Davenport Anderson FOCUS Model,

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• Floridas Continuous Improvement Model
• Focusing on Student Achievement
• Overview from
• NEFEC

• Davenport / Anderson FOCUS Model,
• Closing the Achievement Gap No Excuses

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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.

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Brazosport Gains
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Brazosport Gains
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Brazosport Gains
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Floridas Continuous Improvement Model

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2005-2006 Data Charts from NEFEC Pilot Schools
2004-2005 School 1B School 2A
2005-2006 /AYP School 1A /Y School 2A /Y
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2005-2006 Data Charts from NEFEC Pilot Schools
NEFEC CIM Schools

Reading Level 1 Decrease

Middle Grades
35
30
25
Reading 2005
Level 1
20
Level 1
15
Reading 2006
Level 1
10
5
0
Grade 6 School 1
Grade 7 Sch 1
Grade 7 Sch 2
Grade 7 Sch 3
Grade 6 School 2
Grade 6 School 3
Grade 8 Sch 1
Grade 8 Sch 2
Grade 8 Sch 3
Pilot Middle Schools 1, 2, 3
2004-2005 School 1B School 2A School 3B
2005-2006 /AYP School 1A /Y School 2A /Y School
3B /P
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2005-2006 Data Charts from NEFEC Pilot Schools
NEFEC CIM School

Reading Level 1 Decrease

High School
45
40
35
Reading 2005
30
Level 1
25
Level 1
20
Reading 2006
Level 1
15
10
10th Grade did not implement CIM
5
0
Grade 9 Sch 1
Grade 9 Sch 2
Grade 9 Sch 3
Grade 10 Sch 1
Grade 10 Sch 2
Grade 10 Sch 3
Pilot Schools 1,2 3
2004-2005 School 1B School 2A School 3C
2005-2006 / AYP School 1A / Y School 2A /
Y School 3C / N
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• When principals were asked, Of all things you
  implemented this past year what one thing do you
  feel led to the most improvement in student
  achievement?
• Unanimous response
• Floridas Continuous Improvement Model

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FCIM IS. . .

• Quality-based approach
• Tracks student performances
• Based on research
• Helps to close achievement gaps
• between all racial and socioeconomic
• sub-groups
• Performance-driven
• Standards-based

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• FCIM treats students as
• individual learners

Teachers deliver focused explicit lessons on
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.
Students receive explicit tutorial/remediation in
that benchmark skill.
OR
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• FCIM is a systemic model

Helps teachers focus instruction on the needs of
ALL students by teaching them how to use ongoing
data analysis to inform their instructional
decision making.
Helps teachers by emphasizing collaborative
review of progress monitoring data through out
the year.
Assists principals in working with school teams
to align curriculum based on data analysis and
needs assessments.
Helps principals with a model for monitoring
school wide student progress.
Emphasizes goal setting, school wide
collaborative cultures
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What are the Benefits of Implementing FCIM?

• Align curriculum, instruction and assessment
• Assist professionals in using student performance
  data to design instruction
• Provide them with deliberate support and frequent
  monitoring of teaching and learning
• Focused instruction through curriculum alignment
  and identify specifically tested benchmarks
• Create schools that are high performing with
  positive school cultures and effective school
  leadership

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FCIM Tools for Success
Mapping Training

• Plan Do Check Act Cycle

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Professional DevelopmentFor NEFEC Implementing
Schools
Three Day Training for New Implementers Day 1
Overview, School Analysis, Implementation
Planning Day 2 Curriculum Mapping Day 3 CIM
in Action (Explicit Teaching, Collaborative
Meetings, Monitoring Effectiveness)

• Two Day Training For Existing CIM Schools
• Refresher / Process Check
• Moving Beyond Initial Implementation / Rigor and
  Relevance

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FCIM Research Base

• Effective Schools correlates
• Work of Edwards Deming in Total Quality
  Management
• Baldrige in Education components
• Implementation of current research regarding
  effective instructional practices

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CIM in Action

• Ongoing site based professional development in
  areas specific to supporting implementation
• Opportunities for collaborative discussions
  across the school staff on a regular basis.
• Opportunities and support for faculty study
  groups / action research teams
• Weekly or bi-weekly gathering of teams of
  teachers, administrators, and specialists to
  review student data and discuss instructional
  practices (PDCA Meetings)

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PLAN, DO, CHECK, ACT PDCA Cycle
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Components of FCIM
Data Disaggregation
PLAN
Calendar Development
DO
Instructional Focus Lesson Explicit
Teaching Sequence
Benchmark Assessment
CHECK
Spiral Review
Collaborative Monitoring
ACT
Remediation / Enrichment
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What Does All this Mean to Teachers? Heres the
nuts and bolts on whats being asked of you. You
may already be doing several of these things but
they may not be happening school wide or with
adequate support.
Look at Data Analyze Benchmarks for Your Grade or
Content Area Create an Instructional Focus
Calendar Teach Explicit Focus Lesson Each
Day Give a 4-6 Question Quick Check / Quiz on
Each Focus Skill You Teach Meet Weekly or Bi
Monthly to Compare Quick Check Results, Share
Best Practices for Upcoming Instruction, and Plan
Remediation and Enrichment for Students
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• Development of
• Instructional Focus Calendar
• A Specific Kind of Curriculum Map
• Time allocations are based on the needs of
  student groups and the time needed to teach the
  benchmark.
• Effective instruction begins by knowing what
  students need to learn, what teachers need to
  teach, how long instruction will take, and when
  it is being assessed.
• Many principals use a detailed instructional
  calendar in place of lesson plans. This helps
  reduce paperwork for teachers.

