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ELA within MTSS

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THE ELA SCOOP ELA WITHIN MTSS NCDPI ELA TEAM

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THE ELA SCOOP ELA WITHIN MTSS NCDPI ELA TEAM

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THE ELA SCOOP ELA WITHIN MTSS NCDPI ELA TEAM

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ELA LEADERSHIP WITHIN AN MTSS MTSS is for All So What Does this mean for ELA Leadership According to the Facilitated Assessment of MTSS School FAM S The leadership team ensures staff are actively engaged in ongoing professional development and coaching necessary to support MTSS implementation n d In order to provide high quality core instruction all faculty must continue their professional learning through a Professional Development PD Plan designed and supported by leadership Click the icon above to see an example PD Plan at the school level Notice how the sample plan takes into account the unique needs of the professionals in the building by providing them with layers of support based on data In addition note how the plan supports a school improvement framework through its built in sustainability online modules for core support and continuous data evaluation training and problem solving View the FAM S

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THE ELA SCOOP ELA WITHIN MTSS NCDPI ELA TEAM

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Professional Learning Coaching In order to implement and sustain an MTSS school wide capacity and infrastructure are required This includes ongoing professional development and coaching in literacy to support MTSS implementation The National Center for Literacy Education NCLE states Effective collaborative inquiry teams build sustainable capacity in schools by giving teachers skills structures and support systems to continually learn from and refine their shared practice Investments in this kind of adult learning lead to powerful changes in student learning 2012 Click the icons to view NCLE resources to guide and grow PLCs while focusing on literacy expectations within an MTSS Asset ry o t n e Inv Continua for Capacity Building Framew ork Read Mor e about Building Ca pacity to Transf orm Literacy L earning

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ELA COMMUNICATION COLLABORATION WITHIN AN MTSS Communication and collaboration is critical to maintaining successful implementation of MTSS So how can schools communicate and engage families to support student learning in ELA The ELA Parent Guides contain information to support parents with understanding the 2017 ELA Standards for core instruction Each K 12 guide contains an introduction to stakeholders a scope of expectations for each grade reading and writing strategies strategies to incorporate at home and resources for learning outside of school The ELA Parent Guides are available in English and Spanish

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DATA BASED PROBLEM SOLVING ELA DATA TOOLS In order to determine and remove learning barriers it s essential to monitor instructional effectiveness To identify instructional strengths and growth areas collect data that can be analyzed and used to improve student attendance behavior social emotional and academic outcomes for students See the resources for collecting data on Core Tier 1 ELA Instruction IPGs Survey SEL Tool CONTINUE ONTO THE NEXT PAGE TO LEARN MORE ABOUT HOW TO ADAPT AND USE THESE TOOLS FOR DATA BASED PROBLEM SOLVING

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ELA Tools COLLECT DATA BY ADAPTING THESE TOOLS Standards Implementation Survey Quantitative Data This survey focuses on classroom implementation of the ELA Standards and can be disseminated to teachers With instructional and academic expectations already included in this survey adapt it to also include questions that speak to reasons why students may not be meeting attendance behavior and social emotional expectations The data collected from this survey can then be used to improve the instruction and interventions provided Instructional Practice Guides Qualitative Data This observation tool K 2 or 3 12 can be used by School Improvement Teams MTSS Leadership Teams PLCs and or Individual Student Problem Solving Teams to collect evidence of aligned best practices in ELA instruction When evidence is collected from several observations the problem solving team can discuss the evidence collected to come to a consensus on their evidences and ratings to determine instructional and or academic areas of strength and areas in need of attention SEL Tool Adapt the IPG to include behavior or SEL indicators or look fors so observers can collect evidence on practices contributing to students ability or failure to meet behavioral expectations Use the SEL Tool as a guide

