fall fasd leadership conference florida continuous improvement model (fcim) florida department of...

Fall FASD Leadership ConferenceFall FASD Leadership ConferenceFlorida Continuous Improvement ModelFlorida Continuous Improvement Model

(FCIM)(FCIM)

FloridaFloridaDepartmentDepartment

of of EducationEducation(FLDOE)(FLDOE)

UpdateUpdate

Presented by:Presented by:

Lena T. Anderson, Executive DirectorLena T. Anderson, Executive Director

Bureau of School ImprovementBureau of School Improvement

Florida Department of EducationFlorida Department of Education

September 22, 2009September 22, 2009

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

D AD A

CIMCIM

Common board configuration Common board configuration

(Date, Agenda, Benchmark, Objective, Homework)(Date, Agenda, Benchmark, Objective, Homework)Use of a bell ringer or opening activityUse of a bell ringer or opening activityBell to Bell InstructionBell to Bell InstructionProcedures and Routines are established.Procedures and Routines are established.Lesson planning is clear and implemented.Lesson planning is clear and implemented.Multiple activities taking place throughout the lesson.Multiple activities taking place throughout the lesson.Writing and Reading are integrated in all subject Writing and Reading are integrated in all subject areas.areas.Teachers provide multiple examples to ensure student Teachers provide multiple examples to ensure student understanding.understanding.Graphic organizers are used to capture and explain Graphic organizers are used to capture and explain concepts. concepts. Students are THINKING, DISCUSSING, Students are THINKING, DISCUSSING, QUESTIONING.QUESTIONING.Higher Order Questions are used consistently and Higher Order Questions are used consistently and naturally. naturally.

KEYS TO SUCCESSKEYS TO SUCCESS

Notebook for writing and vocabulary Notebook for writing and vocabulary (includes reading, mathematics, and science).(includes reading, mathematics, and science).Notebook and schedule for science labs. Notebook and schedule for science labs. Students raise their hands. Wait time is given.Students raise their hands. Wait time is given.Benchmarks are explicitly taught and unwrapped for Benchmarks are explicitly taught and unwrapped for students.students.Data is used to differentiate instruction. Data is used to differentiate instruction. Manipulatives are used in mathematics and science.Manipulatives are used in mathematics and science.Students are discussing the text in reading and Students are discussing the text in reading and language arts classes.language arts classes.Limited use of worksheets and textbook. Limited use of worksheets and textbook. Assigning work vs. teaching is understood.Assigning work vs. teaching is understood.

KEYS TO SUCCESSKEYS TO SUCCESSContinuedContinued

Work and concepts are taught at grade level.Work and concepts are taught at grade level. Projects are not frothy. Coloring is limited in primary Projects are not frothy. Coloring is limited in primary

grades. grades. Movies support instruction. Movies support instruction. Immediate feedback is provided for student work. Immediate feedback is provided for student work. Rubrics are used to grade assignments. Model work is Rubrics are used to grade assignments. Model work is

identified. identified. Vocabulary is explicitly taught with word walls (all Vocabulary is explicitly taught with word walls (all

content areas)content areas) Writing process must include (frequent prompts, Writing process must include (frequent prompts,

graded by teachers AND students, constant use of graded by teachers AND students, constant use of rubric by teachers AND students). Store student work. rubric by teachers AND students). Store student work.

KEYS TO SUCCESSKEYS TO SUCCESSContinuedContinued


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Florida Continuous Improvement Model (FCIM)


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Data Disaggregation: In this step teachers and administrators

disaggregate, or analyze, the state standards assessment and/or standardized test data to identify both students' and teachers' strengths and weaknesses and to improve teacher instruction and student learning.

Focusing on specific student

weaknesses, the teachers and administrators create a plan for student improvement. Identifying teachers' strengths and weaknesses enables administrators to provide effective quality staff development to improve instruction and student learning.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Calendar Development: Based on the students' strengths

and weaknesses, teachers build an instructional calendar that includes all the standards/skills to be assessed.

