September 26, 2011

Steps to Continuous Improvement

Using a “Systems Approach”

 

Examine Data Identify Trend Identify Gap Identify Root Cause Modify Goals (depending upon last years outcome)

Align Staff Development Develop Measurement Tools

Use your previous plan as a tool for reflection to gather input, communicate, provide affirmation, create demand, create intellectual stimulation, and optimize new opportunities for school/classroom improvement

Examine trend data (3 year period). Trend statements are developed objectively describing the current status. This creates buy-in and can be utilized as talking points with all stakeholders throughout the year

Improvement is not a start over or a blank slate it utilizes past successes and past failures

Exceeds (86.4%)*

Meets (65.2%)*

Approach 43.9%)*

FFB (0.0%)* Ex Meets App FFB Ex Meets App FFB

NC DVUSD

Fall 3 12 40 35 3% 13% 44% 39% 4% 12% 34% 50%Feb 5 35 42 15 5% 36% 43% 15% 6% 35% 43% 15%Q4 18 32 34 11 19% 34% 36% 12% 12% 34% 38% 16% 93% 91%

39 43 13 6 39% 43% 13% 6% 32% 46% 17% 6%Fall 3 12 23 51 3% 13% 26% 57% 2% 15% 24% 59%Feb 0 28 35 26 0% 31% 39% 29% 6% 30% 37% 28%Q4 7 27 21 17 10% 38% 29% 24% 15% 35% 25% 25% 64% 77%

33 53 13 6 30% 48% 15% 7% 36% 39% 17% 8%Fall 1 23 37 20 1% 28% 46% 25% 2% 27% 38% 32%Feb 11 29 33 13 13% 34% 38% 15% 14% 28% 33% 24%Q4 7 35 24 21 8% 40% 28% 24% 7% 29% 27% 37% 95% 90%

33 40 13 3 37% 45% 15% 3% 28% 45% 18% 10%Fall 7 24 25 27 8% 29% 30% 33% 8% 25% 29% 37%Feb 7 21 26 32 8% 24% 30% 37% 8% 25% 27% 40%Q4 10 33 27 25 11% 35% 28% 26% 16% 27% 26% 31% 92% 80%

47 32 15 6 47% 32% 15% 6% 35% 35% 18% 12%Fall 0 0 0 1 0% 0% 0% 100% 2% 25% 27% 46%

Spring 4 15 41 38 4% 15% 42% 39% 6% 24% 36% 34% 99% 78%27 43 17 14 27% 43% 17% 14% 30% 40% 17% 14%

Fall 4 29 21 45 4% 29% 21% 45% 13% 41% 23% 23%Spring 25 33 17 26 25% 33% 17% 26% 24% 34% 15% 27% 98% 82%

18 46 18 21 17% 45% 17% 20% 25% 43% 13% 19%* % indicates minimum cut score for FAME category (3rd grade example)

Blue font indicates new information.

Participation Rate

8th grade

DVR Math Performance

Number Percent DVUSD Percent

7th grade

3rd Grade

4th Grade

5th Grde

6th Grade

AIMS 2011

AIMS 2011

AIMS 2011

AIMS 2011

AIMS 2011

AIMS 2011

The gap is the difference between the current status and the goal

The root cause is the hypothesis of why there is a gap

The root cause is something we own – we recognize what areas we don’t control but select root causes we own

Continue to ask why until you no longer need to ask why…

Select an instructional strategy that you believe will address the root cause.

How will the specific instructional strategy be repeatable and predictable in every classroom?

Results - achievement that will improve because we have bridged the root cause of the identified gap

Transfer - implementation of the strategy using quality, fidelity, consistency, intensity

• Quality: With a high degree of skill, excellence or effectiveness. What do you want teachers to do?

• Fidelity: In accordance with the core components of the identified program (Are the appropriate steps being followed: i.e., READ 180) What steps will they take?

• Intensity: With focus and commitment to provide participants with the components of the program and/or innovation. (How often strategy is performed) How often do you want to see it?

• Consistency: In the same way maintain established standards of quality, fidelity and intensity Is the instruction delivered with the same quality every time?

Twice a year with 100% consistency we will complete a vacation that engages us in activities away from home that will result in total relaxation and rejuvenation as measured by the following:

Making reservations at a four star or better hotel with views of water.

The hotel should maintain a full treatment spa and gym.

There should be multiple dining experiences with a variety of menus and styles.

The visiting venue should have near by activities that are of high interest to both of us.

Each teacher during a unit of study will use small group instruction a minimum of two times. Students will be grouped based on unit pre and formative assessments and instruction will be tailored to the needs of the students at the appropriate level of difficulty. Post assessments will include whole group instruction as well as content from small group instruction. Instruction must include all of these components:

Instruction begins with a set and advance organizers providing students with needed learning

Instruction includes all five steps of modeling or talk aloud

Instruction includes multiple checks for understanding and student closure

Professional development is about improvement

Professional development is aligned to the root cause and instructional strategy must be measurable (pd focuses on researched based strategies that improve learning)

Visual Thinking Strategies Guided Reading

 Small Group Instruction Skill Focused Work Curriculum Compacting Tiered Assignments  Flexible Grouping HOT and Inquiry Vocabulary and Word Play Re-

teaching/Re-testingStudent Goal Setting

Specific/Timely Feedback

Advance Organizers for Texts Summary Frames

Rule Based Summarization Reciprocal Reading

Model Fluent Reading Repeated Readings In Class

Promote Phrased Reading In Class Reader's Theater

Small Group Instruction Skill Focused Work

Curriculum Compacting Tiered Assignments

Flexible Grouping High-Level Thinking and Inquiry

Re-teaching/Re-testing Student Goal Setting

Specific and Timely Feedback Skimming and Pre-reading 

Plan Be strategic and aligned in your planning Define expectations including what is considered quality, fidelity,

intensity, and consistency Communicate goals repetitively and in a multitude of ways Determine measures and time frames for checking: CWT, lesson

plans, etc.,

Do Implement with a focus on quality, fidelity, intensity, and consistency

Study Strategies require short cycles, data should be collected in results

and check for transfer Using the short cycle data, the plan should be updated and

communicated Make changes and go at it again

ACT Just Do it!

Use either the word or excel CIP document to support your work (don’t spend more time on completing the document than the work itself)

Schools participate in the school to school buddy system: November / April - THIS IS OPTIONAL

Schools submit a quarterly PDSA for the identified school wide focus strategy implemented along with a QFIC analysis regarding the strategy (in one content area)

Determine how to measure and report Quality, Fidelity, Intensity and Consistency as it relates to the instruction strategy implemented which aligns to the root cause

Schools will submit end of year CIP with a reflection

Thank you for your active participation in our continuous learning process.

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