Florida Continuous Improvement Florida Continuous Improvement ModelModel

Dr. Cheryl Cendan, PrincipalDr. Cheryl Cendan, PrincipalMrs. LaTrell Edwards, Intern PrincipalMrs. LaTrell Edwards, Intern PrincipalMr. Ricky Grimaldo, Intern PrincipalMr. Ricky Grimaldo, Intern Principal

2

HousekeepingHousekeeping

We will have two 15-minute breaks and We will have two 15-minute breaks and an hour lunch break around 11:30 a.m.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 Snack machines are in the front office

production roomproduction room A phone is located on the media center A phone is located on the media center

circulation deskcirculation desk Workshop RubricWorkshop Rubric 2

3

Goals for TodayGoals for Today

Explain and review the Florida Explain and review the Florida Continuous Improvement Model (FCIM)Continuous Improvement Model (FCIM)

Complete the DART ModelComplete the DART Model Develop a FCIM implementation planDevelop a FCIM implementation plan Share best practices on FCIM Share best practices on FCIM Collaborate with Leadership Team on Collaborate with Leadership Team on

plans for 2009-2010 school year based plans for 2009-2010 school year based on the FCIM on the FCIM

3

AgendaAgenda

MorningMorning - History, Connections, - History, Connections, Data DisaggregationData Disaggregation

AfternoonAfternoon - Timeline Development, - Timeline Development, Instructional Focus, Assessment- Instructional Focus, Assessment- Tutorials, Enrichment, Tutorials, Enrichment, Maintenance, MonitoringMaintenance, Monitoring

5

Introductions/IcebreakerIntroductions/Icebreaker

What’s your Hershey personality?What’s your Hershey personality?

Starter ActivityStarter Activity Read “The Eight Step Process Read “The Eight Step Process

History” from your participant manualHistory” from your participant manual Discuss at your table what do Discuss at your table what do

you know and want to know about the you know and want to know about the following:following:– Test Score DisaggregationTest Score Disaggregation– Timeline DevelopmentTimeline Development– Instructional FocusInstructional Focus– AssessmentsAssessments– TutorialsTutorials– EnrichmentEnrichment– Maintenance Maintenance – MonitoringMonitoring

7

Research-Base for FCIMResearch-Base for FCIM

The Improvement Process is grounded in The Improvement Process is grounded in three sets of ideas:three sets of ideas:

-- Effective Schools Correlates-- Effective Schools Correlates

-- Total Quality Management-- Total Quality Management

-- Sterling/Baldridge Criteria for -- Sterling/Baldridge Criteria for

Performance ExcellencePerformance Excellence

-- PDCA (Shewhart Cycle)-- PDCA (Shewhart Cycle)

7

Correlates of Effective Schools Correlates of Effective Schools and the FCIMand the FCIM

Strong Instructional LeadershipStrong Instructional Leadership High Expectations for Student High Expectations for Student

AchievementAchievement Pervasive and broadly Pervasive and broadly

understood instructional focusunderstood instructional focus Opportunity to learn/Time on Opportunity to learn/Time on

tasktask Safe and orderly school climate Safe and orderly school climate

conducive to teaching and conducive to teaching and learninglearning

Frequent monitoring of student Frequent monitoring of student progressprogress

Positive home-school relationsPositive home-school relations

9

Quality ConceptsQuality Concepts

Go slow at first so you can go fast Go slow at first so you can go fast later onlater on

Do it right the first time and eliminate Do it right the first time and eliminate reworkrework

Plan-Do-Check-ActPlan-Do-Check-Act All components of the system work All components of the system work

together for the good of the systemtogether for the good of the system9

10

Instructional ConnectionsInstructional Connections

Used to improve student achievementUsed to improve student achievement Used to connect student performance Used to connect student performance

data with instructiondata with instruction Used to improve connection between Used to improve connection between

assessment and instructionassessment and instruction Used to individualize instruction Used to individualize instruction (9 High Yield Strategies)(9 High Yield Strategies)

