Presented by: Lena T. Anderson, Executive Director Bureau of School Improvement

1. Fall FASD Leadership ConferenceFlorida Continuous Improvement Model(FCIM)FloridaDepartmentof Education(FLDOE)Update D A CIM Presented by: Lena T. Anderson, Executive Director Bureau of School Improvement Florida Department of Education September 22, 2009

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

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

4. KEYS TO SUCCESS Continued • Work and concepts are taught at grade level. • Projects are not frothy. Coloring is limited in primary grades. • Movies support instruction. • Immediate feedback is provided for student work. • Rubrics are used to grade assignments. Model work is identified. • Vocabulary is explicitly taught with word walls (all content areas) • Writing process must include (frequent prompts, graded by teachers AND students, constant use of rubric by teachers AND students). Store student work.

5. Florida Continuous Improvement Model (FCIM)

6. 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.

7. 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.

8. 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

9. Focus Lessons: • Aligned to Annually Assessed Benchmarks • Presents in correlating Item Formats • MC, GR, SR, ER • Reading • Mathematics • Science • 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

10. 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)

11. Achieve/FOCUS Assessments School site-based computer-based mini-assessments

12. Achieve/FOCUS Assessments Teachers determine when to “open” assessments

13. 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.

14. 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.

15. FCIM • Assistance Plus • MonitoringStudent Centered • Plan • Data Disaggregation • Instructional Focus Calendar • Do • Instructional Focus • Check • Mini-Assessment • Maintenance • Monitoring • Act • Tutorials • Enrichment • DA CIM • Differentiated Accountability • Monitoring and Support • Student 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

16. DA CIM

17. Instructional Pacing Calendar D A CIM • Essential Tools for Assigning Instructional Days • FCAT Test Design Document- provides the approximate percentage of raw score points derived from each content category. • Example

18. Instructional Pacing Calendar • 2004-2009 Content Focus Matrix- provides the amount of points each skill was assigned from 2004 to 2009.

19. Instructional Delivery Guide Page 1 Science SUGGESTED OPENING ACTIVITY VOCABULARY WORDS Use the Word Wall to introduce new words and to recall past words Journal Activities , Vocabulary Activities, Demonstrations, Science Trivia, http://sciencespot.net/Pages/starterschem.html Communication Energy Experiment Heat Infer Investigation Model Records/Record Replication Scientific Method Observation Variable TEACHER PREFERRED OPENING ACTIVITY M- T- W- R- F- SUGGESTED OPENING ACTIVITY VOCABULARY WORDS Journal Activities Vocabulary Activities Graphic Organizers Fold-ables TEACHER PREFERRED OPENING ACTIVITY M- T- W- R- F- D A CIM Math Reading- N/A

20. Instructional Delivery Guide Page 1 Reading, Mathematics, and Science Lesson Objectives/Benchmarks Aligned to Test Item Specifications D A CIM LESSON OBJECTIVES BENCHMARK 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

21. Instructional Delivery Guide Page 1 Reading, Mathematics, and Science Essential Question- is asked at the beginning of class/lesson. Students should be able to answer the question at the end of the class/lesson. Example: How are the elements of the periodic table arranged? D A CIM ESSENTIAL QUESTIONS Asked at the beginning of the lesson, Answered by the end of the lesson M- T- W- R- F-

22. Instructional Delivery Guide D A CIM Higher Order Questions- Promotes higher order thinking from students, and encourages teachers to ask questions that are aligned to moderate and high FCAT complexity levels. HIGHER ORDER QUESTIONS Webb’s DOK/ FCAT Task Cards

23. Instructional Delivery Guide D A CIM Page 1 Reading, Mathematics, and Science Whole Group/Core Instruction- includes suggested whole group 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 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:

24. Instructional Delivery Guide D A CIM Page 1 Reading, Mathematics, and Science Homework- is divided into two sections. One section includes suggested homework assignments and the other section is left blank for “teacher preferred” homework assignments. HOMEWORK SUGGESTIONS Aligned to Whole Group/Core instruction (indicate which strategy will be used) Computational Practice, Vocabulary, Graphic Organizer TEACHER PREFERRED HOMEWORK ASSIGNMENT (Aligned to Whole Group/Core Instruction) M- T- W- R- F-

