Florida Continuous
Improvement Model
FCIM
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
Science Capacity Development & School Reform Accountability
Presenter : Cristian Carranza, Science Manager
Agenda
• FCIM Overview :
• DATA (Plan)
• Instructional Focus Calendars (Do)
• Embedded Assessments (Check)
• Tutorial & Enrichment (Act)
•Coach Logs
•Questions
Norms
• Tend to personal needs.
• Open your mind to new
information.
• Organize your thoughts by writing
or drawing.
• Listen respectfully to your
colleagues.
• Share your ideas
HOW TO COMPLETE THE
ELECTRONIC LOG
http://w2k3wwwadmin1.palmbeach.k12.fl.us/coac
hlog/
Sign In Using
District Email
Log-In
Verify Information
Contact Adam
Miller if
adjustments are
needed
A WEEK AT-A-GLANCE
 Monday – Coach observes the teacher
 Tuesday – Coach models the entire instructional
block using required components
 Wednesday – Coach and teacher co-teach
 Thursday – Coach observes the teacher again
and debriefs
 Friday – Attend training
Coaching Continuum

Directive
Model or Demo Lesson
Co-Teaching
Reflective
Description
Both planning and reflecting
conferences focus on
content
Coach models Standardsbased processes and
practices during
conferences
Coach observes lesson and
collects data
Planning and reflective
conferences focus on
instructional practices
(questioning, mgt of group
dynamics, launching,
exploring, or summarizing
lesson within time period,
etc.)
Teacher attends to the
focus area during coach’s
teaching of the lesson and
collects data on it
 Observations and data
discussed during the
reflecting conference
Coach and teacher plan
lesson together beforehand.
Clarify roles:
o Coach teaches a
component of the
lesson that the
teacher is unsure of.
o Coach and teacher
alternate teaching
and observation
o Tasks are shared
Reflecting conference
focuses on the how the
lesson addressed the goals
discussed during the
planning conference.
Teacher determines focus
area at planning
conference
Coach observes lesson
and collects data
Reflecting conference
analyzes data collected by
the coach
Outcomes
Improved content
development
Improved pedagogy and
classroom instruction
Improved confidence in
instructional decision
making
Improved self-assessment
of instruction
Highly directive…
Highly reflective…
Questions?
1. Student Portfolios
2. Essential Labs
3. Instructional Reviews
4. Coach Logs
5. Curriculum Framework
FCIM Overview: Build the Belief
FCIM is based on a common belief…
…All children can succeed!
PDCA Inst ruct ional Cycle
FCIM Overview:
Why Implement?
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
• Evidence-based practices that build a
district or school’s capacity to
establish continuous improvement as
a way of work
• A step-by-step process to use
assessment results to improve
teaching and learning
• Facilitates focused instruction with
laser-like precision for ALL students
FCIM Overview: Purpose
• Provides educators a school improvement
process for:
– Aligning school-wide improvement efforts
– Increasing focus on student achievement
– Using data to drive instruction
– Applying evidence-based improvement
tools
FCIM Overview: Random Acts of
Improvement
High Student
Achievement
= Programs
FCIM Overview: Aligned Acts of Improvement
High Student
Achievement
= Programs
FCIM Overview:
Plan – Do – Check – Act
(PDCA)
Cycle
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
20
FCIM Overview: Components
• Data Disaggregation (Plan)
• Instructional Focus Calendar (Plan)
• Instructional Focus Lessons (Do)
• Mini-Assessments (Check)
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Maintenance (Check)
• Calendar Development
ACT
• Monitoring (Check)
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Tutorials and Enrichment (Act)
• Monitoring
Plan
Step 1: Plan
Data Disaggregation
Data Disaggregation: Purpose
• Data….
– Measures student progress and
program effectiveness
– Identifies students in need of
assistance
– Guides curriculum development
– Maintains educational focus
– Allocates resources effectively
– Reports progress to all stakeholders
– Promotes accountability
Data Disaggregation: Purpose
• Using data to make decisions:
– Leads to quality instruction for all
students
– Ensures equity for all subgroups
– Closes the achievement gap
24
Data Disaggregation: Assess Needs
• Identify strengths and weaknesses
• Prioritize goals
• Consider:
–How will your staff disaggregate data?
–How will you use data to drive and
redirect instruction?
Data Disaggregation: Review Resources
• Educational Data Warehouse (EDW)
• FCAT Demographic Report
• School Grade Report
• AYP Reports
• Test Specifications and Content Focus
Reports
Data Disaggregation: FCIM Work Plan
What needs to
Who will be
be done?
responsible?
Who will
monitor this
process?
When will this
be completed?
What
resources
need to be
used?
(Financial,
Materials, etc.)
Plan
Points to Ponder
Data Disaggregation: Knowledge Check
• Why is it important to disaggregate the school’s
data?
• Do you know each step of the DART model.
• Can you describe why the DART model is
important to FCIM?
