1. Focusing on Student Achievement The School District of Osceola County https://inside.osceola.k12.fl.us/Departments/DeptPages/Curriculum_and_Instruction/CIM ContinuousImprovementModel.asp

2. Unanimous response … “Florida’s Continuous Improvement Model” The Continuous Improvement Model (CIM) is an Osceola district-wide initiative. For assistance and support, contact: Joyce Swartz CIM Specialist 407-870-4064 or ext. 65107 swartzj@osceola.k12.fl.us

3. To learn how the Continuous Improvement Model can support a school-wide effort of increasing student achievement in the areas of reading, mathematics and science with the intent of implementing all relevant steps.

4. Closing the Achievement Gap No Excuses by: Gerald Anderson and Patricia Davenport  Developed in Brazosport Independent School District in Texas in the early 1990s.  Evolved from a response to disturbing state assessment scores.  After implementation by all schools, virtually all students in the district, regardless of SES or race, mastered each section of the state assessment.

5. Components of the 8-Step Continuous Improvement Model 1. Disaggregate Test Data 2. Develop a CIM Focus Calendar 4. Administer Mini-Assessments 6. Enrichment 7. Reinforce learning through Maintenance 5. Tutorials 8. Monitor Progress 3. Deliver the CIM Focus Lesson

7.  First years of CIM implementation are the most difficult.  A CIM Lead Team can assist through careful planning.  Team includes Principal and other instructional leaders. Also includes teacher leaders, a representative from each grade level or department and special-area.  May include media specialist, guidance counselor, and support staff representative (one who works directly with students).

8. All students can learn!

9. Implementing

10. Step 1: Disaggregate Data

11.  Examine and discuss state assessment results  Examine mini-assessment results throughout the school year

12. An example is the D.A.R.T. Model  Disaggregate Data  Assess Needs  Review Resources  Target Instruction http://www.flbsi.org

13. 2008 Reading Subtest Results The total possible points for each content area in each grade level have been pre-populated in the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the district for each Reading content area by grade level onto the MPE column of the worksheet. The state data are recorded for you. Calculate and record the percent (%) correct for each content area for the school and district onto the worksheet by dividing the MPE by the possible points. For example, 3 rd Grade students’ statewide MPE for the COMPARISONS content area is 7 points. This is divided by the total possible points, 10, and equates to 70%. Identify content areas that should be addressed in the School Improvement Plan.

14.  Disaggregate data at the school level and grade level to develop a CIM Calendar  Disaggregate data at the classroom level and student level to plan classroom instruction  Analyze data to identify strengths and weaknesses  Use data to align instruction and assessments  Target areas that need most improvement  Share data with ALL stakeholders, including students Data Disaggregation Quick Review

15. What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

16. Step 2: Develop CIM Calendar PDCA: Plan

17. Who needs to develop one?  Review FCAT Achievement Level 3 & Above data  Compare school to state average  If school is below state average, develop a CIM Calendar to address this grade level area of weakness CIM Calendar

18. What do you need to get started?  State assessed benchmarks  Student weak/strong benchmark information  Weight of each strand  District school year calendar  State testing calendar  Campus school year calendar  Blank calendar and pencil and eraser CIM Calendar

19.  Develop collaboratively.  Mark your calendars – Calculate number of instructional days by eliminating every day that is not a student contact day.  Review the state assessed benchmarks to know what students need to learn.  Use disaggregated school benchmark data to determine students’ weak areas to target.  Determine time frame for teaching/reviewing state assessed benchmarks – estimate the number of days needed for each benchmark.

20.  Include an assessment date for each skill.  Understand that the timeline is subject to change.  Schedule benchmarks to teach after FCAT until end of school year.  The CIM Calendar is posted in each classroom.  All teachers teach or reinforce state assessed benchmarks, according to CIM Calendar.

21. Aligns  Sunshine State Standards  Instruction  Assessments Sunshine State Standards

22. CIM WORK PLAN CIM Calendar What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

23. Step 3: Deliver CIM Focus Lesson PDCA: Do

24. Teachers deliver focused, explicit lessons on state tested benchmark skills. CIM Treats Students as Individual Learners Students are assessed at regular intervals on each skill and based on those results ….. Students receive enrichment that goes beyond the assessed benchmark. Students receive explicit tutorial/remediation in that benchmark skill. OR

25.  It is the job of the language arts/reading teacher to deliver the reading focus lesson.  It is the job of the math teacher to deliver the math focus lesson.  It is the job of the science teacher to deliver the science focus lesson.  It is the job of all the other teachers to integrate the reading, math, and/or science focus skills within their content specialty. Role of the Teacher

26.  Determine the benchmark to be taught from the CIM Calendar.  Team selects/develops series of Focus Lessons.  Amount of time spent on each CIM Focus Lesson is determined by the school.  CIM Focus Lesson is teacher-modeled and actively engages students in learning.  CIM Focus Lesson is NOT a worksheet that students do by themselves and then the teacher corrects without modeling or comment. Planning the CIM Focus Lesson

27.  The benchmark skill being taught is clearly posted in the classroom.  The essential question is explicitly taught or reviewed.  Check for understanding: plan for extra assistance to students, as needed.  Direct on-grade level instruction is delivered for all students.  CIM focus time is non-negotiable, but, it is flexible!

