Integrating Florida’s Support Systems for Continuous Improvement

1. Integrating Florida’s Support Systems for Continuous Improvement In ALL Schools

2. Standards forCollege and Career Readiness • Common Core State Standards – A New Foundation for Student Success • History of Standards Development • Promise of College and Career Ready Students

3. Florida Transitions toCommon Core State Standards NGSSS CCSS Standards-based instruction facilitated by learning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goals Assessments used to monitor student progressare aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding • Standards-based instruction • Test item specifications guide development of curriculum maps • Focus mini-assessments aligned to individual benchmarks and used to monitor student progress • Teaching benchmarks in isolation results in long lists of tasks to master

4. Course Requirements/Standards “Chunking” Big Ideas Learning Goal 1 Learning Goal 2 Learning Goal 3 Learning Goal 4

5. Curriculum Mapping in Layers Course Requirements and Standards “Chunks” or Big Ideas Major Learning Goals Progression Scales for Major Learning Goals Progress Monitoring Assessments

6. An Integrated System – at All Levels

7. Integrating Florida’s Support Systems for Continuous Improvement in All Schools • Teacher/School Leader Proficiency Model • Standards-Based Instruction • Collegial Learning • (e.g., Lesson Study, • PLC, CoP)

8. The Integrated Framework: MTSSThe Way of Work: Data-based Planning & Problem-SolvingThe Outcome: Florida’s Continuous Improvement • Teacher/School Leader Proficiency Model • Standards-Based Instruction One, Multi-tiered System of Supports (MTSS) for ALL Students! • Collegial Learning • (e.g., Lesson Study, PLC, CoP)

9. Do Our Existing Processes Align? • Yes FCIM, RTI/Problem Solving, Standards Based Instruction, Progress Monitoring and Lesson Study require further alignment and support to ensure that Common Core implementation is substantive.

10. The Vision One System Supporting ALL Students in which instruction and learning is based upon standards based instruction, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement.

11. Developing One System Supporting ALL Students! • Engage teams in data-based planning and problem-solving as the way of work. • Allocate resources in direct proportion to student needs. • Tiers are integrated with core instruction. • Learning Goals are established by course requirements, student needs and standards. • Lesson Study is foundational to instruction/intervention. • Student engagement is incorporated at all levels.

13. Why Change the Process? • To better align resources. • To support FCIM through the research-based MTSS model. • To ensure appropriate focus as the state transitions to Common Core State Standards. • To show how FCIM, MTSS, SBI and Lesson Study are part of one process and are not isolated activities.

14. MTSS - FCIM - SBI - Lesson StudyConsolidation to ONE Unified Systems Approach to Continuous Improvement

15. FCIM and MTSS Aligned • Multi Tiered System of Supports (MTSS) incorporates and broadens Response to Instruction/Intervention (RtI). • MTSS integrates the critical elements of Florida’s Continuous Improvement Model (FCIM), Standards-Based Instruction (SBI), Teacher/School Leader Proficiency Model, and Collegial Learning. • MTSS gives stakeholders (schools/districts) a single model to implement. • MTSS transitions away from common practice of mini-benchmark assessments and re-teaching of benchmarks in isolation. • MTSS ensures adequate planning and support for Standards-Based Instruction and the implementation of Common Core State Standards. • MTSS is Florida’s Continuous Improvement Model

16. Multi-Tiered System of Supports (MTSS) and RtI • Since 2004, Florida has engaged in continuous efforts to make sense of how systematic problem-solving and the RtI framework integrate the various elements of Florida’s system of education. • In 2008, FDOE published a State-wide Response to Instruction/Intervention (RtI) Implementation Plan. • The plan is available at http://www.florida-rti.org/floridaMTSS/history.htm.

17. Integration of MTSS and Data-Based Planning & Problem-Solving • Academic and Behavior (Student Engagement) is merged into a single model. • Statewide Assistive Technology/UDL initiative is integrated into the MTSS process. • The MTSS aligns with the deployment of school/district resources.

18. MTSS and Planning/Problem-Solving: Research Evidence • The multi-step Planning/Problem-Solving Processes is related strongly to improved student outcomes. • 4-step process for instructional planning • 8-step process for organizational planning • Interventions developed using the Planning/ Problem-Solving Process have a significantly higher level of effectiveness than those developed through other methods. • The Planning/Problem-Solving Process is evidence-based for application at the individual student, classroom, building, district and state levels.

19. Preparing to Use Data-Based Planning & Problem-Solving • Understand the educational needs of the students and the beliefs, knowledge, and skills of stakeholders in relation to course requirements and standards. • Review impact of current processes and practices. • Determine whether needs are being met.

