Instructional Focus Calendars

1. Instructional Focus Calendars

2. Icebreaker: Stand If You�re Like Me You were born outside of Florida. You like to do activities involving water. You like to move around and interact with people during a professional development.

4. Make-A-Date When the music stops, find a partner from a different school. Make an appointment using your appointment card template provided. Write your date�s name and school. When the music resumes, circulate and repeat. You will meet with your dates at some point during our session today.

5. Bellwork: Round Write Circle Map

6. I DO Define and identify the FCIM process. Overview of the 4 major parts of the model. Overview of the 8 steps to the model.

7. Key Ideas to the 8 Step Process As we go through the 8 step FCIM process, complete the template with key points you want to remember about the model.

8. The Brazosport Experience The 8 step process (CIM) was developed in the Brazosport Independent School District in Texas in the early 1990s. Developed in response to disturbing state assessment scores. They began by resisting attaching blame. Focused on fixing the system so all students could learn. Based upon W. Edwards Demings-Total Quality Management (Business Model)

9. Florida�s Continuous Improvement Model (FCIM) Research Based Incorporates Effective School Model (Dr. Larry Lezotte) TQM-Total Quality Management, a business management model (Dr. W. Edwards Demings) Enables schools and school districts to: Become more data driven Become more process oriented Identify customers and products A research-based and performance driven school-wide improvement model. A continuous process in which data analysis determines classroom instruction. Focused on improving instruction and student achievement based on the tested benchmarks. A research-based and performance driven school-wide improvement model. A continuous process in which data analysis determines classroom instruction. Focused on improving instruction and student achievement based on the tested benchmarks.

10. FCIM Overview: Random Acts of Improvement In the past and even now we may have some programs on our plates and in our schools that are selected for various reasons, some reasons being with good intentions but not necessarily helping ALL of our students obtain mastery of the required curriculum. These programs are what we call �random acts�� of confusion. Take a moment and think about how many programs there are at your school. 1-5? 6-10? 11-15? In the past and even now we may have some programs on our plates and in our schools that are selected for various reasons, some reasons being with good intentions but not necessarily helping ALL of our students obtain mastery of the required curriculum. These programs are what we call �random acts�� of confusion. Take a moment and think about how many programs there are at your school. 1-5? 6-10? 11-15?

11. FCIM Overview: Aligned Acts of Improvement The purpose of FCIM is pulling together the random acts of improvement and aligning them into one cohesive framework. In working with F school principals last year on implementing FCIM, they shared that the main reason their schools were able to improve was teachers, students and administrations all had a common focus. Arrows were going in the right direction towards helping ALL students gain mastery and academic success. The purpose of FCIM is pulling together the random acts of improvement and aligning them into one cohesive framework. In working with F school principals last year on implementing FCIM, they shared that the main reason their schools were able to improve was teachers, students and administrations all had a common focus. Arrows were going in the right direction towards helping ALL students gain mastery and academic success.

12. Plan-Do-Check-Act Model Deming�s Total Quality Management Model Florida Continuous Improvement Model

13. Purpose Closing the achievement gap Aligning school-wide improvement efforts Increasing focus on student achievement Using data to drive instruction Applying evidence-based improvement tools Facilitating focused instruction with laser-like precision for ALL students Targeting weakest tested benchmarks Providing critical support to FCAT 2.0 and EOCs FCIM provides a school improvement process that can help support all of these areas. FCIM provides a school improvement process that can help support all of these areas.

14. District provides Florida Continuous Improvement Model (FCIM) professional development. District monitors implementation of Florida�s Continuous Improvement Model. Schools implement FCIM: Prevent I, Correct I School: Required for subgroups not making AYP Prevent II, Correct II, Intervene Schools: Required school-wide Review expectations to ensure that everyone understands that FCIM is to be implemented at some level in all DA schools.Review expectations to ensure that everyone understands that FCIM is to be implemented at some level in all DA schools.

15. PLAN-DO-CHECK-ACT

16. FCIM � 8 Step Process

17. DATE TIME! Quickly bullet out three key points from the previous information. Meet with your first appointment partner . Share the key points of FCIM with each other. Each partner will have 30 seconds. The partner with the most pets will start first.

18. We Do Further examine the 8 step process of FCIM. Make connections to FCIM process and your school. Identify areas that need further development within the FCIM process. Review sample instructional focus calendars.

