The Vision of One System Supporting ALL Students!

1. The Vision of One System Supporting ALL Students! Florida Department of Education Division of Public Schools

2. One System Supporting ALL Students! • Multi-tiered System of Supports • Data-based Problem-solving & Response to Instruction/Intervention • Standards-based Instruction Aligned to Course Descriptions • Collegial Learning Teams (Lesson Studies, CoPs, PLCs) • Florida’s Continuous Improvement Model • Teacher and School Leader Proficiency Model • One System Supporting ALL Students! Florida Department of Education Division of Public Schools

3. Florida’s Integration Education Support Team • Florida’s Integration Education Support Team (FIEST) will provide ongoing guidance and resources to produce a system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. • Membership Includes Representatives from: Curriculum and Instruction; School Improvement; Just Read! Florida; Exceptional Education and Student Services; Teacher Certification; Computer-based Assessments; Race To The Top Assessments; Career and Technical Education; Information Systems and Technology; Educator Recruitment, Development, and Retention; and Virtual Instruction. Florida Department of Education Division of Public Schools

4. Intensive, Individualized Supports • Intensive interventions based on individual student needs • Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled • Progress monitoring occurs most often to ensure maximum acceleration of student progress • If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving • Targeted, Supplemental Supports • Interventions are 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 than at the core, universal level to ensure that the intervention is working • If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic 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 approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving Multi-tier System of Supports (MTSS):Response to Instruction/Intervention (RtI)An Overview of Data-based Problem-solving within a Multi-tier System of Supports in Florida’s Public Schools

5. MTSS and FDOE Data-driven allocation of resources and supports: • Tier 1 – ALL Districts and Schools are supported through the Division of Public Schools • Tier 2 – Districts and Schools are targeted and supported through the Bureau of School Improvement and Differentiated Accountability Staff • Tier 3 – Select Districts and/or Schools may be provided specific guidance and support by various bureaus within the Department based upon need Florida Department of Education Division of Public Schools

6. Multi-tiered System of Supports • What Core, Universal Supports does your district provide schools, administrators, teachers, and students? • What Targeted, Supplemental Supports does your district provide schools, administrators, teachers, and students? • What Intensive, Individual Supports does your district provide schools, administrators, teachers, and students? Florida Department of Education Division of Public Schools

7. MTSS – Organizing Resources • Type and intensity of supports are provided based on evidence of need. • Resources are organized, allocated, and continually adjusted according to need. • Response data reflecting needdrives all decisions about how to increase effectiveness of our system. Florida Department of Education Division of Public Schools

8. MTSS as the Foundation of a Vision • Data-based Problem-solving & Response to Instruction/Intervention • Collegial Learning (Lesson Studies, PLCs, etc.) • Standards-based Instruction Aligned to Course Description • Florida’s Continuous Improvement Model • Teacher and School Leader Proficiency Model Florida Department of Education Division of Public Schools

9. MTSS/RtI View from the Classroom Florida Department of Education Division of Public Schools

10. Analyze Trends Over Time Student E Student A Student D Florida Department of Education Division of Public Schools

11. Why do we need … • Next Generation Sunshine (Common Core) State Standards? • Adoption of the Next Generation Sunshine (Common Core) State Standards is a step towards ensuring our children are getting the best possible education no matter where they live. Florida Department of Education Division of Public Schools

12. Standards • Provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them • Designed to be relevant to the real world, reflecting the knowledge and skills that our young people need for success in both college and work • Establish what students need to learn, but they will not dictate how teachers should teach • Common Core State Standards Initiative Messaging Toolkit Florida Department of Education Division of Public Schools

13. Standards-Based InstructionA Guide for Implementation in Florida’s Public Schools “The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students”  - Linda Darling-Hammond, 1997

14. Learning Goals Learning goals answer two questions: • What do you want students to know by the time they finish a lesson? • Focus is on the content of the standard or benchmark and about the relationships between standards and benchmarks in the content areas. • What do you want students to be able to do with what they know? • Focus is on the skills that are important to the content—how students learn and use the content of the discipline to make or report meaning. Florida Department of Education Division of Public Schools

15. Learning Goals and Progressions To make comprehensive instructional decisions, teachers need to understand “the core building blocks of learning,” how they are connected and sequenced, and how they “develop from the earliest to the most sophisticated level.” (Heritage, 2008, p. 2; Honey, 2007) Florida Department of Education Division of Public Schools

16. Essential Questions • What is an “essential question”? • Teachers who use essential questions report that they are a powerful tool for focusing daily classroom activity on a meaningful goal. • For students, essential questions are a clear statement of expectations - what they will know and be able to do, allowing them to take more responsibility for taking learning away from every lesson.(Technology for Learning Consortium) Florida Department of Education Division of Public Schools

17. Characteristics of an Essential Question • Posed within the context of important life questions • Written so students can understand them • Have no obvious right or simple answers • Require higher order thinking, problem solving or decision-making • Use concepts which require students to use their knowledge in developing responses • Cause students to organize their knowledge to uncover and recover important ideas now and in the future (Technology for Learning Consortium) Florida Department of Education Division of Public Schools

