Instructional Focus Calendars

Learning Zones & CurriculumFCIM Support

Icebreaker: Stand If You’re Like Me

You were born outside of Florida. You like to do activities involving water. You like to move around and interact with

people during a professional development.

Date: May 26, 2011

Bell work: Circle Map

Benchmark: FL.CIM.2011

Objective: Today we are learning to identify the components of the FCIM model by working collaboratively to evaluate how FCIM will look in each Lake County school for the 2011-2012 school year.

Essential Question: How does sustained instructional focus drive student achievement?

Vocabulary: Content Focus, FCIM, Instructional Focus Calendar, Mini-Assessment, Mini-Lesson

Agenda: Gradual Release Model I do: Define and Identify FCIM system (Explicit Instruction)We do: Identifying areas of support within FCIM process(Composing lists of instructional tools available at your school)You do: Implementation of FCIM/Instructional Focus Calendar (Create/Modify Mock IFC)

Summarizing Activity:

Homework: Provide professional development at your school site on the FCIM process and implementation of instructional focus calendars.

Common Board Configuration

•Revisit Circle Map Frame/Essential Question•Index Card Exit Ticket: What additional support do I need to help my school effectively implement the FCIM model?

Make-A-Date

When the music stops, find a partner from a different school.

Make an appointment using your appointment card template provided. Write your date’s name and school.

When the music resumes, circulate and repeat.

You will meet with your dates at some point during our session today.

Bellwork: Round Write Circle Map

Instructional Focus

•When you see the term “instructional focus”, what comes to mind?•At your table, each person will write and say a thought on a post-it and place it in the center.•When you’re instructed to stop, place all your post-its on the outer circle of your circle map.•Start with the person whose birthday is closest to this date- move clockwise.

I DO

Define and identify the FCIM process. Overview of the 4 major parts of the model. Overview of the 8 steps to the model.

Key Ideas to the 8 Step Process

As we go through the 8 step FCIM process, complete the template with key points you want to remember about the model.

The Brazosport Experience

The 8 step process (CIM) was developed in the Brazosport Independent School District in Texas in the early 1990s.

Developed in response to disturbing state assessment scores.

They began by resisting attaching blame.

Focused on fixing the system so all students could learn.

Based upon W. Edwards Demings-Total Quality Management (Business Model)

Florida’s Continuous Improvement Model (FCIM) Research Based Incorporates

Effective School Model (Dr. Larry Lezotte)

TQM-Total Quality Management, a business management model (Dr. W. Edwards Demings)

Enables schools and school districts to: Become more data driven Become more process oriented Identify customers and products

FCIM Overview: Random Acts of Improvement

= Programs

High Student Achievement

FCIM Overview: Aligned Acts of Improvement

High Student Achievement

= Programs

Plan-Do-Check-Act Model

Deming’s Total Quality Management Model

Florida Continuous Improvement Model

Quality must be continuous, whether business or education, the circle must continue to cycle.

Purpose Closing the achievement gap Aligning school-wide improvement efforts Increasing focus on student achievement Using data to drive instruction Applying evidence-based improvement

tools Facilitating focused instruction with laser-

like precision for ALL students Targeting weakest tested benchmarks Providing critical support to FCAT 2.0 and

EOCs

District provides Florida Continuous Improvement Model (FCIM) professional development.

District monitors implementation of Florida’s Continuous Improvement Model.

Schools implement FCIM:

Prevent I, Correct I School: Required for subgroups not making AYP

Prevent II, Correct II, Intervene Schools: Required school-wide

DA Implementation Expectations

(FLDOE Strategies and Support for Differentiated Accountability)

PLAN-DO-CHECK-ACT

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Florida Continuous Improvement Model

FCIM – 8 Step Process1. Data

Disaggregation

2. Timeline Development

3. Direct the Instructional

Focus

4. Ongoing Assessment

5. Tutorials

6. Enrichmen

t

7. Maintenanc

e

8. Monitoring

DATE TIME!