19. FCIM 8-Step Process What areas of support are needed for your school to successfully complete the FCIM process? Read the handout, FCIM-Florida�s Continuous Improvement 8 Step Process. As you read, place a +, -, or ? next to each component based on the level of support you feel is needed for your school to succeed at implementing the FCIM process. You will have four minutes to read. Each person at your table will share out 30 seconds each their thoughts on building capacity at your school

20. FCIM � 8 Step Process 1. Data Disaggregation: Use student data to identify strengths and weaknesses and create instructional groups 2. Instructional Development: Develop instructional focus calendars that encompass all tested benchmarks , time allocations, and frequent assessments based on student need 3. Direct the Instructional Focus: Using the timeline, deliver the instructional focus lessons/curriculum. 4. Assessment: After the instructional focus has been taught, administer an assessment to identify mastery and non-mastery students 5. Tutorials: Provide reteaching of non-mastered targeted areas 6. Enrichment: Provide opportunities for enrichment of mastery students 7. Maintenance: Provide materials for ongoing maintenance and review 8. Monitoring: Provide frequent monitoring and instructional leadership to support the teaching and learning process

21. Purpose for FCIM Focus Calendars Collaboratively create a roadmap for teaching, re-teaching, and assessing targeted benchmarks during the academic school year. Research has shown that delayed re-exposure to course material often markedly increases the amount of information that students remember. The delayed re-exposure to the material can be promoted through homework assignments, in-class reviews, quizzes (see Recommendation 5), or other instructional exercises. (Pashler, Bain, Botteg, Graesser, Koedinger, McDaniel, & Metcalf, 2007) Research has shown that delayed re-exposure to course material often markedly increases the amount of information that students remember. The delayed re-exposure to the material can be promoted through homework assignments, in-class reviews, quizzes (see Recommendation 5), or other instructional exercises. (Pashler, Bain, Botteg, Graesser, Koedinger, McDaniel, & Metcalf, 2007)

22. An Instructional Focus Calendar� Places focused instruction on the tested benchmarks while answering the following questions: What do students need to know? What do I need to teach them? How much time do I need to do it? �The Instructional Focus Calendar is not your lesson plan or scope and sequence. It is simply a guide that tells what objectives will be focused on during a particular week. It ensures that every concept on the state assessment will be covered in the classroom. It helps align the written curriculum, with the taught curriculum, with the tested curriculum.� (Taken from Closing the Achievement Gap: No Excuses by P. Davenport and G. Anderson)

23. What Do My Students Need to Know?

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26. What Resources/ Materials Do I Need to Teach Them? FCAT 2.0 Item Specification Document Content Focus Benchmarks Benchmark clarification Content Limits Curriculum Pacing Guide FCIM Focus Mini-Lessons Core instruction material Focus Achieves FCAT 2.0 Released material FCIM Focus Mini-Assessments Edusoft Targeted Assessments

27. How Much Time Do I Need to Do It?Academic School Year: Segments The academic school year should be viewed in three distinct segments as you implement FCIM Focus Mini-Lessons. Because of this, instructional leaders need to have a firm understanding of how much uninterrupted instructional time is actually available to teachers. This will require an evaluation of how instructional time is prioritized among the events and activities of the school year. Emphasize NGSSS connection. With the FCAT II guidelines in place, it is imperative that instruction is continued in preparation for EOC exams later in the year. 2011 FCAT-II and EOC�s will be in April and May, respectively, making FCIM a year-round activity.Because of this, instructional leaders need to have a firm understanding of how much uninterrupted instructional time is actually available to teachers. This will require an evaluation of how instructional time is prioritized among the events and activities of the school year. Emphasize NGSSS connection. With the FCAT II guidelines in place, it is imperative that instruction is continued in preparation for EOC exams later in the year. 2011 FCAT-II and EOC�s will be in April and May, respectively, making FCIM a year-round activity.

28. How Much Time Do I Need to Do It? Instructional Focus Calendar

29. Why Do We Need Instructional Focus Calendars? Elementary School X�s Baseline Data: Elementary School X�s Midyear Data:

30. Guide to the Instructional Focus Key

31. Sample Reading Instructional Focus Calendar

32. Processing Activity: Think/ Write Look at your 8 Step Process template and compose a list of tools/systems/ways that can assist you in implementing the FCIM process. What other forms of data do you have at your school? What other assessments do you use? What enrichments do you have?

