florida continuous improvement modelflorida continuous improvement model

3. Proficiency on the FCAT is attained at scoring level 3 or higher in reading and mathematics on a 5-level range. Has an AYP Count of four (4) or greater; and. Instructional Focus Lessons : Purpose Provide a short, explicit lesson that focuses on targeted benchmarks identified through data analysis, Instructional Focus Lessons : Planning Lesson of the Day Instructional Focus Lesson 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, 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. The Department monitors the districts support to schools. To provide structure to their continuous improvement practice, many organizations choose to follow a continuous improvement model. time. These meetings shall be held at convenient times for the teacher and parent such as morning, evening, or weekends. Rulemaking Authority 1001.02(1), 1008.33 FS. The goals of Six Sigma are to achieve stable and predictable process results, through clearly defined, measurable processes, and a commitment to sustained quality improvement. Has an AYP Count of four (4) or greater; and. 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.) Create an effective communication system to keep parents informed regarding their child's progress by: o Providing parents with monthly reports on their children's progress. (f) A school shall be categorized as an Intervene school when the school: 1. (d) A school shall be categorized as a Prevent II school when the school: 1. School districts are required to report on all schools in DA on the forms entitled DA-1, Baseline and Mid-Year Data Report and DA-2, Mid-Year Narrative Report, effective as of the effective date of this rule.

(c) If a school does not exit the Intervene category after one (1) year of implementing one (1) of the options for reconstitution, a different option will be selected by the district each year until all options are exhausted, in which case the school will be closed and students reassigned. Continuous improvement is an active, intentional practice, ideally one that is honed across an entire organization. The district to enhance its school allocation formula to provide additional funds, resources, and personnel to the school. (y)(v) Peer Review means the process by which school staff reviews and provides feedback on another schools improvement plan. Learn about two different continuous improvement models and determine which one might be right for your organization. 3. Proficiency on the Florida Alternate Assessment is attained at scoring level 4 or higher on a 9-level range. 4. Significant progress is defined as: 1. 3. Evidence-based practices that build a district or schools 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 20, FCIM Overview: Components Data Disaggregation (Plan) Instructional Focus Calendar (Plan) Instructional Focus Lessons (Do) Mini-Assessments (Check) Maintenance (Check) Monitoring (Check) Tutorials and Enrichment (Act), Data Disaggregation: Purpose Data. Create stunning presentation online in just 3 steps. Progress will be reported annually to the Department for three (3) years. The school to establish common planning time within the master schedule to allow meetings to occur a minimum of two (2) times a week, by grade level in elementary school and by subject area at the secondary level. If the master schedule cannot allow all grade level or subject area teachers to participate at the same time, the district must establish weekly common planning time after school for a minimum of one (1) hour a week. c. The district to reassign or replace instructional faculty and staff whose students failure to improve can be attributed to a lack in performance on the part of faculty and staff providing instruction. Instructional Focus Calendar: Keys to Success Collaboratively develop the calendar with input from all teachers. (c) AYP is comprised of thirty-nine (39) criteria as follows: 1. Lean is a mindset that helps you make smarter decisions about how to invest your time, energy, and money. The thirty-seventh criterion is met if school-wide performance in writing improved by one (1) percent or is at a rate of ninety (90) percent or higher; 6. (t)(s) Instructional monitoring process means a process for monitoring instructional programs and practices and ensuring that they are implemented. Agenda.

(a) Every public school is expected to make adequate yearly progress towards state proficiency goals for each subgroup. Common Board Configuration. 2. 2. Proficiency on the Florida Alternate Assessment is attained at scoring level 4 or higher on a 9-level range. The thirty-eighth criterion is met if the school does not earn a grade of D or F; and. the Continuous Improvement Model & the Eight-Step Process . Only one advisory board is required for a district with more than one school in the Intervene category. The principal must have experience turning around a low-performing school. The first nine (9) criteria are met by determining whether the participation rate for each subgroup being evaluated in reading is at least ninety-five (95) percent. (5) Intervention and Support Strategies. DPO can be contacted at, Biopharma Portfolio Management Trends to Look Out For, Reinforcing Value Through Sustainable Products and Processes, PMO Case Study Roundup: Improve Efficiency, Reduce Costs, SAFe Agile Metrics: Measure Your SAFe Success, Pharmaceutical Portfolio Management: A Complete Primer. (d) If a school does not exit the lowest-performing category during the initial year of implementing one of the reconstitution options, the school district must submit a plan, for State Board of Education approval, that includes details for implementing a different reconstitution option at the beginning of the next school year, unless the provisions of paragraph (8)(e) of this rule apply. The fourth nine (9) criteria are met by determining whether the annual goals for mathematics proficiency are met by each subgroup being evaluated; 5. 3. (5) Intervention and Support Strategies. Schools use the Florida Continuous Improvement Model used to create plan. 3. Just as a circle has no end, the PDCA cycle should be repeated again and again for continuous improvement. The Department shall approve or deny the waiver and notify the district. Is a D elementary or middle school with AYP counts less than 4 that failed to meet AYP criteria for fewer than two (2) consecutive years; or, 2. Alternative schools are exempt from qualifying for the Intervene category. 3. Florida Continuous Improvement Model FCIM. The action required for each school category is set forth in the form entitled, Form DA-3 DA2 Strategies and Support for Differentiated Accountability, effective as of the effective date of this rule. Differentiated pay may be offered to faculty through signing bonuses and compensation for mandatory professional development and involvement in additional parent and student functions after school. One strategy used to generate solutions for these areas is continuous improvement, which allows companies to identify ways to streamline processes. (e) Benchmark Mid-Year Assessment means a diagnostic assessment given at the mid-point of a school year to evaluate students progress on grade-level skills in reading, mathematics, science, and writing. c. The district to employ a fair, consistent, transparent, and reliable system to reassign or replace the majority of the instructional faculty and staff whose students failure to improve can be attributed to a lack in performance on the part of faculty and staff providing instruction. 3. (8) Intervene Status; exiting the Intervene category; consequences of failing to exit. 2. The district and Department monitor progress and support schools. Specifically, the school will provide Updated March 10, 2023 Businesses and organizations may regularly identify areas of improvement to ensure their operations are effective and efficient. presented by the homeless youth capacity building project in partnership, Strategic Improvement Planning A Continuous Improvement Model - . The Continuous Improvement Management System (CIMS) was developed by BSI to provide districts and schools with an online platform to support school improvement.

