Implementing a Responsive Approach to Multi - Tiered Systems of Support with Culturally

and Linguistically Diverse Schools

Breakout 1H and Breakout 2H

Implementing a Responsive Approach to Multi - Tiered Systems of Support with Culturally and Linguistically Diverse

Schools

In this session Margaret and Denise will share how Network 2 (Chicago Public Schools) utilizes the Multi - Tiered Systems of Support (MTSS) Problem Solving Process.  They will be weaving together the threads that make up the tapestry of core instruction for ELs within culturally and linguistically diverse schools.  Participants will leave with strategies, structures, and ways of thinking that can be used to guide and inform their next instructional steps.

Introductions

Denise and Margaret

Getting to know “US” activity

• The Name

• The House on Mango Street

• by Sandra Cisneros

Getting to know “US” activity

Turn and share with a partner:

• What do we learn about Esperanza’s name?

Consider your own name.

• What are your names?

• What are the origins, significances, and/or meanings of your names?

• Are there nicknames or abbreviated versions of your names?

• What feelings and perceptions do you have toward your names?

• Have you had any emotional experiences related to your names?

Getting to know “US” activity

Connections to teaching and school team building

• How could this activity support students’ language development?

• How could you utilize an activity like this in the classroom with students?

• How could you use this with a Leadership team?

Prepare to Teach English Learners by…

• Understanding how students construct meaning

• Providing students opportunities to use their background knowledge to make sense of information

• Learning about students’ lives and appreciating their cultures

• Possessing and promoting positive views about diversity

• Working collaboratively with colleagues to provide support for English Learners

Getting to know “US” activities

• One thing…

• Where I’m from poem

• Literature about Names - Rene has two names

• Getting to Know You Activities | File

Overview of Session

• What is the Multi - Tiered Systems of Support (MTSS) Problem Solving Process.  

• What is core instruction for ELs? What are the threads?

• How does Network 2 use the MTSS Problem Solving Process?

• Strategies, structures, and ways of thinking that can be used to guide and inform next instructional steps.

Strategies, Structures, and Ways of Thinking Classroom, School and District Levels

Classroom School District

Strategies

Structures

Ways of Thinking

Chicago Public Schools

• Over 400,000 students in over 600 schools

• EL learners 73,000 • ACCESS of 3.5 or lower 25,000• Transitioned out of EL services 14,000 

• Over 113 different home languages

• Refugee population 900• Economically disadvantaged students 86% As of September 2015

Chicago Public SchoolNetwork 2

• 27 elementary schools and 6 high schools

• 25.000 Students

• 29% current ELs

• Number of languages is 113 at last count

• Senn High School \Over 55 nationalities represented!Over 35 different languages spoken!One-time Guinness Book record-holder for "Most Diverse School in the United States

• 4 Instructional Support Leaders

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Did you know?• Students who did not read proficiently at

3rd grade constitute 88% of those who did not earn a diploma.

• Low reading skills in 3rd grade are a stronger predictor of dropping out of school than having spent at least one year in poverty.*

• “A full 70 percent of U.S. middle and high school students require differentiated instruction, which is instruction targeted to their individual strengths and weaknesses.”**

*Donald J. Hernandez: “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.” 2011

**Biancaraso and Snow (2004). Reading Next – A Vision for Action and Research in Middle and High School Literacy.

English Learners are culturally and linguistically diverse

• English learners are students who speak one or more languages and are learning English (Opitz & Harding-DeKarn 2007)

• English learners are the fastest growing population (Young & Hadaway, 2006)

• There are more than 400 languages spoken in US schools (Young & Hadaway, 2006)

• Some students are immigrants; others are US citizens growing up in contexts in which English is not commonly spoken

Implementing a Responsive Approach to Multi - Tiered Systems of Support with Culturally and Linguistically Diverse

SchoolsIn this session Margaret and Denise will share how Network 2 (Chicago Public Schools) utilizes the Multi - Tiered Systems of Support (MTSS) Problem Solving Process.  They will be weaving together the threads that make up the tapestry of core instruction for ELs within culturally and linguistically diverse schools.  Participants will leave with strategies, structures, and ways of thinking that can be used to guide and inform their next instructional steps.

Multi-Tiered System of Support

• A Multi-Tiered System of Supports (MTSS) is a term used  to describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.  

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

Multi-Tiered System of Support

• This is not about another new “initiative”

• This is about good teaching!

• This is about thinking in a different way

• Meant to integrate both academics and behavior as uniformly critical to student success in our educational system.

