How do Multi-Tiered Systems
of Support help foster
21st Century Learning
Environments?
Mike Gifford, M.Ed.
Nicole Kattelman, M.S., NCSP
With your group::
DESCRIBE A 21st CENTURY LEARNER
High School Senior
What skills does this student need to have?
With the same partner:
DESCRIBE A
21st CENTURY
LEARNER
Eighth Grader
One more time...
DESCRIBE A
21st CENTURY
LEARNER
Kindergartner
What skills do your 21st Century
Learners possess?
What did you
list?
Essential Question: How do our
school’s MTSS supports
align/support 21st Century Learning
Skills and 21st Century Learning
Environments?
Objectives:
 Discuss components of Multi-Tiered Systems of
Support
 Familiarize ourselves with the 21st 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 21st Century Learning Skills and
21st Century Learning Environments
What is Multi-Tiered Systems of
Support?
Talk with your shoulder partner as to what MTSS is at your
school site.
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.
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.
21st 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 21st 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.
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
Academic Personalized Plans
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
Connections to
21st Century Learning Skills
 Core subjects (3Rs) and 21st Century Themes
 Learning and innovation Skills
 Life and Career Skills
APPs are…
Strengths based and
Goals Based
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 work.
 For example –
 A) I finished writing a book.
 B) I want to learn how to cook vegan.
 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”
It is a Process…not a Task…
Data Page
 Student Background
 Recent assessment
data
 Recent course history
 Credit attainment
 Early Warning/Risk
Index
Sample Student
MIDDLE SCHOOL
But then…
What don’t we know?
What would we want to
explore?
 What further information
would we want?
Who should we talk to?
Early Warning System
Student Number
2126615
IEP
Yes IEP - Last 2 Years
Yes
Gender
Male
IEP
Yes IEP - Last 2 Years
Yes Attendance
2012
2013
-
-
2
-
1
-
-
-
No Suspension
-
-
Transiency
-
-
End Year
Risk Category
CRT Math
Grade
07
504
No 504 - Last 2 Years
No CRT Reading
Retention
DOB
9/20/2000
Gifted
ELL
No
No ELL - Last 2 Years
MTSS
No MTSS - Last 2 Years
No
2012
Phone
High Risk
2013
Address
MAP Results Click here to see all MAP detail
Reading
Winter 11-12
Spring 11-12
RIT Score
Percentile
201
18
204
206
20
23
Fall 12-13
Winter 12-13
Math
201
11
RIT Score
Percentile
Fall 11-12
197
7
Winter 11-12
Fall 12-13
206
219
14
35
Winter 12-13
206
10
CRT Results Click here to see all CRT detail
Math
Result
Scale
Reading
Result
Scale
10-11
Emergent/Developing
229
10-11
Approaches Standard
259
11-12
Emergent/Developing
167
11-12
Approaches Standard
294
Growth (SY 2012)
Reading
Math
Growth Percentile
Adequate Growth
Move Up
Growth Percentile
Adequate Growth
89
Catching up to proficiency
--
17
Not catching up to proficiency
Term 1 (12-13)
Course Name
ART
Term 2 (12-13)
Mark
B
Course Name
ART
Move Up
--
Term 3 (12-13)
Mark
B
Course Name
ENGLISH
Attendance
Mark
Whole Day
Half Day
12
0
B
ENGLISH
B
ENRICH / INTERV 7
A
A
ENRICH / INTERV 7
A
LIFE SKILLS
S
ENRICH / INTERV 7
A
LIFE SCIEN 7
C
MATH
A
MATH
S
MATH
A
SCIENCE
A
SCIENCE
SOCIAL STUDIES
B
B
SOCIAL STUDIES
TEAM TIME
B
A
SOCIAL STUDIES
TEAM TIME
A
B
TEAM TIME
A
ENGLISH
MS Algebra
Algebra Taken
No
4 Areas for Strength and
Goal Identification
Social Emotional
Learning
College and Career
Readiness
Family Engagement
Community Involvement
4 Areas for Strength and
Goal Identification
Social Emotional
Learning
College and Career
Readiness
Family Engagement
Community Involvement
Social-Emotional Learning
College and Career Readiness:
SEL Five Core Competencies
27
WCSD SEL Standards
Anchor Standards
Grade Level Indicators
What questions can you ask…
 To gather/document strength(s) for a student?
 To gather/document goal(s) for a student?
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.
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.
Career & College Readiness
Career & College Readiness
“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, creditbearing 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
In the state of Nevada, currently only 10 out of 100
students entering 9th grade receive a bachelor’s
degree within 10 years of starting high school.
What questions can you ask…
 To gather/document strength(s) for the sample student?
 To gather/document goal(s) for the sample student?
Example:
 Strength: Jake has good academic skills in math and
language arts (based on a review of his data). He scores
above the 40th percentile on his MAP scores in Reading and
Math. He has met standards in both Reading and Math from
third grade through sixth grade.
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.
What can be done in your
classroom to support
Career and College Readiness?
Reflection…