The calendar allows for teaching whole group lessons in addition to small group lessons where instruction is differentiated according to individual student needs. Student groups are fluid and flexible.

Home work is aligned to class work (whole or small group lessons) and supports skills and concepts previously taught.

Supplemental activities such as learning centers and computer activities (FCAT Explorer, Achieves/FOCUS,) reinforce the standards, skills, and concepts.

Cooperative learning and hands-on activities are utilized to supplement or reinforce lessons. Follow-up activities are utilized to check for comprehension and to monitor progress.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Direct the Instructional Focus:

Based on the instructional calendar, teachers teach the targeted skill. The goal here is for quality instruction and student mastery.

Classroom activities should be focused and conducive to learning by:

•highlighting the FCAT Focus and Daily Objective•utilizing Focus Lessons aligned to annually assessed benchmarks•Posing Higher Order Questions •varying the instructional delivery methods (visual, auditory, kinesthetic, tactile)•Incorporating vocabulary, word walls, journals, literature, technology, hands-on activities, centers, use of manipulatives and materials, cooperative learning


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Focus Lessons:

•Aligned to Annually Assessed Benchmarks•Presents in correlating Item Formats MC, GR, SR, ER

Reading MathematicsScience


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Direct the Instructional Focus (continued):

Effective teaching strategies for instruction have at their core, consistently high-level expectations for students. Additionally, quality instruction includes:

•Utilizing “common board configuration to identify for students the benchmark, objective, and agenda •providing essential vocabulary for subject area •applying learning to the real world •using cooperative learning techniques •using skill reinforcing drills •teaching test-taking strategies •celebrating mastery of skills and knowledge


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Assessment:

After teaching the targeted skill, teachers administer a short assessment to check for student understanding. These assessments should be integrated into the curriculum and instruction. The assessments should mimic the format of the state standards assessment. Teacher teams should meet frequently to review assessment results.

FCAT Explorer and FOCUS Achieves Assessments:

Mini-Assessments Administered at School-Site at Teacher Discretion :

•Computer-Based•Free to all public schools•Immediate access to student data•Teacher controls “opening” and “closing” of mini-assessments•Teacher discretion (Daily, Weekly)

Achieve/FOCUS Assessments

School site-based computer-basedmini-assessments

Achieve/FOCUS Assessments

Teachers determine when to “open” assessments


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Maintenance:

Teachers, paraprofessionals, and Instructional Coaches must continuously work to reinforce skills and knowledge until they become part of the student's knowledge base.

Monitoring:

School principals and the instructional coordinator assume the primary responsibility for monitoring program success. Monitoring practices include regularly unscheduled classroom visits, one-on-one meetings with students and teachers to review test scores, celebrating successes, using surveys to assess the process, the school climate, and stakeholder satisfaction.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Tutorials and Enrichment: Based on assessment results, teachers should provide continuing quality instruction to either build on success or provide additional instruction. Teaching teams should work together to review progress. Extensions must be considered as important as tutorial work and provided for both mastery and non-mastery students. Additional assessments may be given to check mastery.


PLAN

ACT

DO

CHECK



Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

FCIMAssistance Plus

MonitoringStudent Centered

Plan•Data Disaggregation•Instructional Focus Calendar

Do•Instructional Focus

Check•Mini-Assessment•Maintenance•Monitoring

Act•Tutorials•Enrichment

DA CIMDifferentiated Accountability

Monitoring and SupportStudent and Teacher Centered

Plan•FCAT Analysis

•DART 2009•FCAT Test Design•FCAT Content Focus•FCAT Item Specifications

Do•Instructional Pacing Calendar•Instructional Delivery Guide

Check•Assessments•Data Disaggregation•Maintenance•Monitoring

Act•Lesson Study•Differentiated Instruction•Professional Development

DD AA

CIMCIM

Instructional Pacing CalendarInstructional Pacing Calendar

Essential Tools for Assigning Instructional DaysEssential Tools for Assigning Instructional Days

•FCAT Test Design Document-FCAT Test Design Document- provides the provides the approximate percentage of raw score points approximate percentage of raw score points derived from each content category.derived from each content category.