The Department shall provide recommendations to the superintendent district with respect to replacing the principal, assistant principals, and instructional coaches. f. The district to provide the school with a fully released reading coach and a fully released mathematics or science coach, and will provide additional coaches based on enrollment, unless the district provides direct instructional support services. Open your mind to new information. Beginning with the highest performing, the categories are entitled: Schools Not Required to Participate in Differentiated Accountability Strategies, Prevent I, Correct I, Prevent II, Correct II, and Intervene. Significant progress is defined as: 1. Instructional Focus Lessons : Self-Reflection What effective teaching strategies did I use?

These meetings shall be held at convenient times such as morning, evening, or weekends. Has met at least eighty (80) percent of AYP criteria for at least two (2) consecutive years. check do act plan. 3. Has an AYP Count between one (1) and three (3); and. (b) AYP shall be calculated in accordance with Part II, 1.-5. of the 2009 Guide to Calculating Adequate Yearly Progress (AYP) Technical Assistance Paper, June 2009, which is hereby adopted by reference in this rule and accessible at http://schoolgrades.fldoe.org/pdf/0809/2009AYPTAP.pdf. The action required for each school category is set forth in the form entitled, DA2 Strategies and Support for Differentiated Accountability, effective as of the effective date of this rule. Contract with an outside entity to operate the school. The district and Department conduct onsite monitoring of intervention implementations. (8) Intervene Status; exiting the Intervene category; consequences of failing to exit. The Department shall notify each school district of the category of each school located within the district. Agenda. The thirty-ninth criterion is met if a high school improved its graduation rate or has a graduation rate of eighty-five (85) percent or higher. florida continuous improvement model (fcim) 8.1 Disaggregate Test Data Students are grouped based on their diagnosed needs by the first day of school and elementary teachers are organized in departments based of strengths. (bb) Common planning time means the time provided to teachers to meet regularly with common grade-level or subject-area teachers to collaborate. (b) Annual goals or state proficiency goals means the annual targets for the percent of students who meet grade level proficiency in reading and mathematics as established in Adequate Yearly Progress Benchmarks in Florida of the 2009 Guide to Calculating Adequate Yearly Progress (AYP), Technical Assistance Paper dated June 2009, which is hereby adopted by reference and made part of this rule and accessible at http://schoolgrades.fldoe.org/pdf/0809/2009AYPTAP.pdf. In the event the school does not make sufficient progress to exit the Intervene category within one (1) year, the district must choose one (1) of the four (4) reconstitution options described in subsection (8) of this rule. Florida Continuous Improvement Model FCIM. g. The district to assemble an advisory board comprised of district personnel, teachers, community members, and a representative of the Department. Follow established procedures for attendance boundary changes and zoning requirements in reassigning students to different locations. (a) Schools Not Required to Participate in Differentiated Accountability Strategies are schools in the highest-performing school category. d. Identify students from the closing school who were reassigned and monitor their academic progress. The percentage of non-proficient students in reading has increased when compared to the percentage attained five (5) years earlier. (z) Subgroup means a demographic group whose performance on the state assessment is measured to determine AYP and includes American Indian, Asian, black or African American, Hispanic, white, economically disadvantaged students, English language learners, students with disabilities, and all students. Contract with an outside entity to operate the school. The principals contract must include differentiated pay in the form of a signing bonus and performance pay for raising student achievement. (o) Fully released coach means a full time reading and mathematics or science coach who is devoted full time to coaching duties. Applications for waivers are submitted to the Department of Education, K-12 Public Schools, prior to the annual submission deadline of the School Improvement Plan. The school is assigned a value of one (1) AYP count if the school failed to make AYP for two (2) consecutive years and increases by one (1) for each year that the school fails to achieve AYP. Step 5: Use tutorials to re-teach non-mastered target areas. k.l. 4. Applications for waivers are submitted to the Department of Education, K-12 Public Schools, prior to the annual submission deadline of the School Improvement Plan. the georgia school boards association is a, Implementing the Continuous Improvement Model (CIM) - . b. 4. These meetings shall be held at convenient times such as morning, evening, or weekends. (g) Common planning time means the time provided to teachers to meet regularly with common grade-level or subject-area teachers to collaborate.