FCIM

Florida Continuous Improvement Model, FCIM

This is primarily for Sydelle since Algebra and Geometry are the only topics that these have been created for.
I plan on using these as a daily warm-up activity.  To get them, you have to go to the Secondary Math Moodle Site where you can also get your curriculum maps.  learn.pasco.k12.fl.us

Florida Continuous Improvement Model (FCIM)

FCIM BACKGROUND INFORMATION

Florida's Continuous Improvement Model is a continuous process in which data analysis determines classroom instruction. High student achievement with the Next Generation Sunshine State Standards is the teaching focus of the Florida Continuous Improvement Model (FCIM). FCIM is based on the FOCUS Process.

F - Formulate a plan; Disaggregate student performance data.

O - Optimize time by preparing and following a timeline; Plan the instructional calendar.

C - Concentrate on teaching standards and collaborate with the instructional team; Teach the instructional focus in the classroom.

U - Utilize assessments at short, frequent intervals; Conduct frequent student assessments, maintain and monitor the teaching and learning process.

S - Sustain learning with tutorial, enrichment, and maintenance activities; Provide tutorials for re-teaching or enrichment for objectives that have been mastered.

                        Anderson , G., & Davenport, P. FOCUS on student achievement: Integrated system for improving student performance, p.8.

For additional information on the FCIM process please visit:

http://focus.florida-achieves.com/%28S%28cpsad4jp44cbkbqvelyf2det%29%29/AboutCIM.aspx

PASCOizing FCIM

A complaint voiced by many mathematics teachers is the students’ lack of retention of learned material.  This is why Pasco is choosing to use FCIM Mini Lessons to spiral back on previously taught material.  A focus calendar has been created with a suggested order and timeline of the FCIM Mini Lessons.  The order of the calendar is based upon the Pasco Curriculum Maps.  The goal is to use the FCIM lesson as a review after the standard has already been taught in the classroom. 

Each FCIM Mini Lesson is implemented for approximately 5-10 minutes each day and continues for six days over the course of every 6-8 days.  We know there are times when you might have a test, or you have a lesson or activity that will take the entire period, or there is an assembly, or the fire alarm goes off, or a lockdown occurs, or… you get the idea!  The bottom line is that we understand things will come up, which is why the suggested timeline only accounts for six out of the usual 6-8 day spans listed on the calendar. 

Not all of the FCIM Mini Lessons must be taught.  Please determine the needs of your students (for Algebra 1, use data as a whole from last year’s Algebra 1 EOC results and classroom assessments; for Geometry, use classroom assessments) and choose to teach only the appropriate lessons.  This may also free up the FCIM Mini Lesson calendar to allow more flexible implementation.

Each of the lessons follow the gradual release model (I Do, We Do, You Do) and have collaborative structures embedded throughout.  The questions within the lessons cover the levels of Webb’s Depth of Knowledge (DOK) used on the Florida FCAT 2.0 and EOC assessments (low, moderate, and high).

IMPLEMENTATION OF PASCO’S ALGEBRA 1 AND GEOMETRY FCIM MINI LESSON PROCESS

DAY ONE: The first day of each FCIM Mini Lesson is a pre-test. The pre-test can be accessed and scored on the FOCUS Florida Achieves website (http://focus.florida-achieves.com) or a paper/pencil copy can be obtained on the Secondary Mathematics Learn (Moodle) website (http://learn.pasco.k12.fl.us/course/view.php?id=163).  The only exception in using the FOCUS Florida Achieves website for the pre and post test is MA.912.A.3.5.  A question was found that did not meet this standard.  Please use the pre and post-test from the Secondary Math Moodle site for benchmark MA.912.A.3.5.

DAY TWO: The teacher uses the pre-made PowerPoint lesson to implement direct instruction (I Do).  This should be a think-aloud where the teacher models the skill (I Do) as the students follow along.  Also, vocabulary instruction is included.

DAY THREE: The students complete a task, generally together (We Do), and check each other’s work.  The teacher still has an active roll in making sure the students have a correct understanding of the skill.  The We Do portion of the lesson typically has a collaborative structure built in, such as Sage-and-Scribe, Pick-A-Card, Shoulder Partners, etc. The questions on day three are typically low and moderate questions according to Webb’s Depth of Knowledge (DOK) used on Florida state assessments.

DAY FOUR: The students complete a task, generally together (We Do), and check each other’s work again.  The We Do portion of the lesson typically continues in a collaborative structure, but the level of the questions will be moderate to high.

DAY FIVE: The students complete practice problems independently (You Do) and check their work at the end.  There are typically three problems, one at each level of Webb’s DOK.

DAY SIX: The last day of each FCIM Mini Lesson is the post-test. The post-test can be accessed and scored on FOCUS Florida Achieves website (http://focus.florida-achieves.com) or a paper/pencil copy can be obtained on the Secondary Mathematics Learn (Moodle) website (http://learn.pasco.k12.fl.us/course/view.php?id=163). The only exception in using the FOCUS Florida Achieves website for the pre and post test is MA.912.A.3.5.  A question was found that did not meet this standard.  Please use the pre and post-test from the Secondary Math Moodle site for benchmark MA.912.A.3.5.