Quickly bullet out three key points from the previous information.

Meet with your first appointment partner . Share the key points of FCIM with each

other. Each partner will have 30 seconds. The partner with the most pets will start

first.

We Do

Further examine the 8 step process of FCIM. Make connections to FCIM process and your

school. Identify areas that need further

development within the FCIM process. Review sample instructional focus

calendars.

FCIM 8-Step Process

What areas of support are needed for your school to successfully complete the FCIM process? Read the handout, FCIM-Florida’s Continuous

Improvement 8 Step Process. As you read, place a +, -, or ? next to each component

based on the level of support you feel is needed for your school to succeed at implementing the FCIM process.

You will have four minutes to read. Each person at your table will share out 30 seconds

each their thoughts on building capacity at your school

FCIM – 8 Step Process

1. Data Disaggregation: Use student data to identify strengths and weaknesses and create instructional groups

2. Instructional Development: Develop instructional focus calendars that encompass all tested benchmarks , time allocations, and frequent assessments based on student need

3. Direct the Instructional Focus: Using the timeline, deliver the instructional focus lessons/curriculum.

4. Assessment: After the instructional focus has been taught, administer an assessment to identify mastery and non-mastery students

5. Tutorials: Provide reteaching of non-mastered targeted areas 6. Enrichment: Provide opportunities for enrichment of mastery

students 7. Maintenance: Provide materials for ongoing maintenance and

review 8. Monitoring: Provide frequent monitoring and instructional

leadership to support the teaching and learning process

Purpose for FCIM Focus Calendars

Collaboratively create a roadmap for teaching, re-teaching, and assessing targeted benchmarks during the academic school year.

An Instructional Focus Calendar…

Places focused instruction on the tested benchmarks while answering the following questions:

What do students need to know? What do I need to teach them? How much time do I need to do it?

“The Instructional Focus Calendar is not your lesson plan or scope and sequence. It is simply a guide that tells what objectives will be focused on during a particular week. It ensures that every concept on the state assessment will be covered in the classroom. It helps align the written curriculum, with the taught curriculum, with the tested curriculum.” (Taken from Closing the Achievement Gap: No Excuses by P. Davenport and G. Anderson)

What Do My Students Need to Know?

Appendix B in the Item Specification Document

tells exactly which standards are assessed by grade level for each tested

content area.

What Resources/ Materials Do I Need to Teach Them?

FCAT 2.0 Item Specification Document Content Focus Benchmarks Benchmark clarification Content Limits

Curriculum Pacing Guide

FCIM Focus Mini-Lessons Core instruction material Focus Achieves FCAT 2.0 Released material

FCIM Focus Mini-Assessments Edusoft Targeted Assessments

How Much Time Do I Need to Do It?Academic School Year: Segments

The academic school year should be viewed in three distinct segments as you implement FCIM Focus Mini-Lessons.

August – January

Using baseline data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s

student data.

April – June

Instruction prioritizes benchmarks not covered earlier in the school year

and skills essential to learning for the next grade level or course.

January – March

Using mid-year data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s

student data.

Prioritize based on most highly tested benchmarks with more time allotted for benchmarks with the weakest student performance data.

How Much Time Do I Need to Do It? Instructional Focus Calendar

Why Do We Need Instructional Focus Calendars?

Elementary School X’s Baseline Data:

Elementary School X’s Midyear Data:

•The school analyzed student’s performance on tested benchmarks to assess the greatest need.•The school developed and implemented an instructional calendar based on their analysis.

•Midyear performance data indicates a twenty-one percentage point increase of students performing at level three or above.•The school was able to move twenty-three students out of the level one performance band.

Guide to the Instructional Focus Key

Sample Reading Instructional Focus Calendar

Processing Activity: Think/ Write

Look at your 8 Step Process template and compose a list of tools/systems/ways that can assist you in implementing the FCIM process. What other forms of data do you have at your

school? What other assessments do you use? What enrichments do you have?

