1. How do Multi-Tiered Systems of Support help foster 21 st Century Learning Environments? Mike Gifford, M.Ed.Nicole Kattelman, M.S., NCSP

2. With your group: : DESCRIBE A 21 st CENTURY LEARNER High School Senior What skills does this student need to have?

3. With the same partner: DESCRIBE A 21 st CENTURY LEARNER Eighth Grader

4. One more time... DESCRIBE A 21 st CENTURY LEARNER Kindergartner

5. What skills do your 21 st Century Learners possess?

6. What did you list?

7. Essential Question: How do our school’s MTSS supports align/support 21 st Century Learning Skills and 21 st Century Learning Environments?

8. Objectives:  Discuss components of Multi-Tiered Systems of Support  Familiarize ourselves with the 21 st Century Learning Environments rubric and how components of MTSS can support the components of the rubric  Explore the use of Academic Personalized Plans (APP) to support 21 st Century Learning Skills and 21 st Century Learning Environments

9. What is Multi-Tiered Systems of Support? Talk with your shoulder partner as to what MTSS is at your school site.

10. Multi-Tiered Systems of Support A Multi-Tiered Systems of Support (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 in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that school/district resources reach the appropriate students/schools at the appropriate level.

11. What does MTSS look like at my school site?  Take a few minutes and write down what your school has for supports at Tier 1, Tier 2, and Tier 3 for both academic and behavior instruction/intervention.  Share with a shoulder partner.  Share with the group.

12. 21 st Century Learning Environments Rubric  Your Power point has a number on it at the top of the first page. Please meet with other members of your group at your designated area  As a group, summarize what your chosen 21 st Century Learning component means on chart paper.  Then, brainstorm how that component is able to align with MTSS and write your ideas on the chart paper.

13. Museum Walk  Choose a spokesperson for your group.  That person will stay at your table during the museum walk explaining your component and its connection to MTSS  The rest of the group will rotate clockwise from group to group discussing each component

14. Academic Personalized Plans

16. Connections to Best Practice  Meaningful connection to an adult for every student  Student led conferences  Early Warning System  Social-Emotional Learning  Student accountability  Coordinated community services  Systematic way to track family involvement  Strengthens vertical alignment

17. Connections to 21 st Century Learning Skills  Core subjects (3Rs) and 21 st Century Themes  Learning and innovation Skills  Life and Career Skills

18. APPs are… Strengths based and Goals Based

19. Activity  Write down something you have achieved that you feel good about and one thing you hope to achieve. It does not have to be about wo rk.  For example –  A) I finished writing a book.  B) I want to learn how to cook vegan.

20.  Find a “listening” partner and share your accomplishment. Then, tell them two or three strengths you used to accomplish letter “A.” The “listener” also identifies one or two strengths you must have employed to achieve your goal.  Then, share your “hope to achieve” (B) and brainstorm with your partner how the strengths you identified that helped you achieve “A” may be used to help you meet the goal “B.”  Before you leave your partner, identify one strength you like the best and write it on the back of your card– For example, "I am resourceful!"  Everyone must be a “listener” and a “writer”

21. It is a Process…not a Task…

22. Data Page  Student Background  Recent assessment data  Recent course history  Credit attainment  Early Warning/Risk Index

23. But then…  What don’t we know?  What would we want to explore?  What further information would we want?  Who should we talk to?

24. 4 Areas for Strength and Goal Identification Social Emotional Learning College and Career Readiness Family Engagement Community Involvement

25. 4 Areas for Strength and Goal Identification Social Emotional Learning College and Career Readiness Family Engagement Community Involvement

26. Social-Emotional Learning

27. College and Career Readiness: SEL Five Core Competencies 27

28. WCSD SEL Standards  Anchor Standards  Grade Level Indicators

29. What questions can you ask…  To gather/document strength(s) for a student?  To gather/document goal(s) for a student?

30. Example:  Strength: Jake has self-identified strengths in the following areas:  Social Awareness: he demonstrates empathy for others. In his words, he helps his classmaties who are struggling with classwork.  Relationship Skills: Jake sees himself as being a leader when working cooperatively in groups. He reports that he keeps the group on-task and working together.

31. Example:  Goal: Self-Management: Jake has set a goal in the area of Self-Management. Because he has had missing assignments, his goal is to write down assignments at a 90% accuracy rate and to turn in 100% of assignments, both measured weekly.

32. Career & College Readiness

33. “Career and college ready” requires more than just a high school diploma. It means that a high school graduate is ready to pursue preparation for a highly-skilled career and is admissible to and prepared to succeed in first-year, credit- bearing classes without remediation at a 2- or 4-year college, technical or trade school, or apprenticeship program. A “career” differs from a “job” in that a career offers the opportunity to advance and develop professionally. -- Adopted by the WCSD Board of Trustees, 9/11/12

34. In the state of Nevada, currently only 10 out of 100 students entering 9 th grade receive a bachelor’s degree within 10 years of starting high school.

35. What questions can you ask…  To gather/document strength(s) for the sample student?  To gather/document goal(s) for the sample student?

36. Example:  Strength: Jake has good academic skills in math and language arts (based on a review of his data). He scores above the 40 th percentile on his MAP scores in Reading and Math. He has met standards in both Reading and Math from third grade through sixth grade.

37. Example:  Goal: Jake would like to improve his grades. Jake has set a goal to complete the highest points possible on the social studies project rubric. Jake is also interested in attending college. He would like to begin researching what is required to attend college in order to prepare himself for high school.

38. What can be done in your classroom to support Career and College Readiness?

39. Reflection…