33. DATE TIME: Timed Pair Share Meet with your second date partner. Share your list with your partner. You will each have 30 seconds to share.

34. You Do Implement the elements of FCIM Instructional Focus Calendar FAQ Time to utilize data to create mock IFC TOT Support

35. Academic School Year: Segments The academic school year should be viewed in three distinct segments as you implement FCIM Focus Mini-Lessons. Because of this, instructional leaders need to have a firm understanding of how much uninterrupted instructional time is actually available to teachers. This will require an evaluation of how instructional time is prioritized among the events and activities of the school year. Emphasize NGSSS connection. With the FCAT II guidelines in place, it is imperative that instruction is continued in preparation for EOC exams later in the year. 2011 FCAT-II and EOC�s will be in April and May, respectively, making FCIM a year-round activity.Because of this, instructional leaders need to have a firm understanding of how much uninterrupted instructional time is actually available to teachers. This will require an evaluation of how instructional time is prioritized among the events and activities of the school year. Emphasize NGSSS connection. With the FCAT II guidelines in place, it is imperative that instruction is continued in preparation for EOC exams later in the year. 2011 FCAT-II and EOC�s will be in April and May, respectively, making FCIM a year-round activity.

36. Developing FCIM Focus Calendars Determine areas of focus based on academic needs of whole class, course, and/or grade-level assessment data. Map dates for a specific benchmark skill to be taught, re-taught, or reviewed. Note: Focus Calendars are developed by the school and are dependent on analysis of student achievement data and curriculum data.Note: Focus Calendars are developed by the school and are dependent on analysis of student achievement data and curriculum data.

37. Data Analysis & Evaluation Utilize school level data (Baseline data, etc.) Analyze data for weakest performance on state assessed standards

39. Curriculum Planning Align curriculum with Next Generation Sunshine State Standards (NGSSS). Review district curriculum pacing guides. Identify most highly tested benchmarks. Identify benchmarks with weakest student achievement data. Prepare FCIM Focus Calendar. Effective classrooms are data driven and benchmark focused. Keep quote delete slideKeep quote delete slide

40. Which specific skills do we map? Select specific skills with the weakest performance data. Prioritize by most highly tested benchmark skills using FCAT Content Assessed Reports. Determine the order for specific skills to be re-taught/reviewed. Prioritize by sequence of specific skills within benchmark cluster. Use the District Curriculum Pacing Guide to map specific skills to review/re-teach. Map specific skills to calendar dates. Allow sufficient time for introducing the skill, providing opportunities to practice the skill, and assessing the skill. Note: Math and Science may want to talk about weekly benchmark practice. Note: In science � until we have end of course exams, we need to align focus calendars with core curriculum pacing guides and pupil progression in order to ensure that all benchmarks are taught prior to taking the FCAT.Note: Math and Science may want to talk about weekly benchmark practice. Note: In science � until we have end of course exams, we need to align focus calendars with core curriculum pacing guides and pupil progression in order to ensure that all benchmarks are taught prior to taking the FCAT.

41. Activity: Create a Mock Instructional Focus Calendar Develop an Instructional Focus Calendar utilizing the following tools: Sample District Math 3rd Grade Instructional Focus Calendar Sample school Edusoft Baseline and Mid-Year data Instructional Focus Calendar guiding questions: What do students need to know? What resources/materials do I need to teach them? How much time do I need to do it? You will have twenty minutes at your table to work.

