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 Principal FCIM

Housekeeping We 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 room A phone is located on the media center circulation desk Workshop Rubric 2

Goals for Today Explain and review the Florida Continuous Improvement Model (FCIM) Complete the DART Model Develop a FCIM implementation plan Share best practices on FCIM Collaborate with Leadership Team on plans for 2009-2010 school year based on the FCIM 3

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

Introductions/Icebreaker What’s your Hershey personality?

Starter Activity Read “The Eight Step Process History” from your participant manual 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

Research-Base for FCIM The Improvement Process is grounded in three sets of ideas: -- Effective Schools Correlates -- Total Quality Management -- Sterling/Baldridge Criteria for Performance Excellence -- PDCA (Shewhart Cycle) 7

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

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

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

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

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

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

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. --- Joel Barker 14

Leadership A strong instructional leader: Visits classrooms regularly Know what is being taught Know how it is being taught 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 Know how the students are doing

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

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 school 17

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

REACHING THE PINNACLE Disaggregate Data (P) Timeline (P) 3.Instructional Focus (D) 4. Assessment (C) Tutorials (A) Enrichment (A) Maintenance (C) Monitor (C)

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

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

Test Data Disaggregation Level 5 85 - 100% Mastery Level 4 75 - 84% System Level 3 60 - 74% Bubble Level 2 30 -59% Reteach Level 1 0 - 29% Foundation

DART Model Disaggregate data Assess needs Review resources Target instruction

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

Share the DATA!!! 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” How did they perform on areas? What goals can they set for improvement?

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

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

Creating Timeline Activity Look at Strengths and Weaknesses from data disaggregation 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

INSTRUCTIONAL FOCUS Do Main Idea USING THE TIMELINE, DELIVER INSTRUCTIONAL FOCUS LESSONS. LESSONS ARE MATCHED TO ALL STANDARDS AND BENCHMARKS. Number Sense

Instructional Focus Exposure to benchmarks Tracking of data School-wide emphasis Collaboratively developed Frequent (every 3 weeks) Posted and visible to ALL stakeholders

Instructional Focus 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 Be flexible HAVE HIGH EXPECTATIONS AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENT

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

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

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

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

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

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

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

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

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

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

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

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

MONITORING - Check THE 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.

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

PDSA in Action! 46

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.

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 2009-2010 school year based on the FCIM What things are already in place? What things need to be put in to place?