MTSS and CCSS

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. 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

4. 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.

6. 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.

7. 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

8. So Why Do We Need the CCSS?

9. 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.

10. Learning
Strategies
University of Kansas Center
for Research on Learning
Content
Enhancement
Don Deshler, Ph.D.
Past Director KU-CRL

11. SLANTing behaviors
S-Sit Up
L-Lean Forward
A-Active Your Thinking
N-Name Key Information
T-Track the Talker

12. 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.

13. Shoulder Talk
What strategy do you use in your
classroom to support formulating
questions
OR
Accessing Support?

14. 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.

15. What strategy do you use in
your classroom to support
summarizing?

16. CCSS Literacy Supports
In ten words or less
summarize your
learning so far today!!!

17. Define MTSS

18. 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

19. 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.

20. 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

21. 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

22. 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?

23. 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?

24. 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

25. 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

26. 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

27. 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

28. ?
Questions?
Dr. Jennifer Lesh
jenniferleshphd@gmail.com
@LRE4life
Dr. Kelly J. Grillo
kjgrillo@gmail.com
@kellygrillo