focusing on student achievement the school district of osceola county

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

swartzj@osceola.k12.fl.us

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

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forc

e

learn

ing

th

rou

gh

M

ain

ten

an

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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