Overview of the Continuous Improvement Model (CIM) Reinforcement CIM

1. Overview of the Continuous Improvement Model (CIM)Reinforcement CIM (Type your school name here)

2. Why are we here? • School Improvement Plans for next year require you to use the CIM model in your school. • Florida DOE advocates the specific use of CIM. (Reinforcement CIM). This has officially become a part of our school improvement plan. • This specific use of the CIM (Reinforcement CIM) has not been trained in our schools. • The purpose of this training is to give you an overview of Reinforcement CIM.

3. CIM “Big Picture” Overview: Plan – Do – Check – Act

4. District Curriculum Guide/Calendar Daily Regular Lessons Assess Student Data-What needs more time? • Specific Skill/Concept Mini Lesson • 10 minutes All Content Classes All Students Mini Assessment Teacher/ Student 1-on-1 Meeting Individual Student Needs Whole Class Re-teach Small Group Pull-out ELP Move on to next Skill

5. How does Reinforcement CIM and the regular curriculum go together? They co-exist: • District/School Curriculum (District adopted) • Use instructional materials that have been aligned with SSS and grade level benchmarks • In addition Math and Science have Curriculum Guides and District Pacing Calendars • These tools are used for the “regular daily” lessons • This is “business as usual”

6. How does Reinforcement CIM and the regular curriculum go together? They co-exist: • Reinforcement CIM -- This is the part that is “new” for some schools • 10 -15 minute mini lesson targeted toward benchmark skills that need additional instructional or maintenance time. • Customized based on the academic needs of the students in each grade level and/or content area. • Based on current student data • Does not replace the daily lesson • Different options for implementation • Infuse mini lesson into the regular lesson time • Gives you the option to align, as much as possible, skills that need reinforcement with the “regular daily” lessons. • Teach mini lesson outside of the regular lesson

7. What is Reinforcement CIM? • Re-teaching strategy/technique • Mini lesson on a specific benchmarkOR • Mini assessment on the specific benchmark (4-5 questions) • Resembles FCAT-like questions • Takes 10-15 minutes • The entire mini lesson can span several days • Implemented daily • Map out the teaching of Reinforcement CIM lessons and assessments on a Reinforcement CIM Calendar to ensure that all essential skills/concepts are covered prior to the FCAT.

8. Essentially there are now “Two” Calendars that co-exist • Now Exists -- Instructional Alignment/District Calendar that outlines the teaching of daily lessons and skills/concepts • New -- School-Based Reinforcement Calendar that outlines the mini lessons of specific skills/concepts that students need additional time to fully master and/or maintain

9. Two Calendars

10. When does Reinforcement CIM happen during the school day? • Can take place at various times of the day. • Suggested times include: • Homeroom • After the morning show • At a time designated by the Leadership Team • Beginning of related subject area class

11. How does Reinforcement CIM fit into regular Instruction?

12. What are the main components of Reinforcement CIM? • Reinforcement Calendars (Plan) • Mini Lessons (Do) • Mini Assessments (Check) • Tutorial/ELP (Act)

13. Reinforcement CIM in a “Nutshell” • Goal is student mastery of the essentialSunshine State Standards Benchmark skills. • It is a step-by-step process to use currentassessment results to improve teaching and learning.

14. Remember… • “How it looks” for each subject area and for each school will vary depending on the specific needs of the school, the specific needs of the content area and the specific needs of the students. • This is not advocating a “one size fits all” model.

15. Question… • How do CIM and Professional Learning Communities work together?

16. The Power of Professional Learning Communities • The most promising strategy for sustained substantive school improvement is building the capacity of school personnel to function as a Professional Learning Community. The path to change in the classroom lies within and through Professional Learning Communities. • Milbrey McLaughlin (1995)

17. What is the definition of a Professional Learning Community? • A Professional Learning Community is a collaboration of educators who work together to: • Seek out best practices • Test best practices in the classroom • Identify and teach the essential curriculum • Develop common assessments for learning • Analyze evidence of student learning • Use that evidence to learn from one another

18. PLCs and the Four Essential Questions 1. What do we want our students to learn? Teach the agreed upon essential curriculum 3 & 4. How will we respond when students experience difficulty or mastery? 2. How will we know they have learned it?

19. What do we do in our PLCs?

20. Reinforcement CIM & PLCs • Each member of the PLC has equal responsibility for implementing Reinforcement CIM. • This is not the sole responsibility of the grade level leader, subject area leader or department chair. • District level staff will be available to help support schools in this process.

21. Where does Reinforcement CIM occur? • Plan (PLCs) • Plan for the Do, Check and Act in your PLCs • Do (Classroom) • Check (Classroom) • Act (Classroom/ELP)

22. Reinforcement CIM answers the question, “What do we do in our PLCs?” • Using the Reinforcement CIM process provides PLCs a structure, direction and purpose.

23. In closing… • Having a simple, clearly defined goal can capture the imagination and inspire passion. It can cut through the fog like a beacon in the night.