18. Posing the Essential Question • In some instances, the essential question can and should be posed at the beginning of the lesson, and in others it should be posed at the end of the lesson. • An example would be when reading rich text we do not want to restrict or limit the students’ learning. We want them to extract as much information from the text as possible. • In this example, our lesson will be guided by the essential question, but it will not limit the students’ focus, if it is posed at the end of the lesson to solidify the students thinking and making meaning of the learning goal(s). Florida Department of Education Division of Public Schools

19. Engaging Lessons • What makes a lesson engaging? • Student engagement requires reflection (dialogue with self about a topic or problem) and dialogue with others (authors, other students, instructors); the stimuli for the talk and writing are observations and experiences that pose problems that need to be resolved. Mark R. Stoner. (2006) California State University, Sacramento Florida Department of Education Division of Public Schools

20. A Model of Engaged Learning Dialogue Experience Self Others Doing Observing Learning L. Dee Fink, University of Oklahoma Instructional Development Program Florida Department of Education Division of Public Schools

21. Formative Assessments Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. (Council of Chief State School Officers, 2008) Florida Department of Education Division of Public Schools

22. Six Key Strategies and Goals Formative Assessment includes: • Clarifying and sharing learning intentions and criteria for success, • Developing effective classroom discussions and tasks that elicit evidence of learning, • Providing feedback that moves learners forward, • Allowing students to act as instructional resources for one another, • Ensuring that students act as the owners of their own learning and, most importantly, • Adjusting the instructional plan based on formative assessment results. (Florida State University Learning Systems Institute FCR-STEM) Florida Department of Education Division of Public Schools

23. Lesson StudyA Guide for Implementation in Florida’s Public Schools Lesson study is a form of long-term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. - Research for Better Schools (www.rbs.org) Florida Department of Education Division of Public Schools

24. 8. Repeat the process using a new or revised lesson plan with the same research theme. • 1. Form a lesson study team which includes an external expert(s) in content and/or pedagogy. • 7. Define the next steps based upon what the team has learned. • 2. Schedule a common planning time. LESSON STUDY CYCLE • 3. (Problem Identification and Analysis) Identify a common research theme (sometimes a school-wide theme) based upon student performance data and the Teacher Evaluation Model adopted by the school district. • 6. (Evaluate the Effectiveness) Reflect upon, analyze, and discuss the lesson and student data that has been collected; then synthesize your findings. • 5. (Implement the Plan) Teach and observe the lesson being sure to record data pertaining to what students were thinking and doing throughout the lesson. • 4. (Develop a Plan) Collaboratively plan a standards-based lesson aligned to course description that clearly defines the expected outcomes in terms of student learning and addresses common student misconceptions. Florida Department of Education Division of Public Schools

25. Proficiency Model: Art and Science • Scope of evaluation will narrow and focus on proficiency in practices that impact student learning • Professional development will begin to focus on workforce growth in proficiency in the areas addressed in evaluation • Improvement plans will begin to focus on the proficiency levels needed on core practices to get the impact desired on student learning • Assessment of professional development will move toward a focus on its impact on participant proficiency • Data collection processes will emerge to assess impact on proficiency Florida Department of Education Division of Public Schools

26. One System Supporting ALL Students! A system in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. Florida Department of Education Division of Public Schools

27. Florida’s Implementation Plans COMMON CORE STATE STANDARDS Florida Department of Education Division of Public Schools

28. Florida’s Common Core State Standards Implementation Timeline F- full implementation of CCSS for all content areas L – begin full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 Florida Department of Education Division of Public Schools

29. Florida’s Common Core State StandardsImplementation Plan for Professional Development T - training provided regionally by FDOE to district implementation teams S - support provided to trainers and/or districts by FDOE using WebEx D - districts provide professional development for all teachers B - focus will be on blended curriculum (NGSSS/CCSS) L - focus will include literacy standards as appropriate for each grade level Florida Department of Education Division of Public Schools

30. Reflection • What are the assets for operating within a MTSS, One System Meeting the Needs of ALL Students, in your district? • What are the barriers for operating within a MTSS, One System Meeting the Needs of ALL Students, in your district? • What next step can you take to build on the assets and chip away at one or more of the barriers? Florida Department of Education Division of Public Schools

31. Web Resources • Florida’s Response to Instruction/Intervention http://www.florida-rti.org/ NEW VERSION COMING SOON! • Bureau of Curriculum and Instruction http://www.fldoe.org/bii/ • Next Generation Sunshine State Standards (Common Core) http://www.floridastandards.org • Florida’s Continuous Improvement Model http://www.flbsi.org/schoolimprove/cim.htm Florida Department of Education Division of Public Schools

32. Contact Us Teresa Sweet, Chief Bureau of Curriculum and Instruction (BCI) Florida Department of Education (FDOE) teresa.sweet@fldoe.org Heather Diamond, FDOE-MTSS Liaison Multi-tiered System of Supports (MTSS) Florida Department of Education (FDOE) heather.diamond@fldoe.org Florida Department of Education Division of Public Schools