•ExampleExample

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Instructional Pacing CalendarInstructional Pacing Calendar

CANG

Content FocusPoints Possibl

e 04

Points Possibl

e 05

Points Possibl

e 06

Points Possible

'07

Points Possibl

e '08

Points Possibl

e '09Benchmark Explanation

Physical and Chemical Sciences Grade 5

A121

Tools 1 1 1

The student identifies properties and uses appropriate tools to determine the properties of

materials.

Mass 1

Density 1 1 1

Measurement 1

Phase changes 2 1

Total weight 1 2

Conservation of Mass

1 1

A122 The student identifies how a

change in temperature can alter a material's state of matter.

A123 Conservation of Mass

1

The student combines the weight or mass of components to get the total weight/mass of the combined

object.

A124

Solutions 1 1 1 1 1 1 The student identifies different materials made by physically combining substances and/or

identifies similarities and differences between mixtures and

solutions.

Mixtures 1

2004-2009 Content Focus Matrix- 2004-2009 Content Focus Matrix- provides the amount of points each skill was provides the amount of points each skill was assigned from 2004 to 2009.assigned from 2004 to 2009.

Instructional Delivery GuideInstructional Delivery Guide Page 1Page 1

ScienceScienceSUGGESTED OPENING ACTIVITY

Journal Activities , Vocabulary Activities, Demonstrations, Science Trivia, http://sciencespot.net/Pages/starterschem.html

CommunicationEnergy ExperimentHeatInferInvestigationModelRecords/Record

TEACHER PREFERRED OPENING ACTIVITY

M-T-W-R-F-

ReplicationScientific MethodObservationVariable

VOCABULARYWORDS

Use the Word Wall to introduce new words and to recall past words

MathMath

SUGGESTED OPENING ACTIVITY VOCABULARYWORDS

TEACHER PREFERRED OPENING ACTIVITY

M-T-W-R-F-

Journal Activities Vocabulary ActivitiesGraphic Organizers Fold-ables

ReadingReading- N/A- N/A

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http://sciencespot.net/Pages/starterschem.html

http://sciencespot.net/Pages/starterschem.html

Instructional Delivery GuideInstructional Delivery Guide

Page 1Page 1

Reading, Mathematics, and ScienceReading, Mathematics, and Science

Lesson Objectives/BenchmarksLesson Objectives/Benchmarks

Aligned to Test Item SpecificationsAligned to Test Item Specifications

LESSON OBJECTIVESBENCHMARK

M and T: The student understands the relative size of whole numbers, commonly used fractions, decimals, and percents.

W and R: The student understands that numbers can be represented in a variety of equivalent forms using whole numbers, decimals, fractions, and percents.

F: *Refer to objectives listed M-R

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Instructional Delivery GuideInstructional Delivery GuidePage 1Page 1


Essential Question- is asked at the Essential Question- is asked at the beginningbeginning of class/lesson. Students of class/lesson. Students should be able to answer the question at the should be able to answer the question at the end end of the class/lesson.of the class/lesson.

Example: How are the elements of the periodic table arranged?Example: How are the elements of the periodic table arranged?

ESSENTIAL QUESTIONSAsked at the beginning of the lesson, Answered by the end of the lesson

M-

T-

W-

R-

F-

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HIGHER ORDER QUESTIONSWebb’s DOK/ FCAT Task Cards

Instructional Delivery GuideInstructional Delivery GuideD AD A

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Higher Order Questions-Higher Order Questions- Promotes higher order thinking Promotes higher order thinking from students, and encourages from students, and encourages teachers to ask questions that are teachers to ask questions that are aligned to moderate and high FCAT aligned to moderate and high FCAT complexity levels.complexity levels.