25. D A CIM Instructional Delivery Guide Page 2 Reading, Mathematics, and Science Data-Driven Differentiated Instruction- based on formative and summative data. Accommodations/Modifications- are to be used with ALL students. DATA-DRIVEN Differentiated Instruction 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________________ ACCOMMODATIONShttp://www.cpt.fsu.edu/ese/

26. Data Disaggregation Analyze data results to differentiate instruction

27. Data Disaggregation FCAT Data by student m

28. Data Disaggregation FCAT Data by teacher

29. Instructional Delivery Guide DIFFERENTIATED INSTRUCTION Small Group: Intensive DIFFERENTIATED INSTRUCTION Small Group: Proficiency DIFFERENTIATED INSTRUCTION Small Group: Enrichment Assignment(s): ________________________________ ________________________________ Student(s): 1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________ Assignment(s): ________________________________ ________________________________ Student(s): 1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________ Assignment(s): _______________________________ _______________________________ Student(s): 1.___________________ 2.___________________ 3.___________________ 4.___________________ 5.___________________ 6.___________________ D A CIM Page 2 Reading, Mathematics, and Science Differentiated Instruction- a vital part of instructional planning that addresses the diversity of learners, and allows teachers the opportunity to address individual students’ strengths and weaknesses.

30. D A CIM Instructional Delivery Guide Page 2 Reading, Mathematics, and Science Literature Connections/ Cross-curricular Activities- provides a connection between content areas and reinforces skills needed in other subject areas. LITERATURE CONNECTIONS and CROSS CURRICULAR ACTIVITIES (Reading, Mathematics, Science) *Utilize Literature Connection Guide for Mathematics

31. Instructional Delivery Guide D A CIM Page 2 Reading, Mathematics, and Science Learning Centers/Labs (cooperative learning)- provides teachers the opportunity to differentiate instruction (remediation, reinforcement and/or enrichment) of a skill/concept. CENTERS, LABS (COOPERATIVE LEARNING) “Vitamin C Versus Oxygen “Salty Water Experiment” - http://www.sciencenewsforkids.com/articles/20060329/LZActivity.asp

32. Instructional Delivery Guide D A CIM Page 2 Reading, Mathematics, and Science Closing Activity- encourages bell-to-bell instruction and offers a form of assessment. Suggested closing activities are provided with space available for “teacher preferred” closing activities. CLOSING ACTIVITY Exit Cards, Journal Entries, Vocabulary, Graphic Organizers, Lesson Review M- T- W- R- F-

33. D A CIM InstructionalDelivery Guide Page 2 Reading, Mathematics, and Science Assessment/Progress Monitoring- ASSESSMENT Progress Monitoring • Via teacher discretion, please utilize the mini-assessments (classroom computers or computer lab) provided through Florida Achieves!: • http://fcatexplorer.com/ • FCIM Monthly Assessment

34. D A CIM Instructional Delivery Guide Page 3 Reading, Mathematics, and Science Technology- provides resources that will enhance the curriculum. TECHNOLOGY/ INTERNET http://www.fldoestem.org/center13.aspx http://fldifferentiatedaccountability.org/home http://school.discoveryeducation.com/ http://www.fi.edu/tfi/activity/

35. Instructional Delivery Guide D A CIM Page 3 Reading, Mathematics, and Science Benchmark Clarifications, FCAT Item Specification, and FCAT Item Type- Depending on the grade level being taught, teachers will be provided with the NGSSS. ITEM SPECIFICATIONS BENCHMARK CLARIFICATIONS ITEM SPECIFICATIONS CONTENT LIMITS 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. • 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. FCAT Item Type(s)

36. Contact Information Lena T. Anderson 850-245-0007 lena.anderson@fldoe.org Elan Pace Shakira Pompey Katrice Green 850-245-0855 850-245-0822 850-245-9183 elan.pace@fldoe.orgshakira.pompey@fldoe.orgkatrice.green@fldoe.org Florida Department of Education Turlington Building 325 West Gaines Street Room 314 Tallahassee, FL 32399 Websites Florida Department of Education- www.fldoe.org Bureau of School Improvement- www.flbsi.org Differentiated Accountability: Continuous Improvement Model- www.fldifferentiatedaccountability.org D A CIM