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

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Presentation on theme: "Florida Continuous Improvement Model Dr. Cheryl Cendan, Principal Mrs. LaTrell Edwards, Intern Principal Mr. Ricky Grimaldo, Intern Principal."— Presentation transcript:

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

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

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

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

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

6 Starter Activity n Read “The Eight Step Process History” from your participant manual n 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 7 Research-Base for FCIM The Improvement Process is grounded in three sets of ideas: -- Effective Schools Correlates -- Total Quality Management -- Total Quality Management -- Sterling/Baldridge Criteria for -- Sterling/Baldridge Criteria for Performance Excellence Performance Excellence -- PDCA (Shewhart Cycle) -- PDCA (Shewhart Cycle) 7

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

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

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

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

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

13 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.” “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 --- CCSSO, Leadership for Learning in the 21st Century

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

15 15Leadership n 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

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

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

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

19 REACHING THE PINNACLE 1.Disaggregate Data (P) 2. Timeline (P) 3.Instructional Focus (D) 4. Assessment (C) 5.Tutorials (A) 6.Enrichment (A) 7.Maintenance (C) 8.Monitor (C)

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

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

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

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

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

25 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 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” Share data with students at a “test talk” or “data chat” How did they perform on areas? How did they perform on areas? What goals can they set for improvement? What goals can they set for improvement?

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

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

28 Creating Timeline Activity Look at Strengths and Weaknesses from data disaggregation Look at Strengths and Weaknesses from data disaggregation School Groups create a timeline with the use of data for each instructional area 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 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 INSTRUCTIONAL FOCUS Do USING THE TIMELINE, DELIVER INSTRUCTIONAL FOCUS LESSONS. USING THE TIMELINE, DELIVER INSTRUCTIONAL FOCUS LESSONS. LESSONS ARE MATCHED TO ALL STANDARDS AND BENCHMARKS. LESSONS ARE MATCHED TO ALL STANDARDS AND BENCHMARKS. Main Idea Number Sense

30 Instructional Focus Exposure to benchmarks Exposure to benchmarks Tracking of data Tracking of data School-wide emphasis School-wide emphasis Collaboratively developed Collaboratively developed Frequent (every 3 weeks) Frequent (every 3 weeks) Posted and visible to ALL stakeholders 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) 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 Needs Assessment done to address staff development Be flexible Be flexible HAVE HIGH EXPECTATIONS AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENT HAVE HIGH EXPECTATIONS AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENT

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

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

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

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

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

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

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

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

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

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

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

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

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

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

46 46 PDSA in Action! 46

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

48 What do you do now? What do you do now? Work with your team to complete the DART Model for your school’s data. 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 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? What things are already in place? What things need to be put in to place?


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