Instructional Delivery GuideInstructional Delivery GuidePage 1Page 1


Whole Group/Core Instruction- includes suggested whole group Whole Group/Core Instruction- includes suggested whole group lesson/activities. This area also includes a section for textbook alignment. lesson/activities. This area also includes a section for textbook alignment.

*This area has been left blank for all grade levels in reading, and for all *This area has been left blank for all grade levels in reading, and for all high school mathematics and science courses.high school mathematics and science courses.

WHOLE GROUP/CORE INSTRUCTION Daily Lesson: Textbook Correlation and/or Supplemental Activities

M and T- http://classroom.springisd.org/webs/sjacks5/upload/science_safety_symbols.pdf - Shows students pictures of Science Lab Safety Symbols and have students demine what they mean and give scenarios.W- Read and discuss question with students http://www.educationworld.com/a_curr/curr295.shtml R and F- Have students compare the meanings of the words they defined and determine if the field of Science uses it differently that everyday language.Align to Model Lesson and/or Focus Lesson: Teach Pre-Requisite Skills, Provide Skill Practice, Utilize Skill Re-Enforcement Activities M-Textbook Page(s) #:

Activity/Lesson:

T-Textbook Page(s) #Activity/Lesson:

W-Textbook Page(s) #:Activity/Lesson:

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http://classroom.springisd.org/webs/sjacks5/upload/science_safety_symbols.pdf

http://www.educationworld.com/a_curr/curr295.shtml

Page 1

Reading, Mathematics, and ScienceReading, Mathematics, and ScienceHomework- is divided into two sections. One section Homework- is divided into two sections. One section includes suggested homework assignments and the other includes suggested homework assignments and the other section is left blank for “teacher preferred” homework section is left blank for “teacher preferred” homework assignments.assignments.


M-T-W-R-F-

HOMEWORK SUGGESTIONSAligned to Whole Group/Core instruction

(indicate which strategy will be used)

TEACHER PREFERRED HOMEWORK ASSIGNMENT(Aligned to Whole Group/Core Instruction)

Computational Practice, Vocabulary, Graphic Organizer

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Page 2

Reading, Mathematics, and Reading, Mathematics, and ScienceScience

Data-Driven Differentiated Data-Driven Differentiated Instruction- Instruction- based on formative and summative based on formative and summative data.data.Accommodations/Modifications-Accommodations/Modifications-are to be used with ALL students.are to be used with ALL students.


Indicate by circling below, which data will be utilized to plan Differentiated Instruction: (Please include the data in your Data Binder).

2009 FCAT Data

Baseline Data

FCIM Monthly Data

Other________________

DATA-DRIVENDifferentiated Instruction

ACCOMMODATIONShttp://www.cpt.fsu.edu/ese/

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Data Disaggregation

Analyze data results to

differentiate instruction

mData

DisaggregationFCAT Databy student

Data DisaggregationFCAT Databy teacher

Page 2


Differentiated Instruction- a vital part of instructional planning Differentiated Instruction- a vital part of instructional planning that addresses the diversity of learners, and allows teachers the that addresses the diversity of learners, and allows teachers the opportunity to address individual students’ strengths and opportunity to address individual students’ strengths and

weaknesses.weaknesses.


DIFFERENTIATED INSTRUCTIONSmall Group: Intensive

Assignment(s):

________________________________

________________________________

Student(s):

1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________

DIFFERENTIATED INSTRUCTIONSmall Group: Proficiency

DIFFERENTIATED INSTRUCTIONSmall Group: Enrichment

Assignment(s):

________________________________

________________________________

Student(s):

1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________

Assignment(s):

_______________________________

_______________________________

Student(s):

1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________

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Page 2


Literature Connections/ Cross-curricular Activities- Literature Connections/ Cross-curricular Activities- provides a connection between content areas and provides a connection between content areas and reinforces skills needed in other subject areas.reinforces skills needed in other subject areas.