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Sample Instructional Focus Grade Level Overview
Map
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• Delivery of Instructional Focus Lesson
• Teachers use focused explicit strategies for
  delivering lessons addressing tested and target
  benchmarks.
• Lesson needs to be 15 20 minutes, focused on
  one skill, interactive and engaging.
• Sequence of explicit instruction needs to be
  followed.
• Introduce Focus Skill
• Give Definition of the Skill
• Provide an Essential Question to Guide Learning
• Model / Example
• Provide Guided Practice and Move toward
  Independent Practice
• Checking for Understanding

• Teachers in other content areas work to build
  opportunities to reinforce learning of
  tested/target benchmarks from Reading and Math.
  ALL teachers and staff are involved in learning
  the FCIM process not just Reading and Math
  content area teachers.

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Components of FCIM

• Assessment
• After the tested/target benchmark has been
  taught for the assigned time, teachers administer
  a FCIM quick check (benchmark skill assessment).
  
• 80 of students must master the benchmark before
  teachers move on to another target benchmark.
• Assessments are short and frequent devices for
  monitoring the success of instruction and the
  progress of each students learning.

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Why Frequent Assessment?

• Shorter, more frequent assessments allow teachers
  to detect and correct problems early before
  problems compounded over time.
• If students do poorly on a particular benchmark,
  additional teacher resources or different
  strategies are used.

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Tutorial

• Students who fail an assessment are provided
  tutoring using explicit teaching strategies
  devoted to re-teaching non-mastered target
  benchmarks.
• There are a variety of ways of providing
  tutorial. Teachers in all grade levels and
  content areas may be utilized to provide tutorial
  or enrichment activities. Some professional
  development may be needed and FCIM Lead Teams
  need to create a school wide tutorial model that
  meets the needs of their students.

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Enrichment

• Students who have mastered the target benchmarks
  are provided opportunities for enrichment.
• Instruction focuses on enhancing, extending and
  applying deeper understanding and skills of
  target benchmarks. May be hands on learning
  projects, web quests, or other engaging
  activities.

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Opportunities for Enrichment

• Designed for all kinds of learners
• Provides enrichment opportunities for students
  who have shown mastery on FCIM assessments
• Related to the Instructional Calendar / Timeline
• Can be combination of computer based enrichment
  and teacher / student interaction
• Could be performance projects, web quests, etc

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Spiral Review

• Teacher incorporates spiral review or days into
  his/her instructional calendar for each month
• Happens on a regular basis
• Is planned not haphazard
• Instruction and Review are differentiated to meet
  the needs of all learners

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School Wide Monitoring

• Principals and other school leadership conduct
  frequent and regular walkthroughs during the
  instructional focus to monitor progress, ensure
  fidelity to the model and offer support as needed
  to teachers and staff
• School leaders use observation of instructional
  practices and review of data to encourage
  teachers, provide information for professional
  development plans, gauge school wide
  effectiveness and look for areas where additional
  professional development may be needed to support
  implementation

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Role of the Principal

• The principal makes time to be continuously
• involved in the eight step process
• Serves as the model for embracing
• continuous improvement
• Communicates clear expectations
• for teacher and student performance
• Provides support to instructional staff
• Identifies resources and makes smart
• fiscal choices to support Floridas
  Continuous
• Improvement Model

Knows what is being taught Knows how it is
being taught Knows how the students are doing
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FCIM Summary

• Align curriculum, instruction and assessment to
  targeted SSS benchmarks through a systematic
  process
• Requires use of disaggregated student
  achievement data to schedule and design explicit
  instruction on target benchmarks
• Target instruction to focus on mastery of target
  benchmarks by all students, providing remediation
  for those who need it.
• Develop instructional calendars to specify time
  for explicit instruction for target benchmarks
• Conduct frequent classroom assessments to
  monitor student progress and the effectiveness of
  instruction
• Provide remediation for those students who did
  not master the tested/target benchmarks
• Provide enrichment that encourages higher-level
  thinking activities for students who did master
  the target benchmarks

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A Paradigm Shift
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Lessons Learned about Successful CIM
Implementation
Implementation cannot be a top down model
Including Teachers in Implementation Planning is
Critical
FCIM is not about just making teachers
accountable for what they teach. Its about
giving them tools for identifying the most
critical skills to teach first and for monitoring
the progress of students toward mastery.
Successful implementation begins with an
instructional leader willing to lead with a
positive attitude and do whatever it takes to
support teachers during the first year
implementation.