CCRG Within an MTSS Framework - Dr. Greggory Slate-Director of Secondary Schools Dr. Holly Williamson-Director of Student Support Programs ...
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CCRG
Within an
MTSS Framework
Dr. Greggory Slate- Director of Secondary Schools
Dr. Holly Williamson- Director of Student Support Programs
Rockingham County Schools
3-12-2021
MTSS Implementation in
Rockingham County
Schools
The History of MTSS
Implementation in RCS
● RCS began MTSS exploration and implementation in
2015 as part of NCDPI’s Cohort I
● With a history of PBIS implementation, RCS had a
good understanding of tiered supports from a
behavioral perspective.
● Adopted a cohort model of implementation beginning
with elementary schools.
● Secondary schools came into MTSS as our final
cohort. Began with PBIS implementation in 2017, and
MTSS in 2018.
Exploration Installation Initial Full
Implement Implement
Collaborative effort of Focus on Core PBIS implementation Changes to RCS policy
C&I and ISS dept. Instruction 2017-18 in all high and requirements to
schools create structures for
Communication with District calendar implementation
school-based adjusted and school Developed school
educators and day extended to allow teaming structures New I&E time
for I&E time 2016-17 consistently
principals
Variance in I&E implemented in all high
Identified MTSS Coach implementation from schools in 2019-2020
Implemented k-8 first for each school school year.
school to school
Participation in MTSS Provided MTSS TO BE CONTINUED….
Secondary Community Introduction training
of Practice session at each site
2018-19
Preparing for MTSS Implementation in
Secondary Schools
Provided MTSS introduction training sessions at
each high school in 2018-19 school year. Focus
topics included:
● Teaming Structures to Build Capacity
● Early Warning Systems (identifying student
needs)
● Data Collection and Analysis (RCS
Data-mart)
● Tiered Supports Across Domains and
Intensity of Need
● Understanding Standard Treatment
Protocol
Providing Tiered Supports in Secondary
● School and District Teams recognized need for protected time to implement
MTSS supports.
● Previous attempts to implement an Intervention and Enrichment (I&E) time
varied in design and effectiveness from school to school
● Collaborative conversations with secondary principals and instructional
coaches regarding tiered interventions
● 2/28/19: District MTSS small group organized series of meetings with all high
school administrators to problem-solve around implementation of MTSS in
secondary setting.
How can we
create an I&E Implementation Considerations
schedule that
provides ● Need protected I&E time ● How do we get the buy in of staff?
appropriate time ● Need consistency and fidelity
across schools
● How do we ensure that students
take I&E seriously?
to meet needs of ● I&E must offers enrichment ● Need this to be a structured effort
all students to and intervention for all
students
● Significant changes require
changes to policy and school
include ● Flexible to accommodate board approval
remediation, opportunities for tier 2 and 3
supports
● Is there anything we are doing or
will do that can work with this
enrichment, & ● Changes in master schedule idea?
supports across would be required ● How do we make this a reality?
domains?
Career and College Ready
CCRG Legislation
● The CCRG legislation requires high school juniors who do
not meet career and college ready benchmarks on ACT to
take CCRG courses in their senior year.
● These courses will allow students to enroll at the
community college without the need for remediation.
● This legislation also requires that all high schools begin
teaching these courses in the 2020-2021 academic year.
● In RCS, there was also a push from our community to
focus on workforce readiness (RESET ROCKINGHAM)Career and College Ready
Accountability
● Accountability model for high schools
codified ACT performance starting July 1,
2019
● High School report card focuses on 4 EOCs
and ACT performance, graduation rate,
and growth
● Financial literacy and life skills emphasized
by community leadersRCS Preparation for CCRG
● Communication with Reset Rockingham (Community
Leaders)
● Discussions with Rockingham Community College
● Discussions with Principals and ICs regarding needs to
address CCRG legislation
● Discussions with HS counselors about impact on
scheduling
● Brainstorming sessions with lead counselor, Director of
Student Support, C&I, and HS principalsThe Proposal
Our Plan: Integration of MTSS and
CCRG
● Need to have an effective I/E period at all 5 High Schools
● Need consistent expectations and timing at all HS
● Need to frontload ACT prep to lower numbers of
students not meeting CCRG requirements
● I/E time must be structured and flexible to offer Tier 2 &
3 interventions
● I/E must have something available for all students
● Need to gain teacher buy-in
● Needs to become part of HS cultureChange the Master Schedule
● Move from 4 blocks to a 5 block schedule (1
thirty-minute, skinny, year-long block)
● I&E block to be added following 2nd period
● How? Shave down time
○ 85 minute classes
○ 25 minute lunches
○ 5 minute class changes
● Students stay with 2nd period teacher for I&E unless
pulled for tier 2 or 3 support classes
● Sample ScheduleMake it Count
● Worked with Board Policy Committee to explain need
for CCRG development
● Created and passed Board Policy making RCS CCRG
courses local graduation requirements (.5 credits per
year for a total of 2 additional credits)
● I&E course tied to CCRG requirements
● I/E tied to second block teachers to reduce student
transitions and movement within the school
● Required attendance--monitored/recorded each day
● Students grade assigned to CCRG course
● Courses developed by teacher leaders, instructional
coaches, and career development coordinatorsPreparing for CCRG: A Grassroots Effort
Development of Courses ● Worked with HS principals to nominate teacher leaders in ELA, Math, and CTE ● C&I meetings to review ACT needs and RESET Rockingham needs ● Held meetings in April with two teams of teacher leaders to discuss timeline for course creation ● Collaboration between MTSS and C&I to outline parameters for tiered supports within the I/E structure