LITERATURE CONNECTIONS andCROSS CURRICULAR ACTIVITIES

(Reading, Mathematics, Science)

*Utilize Literature Connection Guide for Mathematics

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Page 2


Learning Centers/Labs (cooperative learning)- provides Learning Centers/Labs (cooperative learning)- provides teachers the opportunity to differentiate instruction teachers the opportunity to differentiate instruction (remediation, reinforcement and/or enrichment) of a (remediation, reinforcement and/or enrichment) of a skill/conceptskill/concept ..


CENTERS, LABS(COOPERATIVE LEARNING)

“Vitamin C Versus Oxygen

“Salty Water Experiment”- http://www.sciencenewsforkids.com/articles/20060329/LZActivity.asp

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http://www.sciencenewsforkids.com/articles/20060329/LZActivity.asp

Page 2


Closing Activity- encourages bell-to-bell instruction and Closing Activity- encourages bell-to-bell instruction and offers a form of assessment. Suggested closing offers a form of assessment. Suggested closing activities are provided with space available for “teacher activities are provided with space available for “teacher preferred” closing activities.preferred” closing activities.


CLOSING ACTIVITYExit Cards, Journal Entries, Vocabulary, Graphic Organizers,

Lesson Review

M-T-W-R-F-

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Page 2


Assessment/Progress Monitoring-Assessment/Progress Monitoring-

InstructionalInstructional Delivery GuideDelivery Guide

ASSESSMENTProgress Monitoring

Via teacher discretion, please utilize the mini-assessments (classroom computers or computer lab) provided through Florida Achieves!:http://fcatexplorer.com/

FCIM Monthly Assessment

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http://fcatexplorer.com/



Page 3


Technology- provides resources that will enhance the Technology- provides resources that will enhance the curriculum.curriculum.


TECHNOLOGY/INTERNET

http://www.fldoestem.org/center13.aspx

http://fldifferentiatedaccountability.org/home

http://school.discoveryeducation.com/

http://www.fi.edu/tfi/activity/

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Page 3


Benchmark Clarifications, FCAT Item Specification, and Benchmark Clarifications, FCAT Item Specification, and FCAT Item Type- Depending on the grade level being FCAT Item Type- Depending on the grade level being taught, teachers will be provided with the NGSSS.taught, teachers will be provided with the NGSSS.


ITEM SPECIFICATIONSCONTENT LIMITS

MAA 122: Numbers being compared may be in the same form or in two different forms. In items comparing fractions with decimals:

The denominator of the fraction should represent the same number of places as the decimal.

For example, 0.40 = 40/100 and 0.4 = 4/10.

ITEM SPECIFICATIONSBENCHMARK CLARIFICATIONS

MAA 122 Benchmark: The student understands the relative size of whole numbers, commonly used fractions, decimals, and percents.

MAA 122 Benchmark Clarification: Students will compare relative size and order of whole numbers, fractions and decimals.

FCAT Item Type(s)

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Contact InformationContact Information

Lena T. Anderson Lena T. Anderson 850-245-0007 850-245-0007

[email protected]@fldoe.org

Elan Pace Shakira Pompey Katrice GreenElan Pace Shakira Pompey Katrice Green 850-245-0855 850-245-0822 850-245-9183850-245-0855 850-245-0822 850-245-9183 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

Florida Department of EducationFlorida Department of EducationTurlington BuildingTurlington Building

325 West Gaines Street325 West Gaines StreetRoom 314Room 314

Tallahassee, FL 32399Tallahassee, FL 32399

WebsitesWebsites

Florida Department of Education- Florida Department of Education- www.fldoe.org www.fldoe.org

Bureau of School Improvement- www.flbsi.org Bureau of School Improvement- www.flbsi.org

Differentiated Accountability: Continuous Improvement Model- Differentiated Accountability: Continuous Improvement Model- www.fldifferentiatedaccountability.org www.fldifferentiatedaccountability.org

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