruction look like in Core, Supplemental and Intensive? 4. What does assessment look like in Core, Supplemental and Intensive?
    21. 21. Essential Questions To Ask When Implementing CCSS in an MTSS Framework 1. What is fidelity and how is it assessed? 2. How do we ensure fidelity of instruction/intervention across Core, Supplemental, and Intensive? 3. How do we assess the effectiveness of the instruction/intervention? 4. What critical elements of the school infrastructure must be in place to implement and sustain MTSS?
    22. 22. More Essential Questions  How do we ensure that Tier 2 and Tier 3 instruction aligns with the Learning Goals/Standards that are the focus of instruction in Tier 1?  How do we ensure that the instructional strategies and student engagement skills expected in Tier 1 are incorporated into Tier 2 and Tier 3 instructional planning?  How do we ensure that the focus of instruction in Tiers 2 and 3 incorporates CCSS student engagement/performance expectations— critical thinking, reasoning, problem-solving?  How do we ensure that the supplemental/intensive instructional strategies and specially designed instruction are incorporated into Tier 1 setting? Source: RtI Network, G. Batcshe, May 2013
    23. 23. How Does Core Instruction Come Together to Support CCSS in a Tiered Approach? Effective Lesson Study & Effective Lesson Planning ALL instructional professionals (Gen. Ed., Sp. Ed., support staff, and related service providers) Evidenced-Based instructional strategies identified Student engagement expectations identified Gaps in instruction identified using screening data Source: RtI Network, G. Batcshe, May 2013
    24. 24. How Does Supplemental and Intensive Instruction Come Together to Support CCSS in a Tiered Approach?  Supplemental/Intensive providers meet separately to lesson plan their instruction within the context of the Core lesson study meeting  Instructional strategies, engagement behaviors, instructional materials that support student success in the Core are identified Source: RtI Network, G. Batcshe, May 2013
    25. 25. Supplemental/Intensive Effective Planning  Align with scope and sequence of Core instruction on weekly basis  This allows for focus in vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into the Core  Assessments in Supplemental/Intensive integrate Core Assessments  Ensures student can identify how Supplemental/Intensive Instruction enhances their Core instruction Source: RtI Network, G. Batcshe, May 2013
    26. 26. ? Questions? Dr. Jennifer Lesh jenniferleshphd@gmail.com @LRE4life Dr. Kelly J. Grillo kjgrillo@gmail.com @kellygrillo

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