42. Final IFC Reminders & Look-Fors: Reading Content Focus- This document provides teachers with FCAT specification information and sample questions that the state has provided for that benchmark. Areas to Supplement- There are tested topics that are not covered in Storytown that teachers will need to supplement. They should utilize the item specifications document and the sample questions that are provided by the state to determine the materials they need. Third Grade- Text Structure: Compare and Contrast (LA.3.1.7.5); Shades of Meaning (LA.3.1.6.9); Text Structure: Cause and Effect (LA.3.1.7.5); Descriptive/ Figurative Language (LA.3.2.1.7); Reading/ Organizing Informational Text( L.A.3.6.1.1) Fourth Grade- Multiple Meanings (shades of meaning & analyze words in text) (LA.4.1.6.9); Fifth Grade- Multiple Meanings (shades of meaning &analyze words in text) (LA.5.1.6.9) FCIM Maintenance Weeks- There are weeks that are built into the calendar labeled FCIM Maintenance. During these weeks teachers can re-teach, enrich, and provide interventions based on their data. DBQ- The four DBQ�s are built into the reading calendar for grades four and five. They are assigned to specific tested reading benchmarks. StoryTown Order- The lessons from StoryTown do not go in order. This is because some lessons are not aligned to the tested benchmarks. These are samples- We have used StoryTown as the suggested text and have provided samples of essential questions. Please feel free to utilize other instructional tools at your school or essential questions that teachers have created.

43. Final IFC Reminders & Look-Fors: Math Essential Questions on the IFC are different from those in the Go Math Text. The Text �Essential Question� is more of an objective. Please refer to the IFC for your EQ�s. Bellringers are intended to be 5 � 10 minutes of your math block or morning work. They are not to replace the core curriculum and are meant to focus on a specific benchmark for an extended period of time. For Grades 2-5, they are FCAT-like, ensuring that students have exposure to test-like items. K-1 have Bellringer �Focus� activities that �are hands-on, inquiry based strategies, specific to the standards. Kindergarten has transitioned to the Common Core Standards. There are certain areas within each grade level where additional resources (outside the textbook) are needed to reach the depth of understanding required for mastery. These areas have been referenced within the IFC and refer to the Curriculum Map for suggestions, plans, and ideas.

44. Final IFC Reminders & Look-Fors: Science Fifth grade will complete all annually assessed benchmarks before FCAT. EduSoft Achieves is the testing tool used for benchmark assessment along with Chapter Test and benchmark review in the core curriculum. Each month includes a minimum of two labs. K-4 benchmarks are based on the fifth grade assessed benchmarks. Each chapter includes a week of review and assessments. First through fifth grade includes benchmark reviews in the core. Science Fair should be held before winter holidays.�

45. Final IFC Reminders & Look-Fors: Writing The Writing Focus Calendar is intended to be a supplement to the Reading Focus Calendar and provide teachers with an timeline for supporting tested benchmarks in Writing. Covers the tested Writing benchmarks while incorporating the Writing Process. Writing Focus areas should be targeted in instruction to ensure key areas and skills are taught. Narrative and Expository benchmarks are presented before FCAT while Persuasive, extension of the Writing Process, and Oral Presentation is presented after FCAT. The Writing Process benchmarks are not listed directly on the Focus Calendar but attached as pages 3-4.

46. Final IFC Reminders & Look-Fors:Social Studies The Social Studies Instructional Focus� calendars are: based on the NGSSS and legislative mandates aligned to the Social Studies K-12 Skills and Concept Matrix designed to prepare students for the upcoming middle school Civics EOC � The Florida Legislature has mandated certain K-5 instructional initiatives by specific legislation which include: Celebrate Freedom Week Flag Education History of the Holocaust History of African Americans Contributions of Hispanics Contribution of Women Character Education Sacrifices of Veterans � K-12 Social Studies Skill and Concept Matrix Review the matrix to determine which skills and concepts should be introduced, developed, mastered and reinforced by grade level Consider how mastery will be assessed

47. DATE TIME: Rally Coach You have one minute to read the Instructional Focus Calendar FAQ handout. Now, meet with your third date partner. The person whose clothing has the most blue will be partner A. Partner A will teach partner B the Data Disaggregation and Timeline Development of the 8-Step FCIM process as if you are teaching teachers at your school. Partner B will teach partner A the Instructional Focus and Ongoing Assessment of the 8-Step FCIM process as if you are teaching teachers at your school. You will have one minute each.

48. How Does Sustained Instructional Focus Drive Student Achievement?

49. Summarizing Activity: Index Card Exit Ticket On the index card provided, respond to the following question: What additional support do I need to help my school effectively implement the FCIM model? Write your name and/or school on your exit ticket.

50. HOMEWORK: School Site PD on FCIM Provide professional development at your school site on the FCIM process and implementation of instructional focus calendars. You now have the knowledge, tools, and capacity to be the expert voice at your school site. Guide your teachers with the goal of making them knowledgeable and confident in implementing FCIM.