Upload
spom48
View
221
Download
0
Embed Size (px)
Citation preview
8/9/2019 Science Toolkit
1/21
The FOCUS Processand Science
Instruction
Copyright 2008 The Wil liam Cecil Golden School Leadership Development Program. This resource wasdeveloped by the Panhandle Area Educational Consortium serving as a Program Partner.
8/9/2019 Science Toolkit
2/21
Floridas Vision forEducating All
Children is ClearThere are:
No Excuses
8/9/2019 Science Toolkit
3/21
The Mission In effective schools, not only do teachers
believe the students can learn, but they
also believe that they, the teachers, canteach them. Teachers in effective schoolsgo about their business of teaching withthe confidence that they will succeed.They are continuously seeking ways to dotheir job better, not looking for excuses for
not doing it.
Dr. Larry Lezotte
8/9/2019 Science Toolkit
4/21
To Achieve the Goal
Florida Schools will employ the
process known as:
FOCUS on Student Achievement:
Floridas Continuous Improvement
Plan
Student Achievement in Academics
will Increase
8/9/2019 Science Toolkit
5/21
Steps of the FOCUSProcess
FFormulate a Plan
OOptimize the Timeline CConcentrate and Collaborate
on Teaching FCAT Standards
UUtilize Assessments
SSustain Learning with Tutorials
and Enrichment(Davenport et al. FOCUS 8-9)
8/9/2019 Science Toolkit
6/21
Advantages of the
FOCUS Process
Fosters a climate of high expectation
The academic needs of students areclearly identified as a result of the ongoing
analysis of data Moves us from random acts of school
improvement to focused improvementefforts
Works well with anycurriculum, content
area or grade Helps to ensure that the curriculum is
aligned with the Sunshine StateStandards
AND ensures that the Sunshine StateStandards are taught
(Davenport et al. FOCUS 8-9)
8/9/2019 Science Toolkit
7/21
Expected Outcome ofthe FOCUS Process
Students in Florida Achieve!
Test scores will take care of themselvesif educators commit to ensuring that eachstudent masters essential skills andconcepts in every unit of instruction, aligntheir practices and resources toward thatpurpose, and discontinue many traditionalpractices that do not serve that purpose.
Dr. Richard DuFour, 2004
8/9/2019 Science Toolkit
8/21
Basis of Floridas FOCUS
Is an integrated system, basedon three sets of research-
evidenced ideas Effective Schools Correlates of
Lezotte, Edmonds and Brookover
PDCA or the Shewhart Cycle
Total Quality Management ofDeming
(Davenport et al. FOCUS 8-9)
8/9/2019 Science Toolkit
9/21
Effective SchoolsResearch Effective schools movement was begun in
the mid 1960s in response to claims thatschools made no difference
Key individuals in the compilation of theresearch were Drs. Larry Lezotte, RonEdmonds and Wilbur Brookover
A study to identify key elements commonamong schools shown to do an
outstanding job of educating poor andminority children was conducted
Their work goes on with researchcontinuing to support the key elements orcorrelates of effective schools
(Lezotte)
8/9/2019 Science Toolkit
10/21
The Correlates ofEffective Schools
Safe and orderly environment
Climate of high expectations for success Clear and focused mission
Instructional leadership
Frequent monitoring of student progress
Opportunity to learn and student time on
task Good home-school relations
(Lezotte)
8/9/2019 Science Toolkit
11/21
An Effective School An effective school is defined in the
research as one in which equalproportions of low and middle income
level children evidence high levels ofmastery of the essential curriculum. In aneffective school, there are no differencesin the proportion of students masteringthe basic skills as a function of the group
to which they belong. No child is condemned to educational
failure because of family background,race, socioeconomic status, or gender.(Davenport et al. FOCUS 5)
8/9/2019 Science Toolkit
12/21
Plan Do Check - Act The PDCA Cycle comes from the work of Walter
Shewhart, a teacher of W. Edwards Deming
Floridas FOCUS strongly aligns with PDCA andthe 8 Step Continuous Improvement Model (CIM)
The Eight steps of the Continuous ImprovementModel are
Data disaggregation
Calendar Development
Direct Instructional Focus
Assessment
Maintenance Monitoring
Tutorials
Enrichment
(Davenport et al. Closing)
8/9/2019 Science Toolkit
13/21
8/9/2019 Science Toolkit
14/21
Application of TQM inSchools Identify, analyze and solve problems
Establish quality goals and objectives
Measure results Focus the strategic vision on the needs,
requirements and expectations of itscustomers
The bottom line is that schools will:
Become more data driven Establish quality goals and objectives
Identify, analyze and solve problems
Focus the vision on the needs, requirements,and expectations of the students
8/9/2019 Science Toolkit
15/21
RelationshipamongFloridasFOCUS,
PDCA and The
ContinuousImprovementModel
8/9/2019 Science Toolkit
16/21
FCAT SSS ScienceTest
Many questions require a high level
of cognitive demand
Since 2004, the cognitive classification
system forFCAT SSS Science has been
based largely upon Dr. Norman L. Webbs
work with Depth ofKnowledge levels
(Cognitive Complexity Classification of FCAT SSS Test Items)
8/9/2019 Science Toolkit
17/21
FCAT SSS Science Test
The FCAT SSS Science Tests, given at
grades 5, 8, 11 have
15-25% of points at a low cognitive
complexity level
40-60% of points at a moderate level
25-35% of points at a high level
(Cognitive Complexity Classification of FCAT SSS Test Items)
8/9/2019 Science Toolkit
18/21
FCAT SSS Science Test Low Complexity Items
Recall and recognition of concepts andprinciplesStudents arent required to come up withoriginal methods or solutions
Moderate Complexity ItemsMore flexible thinking and choice amongalternatives requiredStudent must make decisions
High Complexity ItemsHeavy demands on student thinking withthinking in an abstract and sophisticated wayOften involves multiple steps
(Cognitive Complexity Classification of FCAT SSS Test Items)
8/9/2019 Science Toolkit
19/21
Work ofNorman L. Webb
For additional information
Webb, N.L., 1999,Alignment BetweenStandards and Assessment,
University of Wisconsin Center for
Educational Research.
http://www.firn.edu/doe/sas/fcat/pdf/cog_complexity-fv31.pdf
(Cognitive Complexity Classification of FCAT SSS Test Items)
8/9/2019 Science Toolkit
20/21
Works Cited
8/9/2019 Science Toolkit
21/21
Works Cited