Florida Continuous Improvement Model

FCIM

Science Capacity Development & School Reform Accountability

Presenter : Cristian Carranza, Science Manager

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Agenda• FCIM Overview :

• DATA (Plan)

• Instructional Focus Calendars (Do)

• Embedded Assessments (Check)

• Tutorial & Enrichment (Act)

•Coach Logs

•Questions

Norms• Tend to personal needs.

• Open your mind to new information.

• Organize your thoughts by writing or drawing.

• Listen respectfully to your colleagues.

• Share your ideas

HOW TO COMPLETE THE ELECTRONIC LOG

http://w2k3wwwadmin1.palmbeach.k12.fl.us/coachlog/

Sign In Using

District Email

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Contact Adam Miller if

adjustments are needed

A WEEK AT-A-GLANCE

Monday – Coach observes the teacher

Tuesday – Coach models the entire instructional block using required components

Wednesday – Coach and teacher co-teach

Thursday – Coach observes the teacher again and debriefs

Friday – Attend training

Highly directive… Highly reflective…

Coaching ContinuumCoaching Continuum

Directive

Model or Demo Lesson

Co-Teaching

Reflective

Description

Both planning and reflecting

conferences focus on content

Coach models Standards-based processes and practices during conferences

Coach observes lesson and collects data

Planning and reflective

conferences focus on instructional practices (questioning, mgt of group dynamics, launching, exploring, or summarizing lesson within time period, etc.)

Teacher attends to the focus area during coach’s teaching of the lesson and collects data on it

Observations and data discussed during the reflecting conference

Coach and teacher plan

lesson together beforehand. Clarify roles:

o Coach teaches a component of the lesson that the teacher is unsure of.

o Coach and teacher alternate teaching and observation

o Tasks are shared Reflecting conference

focuses on the how the lesson addressed the goals discussed during the planning conference.

Teacher determines focus

area at planning conference

Coach observes lesson and collects data

Reflecting conference analyzes data collected by the coach

Outcomes Improved content development

Improved pedagogy and classroom instruction

Improved confidence in instructional decision making

Improved self-assessment of instruction

Questions?

1. Student Portfolios

2. Essential Labs

3. Instructional Reviews

4. Coach Logs

5. Curriculum Framework

FCIM Overview: Build the Belief

FCIM is based on a common belief…

…All children can succeed!

FCIM Overview: Why Implement?

• Evidence-based practices that build a district or school’s capacity to establish continuous improvement as a way of work

• A step-by-step process to use assessment results to improve teaching and learning

• Facilitates focused instruction with laser-like precision for ALL students

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

FCIM Overview: Purpose

• Provides educators a school improvement process for:

–Aligning school-wide improvement efforts

– Increasing focus on student achievement

–Using data to drive instruction

–Applying evidence-based improvement tools

= Programs

High Student Achievement

High Student Achievement

= Programs

FCIM Overview: Plan – Do – Check – Act

(PDCA) Cycle

20

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

FCIM Overview: Components

• Data Disaggregation (Plan)

• Instructional Focus Calendar (Plan)

• Instructional Focus Lessons (Do)

• Mini-Assessments (Check)

• Maintenance (Check)

• Monitoring (Check)

• Tutorials and Enrichment (Act)

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Step 1: PlanData Disaggregation

Plan

Data Disaggregation: Purpose• Data….

– Measures student progress and program effectiveness

– Identifies students in need of assistance

– Guides curriculum development– Maintains educational focus– Allocates resources effectively– Reports progress to all stakeholders– Promotes accountability

Data Disaggregation: Purpose

• Using data to make decisions:–Leads to quality instruction for all

students–Ensures equity for all subgroups–Closes the achievement gap

24

Data Disaggregation: Assess Needs

• Identify strengths and weaknesses

• Prioritize goals

• Consider:

–How will your staff disaggregate data?

–How will you use data to drive and redirect instruction?

Data Disaggregation: Review Resources

• Educational Data Warehouse (EDW)

• FCAT Demographic Report

• School Grade Report

• AYP Reports

• Test Specifications and Content Focus Reports

Data Disaggregation: FCIM Work Plan

What needs to

be done?

Who will be

responsible?

Who will monitor this

process?

When will this be

completed?

What resources

need to be

used?(Financial,

Materials, etc.)

Points to Ponder

Data Disaggregation: Knowledge Check

• Why is it important to disaggregate the school’s data?

• Do you know each step of the DART model.

• Can you describe why the DART model is important to FCIM?

Plan

Plan

In a small group:

• Draw a large FCIM diagram on your chart paper and label. (Plan-Do-Check-Act)

• The PLAN section of the FCIM indicates that you are to disaggregate the data and develop a focus calendar based on the data.

