Implementing the Continuous Improvement Model (CIM)

1. Implementing the Continuous Improvement Model (CIM) Focusing on Student Achievement The School District of Osceola County https://inside.osceola.k12.fl.us/Departments/DeptPages/Curriculum_and_Instruction/CIMContinuousImprovementModel.asp

2. When FLDOE asked some principals, “Of all things you implemented this past year, what one thing do you feel led to the most improvement in student achievement?” 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

3. Continuous Improvement ModelObjective 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.

4. The Continuous Improvement Model (CIM) Closing the Achievement Gap No 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.

5. Components of the 8-Step Continuous Improvement Model 1. Disaggregate Test Data 2. Develop a CIM Focus Calendar 7. Reinforce learning through Maintenance 3. Deliver the CIM Focus Lesson 8. Monitor Progress 4. Administer Mini-Assessments 5. Tutorials 6. Enrichment

6. 8-Step Continuous Improvement Model within the PDCA Cycle

7. School CIM Lead Team • 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).

8. Common Belief All students can learn!

9. theContinuousImprovementModel Implementing

10. PDCA: Plan Step 1: Disaggregate Data

11. Begin with DATA • Examine and discuss state assessment results • Examine mini-assessment results throughout the school year

12. Data Disaggregation of FCAT Results An example is the D.A.R.T. Model • Disaggregate Data • Assess Needs • Review Resources • Target Instruction http://www.flbsi.org

13. D.A.R.T. (Sample Page) • 2008 Reading Subtest Results • The 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.

14. Data Disaggregation Quick Review • 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 improvement • Share data with ALL stakeholders, including students

15. CIM WORK PLANData Disaggregation Notes:____________________________________________________________________ ___________________________________________________________________________

16. PDCA: Plan Step 2: Develop CIM Calendar

17. CIM Calendar 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

18. CIM Calendar What do you need to get started? • State assessed benchmarks • Student weak/strong benchmark information • Weight of each strand • District school year calendar • State testing calendar • Campus school year calendar • Blank calendar and pencil and eraser

19. CIM CalendarA Specific Kind of Curriculum Map • 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.

20. CIM CalendarA Specific Kind of Curriculum Map • 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.

21. CIM Calendar Aligns • Sunshine State Standards • Instruction • Assessments Sunshine State Standards

22. CIM WORK PLANCIM Calendar Notes:____________________________________________________________________ ___________________________________________________________________________

23. PDCA: Do Step 3: Deliver CIM Focus Lesson

24. CIM Treats Students as Individual Learners Teachers deliver focused, explicit lessons on state tested benchmark skills. Students are assessed at regular intervals on each skill and based on those results ….. Students receive enrichment that goes beyond the assessed benchmark. OR Students receive explicit tutorial/remediation in that benchmark skill.

25. Role of the Teacher • 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.

26. Planning the CIM Focus Lesson • 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.

27. Teaching 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!

28. CIM WORK PLANCIM Focus Lesson Notes:____________________________________________________________________ ___________________________________________________________________________

29. PDCA: Check Step 4: Administer Mini-Assessments

30. 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.

31. Why Frequent Assessments? • 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.

32. Mini-Assessments Quick Review • Involves teacher collaboration to develop a common test • FCAT format and rigor • Short and quick (4-5 questions) • Taken by all students • Graded and results provided immediately • Use scored assessment as a teaching tool

33. FCAT Test Maker • Provides mini-assessments aligned to SSS • Relevant to FCAT so students know what to expect • Supports PDCA

34. Mini-Assessments: Assessment Profile Sheet 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.

35. Mini-Assessments: Analyze the Data Analyze the data from several angles. 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.

36. CIM WORK PLANCIM Mini-Assessments Notes:____________________________________________________________________ ___________________________________________________________________________

37. PDCA: Act Step 5: Tutorials

38. Tutorials • 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.

39. What Does a Tutorial Class Look Like? • Time needed will be determined by data • Small groups • Differentiated instruction • Provided during the school day

40. CIM WORK PLANTutorials Notes:____________________________________________________________________ ___________________________________________________________________________

41. PDCA: Act • Step 6: • Enrichment

42. Enrichment • Provided for students who have shown mastery on mini-assessments. • Designed for all kinds of learners. • Related to the CIM Calendar.

43. 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.

44. CIM WORK PLANEnrichment Notes:____________________________________________________________________ ___________________________________________________________________________

45. PDCA: Check Step 7: Maintenance

46. 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.

47. Maintenance • Ensures that benchmarks are retained • Strengthens student knowledge of benchmarks • Provides additional learning opportunities • Reinforces thinking processes • Identifies students needing additional instruction

48. CIM WORK PLANMaintenance Notes:____________________________________________________________________ ___________________________________________________________________________

49. PDCA: Check Step 8: Monitoring

50. Monitoring Monitoring assures that once the process begins, it stays on target! Monitoring is a multi-faceted step that involves EVERYONE. District Principal & Administrative Team 8-Step Instructional Process Students Teachers