10

11

Understanding Poverty Understanding Poverty ConnectionConnection

ResourcesResources Registers of LanguageRegisters of Language 8 Step and Ruby Payne Information8 Step and Ruby Payne Information

11

Children of ALL races and income

levels can succeed

12

Process CheckProcess Check

Are the connections clear?Are the connections clear? Share one key point with a neighborShare one key point with a neighbor Ask any lingering questionsAsk any lingering questions

12

13

The Power of LeadershipThe Power of Leadership ““The challenge of creating schools to The challenge of creating schools to

meet these objectives involves many meet these objectives involves many facets of the education systemfacets of the education system. . Above all, Above all, it requires a new level of leadership to it requires a new level of leadership to provide the inspiration, know-how, drive provide the inspiration, know-how, drive and endurance required to change the and endurance required to change the schools and raise student performance.”schools and raise student performance.”

--- --- CCSSO, Leadership for CCSSO, Leadership for Learning in the 21st CenturyLearning in the 21st Century

14

The Power of VisionThe Power of Vision

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

--- Joel Barker--- Joel Barker

14

15

LeadershipLeadership

A strong instructional leader:A strong instructional leader:- Visits classrooms regularlyVisits classrooms regularly- Empowers assistants and staffEmpowers assistants and staff- Models effective instructional techniquesModels effective instructional techniques- Establishes and supports teams and committeesEstablishes and supports teams and committees- Provides safe, clean, and inviting facilitiesProvides safe, clean, and inviting facilities- Gets people to march with them - not behind themGets people to march with them - not behind them- Develops chemistry with their leadership teamDevelops chemistry with their leadership team

16

It takes teamwork..It takes teamwork..

A quality and effective staffA quality and effective staff Believes all students can learnBelieves all students can learn Believes they can teach all studentsBelieves they can teach all students Sets high expectationsSets high expectations Follows a clearly defined visionFollows a clearly defined vision Uses data to make decisionsUses data to make decisions Implements a process of planning, implementing, Implements a process of planning, implementing,

and progress monitoringand progress monitoring

17

First things first.....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 Is what is expected inspected by the

principal and the leadership team?principal and the leadership team?

17

Discuss the current VISION and LEADERSHIP/TEAMWORK processes at your school

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.....

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)

Data Disaggregation - Data Disaggregation - PlanPlan

Data helps us to:Data helps us to: Measure student progress and Measure student progress and

program effectivenessprogram effectiveness Identify students in need of Identify students in need of

assistanceassistance Guide curriculum developmentGuide curriculum development Maintain educational focusMaintain educational focus Allocate resources effectivelyAllocate resources effectively Report progress to all Report progress to all

stakeholdersstakeholders Promote accountabilityPromote accountability

21

Data Disaggregation - Data Disaggregation - Resources to ReviewResources to Review

FCAT Demographic ReportFCAT Demographic Report Sunshine State StandardsSunshine State Standards FCAT Test Item and Performance Task FCAT Test Item and Performance Task

SpecificationsSpecifications FCAT Lessons LearnedFCAT Lessons Learned

22

Test Data DisaggregationTest Data Disaggregation

Level 5Level 5 85 - 100%85 - 100% MasteryMastery Level 4Level 4 75 - 84%75 - 84% SystemSystem Level 3Level 3 60 - 74% 60 - 74% BubbleBubble Level 2Level 2 30 -59%30 -59% ReteachReteach Level 1Level 1 0 - 29%0 - 29% FoundationFoundation

DART ModelDART Model

DDisaggregateisaggregate data data

AAssess needsssess needs

RReview resourceseview resources

TTarget instructionarget instruction

24

DART ActivityDART Activity

Disaggregate data by class and student levelDisaggregate data by class and student level Define weak and strong areas from test dataDefine weak and strong areas from test data Use data to align instruction and Use data to align instruction and

assessmentsassessments

25

Share the DATA!!!Share the DATA!!!

Share data with teachers because the Share data with teachers because the majority of school reform happens in the majority of school reform happens in the classroom between teachers and classroom between teachers and studentsstudents

Share data with students at a “test talk” Share data with students at a “test talk” or “data chat”or “data chat”

How did they perform on areas?How did they perform on areas? What goals can they set for What goals can they set for

improvement?improvement?