PDCA Inst ruct ional Cycle
Plan
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
In a small group:
• Draw a large FCIM diagram on your chart paper and label. (Plan-Do-Check-Act)
• The PLAN section of the FCIM indicates that you are to disaggregate the data
and develop a focus calendar based on the data.
• Use the sample Diamond Report to discuss and list this school’s areas of strength
and areas of need and list in the PLAN section of your FCIM diagram.
Do
Instructional Focus Calendar
Instructional Focus Calendar: Purpose
• While all schools will follow the District Scope
to cover the primary benchmarks, schools
will also collaboratively create a roadmap for
teaching, re-teaching, and assessing targeted
benchmarks during the academic school year to
address their secondary benchmarks based
on data.
Instructional Focus Calendar:
Components
• Dates when benchmarks should be
taught
• Dates for weekly, monthly, and quarterly
assessments
• Other options to include:
– Scheduled days for tutorials and
enrichment
– Days for re-teaching and spiraling back
Instructional Focus Calendar
• Aligns
–Sunshine State Standards
–Instruction
–Assessments
+
=
Instructional Focus Calendar: Segments
August – February
March – May
Instruction covers
prioritized benchmarks and
skills identified through the
analysis of school’s
student data
Instruction consists of
other benchmarks not
covered earlier in the
school year and skills
essential to learning for
the next grade level
Instructional Focus Calendar
• District Pacing Guide determines overall
curriculum
• Instructional Focus Calendar details when
specific benchmarks will be taught
– Not intended to replace the District Pacing Guide
– Use concurrently
– Customized based on academic needs of students at
a specific school
Instructional Focus Calendar:
Development
• What will you need?
– Data from past FCAT
– Prioritized standards
• Not all content areas of FCAT are
weighted equally
– FCAT assessment dates
– District calendar
– School calendar
Instructional Focus Calendar: Development
• Mark off non-instructional
days (holidays, testing days,
etc.)
• Determine the time
available for uninterrupted,
explicit teaching
• Address start and stop times
for benchmarks
Instructional Focus Calendar
• Other things to consider:
– While all schools will follow the District Scope to cover the
primary benchmarks, schools will also collaboratively
create a roadmap for teaching, re-teaching, and assessing
targeted benchmarks during the academic school year to
address their secondary benchmarks based on data.
– not all benchmarks will require the same number of days
– not all content areas of the FCAT are weighted equally; more
time may be spent on the benchmarks that will have a more
significant impact on your students’ academic performance
– be flexible, there will be many unforeseen obstacles to your
Instructional Focus Calendar; be prepared to make
adjustments frequently
– Time for Tutorial and Enrichment activities
Instructional Focus Calendar: Keys to Success
• Collaboratively develop the calendar with input from all
teachers.
• Use results of data analysis to adjust throughout the
year.
• Post calendars in classrooms, throughout the school, and
on the website.
• Include calendars as a regular focus of newsletters.
• Send home an introductory letter about
the FCIM process.
• Be flexible.
Do
Instructional Focus Lessons
Instructional Focus Lessons : Purpose
• Provide a short, explicit lesson that focuses on
targeted benchmarks identified through data
analysis
Instructional Focus Lessons : Planning
• Instructional focus lessons/Bellringers are part
of the regular school day
• 10-15 minutes at the beginning of class
• Explicit Teaching
• “I Do, We Do, You Do” Model - You may have to
supplement with additional materials
• May coincide with District Pacing Guide
Lesson of the Day
Instructional Focus
Lesson
Instructional Focus Lessons : Planning
• The lesson should:
– Be 10 – 15 minutes long
– Have an explicit explanation of the focus benchmark
– Include teacher modeling and examples
– Actively engage students in learning
– Provide guided and independent practice
– Check for understanding
– Include motivating materials such
as graphic organizers or manipulatives
Bellringers
Instructional Focus Lessons :
Self-Reflection
• What effective teaching strategies did I use?
• How did I engage the students?
• How did my students respond to the
instruction?
• What could I have done differently?
Instructional Focus Lessons :
Developing
• Sources for Instructional Focus Lessons:
• Bellringers
• Annually Assessed Benchmark Labs
• Learning Village
• FCAT Item Specifications
– Science Coach
– Textbooks (Glenco, Prentice Hall, etc.) Technology
offers options for delivering via computer, video,
etc.
– DOE
Instructional Focus Lessons : Delivery
• Plan time of delivery
– Should be conducted daily
– 10-15 minutes
– Explicit Teaching
– “I Do, We Do, You Do” Model
• Suggested times include:
– Beginning of Science class
– At a time designated by the Leadership Team
• Provide teachers of other subjects support to
reinforce the focus lessons
CONCEPT INTRODUCTION
“ I DO”
“ WE DO”
“ YOU DO”
Instructional Focus
Lesson: Sample
Template for
Secondary
Benchmark: School
Driven (Based on
Data)
Points to Ponder
Do
Instructional Focus Lessons : Knowledge Check
• Can you identify the purpose of Instructional Focus
Lessons?