• For each and every student

The Vision of MTSS

• All students at or above proficiency

• Students have the social and emotional behaviors that support engaged learning

• An integrated system of educational services for ‘Every Ed’

• Support Services perceived as a necessary component for successful schooling

Don’t throw the baby out with the bath water

• System change

• Adjust our thinking

• The power of tweaking

• Gap analysis

Judy Elliott 2012

Pulse check – Think about your class/school/district data

• Are you happy with your data?

•Would you put our own flesh and blood in all classrooms?

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in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling

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It is a frame, not a boxParts of the “frame”

• 3 Tiers of service delivery into which all academic and behavioral instruction/intervention “fit.”– Content is not defined by the model

• Use and regular review of data to ensure students are responding to the tiered instructional delivery.

• Instruction/interventions are modified and intensified based on student performance data

• Instruction is integrated and systematically planned across the tiers

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• Decide what is important for students to know.

• Teach what is important for students to know.

• Keep track of how students are showing what they know.

• Make changes according to the data and results you collect!

David Tilly, 2005

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Reflect on Learning - Discussion Questions

• What exactly do we expect all students to learn?

• How will we know if & when they’ve learned it? • What data do we have & are skills present to use data?

• How will we respond when some students don’t learn? Are problem solving skills present?

• How will we respond when some students have already learned?

Accented English and Social CategorizationSurvey - Kristy Treven

• What do you think of when you hear the following accents:

British

Mexican

Indian

Southern

New York

Elderly

Six Accents

Attitudes reflecting these accents:

Attitudes reflecting these accents:

Frames of Mind and Social Distance:

• Altering or modifying speech• Elderly: talking slower, louder, simpler

• New York: talking more concisely, aggressively

• Levels the playing field

• Assuming social status and identity based on pragmatics or lack there of

Belief SurveyThe purpose of the belief survey is:

• To understand what people believe

• To examine and think about out beliefs throughout the MTSS process.

• To maintain honest dialogue to implement core components of MTSS.

• work towards a positive alignment of beliefs and fidelity increases the probability of sustainability along the way.

Sample Questions

• Access the data necessary to determine the percent of students in core instruction who are achieving benchmarks in: a. Academics b. Behavior

• Calculate the gap between student current performance and the benchmark (district grade level standard) for: a. Academics b. Behavior

• Ensure that any supplemental and/or intensive interventions are integrated with core instruction in the general education classroom: a. Academics b. Behavior

Some examples of the survey questions(how it is grouped)

• Factor 1 (Perceptions of RtI Skills Applied to Academic Content)

• Factor 2 (Perceptions of RtI Skills Applied to Behavior Content)

• Factor 3 (Perceptions of Data Manipulation and Technology Use Skills)

• Some specific EL questions in the survey

Why does this matter?

• Belief

• Perception

Strategies, Structures, and Ways of Thinking Classroom, School and District Levels

Belief Survey

Classroom School District

Strategies

Structures

Ways of Thinking

Let’s Think

• How many people have no idea what would happen if they administered a belief survey?

• How many people have done this?• Who is really afraid right now to administer a survey?• How many people feel will have a high response rate?• How will you create and sustain the conditions to sustain this

survey?• District

• School

• Classroom

Alignment

All organizations are perfectly aligned to get the level of trust they get

Steven Covey

Common language, common understanding…

Other data collection

Data Samples

• I love the way you fill up the page with all your ideas!

• Nice work in looking at the pictures to figure out the problem

• I hope Charles will be able to stay at his next school for the rest of middle school

• Our students are really welcoming to the new students

Data Samples

• Try to do this assignment

• I know this is too hard for you, but do your best

• Just look at the pictures

• Yay! Charles is transferring, what a great Christmas present!

• We are getting all these refugees and they don’t even know how to read in their own language.

Data Collection

• Planned collection• Snap shot

• For templates School Culture | File

Big Questions to ask?

• Is this a indication of thoughts?

• Are individuals aware?

• Curtailed speech, not thoughts?

Independent, simultaneous,together creates and intricate picture

You gotta believe before you seeTheo Epstein

Speaking of Teams!!!

Analysis of Teaming in Schools

• Are there grade levels, PLCs, staff meetings etc?

• Do they occur regularly, or do they just live on paper?

• Is there a purpose?

• Is there an agenda?

• What is the content (EL, procedural, literacy, mathematics)

• Does the meeting reflect the agenda?

• Who attends? Who was expected to attend? How does this look over time?

• How does the content align with strategic priorities?

• Is there follow up?

Strengthening the Framework

• Build infrastructure• Solutions….