• Use the sample Diamond Report to discuss and list this school’s areas of strength and areas of need and list in the PLAN section of your FCIM diagram.

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Instructional Focus Calendar

Do

Instructional Focus Calendar: Purpose

• While all schools will follow the District Scope to cover the primary benchmarks, schools will also collaboratively create a roadmap for teaching, re-teaching, and assessing targeted benchmarks during the academic school year to address their secondary benchmarks based on data.

Instructional Focus Calendar: Components

• Dates when benchmarks should be taught

• Dates for weekly, monthly, and quarterly assessments

• Other options to include:

– Scheduled days for tutorials and enrichment

– Days for re-teaching and spiraling back

Instructional Focus Calendar

• Aligns

–Sunshine State Standards

–Instruction

–Assessments

+ =

Instructional Focus Calendar: Segments

August – February

Instruction covers prioritized benchmarks and skills identified through the

analysis of school’s student data

March – May

Instruction consists of other benchmarks not covered earlier in the school year and skills

essential to learning for the next grade level

Instructional Focus Calendar

• District Pacing Guide determines overall curriculum

• Instructional Focus Calendar details when specific benchmarks will be taught– Not intended to replace the District Pacing

Guide

– Use concurrently

– Customized based on academic needs of students at a specific school

Instructional Focus Calendar: Development

• What will you need?– Data from past FCAT

– Prioritized standards

• Not all content areas of FCAT are weighted equally

– FCAT assessment dates

– District calendar

– School calendar

Instructional Focus Calendar: Development

• Mark off non-instructional days (holidays, testing days, etc.)

• Determine the time available for uninterrupted, explicit teaching

• Address start and stop times for benchmarks

Instructional Focus Calendar

• Other things to consider:– While all schools will follow the District Scope to cover

the primary benchmarks, schools will also collaboratively create a roadmap for teaching, re-teaching, and assessing targeted benchmarks during the academic school year to address their secondary benchmarks based on data.

– not all benchmarks will require the same number of days

– not all content areas of the FCAT are weighted equally; more time may be spent on the benchmarks that will have a more significant impact on your students’ academic performance

– be flexible, there will be many unforeseen obstacles to your Instructional Focus Calendar; be prepared to make adjustments frequently

– Time for Tutorial and Enrichment activities

Instructional Focus Calendar: Keys to Success

• Collaboratively develop the calendar with input from all teachers.

• Use results of data analysis to adjust throughout the year.

• Post calendars in classrooms, throughout the school, and on the website.

• Include calendars as a regular focus of newsletters.

• Send home an introductory letter about the FCIM process.

• Be flexible.

Instructional Focus Lessons

Do

Instructional Focus Lessons : Purpose

• Provide a short, explicit lesson that focuses on targeted benchmarks identified through data analysis

Instructional Focus Lessons : Planning

• Instructional focus lessons/Bellringers are part of the regular school day

• 10-15 minutes at the beginning of class

• Explicit Teaching

• “I Do, We Do, You Do” Model - You may have to supplement with additional materials

• May coincide with District Pacing GuideLesson of the Day

Instructional Focus Lesson

Instructional Focus Lessons : Planning

• The lesson should:– Be 10 – 15 minutes long

– Have an explicit explanation of the focus benchmark

– Include teacher modeling and examples

– Actively engage students in learning

– Provide guided and independent practice

– Check for understanding

– Include motivating materials such as graphic organizers or manipulatives

Bellringers

Instructional Focus Lessons : Self-Reflection

• What effective teaching strategies did I use?

• How did I engage the students?

• How did my students respond to the instruction?

• What could I have done differently?

Instructional Focus Lessons : Developing

• Sources for Instructional Focus Lessons:

• Bellringers

• Annually Assessed Benchmark Labs

• Learning Village

• FCAT Item Specifications– Science Coach

– Textbooks (Glenco, Prentice Hall, etc.) Technology offers options for delivering via computer, video, etc.

– DOE

Instructional Focus Lessons : Delivery

• Plan time of delivery– Should be conducted daily

– 10-15 minutes

– Explicit Teaching

– “I Do, We Do, You Do” Model

• Suggested times include:– Beginning of Science class

– At a time designated by the Leadership Team

• Provide teachers of other subjects support to reinforce the focus lessons

Instructional Focus Lesson:

Sample Template for Secondary Benchmark:

School Driven (Based on Data)

“ I DO”

“ WE DO”

“ YOU DO”

CONCEPT INTRODUCTION

Points to Ponder

Instructional Focus Lessons : Knowledge Check

• Can you identify the purpose of Instructional Focus Lessons?

• Do you know what to consider when preparing Instructional Focus Lessons?