28. CIM WORK PLAN CIM Focus Lesson What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

29. Step 4: Administer Mini-Assessments

30. Mini-Assessments for Each Skill  After the target skill has been taught, teachers administer a benchmark skill assessment to determine mastery of that skill.  Mini-assessments are short and frequent devices for monitoring the success of instruction and the progress of each student’s learning.

31.  Shorter, more frequent assessments allow teachers to detect and correct problems early before problems are compounded over time.  If students do poorly on a particular skill, additional teacher resources or different strategies are used.

32.  Involves teacher collaboration to develop a common test  FCAT format and rigor  Short and quick (4-5 questions)  Taken by all students  Graded and results provided immediately  Use scored assessment as a teaching tool

33.  Provides mini-assessments aligned to SSS  Relevant to FCAT so students know what to expect  Supports PDCA

34. Use a student assessment profile sheet. A spreadsheet is ideal for this because it:  Tracks student progress easily.  Indicates the percentage of students mastering or not mastering standards/skills.  Highlights non-mastery students at a glance.  Is user-friendly. Mini-Assessments: Assessment Profile Sheet

35. Analyze the data from several angles. Mini-Assessments: Analyze the Data Any noticeable patterns?What % of students mastered each skill/standard? Need a different approach? Need to revise the timeline? Consider those who barely met the standard: Have they learned the skill, or were they lucky this time? Discuss the test results and your conclusions during team or grade-level meetings.

36. CIM WORK PLAN CIM Mini-Assessments What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

37. Step 5: Tutorials PDCA: Act

38.  Provided to students who fail the benchmark mini- assessment.  CIM Lead Teams may create a school-wide tutorial model that meets the needs of their students.  Tutorials are commonly on the prior standard from the CIM Calendar.  Alternative resource material reserved for tutorials.  Retest for mastery. Tutorials

39.  Time needed will be determined by data  Small groups  Differentiated instruction  Provided during the school day

40. CIM WORK PLAN Tutorials What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

41. Step 6: Enrichment PDCA: Act

42.  Provided for students who have shown mastery on mini-assessments.  Designed for all kinds of learners.  Related to the CIM Calendar. Enrichment

43. Instruction given to students that:  Focuses on enhancing, extending and applying deeper understanding and skills of target benchmarks.  Is at an accelerated pace.  Stimulates interest in learning.  Promotes higher order thinking skills.

44. CIM WORK PLAN Enrichment What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

45. Step 7: Maintenance

46. Maintenance is a continuous process to ensure that students retain what they have learned by providing for periodic review of taught and monitored benchmarks.  Make it FUN!  Vary your approaches.

47.  Ensures that benchmarks are retained  Strengthens student knowledge of benchmarks  Provides additional learning opportunities  Reinforces thinking processes  Identifies students needing additional instruction

48. CIM WORK PLAN Maintenance What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

49. Step 8: Monitoring

50. Monitoring is a multi-faceted step that involves EVERYONE. Monitoring assures that once the process begins, it stays on target! Students 8-Step Instructional Process Principal & Administrative Team Teachers District

51.  Support schools’ CIM implementation  Make site visits  Provide curriculum specialists  Meet with School Leadership Team  Provide professional development  Monitor school data The District’s Role

52.  Schedule frequent classroom visits during the CIM Focus Lesson  Ensure CIM process is occurring  Verify student progress  Support the efforts of teachers and students  Gauge school-wide effectiveness  Continuously involved in the 8-Step Process Principal and Administrative Team’s Role

53. Team meetings are scheduled for each grade level or department. Discuss  Assessment results  Student needs and concerns  Successful instructional strategies  Progression of instructional timeline – is it working? Why? Why not? Principals Scheduling PDCA Meetings The principal and administrative team attend these meetings often to reinforce team effort.

54.  Establish and maintain high expectations for ALL students  Monitor classroom/student data  Collaborate with other teachers  Implement best practices for instruction  Conduct conferences with students (FCAT Chats) The Teacher’s Role

55. CIM WORK PLAN Monitoring What needs to be done? Who will be responsible? Who will monitor process? When will this be completed? What resources need to be used? (Financial, Materials, etc.) Notes: ____________________________________________________________________ ___________________________________________________________________________

56. Review Components of CIM PLAN Data Disaggregation Calendar Development DO Focus Lesson Explicit Teaching CHECK Benchmark Assessment Spiral Review Monitoring ACT Tutorials Enrichment

57. Remember Communication  Nothing happens until people talk.  Communication is key!

58. “The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but, if they don’t play together, the club won’t be worth a dime.” Babe Ruth Teamwork