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Focusing on Student Achievement
The School District of Osceola Countyhttps://inside.osceola.k12.fl.us/Departments/DeptPages/Curriculum_and_Instruction/CIMContinuousImprovementModel.asp
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
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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.
Closing the Achievement GapNo 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.
Components of the 8-Step Continuous Improvement
Model
1. Disaggregate Test Data
2. Develop a CIM Focus Calendar
4. Administer Mini-Assessments
6. Enrichmen
t
7. R
ein
forc
e
learn
ing
th
rou
gh
M
ain
ten
an
ce
5. Tutorials
8. M
on
itor P
rog
ress
3. Deliver the CIM Focus Lesson
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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).
All students can learn!
Implementing
Step 1:Disaggregate Data
Examine and discuss state assessment results
Examine mini-assessment results throughout the school year
An example is the D.A.R.T. Model
Disaggregate Data
Assess Needs
Review Resources
Target Instruction
http://www.flbsi.org
•2008 Reading Subtest ResultsThe 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, 3rd 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.
POSSIBLE POINTS 8
POSSIBLE POINTS 22
POSSIBLE POINTS 10
POSSIBLE POINTS 5
MPE % MPE % MPE % MPE %
SCHOOL
3 DISTRICT
STATE 6 75 15 68 7 70 3 60
POSSIBLE POINTS 7
POSSIBLE POINTS 28
POSSIBLE POINTS 12
POSSIBLE POINTS 4
MPE % MPE % MPE % MPE %
SCHOOL
4 DISTRICT
STATE 5 71 18 64 7 58 3 75
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS Concern "X" WORDS/PHRASES Concern
"X" MAIN IDEA/ PURPOSE Concern "X" COMPARISONS Concern
"X"
REFERENCE/
RESEARCH
GRADE ENTITY
GRADE ENTITY
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 improvementShare data with ALL stakeholders, including
students
Data Disaggregation Quick Review
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: _______________________________________________________________________________________________________________________________________________
Step 2: Develop CIM Calendar
PDCA: Plan
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
What do you need to get started?
State assessed benchmarksStudent weak/strong benchmark
informationWeight of each strandDistrict school year calendarState testing calendarCampus school year calendarBlank calendar and pencil and eraser
CIM Calendar
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.
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.
AlignsSunshine State StandardsInstructionAssessments
Sunshine
State
Standards
CIM WORK PLAN
CIM CalendarWhat 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: _______________________________________________________________________________________________________________________________________________
Step 3:Deliver CIM Focus Lesson
PDCA: Do
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
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
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
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!
CIM WORK PLAN
CIM Focus LessonWhat 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: _______________________________________________________________________________________________________________________________________________
Step 4:Administer Mini-Assessments
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.
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.
Involves teacher collaboration to develop a common test
FCAT format and rigorShort and quick (4-5 questions)Taken by all studentsGraded and results provided
immediatelyUse scored assessment as a
teaching tool
Provides mini-assessments aligned to SSS
Relevant to FCAT so students know what to expect
Supports PDCA
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
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.
CIM WORK PLAN
CIM Mini-AssessmentsWhat 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: _______________________________________________________________________________________________________________________________________________
Step 5:Tutorials
PDCA: Act
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
Time needed will be determined by data
Small groups
Differentiated instruction
Provided during the school day
CIM WORK PLAN
TutorialsWhat 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: _______________________________________________________________________________________________________________________________________________
Step 6:Enrichment
PDCA: Act
Provided for students who have shown mastery on mini-assessments.
Designed for all kinds of learners.
Related to the CIM Calendar.
Enrichment
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.
CIM WORK PLAN
EnrichmentWhat 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: _______________________________________________________________________________________________________________________________________________
Step 7:Maintenance
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.
Ensures that benchmarks are retained
Strengthens student knowledge of
benchmarks
Provides additional learning opportunities
Reinforces thinking processes
Identifies students needing additional
instruction
CIM WORK PLAN
MaintenanceWhat 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: _______________________________________________________________________________________________________________________________________________
Step 8:Monitoring
Monitoring is a multi-faceted step that involves EVERYONE.
Monitoring assures that once the process begins, it stays on target!
Students8-Step Instructional Process
Principal & Administrative
Team
Teachers
District
Support schools’ CIM
implementationMake site visitsProvide curriculum specialistsMeet with School Leadership TeamProvide professional developmentMonitor school data
The District’s Role
Schedule frequent classroom visits during the CIM Focus Lesson
Ensure CIM process is occurringVerify student progressSupport the efforts of teachers
and studentsGauge school-wide effectivenessContinuously involved in the 8-
Step Process
Principal and Administrative Team’s Role
Team meetings are scheduled for each grade level or department.
DiscussAssessment resultsStudent needs and concernsSuccessful instructional strategiesProgression 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.
Establish and maintain high
expectations for ALL studentsMonitor classroom/student dataCollaborate with other teachersImplement best practices for
instructionConduct conferences with students
(FCAT Chats)
The Teacher’s Role
CIM WORK PLANMonitoring
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: _______________________________________________________________________________________________________________________________________________
Review Components of CIM
PLANData DisaggregationCalendar Development
DOFocus LessonExplicit Teaching
CHECKBenchmark AssessmentSpiral ReviewMonitoring
ACTTutorialsEnrichment
Remember Communication
Nothing happens until people talk.
Communication is key!
“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