CALIFORNIA PBIS COALITION 2-F "M.T.S.S. 101" Introduction to Multi-Tiered System of Support Christine Olmstead, Ed.D. Toby Espley, M.Ed. Jami Parsons, Ed.D. Associate Superintendent Program Specialist Administrator Instructional Services Division Learning Support Services Learning Support Services OC Dept of Education OC Dept. of Education OC Dept of Education
CALIFORNIA PBIS COALITION Tweet Out About… the Conference Research and Resources #PBISCA @PBIS_CA Recognition Don’t forget the Hashtags and Handles! Impactful Quotes and Inspiration
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: I am an Just Administrator at a Like District or County Me Office
Please stand if the following statement applies to you: I am a teacher or Just school-based Like mental health Me practitioner
Please stand if the following statement applies to you: I lead/coach Just multiple tiers of Like positive behavior Me supports at my school/district
Please stand if the following statement applies to you: My district has Just been involved in Like the CA MTSS Me training series
Please stand if the following statement applies to you: I am a lead for Just Like MTSS in my Me District or County
Please stand if the following statement applies to you: I believe in Just supporting ALL Like students; Me academically, social-emotionally; behaviorally
Create a Learning Goal
What is CA MTSS? A comprehensive framework designed to provide effective technical assistance for Multi-Tiered districts and schools that System of supports them in addressing Support each and every student’s academic, behavioral and social-emotional needs in the most inclusive and equitable learning environment. ocde.us/mtss
What is CA MTSS? MTSS offers the potential to create needed systematic Multi-Tiered change through intentional System of design and redesign of services Support and supports to quickly identify and match to the needs of all students. ocde.us/mtss
CA MTSS
Prevention Teaming RTI 2 RTI 2 PBIS PBIS Continuous Evidence Based Improvement Practices 16 Data
Collaborative Effort
Whole System Engagement
Whole System Engagement
MTSS All Students One System Continuum of Support
Multi-Tiered System of Support 21
MTSS Addressing Academic, Behavioral, & Social-Emotional learning in a fully integrated system of support
Theory of Action Outcomes ❑ Increase and improve services for ❑ Achievement gains for ALL students with an emphasis on ALL students student groups under LCFF ❑ Whole system ❑ Support student success in the least engagement restrictive environment and foster greater inclusion ❑ Build on what is ❑ Leverage and coordinate multiple successful, uniquely good, and alive in school and community resources LEAs/Schools ❑ Implement a multi-tiered, evidence-based, data-driven ❑ Implement an MTSS districtwide and school wide system framework of five of academic, behavior, and social evidence-based emotional support domains and ten features ❑ Embed MTSS into the LCAP 24
Sustainability
Statewide System of Support Education Improvement Education Improvement After Before LCFF LCFF Support providers work Top down transactional alongside LEAs and their exchanges focused on schools to identify key schools in isolation challenges and opportunities Systemic approach tailored to Packaged approaches for locally identified needs and interventions strengths Engaging with local educators Isolated team decision and communities as part of making decision making Redundancy and Streamlined and coherent contradictions across state expectations for LEAs across and federal programs state and federal programs Assistance supports LEAs in aligning, prioritizing, and using Assistance disconnected resources to meet student from local priorities and needs identified in the Local focus Control and Accountability Plan 26 (LCAP)
Statewide System of Support Level of Support Description of Supports Available Various state and local agencies provide an array of resources, tools, and voluntary assistance that all LEAs Support for All LEAs & may use to improve student performance at the LEA Schools and school level and narrow disparities among student (Level 1) groups across the LCFF priorities, including recognition for success and the ability to share promising practices. County superintendents, the CDE, charter authorizers, and the California Collaborative for Educational Excellence (CCEE) provide differentiated assistance for Differentiated LEAs and schools, in the form of individually designed Assistance assistance, to address identified performance issues, (Level 2) including significant disparities in performance among student groups. The State Superintendent of Public Instruction or, for charter schools, the charter authorizer may require Intensive Intervention more intensive interventions for LEAs or schools with (Level 3) persistent performance issues over a specified time period. 27
Statewide System of Support Supports within the Three Levels of Support Level Support(s) 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 All CCEE professional development plan and pilots (Level 1) 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 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) Differentiated Special Education Tier 2 supports (State Systemic Improvement Plan) (Level 2) Title 2 assistance (disproportionate access) COE Williams monitoring Federal Program Monitoring corrective actions AB 1200 COE (stay and rescind, etc.) SPI intervention and charter revocation (LCFF) Intensive 28 More rigorous state intervention (Title I) (Level 3) Special Education Tier 3 supports (State Systemic Improvement Plan) State receivership (AB 1200)
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
“A coordinated system of supports and services is crucial for ensuring appropriate and timely attention to students’ needs.” What Does the “The foundational structures of MTSS ELA/ELD include high-quality core instruction Framework using UDL principles and appropriate supports, strategies, and Say? 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 & Intensified Timeline ● Intervention Based on Need Data ● Daily Monitoring swiftschools.org
Intervention and Support Area Identified Supplemental Intensified for Support Comprehension Explicit strategy Increase frequency instruction or duration Use of graphic Reduce group size organizers Provide immediate and corrective feedback Break tasks into segments
Act Plan Inclusive Academic Instruction Do Study
SUMS Inclusive Behavioral Instruction
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