Integrating Florida’s Support Systems for Continuous Improvement

In ALL Schools

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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

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Florida Transitions toCommon Core State Standards

NGSSS• 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

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 progress are 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

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• Learning Objectives

• • • •

• Learning Objectives

• •

• Learning Objectives

• Learning Objectives

Course Requirements/Standards

“Chunking” Big Ideas

Learning Goal 1

Learning Goal 2

Learning Goal 3

Learning Goal 4

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Course Requirements and StandardsCurriculum Mapping in Layers

“Chunks” or Big IdeasMajor Learning GoalsProgression Scales for Major Learning GoalsProgress Monitoring Assessments

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An Integrated System – at All Levels

StateDistrict

School

Grade

Classroom

Student Subgroup

Student

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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)

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The Integrated Framework: MTSSThe Way of Work: Data-based Planning & Problem-Solving

The Outcome: Florida’s Continuous Improvement

Teacher/School Leader

Proficiency Model

Standards-Based

Instruction

Collegial Learning (e.g., Lesson Study, PLC, CoP)

One, Multi-tiered System of Supports (MTSS) for ALL Students!

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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.

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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.

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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.

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FCIM/MTSS• Florida’s Continuous Improvement Model• Multi Tiered System of Support

Standards based Instruction

Planning and Support for Teacher Collaboration

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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.

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MTSS - FCIM - SBI - Lesson StudyConsolidation to ONE Unified Systems Approach to Continuous ImprovementMTSS FCIM

(Formerly)

Standards-Based Instruction Lesson Study

• Problem/Goal identification

• Problem/Needs analysis

• Instruction/Intervention development

Plan • “Chunk” standards based upon course requirements

• Describe learning goals and include learning progression scales

• Identify essential questions

• Form team• Schedule time• Identify common research

theme• Collaboratively plan a

standards-based lesson aligned to course description

• Instruction/Intervention implementation

Do • Engage students in meaningful dialogue and activity

• Teach and observe the lesson

• Evaluation/RtI Check • Monitor student progress using formative and interim assessments

• Reflect upon, analyze, and discuss the lesson and student data

• Decisions whether to modify or intensify the instruction/intervention (based upon data)

Act • Adjust instruction based upon students’ needs supported by data

• Define next steps• Repeat• Implement fully

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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

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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.

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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.

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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.

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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.

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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.

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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

What is a MTSS that Uses Student-Centered, Response to Instruction/Intervention Data?

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 22

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Systematic Planning & Problem-Solving

1. DefineWhat do we want students to know and be able to do?

2. AnalyzeWhy is this not occurring?

3. ImplementWhat are we going to do about it?

4. EvaluateIs it working?

1. Set a goal and identify how you will measure that goal.

2. Identify resources and obstacles to attaining that goal.

3. Prioritize obstacle and select one obstacle for action planning.

4. Identify strategies to eliminate or reduce the obstacle.

5. Develop action plan to implement strategies.

6. Develop follow-up plan.

7. Evaluate impact of the action plan.

8. Evaluate progress on original goal.

4-Step Process 8-Step Process

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Define–What do we

want students to know and be able to do?

Analyze–Why is this not

occurring?

Implement–What are we going to do

about it?

Evaluate–Is it working?

5. Develop Action Plan

2. Identify Resources & Barriers

3. Prioritize Barriers

4. Identify Strategies to Eliminate or Reduce

Barriers

7. Evaluate if Barriers were Eliminated

or Reduced

1. Set a Goal, and Identify How to Measure that Goal

6. Develop Follow-up Plan

8. Evaluate if Goal in #1 was Achieved

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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?

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Organizing Resources• Multiple sources of student-centered response to

instruction/intervention data (RtI) are used to define need and drive 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.

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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?

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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

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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

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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/