• Schedule – push in pull out… numerous languages

• Instructional leadership team

• Grade level teams

• District level

Strategies, Structures, and Ways of Thinking Classroom, School and District Levels

Teams with Alignment

Strategies, Structures, and Ways of Thinking Classroom, School and District Levels

Teams with Alignment

Strategies, Structures, and Ways of Thinking Classroom, School and District Levels

Teams without Alignment

Protocols to Analyze Alignment of Teams

• See File | Protocols for Teaming

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What Do We Know About Systems Change?

• Communicate a clear and common vision

• Planned and pursued in a systematic manner over time

• One size does not fit all

• Professional development is critical

• Outcome evaluation is critical

• Apply a systematic problem solving process

• Focus on modifying instructional environment to support students

• Use instructions & interventions that have been determined to have a high probability of success given the problem identified

• Collect relevant data and monitor student progress frequently to assess response to the interventions

Teams and Problem Solving

Scheduling and Class Infrastructure

•District org – TBE, TPI

•Layering ESL/SPED kids first

•Pull out

•Push in

Analysis of Scheduling and Class Infrastructure

• Look at schedules

• Follow a student

• Pop in classes, where are they? Who are they working with? What are they doing?

• Compare schedules

• Look at transitions

Instructional Alignment

• Arthur W. Jones has said, All organizations are perfectly aligned to get the results they get

• So, If the work is filling in blanks in worksheets, the students will be expert at filling in blanks in worksheets

• Chicago Research– Quality of Intellectual Work in Chicago

MTSS Misconceptions

• Challenges in CPS

• Perceived as RtI

• Perceived as an Intervention

• Road to Special Ed

• A program that is purchased

• A separate instructional program

Improving student outcomes requires a shift from..

•Procedural Concerns to Instructional Focus

•Reliance on Formulas and Checklists to Systematic Problem-solving

•Territorial Silos to Blended Expertise

•Label-seeking to Instructional Solution-seeking

•“Testing” to Instructionally Relevant Assessment

•Categories to Whole Child as a General Education Student, regardless of educational needs

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Fundamental Assumptions

• There are no quick fixes. Dedication, hard work and open-mindedness and reflection....works!

• There is a need for General, Special, and Gifted Education, but not as it currently exists.

• Too much time has been spent admiring problems.

• Even the worst student is a good example of what’s not working.

• The best place to address diverse learning needs is in the instructional process.

Tier I: Core InstructionWhat are the metrics for success? What does curriculum & instruction look

like?

• GOAL: 100% of students achieve at high levels

• Effective if at least 80% meeting benchmarks with access to core/universal Instruction.

Network 2 GoalDefining the framework

The concept of linguistically responsive schools embraces a holistic approach to improving education for English language learners (ELs).

Network 2 GoalDefining the Framework

At the classroom-level, teachers use foundational knowledge of language and language learning to recognize the backgrounds and needs of individual students, analyze language demands inherent in academic tasks, and scaffold learning for language development. In so doing, teachers design safe and welcoming classroom environments that foster language learning and rigorous academic instruction that simultaneously supports language development.

Network 2 GoalDefining the Framework

At the school-level, teachers and leaders lay ideological foundations, build effective structures and systems, and foster collaboration with families and communities. When teachers, leaders, parents, families, and community members work together, schools respond and improve to promote the development and achievement of all students, particularly targeting ELs.

What does Tier 1 curriculum & instruction look like?

• We used protocols and processes to uncover the teaching that is occurring in the classrooms.

• What is the curriculum?

• What is instruction, what are teachers and students  doing and saying?

Questionnaire and classroom visits

•What do teachers/schools say is the curriculum?

•What do observers see as the curriculum?

•What is the instruction?

Our Tier One InstructionWhat does curriculum & instruction look like?

• Protocols and Structures

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Problem Solving: Levels of Implementation

• Can be applied to the student, classroom, building, district, and system problem levels

• Student- academic and/or behavior problem

• Classroom- discipline, returning homework

• Grade Level- low academic skill performance

• Building- bullying, attendance

• District- over-/under-representation

• System- problem common to students in building

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Level of Implementation

Problem Solving Team Example

Student Individual Teacher and/or Teacher Teams

Student is continually disrupting class

Classroom Individual Teacher and/or Teacher Teams

A large number of students in one classroom failed the unit test

Grade/Department Level

Teacher Teams and/or Instructional Leadership Team

A majority of students in grade 4 did not perform well on the mid-year assessment

School Level Instructional Leadership Team

Low overall percentage of students meeting growth targets

Network/District Level

Network Leadership Team or District Senior Leadership Team

Increase in expulsions across schools

General Instructional techniques

• Scaffold teaching and learning

• Sheltered Instruction

• Accessible Text

• Engaging students’ thinking (before, during and after)

• Teach Academic Vocabulary

• Teach Functional Vocabulary

 Teacher and schools use general principles…

• Teach from a culturally responsive perspective

• Establish high standards for EL

• Welcome diversity

• Work with peers, students and families to learn about students culture and linguistic background.