• Do you know what to consider when preparing
Instructional Focus Lessons?
• How will you implement the plan at your school?
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
Do
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
•The DO section of the FCIM indicates that you are to implement your Instructional
Focus Calendar and Lessons.
In your small group:
•In the DO section of the FCIM diagram, identify and list the purpose/focus of the
Instructional Focus Lessons at this school.
• What should this school consider when preparing the Instructional Focus
Lessons?
•How should they implement/maintain the Instructional Focus Calendar at this
school?
Embedded Assessments
Check
Embedded Assessments:
Purpose
• Check for student understanding after an
Instructional Focus Lesson has been taught
• Identify mastery or non-mastery of
benchmarks
• Alert classroom teachers to students having
difficulty
• Assess intervention measures
• Evaluate teaching methods
Embedded Assessments: Resources
• Core K-12 (Princeton Review)
• Link will be provided in Learning
Village from the Scope
Embedded Assessments:
Quick Review
• Aligned to Instructional Focus Lessons
• FCAT format
• Short and quick
• Taken by all students
• Collaboratively plan
Points to Ponder
Mini-Assessments: Knowledge Check
• What is the purpose of the mini-assessment?
• Can you list two components of the miniassessment?
• How will you use the results of your miniassessments?
Check
Maintenance
Check
Maintenance: Purpose
• Process of checking to be sure that students
have retained what they learned and can recall
what they were previously taught.
• Reinforces skills and knowledge by “spiraling
back”, or regularly revisiting topics and
addressing objectives throughout the school
year.
Maintenance: Key Components
• Activities should align with the benchmarks
• All students participate
• Implement in the individual classroom daily
• Ongoing and continuously updated
• Reach far back in the instructional cycle
Maintenance: Activity Examples
• Interactive Word Wall Activities
• Science Word of the Day (with connections)
• Vocabulary Bowls
• Maintenance folders
• Flashcards
• Science Trivia Games “Who Wants to be a
Scientist?”, Jeopardy, etc…
• “Science Exploration” Days
Maintenance: Benefits
• Students will remember what they learned
• Reinforce student knowledge of benchmarks
• Provide additional learning opportunities
• Strengthen thinking process
• Identify students in need of additional
instruction
Points to Ponder
Maintenance: Knowledge Check
• Do you know the purpose of implementing the
maintenance component of FCIM?
• Can you identify two strategies for implementing
maintenance?
• How will you use a maintenance work plan back at
your school?
Monitoring
Check
Monitoring: Purpose
• Ensure FCIM is being implemented with
fidelity to improve student achievement
Monitoring:
An Ongoing Collaborative Act
District
Student
Achievement
Teacher
School
Leaders
Points to Ponder
Monitoring: Knowledge Check
• What is the purpose of implementing the
Monitoring component of FCIM?
• Do you know what strong instructional
leadership looks like?
• What is the distributed leadership process?
• How will you use your Monitoring work plan
back at your school?
•The CHECK section of FCIM Indicates that you will use Assessments,
Maintenance, and Monitoring.
In your small group:
•In the CHECK section of the FCIM diagram, identify the assessments, monitoring,
and maintenance strategies that this school should use.
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
Check
Tutorial and Enrichment
Act
Tutorial and Enrichment: Purpose
• Provide additional instruction for students who
do not demonstrate mastery on the MiniAssessments.
• Provide instruction that provides accelerated
learning experiences to students through
access to more challenging content, new
concepts, and higher order thinking strategies.
•The ACT section of FCIM indicates that you will implement tutorials and
enrichment based on data.
In your small group:
•In the ACT section of the FCIM diagram, identify the additional instructional
strategies that you would use for students who do not demonstrate mastery on the
Embedded Assessments.
• Indicate how you would provide accelerated learning experiences to students.
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
Act
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
Summary: Review PDCA
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
Science Capacity Development Team
Cristian Carranza, Science Manager
cristian.carranza@palmbeach.k12.fl.us
Shari Bremekamp
bremekamp@palmbeach.k12.fl.us
William Rizzo
rizzow@palmbeach.k12.fl.us
Crystal Clark
clarkcr@palmbeach.k12.fl.us
Adrian Seepersaud
seepersaud@palmbeach.k12.fl.us
Annmarie Dilbert
dilbert@palmbeach.k12.fl.us
Amie Souder
souder@palmbeach.k12.fl.us
Christel Leahy
christel.leahy@palmbeach.k12.fl.us
Heather Trapani
trapanih@palmbeach.k12.fl.us
Terrence Narinesingh
narinesingh@palmbeach.k12.fl.us
Robera Walker
robera.walker@palmbeach.k12.fl.us
Kirk Nieveen
kirk.nieveen@palmbeach.k12.fl.us
Paul Wojciechowsky
wojciep@palmbeach.k12.fl.us
Andrea Reilly
reilly@palmbeach.k12.fl.us