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PROBLEM SOLVING When collecting an overwhelming amount of data it can be easy to lose focus on what s most important Using a problem solving model like the one below allows districts and schools to sort through the data and zero in on specific instructional needs DESCRIBE Take note about what is seen in the data Gather as much information as possible without making judgments or evaluations Making observations at this step is especially important for ensuring solutions are grounded in evidence not assumptions INTERPRET Revisit the observations from step 1 Make sense of what the data says and why Think What does the data suggest What assumptions have been made about teachers students and instruction Why might teachers and students think a specific practice or action is acceptable or justified What mixed messages may have they received from leadership IMPLICATIONS Reflect on the interpretations from step 2 Brainstorm areas in which teachers or students may need support and what this means from an MTSS perspective Plan the action steps needed to make these supports come to fruition Consider what needs to be done who will be responsible what resources will be needed and what data will be collected during implementation of the plan to monitor its impact and effectiveness Be sure to think of possible barriers and how they will be negotiated ther O e Se PLC tures c u r St

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Identifying ELA Resources When planning action steps identifying resources for implementation is essential Use the table below to identify the resources available for improving Core Tier 1 ELA Instruction As part of your MTSS work be sure to then map the identified resources based on how they will be used in each tier core supplemental and intensive Note This is not an exhaustive list Visit the ELA Hub for more resources 1 Text Selection Guide Text Complexity PD Kit IP LiveBinder 2 Understanding the ELA SCOS Designing Aligned Instruction 40 Ways Cards 3 Academic Vocabulary PD Kit Designing Aligned Instruction IP LiveBinder Text Set PD Kit Designing Aligned Instruction IP LiveBinder It s More Than Just Tools PD Kit ELA Wired PD Kit 4 5 IP LiveBinder

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6 Standards Based Sentence Frames 40 Ways Cards IP LiveBinder TDQ PD Kit Effective Literacy Habits PD Kit 40 Ways Cards 8 Checking for Understanding PD Kit NC Check Ins Resources IP LiveBinder 9 Standards Based Question Stems Designing Aligned Instruction 10 ELA SCOOPs IP Issues Global Ed SCOS Connections IP LiveBinder TDQ PD Kit Effective Literacy Habits PD Kit 40 Ways Cards Writing PD Kits Third Party Resources IP LiveBinder 7 11 12 IP LiveBinder

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Core Academic Practices in ELA Addressing the Whole Standard Differentiation Based on Vertical Alignment Spiraling Curriculum aligned to ELA Standards Matching Texts to Standards THREE TIERED INSTRUCTIONAL INTERVENTION MODEL The three tiered instructional intervention model within an MTSS allows teachers to address the needs of all learners However before effective intervention can occur teachers must ensure that core instruction is meeting the rigor of grade level standards In ELA there are several core academic practices that can be defined to support teachers as they design standards aligned instruction These core academic practices include 1 addressing the whole standard 2 differentiating based on vertical alignment 3 delivering a spiraling curriculum aligned to ELA standards and 4 selecting texts that help students meet the rigor of the standards These practices support the fire and wire approach to learning This means working with material over a period of time and in a recursive nature rather than rushing through it in a linear fashion Zadina 2014 p 18 If each grade level standard is fully taught and mastered students are better prepared for the next grade level since they have built the necessary schema It is not about getting through the curriculum but rather getting to it Click image above to learn more about these core academic practices

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Data Evaluation Item 1 Item 2 Item 3 Based on the data collected during implementation evaluate the data to determine the plan s impact and effectiveness Conduct the data evaluation using the same problem solving model from page During this stage be sure to consider all areas all tiers and all diverse groups Consider using questions or a protocol to help members of the team evaluate the data with equity in mind See the equity resources below and adapt them to be included as a part of your problem solving model Item 4 Item 5 Item 6 0 10 20 30 40 Equity Protocol Tuning for Equity Looking at Student Work SEL Equity SEL Equity Rubric es Need resourc for facilitating s teams or PLC Check out our ELA Leaders resource page

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THE ELA SCOOP ELA WITHIN MTSS NCDPI ELA TEAM

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