1. Florida Continuous Improvement Model. Dr. Cheryl Cendan, Principal Mrs
Florida Continuous Improvement Model Dr. Cheryl Cendan, Principal Mrs. LaTrell Edwards, Intern Principal Mr. Ricky Grimaldo, Intern Principal
FCIM

2. Housekeeping
We will have two 15-minute breaks and an hour lunch break around 11:30 a.m.
Restrooms are through the exit signs.
Snack machines are in the front office production room
A phone is located on the media center circulation desk
Workshop Rubric 2

3. Goals for Today
Explain and review the Florida Continuous Improvement Model (FCIM)
Complete the DART Model
Develop a FCIM implementation plan
Share best practices on FCIM
Collaborate with Leadership Team on plans for school year based on the FCIM 3

4. Agenda Morning - History, Connections, Data Disaggregation
Afternoon - Timeline Development, Instructional Focus, Assessment- Tutorials, Enrichment, Maintenance, Monitoring

5. Introductions/Icebreaker
What’s your Hershey personality?

6. Starter Activity
Read “The Eight Step Process History” from your participant manual
Discuss at your table what do you know and want to know about the following:
Test Score Disaggregation
Timeline Development
Instructional Focus
Assessments
Tutorials
Enrichment
Maintenance
Monitoring

7. Research-Base for FCIM
The Improvement Process is grounded in three sets of ideas:
-- Effective Schools Correlates
-- Total Quality Management
-- Sterling/Baldridge Criteria for
Performance Excellence
-- PDCA (Shewhart Cycle) 7

8. Correlates of Effective Schools and the FCIM
Strong Instructional Leadership
High Expectations for Student Achievement
Pervasive and broadly understood instructional focus
Opportunity to learn/Time on task
Safe and orderly school climate conducive to teaching and learning
Frequent monitoring of student progress
Positive home-school relations

9. Quality Concepts Go slow at first so you can go fast later on
Do it right the first time and eliminate rework
Plan-Do-Check-Act
All components of the system work together for the good of the system 9

10. Instructional Connections
Used to improve student achievement
Used to connect student performance data with instruction
Used to improve connection between assessment and instruction
Used to individualize instruction
(9 High Yield Strategies) 10

11. Understanding Poverty Connection
Resources
Registers of Language
8 Step and Ruby Payne Information
Children of ALL races and income
levels can succeed 11

12. Process Check Are the connections clear?
Share one key point with a neighbor
Ask any lingering questions 12

13. The Power of Leadership
“The challenge of creating schools to meet these objectives involves many facets of the education system. Above all, it requires a new level of leadership to provide the inspiration, know-how, drive and endurance required to change the schools and raise student performance.”
--- CCSSO, Leadership for Learning in the 21st Century

14. The Power of Vision
Vision without action is merely a dream; Action without vision just passes the time; Vision with action can change the world.
--- Joel Barker 14

15. Leadership A strong instructional leader: Visits classrooms regularly
Know what is being taught
Know how it is being taught
A strong instructional leader:
Visits classrooms regularly
Empowers assistants and staff
Models effective instructional techniques
Establishes and supports teams and committees
Provides safe, clean, and inviting facilities
Gets people to march with them - not behind them
Develops chemistry with their leadership team
Know how the students
are doing

16. It takes teamwork.. A quality and effective staff
Believes all students can learn
Believes they can teach all students
Sets high expectations
Follows a clearly defined vision
Uses data to make decisions
Implements a process of planning, implementing, and progress monitoring

17. First things first..... What is your school’s vision?
What are the non-negotiables?
Is what is expected inspected by the principal and the leadership team?
Discuss the current VISION and LEADERSHIP/TEAMWORK processes at your school 17

18. doesn’t happen by Improvement
The Big Picture Connection.....
Improvement
QUALITY
doesn’t happen by
It is helped along by the instructional cycle:
P (Plan)
D (Do),
C (Check),
A (Act)

19. REACHING THE PINNACLE Disaggregate Data (P) Timeline (P)
3.Instructional Focus (D)
4. Assessment (C)
Tutorials (A)
Enrichment (A)
Maintenance (C)
Monitor (C)

20. Data Disaggregation - Plan
Data helps us to:
Measure student progress and program effectiveness
Identify students in need of assistance
Guide curriculum development
Maintain educational focus
Allocate resources effectively
Report progress to all stakeholders
Promote accountability

21. Data Disaggregation - Resources to Review
FCAT Demographic Report
Sunshine State Standards
FCAT Test Item and Performance Task Specifications
FCAT Lessons Learned

22. Test Data Disaggregation
Level % Mastery
Level % System
Level % Bubble
Level % Reteach
Level % Foundation

23. DART Model Disaggregate data Assess needs Review resources
Target instruction

24. DART Activity Disaggregate data by class and student level
Define weak and strong areas from test data
Use data to align instruction and assessments

25. Share the DATA!!!
Share data with teachers because the majority of school reform happens in the classroom between teachers and students
Share data with students at a “test talk” or “data chat”
How did they perform on areas?
What goals can they set for improvement?

