Presentation on theme: "Florida Continuous Improvement Model. Dr. Cheryl Cendan, Principal Mrs"— Presentation transcript:
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 PrincipalFCIM
2 HousekeepingWe 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 roomA phone is located on the media center circulation deskWorkshop Rubric2
3 Goals for TodayExplain and review the Florida Continuous Improvement Model (FCIM)Complete the DART ModelDevelop a FCIM implementation planShare best practices on FCIMCollaborate with Leadership Team on plans for school year based on the FCIM3
5 Introductions/Icebreaker What’s your Hershey personality?
6 Starter ActivityRead “The Eight Step Process History” from your participant manualDiscuss at your table what do you know and want to know about the following:Test Score DisaggregationTimeline DevelopmentInstructional FocusAssessmentsTutorialsEnrichmentMaintenanceMonitoring
7 Research-Base for FCIM The Improvement Process is grounded in three sets of ideas:-- Effective Schools Correlates-- Total Quality Management-- Sterling/Baldridge Criteria forPerformance Excellence-- PDCA (Shewhart Cycle)7
8 Correlates of Effective Schools and the FCIM Strong Instructional LeadershipHigh Expectations for Student AchievementPervasive and broadly understood instructional focusOpportunity to learn/Time on taskSafe and orderly school climate conducive to teaching and learningFrequent monitoring of student progressPositive 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 reworkPlan-Do-Check-ActAll components of the system work together for the good of the system9
10 Instructional Connections Used to improve student achievementUsed to connect student performance data with instructionUsed to improve connection between assessment and instructionUsed to individualize instruction(9 High Yield Strategies)10
11 Understanding Poverty Connection ResourcesRegisters of Language8 Step and Ruby Payne InformationChildren of ALL races and incomelevels can succeed11
12 Process Check Are the connections clear? Share one key point with a neighborAsk any lingering questions12
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 VisionVision without action is merely a dream; Action without vision just passes the time; Vision with action can change the world.--- Joel Barker14
15 Leadership A strong instructional leader: Visits classrooms regularly Know what is being taughtKnow how it is being taughtA strong instructional leader:Visits classrooms regularlyEmpowers assistants and staffModels effective instructional techniquesEstablishes and supports teams and committeesProvides safe, clean, and inviting facilitiesGets people to march with them - not behind themDevelops chemistry with their leadership teamKnow how the studentsare doing
16 It takes teamwork.. A quality and effective staff Believes all students can learnBelieves they can teach all studentsSets high expectationsFollows a clearly defined visionUses data to make decisionsImplements 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 school17
18 doesn’t happen by Improvement The Big Picture Connection.....ImprovementQUALITYdoesn’t happenbyIt 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 effectivenessIdentify students in need of assistanceGuide curriculum developmentMaintain educational focusAllocate resources effectivelyReport progress to all stakeholdersPromote accountability
21 Data Disaggregation - Resources to Review FCAT Demographic ReportSunshine State StandardsFCAT Test Item and Performance Task SpecificationsFCAT Lessons Learned
22 Test Data Disaggregation Level % MasteryLevel % SystemLevel % BubbleLevel % ReteachLevel % 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 dataUse 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 studentsShare 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 CalendarsCreate and align Staff Development Training Schedule
28 Creating Timeline Activity Look at Strengths and Weaknesses from data disaggregationSchool Groups create a timeline with the use of data for each instructional areaDon’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 IdeaUSING 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 emphasisCollaboratively developedFrequent (every 3 weeks)Posted and visible to ALL stakeholders
31 Instructional FocusImplementing Marzano’s High Yield Strategies (Model thinking process, actively engage students in learning, collaborate with colleagues and coaches)Needs Assessment done to address staff developmentBe flexibleHAVE HIGH EXPECTATIONS AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENT
32 ASSESSMENT - CheckASSESSMENT BASED ON INSTRUCTIONAL FOCUS IS ADMINISTERED TO IDENTIFY MASTERY AND NON-MASTERY STUDENTS.Given frequentlyAligned with standardsLook and feel like the FCAT
33 Assessment School-wide FCAT Practice test Mini-Assessments after each benchmark/strandBAT assessments
34 Assessment SuccessFrequent Assessments provide feedback for you, the teachers, and the studentsEveryone uses the same assessmentDevelop a record keeping system for mastery/non-mastery studentsProvides an opportunity for teacher collaboration
35 Assessment Activity Research available assessments Determine plan for getting resources to all teachersPlan for assessment and collection of performance data35
36 TUTORIALS - ActPROVIDE TUTORIAL TIME TO RETEACH NON-MASTERED TARGET AREAS.REFOCUSREASSESS
37 Tutorials Regroup students based on performance data FCAT Saturday CampsBuild into the School DayExtended dayPulloutsLevel 5 MasteryLevel 4 SystemLevel 3 BubbleLevel 2 ReteachLevel 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 - ActPROVIDE ENRICHMENT OPPORTUNITIES FOR MASTERY STUDENTS.Refocus“Let those who can, fly!”Level 5 MasteryLevel 4 SystemLevel 3 BubbleLevel 2 ReteachLevel 1 Foundation
40 Enrichment Enhances classroom experiences Accelerates the pace Stimulates interest in learningPromotes higher order thinking skills
41 Tutorials and Enrichment Strategies Make tutorial and enrichment time a part of the master scheduleUtilize ALL staff membersSchedule the time on the Instructional Focus CalendarsPick a “Theme”
42 MAINTENANCE - ActPROVIDE MATERIALS FOR ONGOING MAINTENANCE AND RETEACHING.ReinforcementOngoingHappens 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 neededStudent Involvement
44 MONITORING - CheckTHE 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 successData Chats with staff frequently on multiple levels
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 FCIMWhat things are already in place? What things need to be put in to place?
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