20. Alignment with the State Teacher/Leader Evaluation System • The new FEAPS, Florida Leadership, and Student Services standards contain the critical behaviors/skills of the Planning & Problem-Solving process within the MTSS. • The Planning & Problem-Solving Process is based on a student growth model. • It supports educator appraisal by providing early warning data while time still remains to problem-solve and meet progression levels and learning goals.

21. The Goals • ENHANCE the capacity of school districts to implement and sustain a multi-tiered system of supports with fidelity in every school. • ACCELERATE and MAXIMIZE student academic and behavioral outcomes through data-based problem-solving by leadership at all levels of the educational system. • INFORM development, implementation, and evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for college or career. • Use MTSS as a framework to match instruction and supports to student needs as they relate to: • Content • Process

22. Intensive, Individualized Supports • Intensive interventions based on individual student needs • Students receiving prolonged interventions may be several grade levels behind or • ahead • Progress monitoring occurs the most frequently to ensure maximum acceleration • If more than 5% of students are receiving support at this level, engage in Tier 1 and • Tier 2 problem-solving • Targeted, Supplemental Supports • Interventions based on data revealing that students need more than core, universal • instruction • Interventions and progress monitoring are targeted to specific skills to remediate or • enrich, as appropriate • Progress monitoring occurs more frequently to ensure that the intervention is working • If more than 15% of students are receiving support at this level, engage in Tier 1 • problem-solving • Core, Universal Supports • Research-based, high-quality, general education instruction and support • Screening and benchmark assessments for all students • Assessments occur for all students • Data collection continues to inform instruction • If less than 80% of students are successful given core, universal instruction, engage • in Tier 1 problem-solving What is a MTSS that Uses Student-Centered, Response to Instruction/Intervention Data?

23. Systematic Planning & Problem-Solving 4-Step Process 8-Step Process

24. 1. Set a Goal, and Identify How to Measure that Goal 8. Evaluate if Goal in #1 was Achieved 2. Identify Resources & Barriers 3. Prioritize Barriers 7. Evaluate if Barriers were Eliminated or Reduced 6. Develop Follow-up Plan 4. Identify Strategies to Eliminate or Reduce Barriers 5. Develop Action Plan

25. Skill/Expertise-Based Contributions to Support Common Core Implementation • What Core, Universal Supports do you provide schools, administrators, teachers, families and/or students? • What Targeted, Supplemental Supports do you provide schools, administrators, teachers, families and/or students? • What Intensive, Individual Supports do you provide schools, administrators, teachers, families and/or students? • Do you provide these supports within the context of a team? • Does your team provide these supports using a data-based decision-making process?

26. Organizing Resources • Multiple sources of student-centered response to instruction/intervention data (RtI) are used to define needanddrive all decisions about how to increase effectiveness of our transition to the Common Core State Standards. • Type and intensity of supports are provided based on evidence of need. • Resources are organized, allocated, and continually adjusted according to need.

27. Reflection on Your Contributions • How can MTSS assist your organization in its transition to Common Core? • How can we work to ensure that the MTSS framework is being used by schools as they plan for future implementation of the common core? • What next step can you take to build on the assets and chip away at the barriers? • What are the assets for ensuring that the needs of ALL students are being met, in your district, region, or organization? • What are the existing structures that you can align to the MTSS framework? What aspects are missing?

28. Resources for Teacher/Leader Proficiency Model within MTSS • Educator Recruitment, Development & Retention - http://www.fldoe.org/profdev/pa.asp • Florida’s Common Language of Instruction - http://www.fldoe.org/profdev/pdf/CommonLanguage.pdf • Rule 6A-5.030 Instructional Personnel and School Administrator Evaluation Systems • Collaborative Guidance and Technical Assistance to come: Resource Database, Observation Tools, Alignment Tools

29. Additional Tools & Resources  • PS/RtI Project Website: http://www.floridarti.usf.edu/ • Evaluation Tool TA Manual: http://www.floridarti.usf.edu/resources/program_evaluation/ta_manual/index.html • FPBS Project Website: http://flpbs.fmhi.usf.edu/ • Statewide Response to Intervention for Behavior Database: http://www.flrtib.org/ • FL’s MTSS Website: http://www.florida-rti.org/ • MTSS Implementation Components- Ensuring Common Language & Understanding http://www.florida-rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf • Guiding Tools for Instructional Problem-Solving (GTIPS) Manual http://www.florida-rti.org/_docs/GTIPS.pdf

30. CCSS Resources within Florida’s MTSS • CCSS Messaging Tool Kit: http://programs.ccsso.org/link/CCSSI%20Toolkit%20Sept%202010.pdf • Florida’s State Implementation Plan, Timelines, and Course Descriptions with CCSS embedded: http://www.fldoe.org/bii/