DATE TIME: Timed Pair Share

Meet with your second date partner. Share your list with your partner. You will each have 30 seconds to share.

You Do

Implement the elements of FCIM Instructional Focus Calendar FAQ Time to utilize data to create mock IFC TOT Support

Academic School Year: Segments

The academic school year should be viewed in three distinct segments as you implement FCIM Focus Mini-Lessons.

August – January

Using baseline data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s

student data.

April – June

Instruction prioritizes benchmarks not covered earlier in the school year

and skills essential to learning for the next grade level or course.

January – March

Using mid-year data, instruction prioritizes benchmarks and skills identified through the analysis of the school’s

student data.

Prioritize based on most highly tested benchmarks with more time allotted for benchmarks with the weakest student performance data.

Developing FCIM Focus Calendars

Determine areas of focus based on academic needs of whole class, course, and/or grade-level assessment data.

Map dates for a specific benchmark skill to be taught, re-taught, or reviewed.

Data Analysis & Evaluation

Utilize school level data (Baseline data, etc.) Analyze data for weakest performance on

state assessed standards

Identify the standards with weakest performance.

Curriculum Planning

Align curriculum with Next Generation Sunshine State Standards (NGSSS).

Review district curriculum pacing guides. Identify most highly tested benchmarks. Identify benchmarks with weakest student

achievement data. Prepare FCIM Focus Calendar.

Effective classrooms are data driven and benchmark focused.

Which specific skills do we map?

Select specific skills with the weakest performance data.

Prioritize by most highly tested benchmark skills using FCAT Content Assessed Reports.

Determine the order for specific skills to be re-taught/reviewed.

Prioritize by sequence of specific skills within benchmark cluster.

Use the District Curriculum Pacing Guide to map specific skills to review/re-teach.

Map specific skills to calendar dates. Allow sufficient time for introducing the skill,

providing opportunities to practice the skill, and assessing the skill.

Activity: Create a Mock Instructional Focus Calendar

Develop an Instructional Focus Calendar utilizing the following tools: Sample District Math 3rd Grade Instructional Focus

Calendar Sample school Edusoft Baseline and Mid-Year data Instructional Focus Calendar guiding questions:

What do students need to know? What resources/materials do I need to teach them? How much time do I need to do it?

You will have twenty minutes at your table to work.

Final IFC Reminders & Look-Fors: Reading

Content Focus- This document provides teachers with FCAT specification information and sample questions that the state has provided for that benchmark.

Areas to Supplement- There are tested topics that are not covered in Storytown that teachers will need to supplement. They should utilize the item specifications document and the sample questions that are provided by the state to determine the materials they need.

Third Grade- Text Structure: Compare and Contrast (LA.3.1.7.5); Shades of Meaning (LA.3.1.6.9); Text Structure: Cause and Effect (LA.3.1.7.5); Descriptive/ Figurative Language (LA.3.2.1.7); Reading/ Organizing Informational Text( L.A.3.6.1.1)

Fourth Grade- Multiple Meanings (shades of meaning & analyze words in text) (LA.4.1.6.9); Fifth Grade- Multiple Meanings (shades of meaning &analyze words in text) (LA.5.1.6.9)

FCIM Maintenance Weeks- There are weeks that are built into the calendar labeled FCIM Maintenance. During these weeks teachers can re-teach, enrich, and provide interventions based on their data.

DBQ- The four DBQ’s are built into the reading calendar for grades four and five. They are assigned to specific tested reading benchmarks.

StoryTown Order- The lessons from StoryTown do not go in order. This is because some lessons are not aligned to the tested benchmarks.

These are samples- We have used StoryTown as the suggested text and have provided samples of essential questions. Please feel free to utilize other instructional tools at your school or essential questions that teachers have created.