• Scaffold instruction and offer on going support to EL’s

• Teach explicitly

• Provide structures for student’s learning

• Work together to support EL’s in content classes.

• Support ELs so they are comfortable responding orally , in writing, and in other modes is essential.

• Teaching reflects an in-depth knowledge of content and understanding of EL learners.

Paying attention to all the threads

Ways of thinking

Non Increasing Scores

• You still wouldn’t put your own flesh and blood in the classroom.

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Evaluate•Response to Instruction and Intervention

Problem Analysis•Validate Problem•Identify Variables that contribute to problem•Develop Plan

Define the Problem• Defining Problem/Directly

Measuring Behavior

Implement Plan•Implement as Intended•Progress Monitor•Modify as Necessary

Problem-Solving Process

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MTSSThe Change Model

•Consensus•Infrastructure•Implementation

Build

• Every student is everybody’s responsibility.

• Common commitment to building-based academic and behavior programs.

• Common commitment to problem-solving process.

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Problem Solving Process: Levels of Implementation

Level of Implementation Problem Solving Team Example

Student Individual Teacher and/or Teacher Teams

Student is continually disrupting class

Classroom Individual Teacher and/or Teacher Teams

A large number of students in one classroom failed the unit test

Grade/Department Level

Teacher Teams and/or Instructional Leadership Team

A majority of students in grade 4 did not perform well on the mid-year assessment

School Level Instructional Leadership Team

Low overall percentage of students meeting growth targets

Network/District Level

Network Leadership Team or District Senior Leadership Team

Increase in expulsions across schools

Problem Solving ProcessStep 1

• Define the Problem

• Defining Problem/Directly Measuring Behavior

Problem Analysis

• Problem Analysis• Validate Problem

• Identify Variables that contribute to problem

• Develop Plan

PSP Step 2

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Generate Hypotheses

• Developing informed statements about why the desired behaviors are not occurring.

• The (desired behavior) is not occurring because…

80% of students are not passing English 9 because…

PSP step 2

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Hypotheses Areas to Consider• Student – Skill level, academic engagement,

health

• Curriculum – Pacing, relevancy, background knowledge, vocabulary demands

• Instruction – Effective instruction, time allocations/schedule sufficiency

• Peers – Pressure to achieve/not achieve, bullying

• Classroom/School Factors – Seating, ventilation, noise factors, safety, technology, classroom management

• Home & Community – Availability of family support, expectations, time demands/responsibility of family, travel time to school, nutrition

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Hypotheses

• Student

• Curriculum

• Instruction

• Peers

• Classroom/School Factors

• Home & Community

80% of students are not passing English 9 because…

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Hypotheses

Student

80% of Ss not passing English 9 attend class less frequently than Ss passing English 9

Classroom/School Factors

Ss are not passing English 9 because they do not complete HW

(NOTE: HW accounts for 50% or more of the final grade for many of the English 9 teachers)

Sources of data to evaluate hypotheses

Review

Interview

Observe

Test

(RIOT) PSP step 2

PSP step 3Do Something

Evaluate Student response. Monitor and adjust the plan

• Implement Plan

• Implement as Intended

• Progress Monitor• Modify as Necessary

• PSP Step 3

Evaluate Student response. Monitor and adjust the plan

• Intervention – What are you doing next. Does it make sense, it is connected to the problem (one of them); is actionable

PSP step 3

Develop and implement a plan. Carry out the intervention and monitor progress.

• Evaluate

• Response to Instruction and Intervention

PSP step 4

Problem Solving Process #4Develop and implement a plan. Carry out the intervention and monitor progress.

• Evaluation of what you just implemented.

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in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling

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Surest Path to Success…

• Achieve consensus

• Positive school culture

• Clear Purpose

• Ongoing communication

• Realistic expectations of initial success

• Measure and analyze progress

• Participants involved in planning

• Participants have skills and have support for the implementation of new skills

Thank you

Foundations

Systems

Structures

Collaboration

SchoolsClassrooms

Environment

Assessment

Instruction

District