TIMELINE DEVELOPMENTTIMELINE DEVELOPMENTPlanPlan

CREATE A TIMELINE CREATE A TIMELINE THAT FOCUSES ON THAT FOCUSES ON INSTRUCTIONAL INSTRUCTIONAL NEEDS OF NEEDS OF STUDENTS.STUDENTS.

Target areas that need Target areas that need the most improvementthe most improvement

Timeline DevelopmentTimeline Development

Aligned Curriculum Aligned Curriculum GuidesGuides

Development of Development of Instructional Focus Instructional Focus CalendarsCalendars

Create and align Create and align Staff Development Staff Development Training ScheduleTraining Schedule

Creating Timeline ActivityCreating Timeline Activity

Look at Strengths and Look at Strengths and Weaknesses from data Weaknesses from data disaggregation disaggregation

School Groups create a timeline School Groups create a timeline with the use of data for each with the use of data for each instructional areainstructional area

Don’t forget to schedule time for Don’t forget to schedule time for mini-assessment, collection of mini-assessment, collection of data, data chats with staff, and data, data chats with staff, and data chats with studentsdata chats with students

INSTRUCTIONAL FOCUS INSTRUCTIONAL FOCUS DoDo

USING THE TIMELINE, USING THE TIMELINE, DELIVER INSTRUCTIONAL DELIVER INSTRUCTIONAL FOCUS LESSONS.FOCUS LESSONS.

LESSONS ARE MATCHED LESSONS ARE MATCHED TO ALL STANDARDS AND TO ALL STANDARDS AND BENCHMARKS.BENCHMARKS.

Main Idea

Number Sense

Instructional FocusInstructional Focus

Exposure to Exposure to benchmarksbenchmarks

Tracking of dataTracking of data School-wide School-wide

emphasisemphasis Collaboratively Collaboratively

developeddeveloped Frequent (every 3 Frequent (every 3

weeks)weeks) Posted and visible to Posted and visible to

ALL stakeholdersALL stakeholders

Instructional FocusInstructional Focus

Implementing Marzano’s High Implementing Marzano’s High Yield Strategies (Model thinking Yield Strategies (Model thinking process, actively engage students process, actively engage students in learning, collaborate with in learning, collaborate with colleagues and coaches)colleagues and coaches)

Needs Assessment done to Needs Assessment done to address staff developmentaddress staff development

Be flexibleBe flexible HAVE HIGH EXPECTATIONS HAVE HIGH EXPECTATIONS

AND ACCOUNTABILITY FOR AND ACCOUNTABILITY FOR STUDENT ACHIEVEMENTSTUDENT ACHIEVEMENT

ASSESSMENT - CheckASSESSMENT - Check

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

AssessmentAssessment

School-wide FCAT School-wide FCAT Practice testPractice test

Mini-Assessments after Mini-Assessments after each benchmark/strandeach benchmark/strand

BAT assessmentsBAT assessments

Assessment SuccessAssessment Success

Frequent Assessments provide Frequent Assessments provide feedback for you, the teachers, and the feedback for you, the teachers, and the studentsstudents

Everyone uses the same assessmentEveryone uses the same assessment Develop a record keeping system for Develop a record keeping system for

mastery/non-mastery studentsmastery/non-mastery students Provides an opportunity for teacher Provides an opportunity for teacher

collaborationcollaboration

35

Assessment ActivityAssessment Activity

Research available assessments Research available assessments Determine plan for getting resources to Determine plan for getting resources to

all teachersall teachers Plan for assessment and collection of Plan for assessment and collection of

performance dataperformance data

35

TUTORIALS - ActTUTORIALS - Act

PROVIDE PROVIDE TUTORIAL TIME TUTORIAL TIME TO RETEACH TO RETEACH NON-MASTERED NON-MASTERED TARGET AREAS.TARGET AREAS.