Final IFC Reminders & Look-Fors: Math

Essential Questions on the IFC are different from those in the Go Math Text. The Text “Essential Question” is more of an objective. Please refer to the IFC for

your EQ’s. Bellringers are intended to be 5 – 10 minutes of your math block or morning work.

They are not to replace the core curriculum and are meant to focus on a specific benchmark for an extended period of time.

For Grades 2-5, they are FCAT-like, ensuring that students have exposure to test-like items. K-1 have Bellringer “Focus” activities that  are hands-on, inquiry based strategies, specific to the standards.

Kindergarten has transitioned to the Common Core Standards. There are certain areas within each grade level where additional resources (outside

the textbook) are needed to reach the depth of understanding required for mastery. These areas have been referenced within the IFC and refer to the Curriculum

Map for suggestions, plans, and ideas.

Final IFC Reminders & Look-Fors: Science

Fifth grade will complete all annually assessed benchmarks before FCAT.

EduSoft Achieves is the testing tool used for benchmark assessment along with Chapter Test and benchmark review in the core curriculum.

Each month includes a minimum of two labs. K-4 benchmarks are based on the fifth grade assessed

benchmarks. Each chapter includes a week of review and assessments. First through fifth grade includes benchmark reviews in

the core. Science Fair should be held before winter holidays. 

Final IFC Reminders & Look-Fors: Writing

The Writing Focus Calendar is intended to be a supplement to the Reading Focus Calendar and provide teachers with an timeline for supporting tested benchmarks in Writing. Covers the tested Writing benchmarks while incorporating the

Writing Process. Writing Focus areas should be targeted in instruction to

ensure key areas and skills are taught. Narrative and Expository benchmarks are presented before

FCAT while Persuasive, extension of the Writing Process, and Oral Presentation is presented after FCAT.

The Writing Process benchmarks are not listed directly on the Focus Calendar but attached as pages 3-4.

Final IFC Reminders & Look-Fors:Social Studies

The Social Studies Instructional Focus  calendars are: based on the NGSSS and legislative mandates aligned to the Social Studies K-12 Skills and Concept Matrix designed to prepare students for the upcoming middle school Civics EOC  The Florida Legislature has mandated certain K-5 instructional initiatives by specific legislation

which include: Celebrate Freedom Week Flag Education History of the Holocaust History of African Americans Contributions of Hispanics Contribution of Women Character Education Sacrifices of Veterans

  K-12 Social Studies Skill and Concept Matrix

Review the matrix to determine which skills and concepts should be introduced, developed, mastered and reinforced by grade level

Consider how mastery will be assessed

DATE TIME: Rally Coach

You have one minute to read the Instructional Focus Calendar FAQ handout.

Now, meet with your third date partner. The person whose clothing has the most blue will be

partner A. Partner A will teach partner B the Data Disaggregation

and Timeline Development of the 8-Step FCIM process as if you are teaching teachers at your school.

Partner B will teach partner A the Instructional Focus and Ongoing Assessment of the 8-Step FCIM process as if you are teaching teachers at your school.

You will have one minute each.

How Does Sustained Instructional Focus Drive Student Achievement?

Instructional Focus

•At your table, each person will write and say additional key points that come to mind when you hear the term “instructional focus” on a post-it and place it in the center.•When you’re instructed to stop, place all your additional post-its on the outer circle of your circle map.•Place a frame around your circle map. Working together at your table, respond to the essential question in a sentence summary. Write your summary response inside the frame.

Summarizing Activity: Index Card Exit Ticket

On the index card provided, respond to the following question: What additional support do I need to help my

school effectively implement the FCIM model? Write your name and/or school on your exit

ticket.

HOMEWORK: School Site PD on FCIM

Provide professional development at your school site on the FCIM process and implementation of instructional focus calendars. You now have the knowledge, tools, and

capacity to be the expert voice at your school site.

Guide your teachers with the goal of making them knowledgeable and confident in implementing FCIM.