● 9th-11th grade team of teachers and instructional
coaches met one week in June and early August
CCRG (2019-20) to develop parameters for ACT needs:
○ Math course in 9th to align with Math I & II
9th- ○ Reading Course in 10th to align with English 2
○ English Course in 11th to align with ACT writing
11th
● Must be online
○ Reached out to APEX learning for use of their ACT
prep modules
grade ○ APEX worked with us on organizing modules to meet
needs for each grade level course● Team of 12th grade ELA teachers, CTE teachers,
CDCs, and ICs met in July and early August
CCRG (2019-20) to create course from scratch
● Developed in consideration of needs/concerns
12th shared by RESET Rockingham committee
members
grade ● Aligned certain modules to CFNC College month
activities
● Developed 4 modules administered in academic
quartersCCRG Modules
1st Quarter College Essay writing, Resume
building, Job/College Application
completion
2nd Quarter Soft Skills and Communication
3rd Quarter Financial Literacy
4th Quarter Leadership SkillsBuilding Intervention Systems
● All students participate in I/E time (completion of ACT
prep or CCRG modules)
● Flex time for students in need of tier 2 or tier 3 support
● Students in Tier 2/3 will transition to another class
following second period
● Attendance counted in tiered support sessions in canvas
● Conferencing required 2 times per grading period
● Tier 2 Canvas modules created to address area of
concern
● Tier 3 instruction face-to-face with assigned teachersGrading
● Pass/Fail courses
● Progress based grading
● 4 primary requirements
○ Attendance
○ Progress toward completion of modules/assignments
○ Mastery of work/quality of work
○ Participation in conferences
● Teacher-friendly rubric (exceeds, meets, below, no mark)
● Required teacher-student conferencing component at
least twice per grading period - builds relationshipsRollout
● Development of communication plan for students, teachers, parents, and
support staff
● Principals sent home letters, CANVAS announcements, updated web pages,
and sent multiple Connect-Ed phone messages (phone & text)
● Held open houses events with information tables
● Principals held info sessions in auditoriums with Q&A for parents
● Instructional Coaches, Teacher Leaders, Career Development Coordinators,
Director of Student Support, Director of Professional Development, and
Director of Secondary Schools developed a half day professional development
for teachers
● Data managers created courses in PowerSchool (credit is attached to second
semester since it is a year-long course)Rollout (cont.)
● Every high school was trained by ICs, CDCs, teacher leaders, and CO
Directors
● Lesson plans for first 10 days of school were created to train students
and assist staff
● ICs held Professional Development “booster” sessions for teachers
struggling with tech components
● ICs held CCRG grading parties to assist with rubric grading
● Comments added to PowerSchool for interim reports to inform parents
of student progress or concerns regarding CCRG completion
● ICs, C&I, Student Support, and Principals created standing agenda topic
to review CCRG and I/E time every month for consistent improvementResults/Outcome
PreACT Results since Implementation
ACT Results
Implementation Barriers
● COVID-19 created new barriers to implementation
● Virtual CCRG classes were able to continue, but conferencing was hindered
● Hybrid schedules created problems for monitoring student progress
● Interruptions in face-to-face learning also created obstacles for provision of
tier 2 and tier 3 supports
● Although I&E time was allocated in each school, the time allotted may not be
enough to address intensive needs
● Logistical barriers to implementation also included staffing, creative
scheduling, training needs
● Issues around data collection and analysis for decision-makingLessons Learned
A Work in Progress
● This is working more effectively than prior attempts to
implement I&E due to a number of factors:
○ Collaboration at district level and with school leaders
○ Proactive integration of efforts (pairing MTSS and CCRG)
○ Grassroots approach to development of tiered support system and
CCRG courses
○ Intentional communication with stakeholders
○ Thinking outside of the box
○ Accountability structures (course credit, grading, attendance)
○ User-friendly for teachers and students
● Continual monitoring of feedback from school-based staff
● Making needed adjustments along the wayConsiderations for Implementation
● Consistently communicate with staff, students, and families regarding
procedures and requirements associated with CCRG and MTSS
● Ensure that teaming structures and data review procedures (PLCs) are in
place to determine student needs for tiered supports
● Evaluate capacity of staff to provide tiered supports
○ Training needed
○ Resources for intervention
○ Progress monitoring efforts
● Communicate with staff ahead of time and involve key building level leaders
● Be ready for students and staff to say “this will not last”Next Steps
Next Steps
● Combined Reading and English in 10th grade, added math to 11th grade to help
with Math 3
● Added ACT prep to 2nd semester 11th grade and moved college essay writing,
resume building to end of 11th grade (eases 1st quarter 12th grade year)
● PD will be offered to secondary cohorts to target small group instruction: using
data to inform instruction, creating small groups across tiers of support,
determining at-risk students
● Build standard treatment protocol for HS to more clearly define intervention
strategies for tier 2 and 3
● Acquire additional resources needed to support I&E time
● Build skills in data collection and analysis to better inform educational
decision-making (focus on progress monitoring)Questions and Discussion
For More Information Contact:
Dr. Greggory Slate,
Director of Secondary Schools
gslate@rock.k12.nc.us
Dr. Holly Williamson
Director of Student Support Programs
hwilliamson2@rock.k12.nc.usYou can also read
