Florida Department of Education Division of Public Schools

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The Vision of One System Supporting ALL Students!

• Florida Department of Education Division of
  Public Schools

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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)
• Floridas Continuous Improvement Model
• Teacher and School Leader Proficiency Model
• One System Supporting ALL Students!

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Floridas Integration Education Support Team

• Floridas 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.

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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 Floridas Public Schools
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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

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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?

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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 need drives all
  decisions about how to increase effectiveness of
  our system.

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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
• Floridas Continuous Improvement Model
• Teacher and School Leader Proficiency Model

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MTSS/RtI View from the Classroom
  TARGET Student A Student B Student C Student D Student E Student F Average
Quiz 1 85 71 69 81 52 90 74 72.8
Quiz 2 85 72 73 84 51 92 77 74.8
Quiz 3 85 71 77 88 52 91 81 76.7
Quiz 4 85 72 80 95 54 93 84 79.7
Cum Test 85 73 83 98 53 92 89 81.3
Change Over Time 0 2 14 17 1 2 15 8.5
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Analyze Trends Over Time
Student E
Student A
Student D
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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.

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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

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Standards-Based InstructionA Guide for
Implementation in Floridas 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
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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
  contenthow students learn and use the content of
  the discipline to make or report meaning.

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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)

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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)

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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)

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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).

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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

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A Model of Engaged Learning
L. Dee Fink, University of Oklahoma Instructional
Development Program
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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)

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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)

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Lesson StudyA Guide for Implementation in
Floridas 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)
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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

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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.
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Floridas Implementation Plans
COMMON CORE STATE STANDARDS
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Floridas Common Core State Standards
Implementation Timeline
Year/Grade Level K 1 2 3-8 9-12
2011-2012 FL L L L L
2012-2013 F L F L L L L
2013-2014 CCSS fully implemented F L F L F L B L B L
2014-2015 CCSS fully implemented and assessed F L F L F L F L F L
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
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Floridas Common Core State StandardsImplementati
on Plan for Professional Development
Months/Grade Level K 1 2 3-12 3-12
Jun/Jul 2011 TL TL TL SL SL
Dec/Jan 2012 SL SL SL SL SL
Jun/Jul 2012 SL DS SL TBL TBL
Dec/Jan 2013 SL SL SL SBL SBL
Jun/Jul 2013 SL SL DSL DBL TL
Dec/Jan 2014 SL SL SL SBL SL
Jun/Jul 2014 SL SL SL DSL DSL
Dec/Jan 2015 SL SL SL SL SL
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
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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?

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Web Resources

• Floridas 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
• Floridas Continuous Improvement Model
  http//www.flbsi.org/schoolimprove/cim.htm

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Contact Us

• Teresa Sweet, Chief
• Bureau of Curriculum and Instruction (BCI)
• Florida Department of Education (FDOE)
• teresa.sweet_at_fldoe.org

• Heather Diamond, FDOE-MTSS Liaison
• Multi-tiered System of Supports (MTSS)
• Florida Department of Education (FDOE)
• heather.diamond_at_fldoe.org