• How will you implement the plan at your school?

Do

•The DO section of the FCIM indicates that you are to implement your Instructional Focus Calendar and Lessons.

In your small group:•In the DO section of the FCIM diagram, identify and list the purpose/focus of the Instructional Focus Lessons at this school.• What should this school consider when preparing the Instructional Focus Lessons?•How should they implement/maintain the Instructional Focus Calendar at this school?

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Do

Check

Embedded Assessments: Purpose

• Check for student understanding after an Instructional Focus Lesson has been taught

• Identify mastery or non-mastery of benchmarks

• Alert classroom teachers to students having difficulty

• Assess intervention measures

• Evaluate teaching methods

Embedded Assessments: Resources

• Core K-12 (Princeton Review)

• Link will be provided in Learning Village from the Scope

Embedded Assessments: Quick Review

• Aligned to Instructional Focus Lessons

• FCAT format

• Short and quick

• Taken by all students

• Collaboratively plan

Points to PonderMini-Assessments: Knowledge Check

• What is the purpose of the mini-assessment?

• Can you list two components of the mini-assessment?

• How will you use the results of your mini-assessments?

Check

Maintenance

Check

Maintenance: Purpose

• Process of checking to be sure that students have retained what they learned and can recall what they were previously taught.

• Reinforces skills and knowledge by “spiraling back”, or regularly revisiting topics and addressing objectives throughout the school year.

Maintenance: Key Components

• Activities should align with the benchmarks

• All students participate

• Implement in the individual classroom daily

• Ongoing and continuously updated

• Reach far back in the instructional cycle

Maintenance: Activity Examples

• Interactive Word Wall Activities

• Science Word of the Day (with connections)

• Vocabulary Bowls

• Maintenance folders

• Flashcards

• Science Trivia Games “Who Wants to be a Scientist?”, Jeopardy, etc…

• “Science Exploration” Days

Maintenance: Benefits

• Students will remember what they learned

• Reinforce student knowledge of benchmarks

• Provide additional learning opportunities

• Strengthen thinking process

• Identify students in need of additional instruction

Points to PonderMaintenance: Knowledge Check

• Do you know the purpose of implementing the maintenance component of FCIM?

• Can you identify two strategies for implementing maintenance?

• How will you use a maintenance work plan back at your school?

Monitoring

Check

Monitoring: Purpose

• Ensure FCIM is being implemented with fidelity to improve student achievement

Monitoring: An Ongoing Collaborative Act

District

School Leaders

Teacher

Student Achievement

Points to Ponder

Monitoring: Knowledge Check

• What is the purpose of implementing the Monitoring component of FCIM?

• Do you know what strong instructional leadership looks like?

• What is the distributed leadership process?

• How will you use your Monitoring work plan back at your school?

•The CHECK section of FCIM Indicates that you will use Assessments, Maintenance, and Monitoring.

In your small group:•In the CHECK section of the FCIM diagram, identify the assessments, monitoring, and maintenance strategies that this school should use.

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• MonitoringCheck

Tutorial and Enrichment

Act

Tutorial and Enrichment: Purpose

• Provide additional instruction for students who do not demonstrate mastery on the Mini-Assessments.

• Provide instruction that provides accelerated learning experiences to students through access to more challenging content, new concepts, and higher order thinking strategies.

•The ACT section of FCIM indicates that you will implement tutorials and enrichment based on data.

In your small group:•In the ACT section of the FCIM diagram, identify the additional instructional strategies that you would use for students who do not demonstrate mastery on the Embedded Assessments.• Indicate how you would provide accelerated learning experiences to students.

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• MonitoringAct

Summary: Review PDCA PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Science Capacity Development TeamCristian Carranza, Science Manager

cristian.carranza@palmbeach.k12.fl.us

Shari Bremekampbremekamp@palmbeach.k12.fl.us

William Rizzorizzow@palmbeach.k12.fl.us

Crystal Clarkclarkcr@palmbeach.k12.fl.us

Adrian Seepersaudseepersaud@palmbeach.k12.fl.us

Annmarie Dilbertdilbert@palmbeach.k12.fl.us

Amie Soudersouder@palmbeach.k12.fl.us

Christel Leahychristel.leahy@palmbeach.k12.fl.us

Heather Trapanitrapanih@palmbeach.k12.fl.us

Terrence Narinesinghnarinesingh@palmbeach.k12.fl.us

Robera Walkerrobera.walker@palmbeach.k12.fl.us

Kirk Nieveenkirk.nieveen@palmbeach.k12.fl.us

Paul Wojciechowskywojciep@palmbeach.k12.fl.us

Andrea Reillyreilly@palmbeach.k12.fl.us