26. TIMELINE DEVELOPMENT Plan
CREATE A TIMELINE THAT FOCUSES ON INSTRUCTIONAL NEEDS OF STUDENTS.
Target areas that need the most improvement

27. Timeline Development Aligned Curriculum Guides
Development of Instructional Focus Calendars
Create and align Staff Development Training Schedule

28. Creating Timeline Activity
Look at Strengths and Weaknesses from data disaggregation
School Groups create a timeline with the use of data for each instructional area
Don’t forget to schedule time for mini-assessment, collection of data, data chats with staff, and data chats with students

29. INSTRUCTIONAL FOCUS Do
Main Idea
USING THE TIMELINE, DELIVER INSTRUCTIONAL FOCUS LESSONS.
LESSONS ARE MATCHED TO ALL STANDARDS AND BENCHMARKS.
Number Sense

30. Instructional Focus Exposure to benchmarks Tracking of data
School-wide emphasis
Collaboratively developed
Frequent (every 3 weeks)
Posted and visible to ALL stakeholders

31. Instructional Focus
Implementing Marzano’s High Yield Strategies (Model thinking process, actively engage students in learning, collaborate with colleagues and coaches)
Needs Assessment done to address staff development
Be flexible
HAVE HIGH EXPECTATIONS AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENT

32. ASSESSMENT - Check
ASSESSMENT BASED ON INSTRUCTIONAL FOCUS IS ADMINISTERED TO IDENTIFY MASTERY AND NON-MASTERY STUDENTS.
Given frequently
Aligned with standards
Look and feel like the FCAT

33. Assessment School-wide FCAT Practice test
Mini-Assessments after each benchmark/strand
BAT assessments

34. Assessment Success
Frequent Assessments provide feedback for you, the teachers, and the students
Everyone uses the same assessment
Develop a record keeping system for mastery/non-mastery students
Provides an opportunity for teacher collaboration

35. Assessment Activity Research available assessments
Determine plan for getting resources to all teachers
Plan for assessment and collection of performance data 35

36. TUTORIALS - Act
PROVIDE TUTORIAL TIME TO RETEACH NON-MASTERED TARGET AREAS.
REFOCUS
REASSESS

37. Tutorials Regroup students based on performance data
FCAT Saturday Camps
Build into the School Day
Extended day
Pullouts
Level 5 Mastery
Level 4 System
Level 3 Bubble
Level 2 Reteach
Level 1 Foundation

38. Tutorial Activity Plan for Tutorial - Who, What, Where, When, How?
Are students given enough time?
Is the student/teacher ratio conducive to optimal learning?
Do we have the right teacher for the students? 38

39. ENRICHMENT - Act
PROVIDE ENRICHMENT OPPORTUNITIES FOR MASTERY STUDENTS.
Refocus
“Let those who can, fly!”
Level 5 Mastery
Level 4 System
Level 3 Bubble
Level 2 Reteach
Level 1 Foundation

40. Enrichment Enhances classroom experiences Accelerates the pace
Stimulates interest in learning
Promotes higher order thinking skills

41. Tutorials and Enrichment Strategies
Make tutorial and enrichment time a part of the master schedule
Utilize ALL staff members
Schedule the time on the Instructional Focus Calendars
Pick a “Theme”

42. MAINTENANCE - Act
PROVIDE MATERIALS FOR ONGOING MAINTENANCE AND RETEACHING.
Reinforcement
Ongoing
Happens every day

43. Maintenance Extremely important for success
Done Daily by Teachers-review (Warm-Ups)
Provide folders where students keep their work and review when needed
Student Involvement

44. MONITORING - Check
THE PRINCIPAL IS CONTINUOUSLY INVOLVED IN THE TEACHING AND LEARNING PROCESS.
Knows what is being taught.
Knows how it is being taught.
Knows how the students are doing.

45. Monitoring Daily Visitations Department Chairs and Team Leaders
Recognize and celebrate success
Data Chats with staff frequently on multiple levels

46. PDSA in Action! 46

47. BEGINNING A QUALITY JOURNEY
You will not get to where you want to go overnight.
It will be a journey - a quality journey.
You can start on your own journey.
You are probably already somewhere along the road.

48. What do you do now?
Work with your team to complete the DART Model for your school’s data.
Collaborate with Leadership Team on plans for school year based on the FCIM
What things are already in place? What things need to be put in to place?