REFOCUSREFOCUS REASSESSREASSESS

TutorialsTutorials

Regroup students based Regroup students based on performance dataon performance data

FCAT Saturday CampsFCAT Saturday Camps Build into the School DayBuild into the School Day Extended dayExtended day PulloutsPullouts Level 5Level 5 MasteryMastery

Level 4Level 4 SystemSystem

Level 3Level 3 BubbleBubble

Level 2Level 2 ReteachReteach

Level 1Level 1 FoundationFoundation

38

Tutorial ActivityTutorial Activity

Plan for Tutorial - Who, What, Where, Plan for Tutorial - Who, What, Where, When, How?When, How?

Are students given enough time?Are students given enough time? Is the student/teacher ratio conducive to Is the student/teacher ratio conducive to

optimal learning?optimal learning? Do we have the right teacher for the Do we have the right teacher for the

students?students?

38

ENRICHMENT - ActENRICHMENT - Act

PROVIDE ENRICHMENT PROVIDE ENRICHMENT OPPORTUNITIES FOR OPPORTUNITIES FOR MASTERY STUDENTS.MASTERY STUDENTS.

RefocusRefocus ““Let those who can, fly!”Let those who can, fly!”

Level 5Level 5 MasteryMastery

Level 4Level 4 SystemSystem

Level 3Level 3 BubbleBubble

Level 2Level 2 ReteachReteach

Level 1Level 1 FoundationFoundation

EnrichmentEnrichment

Enhances classroom Enhances classroom experiencesexperiences

Accelerates the paceAccelerates the pace Stimulates interest in Stimulates interest in

learninglearning Promotes higher Promotes higher

order thinking skillsorder thinking skills

41

Tutorials and Enrichment Tutorials and Enrichment StrategiesStrategies

Make tutorial and enrichment time a Make tutorial and enrichment time a part of the master schedulepart of the master schedule

Utilize ALL staff membersUtilize ALL staff members Schedule the time on the Instructional Schedule the time on the Instructional

Focus CalendarsFocus Calendars Pick a “Theme”Pick a “Theme”

MAINTENANCE - ActMAINTENANCE - Act

PROVIDE PROVIDE MATERIALS FOR MATERIALS FOR ONGOING ONGOING MAINTENANCE AND MAINTENANCE AND RETEACHING.RETEACHING.

Reinforcement Reinforcement OngoingOngoing Happens every dayHappens every day

MaintenanceMaintenance

Extremely important for Extremely important for success success

Done Daily by Done Daily by Teachers-review Teachers-review (Warm-Ups)(Warm-Ups)

Provide folders where Provide folders where students keep their students keep their work and review when work and review when neededneeded

Student InvolvementStudent Involvement

MONITORING - CheckMONITORING - Check

THE PRINCIPAL IS THE PRINCIPAL IS CONTINUOUSLY CONTINUOUSLY INVOLVED IN THE INVOLVED IN THE TEACHING AND TEACHING AND LEARNING PROCESS. LEARNING PROCESS.

Knows what is being taught.Knows what is being taught. Knows how it is being Knows how it is being

taught.taught. Knows how the students are Knows how the students are

doing.doing.

MonitoringMonitoring

Daily VisitationsDaily Visitations Department Chairs Department Chairs

and Team Leadersand Team Leaders Recognize and Recognize and

celebrate successcelebrate success Data Chats with Data Chats with

staff frequently on staff frequently on multiple levelsmultiple levels

46

PDSA in Action!PDSA in Action!

46

BEGINNING A QUALITY JOURNEYBEGINNING A QUALITY JOURNEY

You will not get to where you You will not get to where you want to go overnight.want to go overnight.

It will be a journey - a quality It will be a journey - a quality journey.journey.

You can start on your own You can start on your own journey.journey.

You are probably already You are probably already somewhere along the road.somewhere along the road.

What do you do now? What do you do now?

Work with your team to complete the Work with your team to complete the DART Model for your school’s data.DART Model for your school’s data.Collaborate with Leadership Team on Collaborate with Leadership Team on plans for 2009-2010 school year based plans for 2009-2010 school year based on the FCIM on the FCIM What things are already in place? What things are already in place? What things need to be put in to place?What things need to be put in to place?