|
Overview of the Florida Continuous Improvement Model
This quality-based approach that tracks student performances is based on research, helps close the achievement gap between all racial and socioeconomic sub-groups, and is data-driven. Implemented at all levels, the Florida Continuous Improvement Model treat students individually by assessing how much they are learning at regular intervals. Based on these assessments, students who have achieved the mastery level receive enrichment to challenge them further. Others receive remediation to improve their skills to accepted standards. Strong principals, high expectations for teachers and students, sharp instructional focus, a safe and orderly climate conducive to learning, and standards of high achievement will make all Miami-Dade County Public Schools effective.
History of the Florida Continuous Improvement Model
Miami Dade County Public Schools' Florida Continuous Improvement Model District-wide initiative is based on a successful model used by the Brazosport Independent School District. Over the course of eight years, Brazosport raised its student performance to record levels across the board, earning distinctive state and national honors. Using these proven strategies, Miami Dade County Public Schools will lead the state in raising student performance.
Effective Schools Research
Dr. Larry Lezotte, Dr. Ron Edmonds, and Dr. Wilbur Brookover - researchers from Michigan State University began research on effective schools. Effective schools are defined as one in which equal proportions of low and middle- income level children demonstrate high levels of mastery of the essential curriculum. In an effective school, there are no differences in the proportion of students mastering the basic skills as a function of the group to which they belong. A true quality of an effective school is that ALL students can learn and teachers can teach ALL students.
Five Characteristics of Effective Schools
- Instructional leadership: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates the mission of the school to staff, parents, and students. In addition, the principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program.
- High Expectations: In an effective school, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of the essential skills. They also believe that they, the staff, have the capability to help all students obtain that mastery.
- Instructional Focus: In the effective school, there is a clearly articulated mission of the school through which the staff shares an understanding of and a commitment to the school's goals, priorities, assessment procedures, and accountability. The staff in the effective school accepts responsibility for the students' learning of the essential curricular goals.
- Safe/Orderly Climate: In the effective school, the school environment must be conducive to teaching and learning. The school needs to be safe because the presence or absence of a safe learning environment enhances or impedes learning.
- Frequent Measures of Student Achievement: In the effective school, frequent assessments helps principals and teachers make good decisions and take the right actions to improve student learning. After standards have been taught, a benchmark assessment should be administered to identify mastery and non-mastery students.
Plan-Do-Check-Act (PDCA)
The Plan, Do, Check, Act asserts that quality must be maintained in a continuous cycle. It is applied to planning, problem solving, and decision making in any organization.
Total Quality Management
This is a management strategy aimed at embedding awareness of quality in all organizational processes. It is designed to improve any organization (state, district, or school) at any level (classroom or administration). Dr. W. Edwards Deming quality principles can serve as a guide for success in student achievement.
Additional Resources/Information
FCAT Overview
Cognitive Complexity Classification of FCAT SSS Test Items
FCAT Summary of Test and Design
What Every Teacher Should Know About FCAT
SSS Six Year Cycle
Understanding the FCAT Results
Instructional Calendar
|
