Continuous Improvement I

7/30/2019 Continuous Improvement I

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Region Center III

Continuous Improvement and Professional

Developmentpresents

Continuous Improvement Process (CIM)&

Plan-Do-Study-Act (PDSA)

Part I: The Brazosport Journey Process Overview


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Learning Outcomes

The participants will:

Increase their level of awareness with

regard to the CIM/PDSA Model Identify various district resources

available to schools in support of

implementing the CIM/PDSA Model


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What is the 8 StepInstructional Process?

A continuous improvement teaching andlearning cycle.


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8-STEP CONTINUOUSIMPROVEMENT MODEL

Disaggregate Test Data

Develop an Instructional Timeline

Deliver the InstructionAdminister Frequent Assessments

Tutorials

Enrichment Opportunities

Maintenance

Monitor


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USE OF THE 8-STEP PROCESSALONE DOES NOT GUARANTEE

SUCCESS

Need teachers who believe all studentscan succeed

Proven teaching strategiesA no-nonsense supportive classroom

community

Hard work by both teacher and student Teamwork- Communication


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BENEFITS OF THE 8-STEPINSTRUCTIONAL PROCESS

Applicable and adaptable to any curriculum,subject-area, grade level or student group.

Promotes a culture of excellence whereteachers can teach and students will learn.

Removes subjectivity and specificallyidentifies individual students according to

data. Ensures that all state standards are taught

before the test.

Neutralizes the blame game.


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Effective Schools and TQM (TotalQuality Management)

The 8 Step Instructional Process hasbeen integrated with the ideas and

philosophies of both Total QualityManagement (TQM) and EffectiveSchools research.


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Total Quality Management(TQM)

At the heart of TQM are managementpractices designed to improve any

organization (state, district, or school )at any level (classroom oradministration).


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EFFECTIVE SCHOOLS ANDTQM

What is Total Quality Management?

A management approach created by Dr.W. Edwards Deming led the effort in the

United States to use quality to improve

organizations.

Fourteen principles were developed.


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DEMINGS 14 PRINCIPLES

1. Create constancy of purpose.

2. Adopt the new philosophy (the

mission for quality).3. Cease reliance on mass inspection.

4. End the practice of doing business on

price alone.

5. Improve constantly and forever thesystem of production and service.


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and

6. Institute training on the job.

7. Drive out fear.

8. Institute leadership.9. Break down barriers between staff

areas.

10. Eliminate slogans and targets for the

workforce.


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and

11. Eliminate numerical quotas.

12. Remove barriers to pride and joy of

workmanship.13. Institute a vigorous program of

education and retraining.

14. Take action to accomplish thetransformation.


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TQMs Plan-Do-Check-Act

Demings Plan-Do-Check-Act Cycleoutlines a critical path that

organizations should follow to achievetotal quality management (TQM).

PDCA maintains that organizations that

use this cycle will constantly define andrefine themselves as they meet theircustomers needs and wants.


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The Plan-Do-Act Cycle

PLAN

DO

CHECK

ACT
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Some Characteristics ofEffective Schools

Strong instructional leadership

High expectations of studentachievement

Pervasive and broadly understoodinstructional focus

Safe and orderly school climateconducive to teaching and learning

Measures of pupil achievement as anindicator of program success


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Background:

These philosophies and ideas wereoriginated principally by Dr. Larry

Lezotte, the late Dr. Ron Edmunds, andWilbury Brookover. Dr. Lezottecombined the effective schoolphilosophy with total quality in hisbook entitled Creating the Total QualityEffective School.


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Step 1: Disaggregate TestData

How can you tell if your students arelearning what you want them to learn?
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Step 1: Disaggregate Test Data(continued)

Disaggregating data is the critical firststep of the instructional process. The

term disaggregate means to break up,to divide, to separate, or to breakapart.


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Academic Groupings

By disaggregating data, we can usestudent test score to identify

instructional groups organizingstudents by their academicperformance. This help us matchteaching to student need.


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Academic Groupings(continued)

Mastery-Minus Students Pass enough test items to get into the masteryrange but fail to master one or more objectives.

System Students Pass enough test items to meet the minimumpassing standard but do not reach the masterylevel, i.e., students who barely pass the test.

Bubble Students Fail a test but barely missed passing and whoseabilities dictate that they should have passed.

Re-teach StudentsMastering 40-59% of the material on a test.These are students who have gaps in theirlearning and need remedial instruction.

Foundation Students Consistently score below 395 and who clearlylack the foundation concepts or skills forapproaching the subject area.


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Benefits of disaggregatingdata:

Measures Student Progress

Measures teachers progress for professionaldevelopment

Monitors student learning deficits andstrengths

Helps stakeholders communicate students,teachers, administrators, community, etc.

Monitors teaching strategies and adoptedprograms


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Benefits of disaggregating data:(continued)

Provides information for resource allocations

Provides early intervention preventsstudents from falling through the cracks

Promotes ownership and responsibility forstudent learning among teachers

Promotes a spirit of teamwork and

camaraderie Exhibits learning trends deficits and

strengths


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Step 2: Develop InstructionalTimeline

If you know where you want to go, youhave a better chance of getting there.

-Anonymous


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Benefits of an InstructionalTimeline:

The instructional calendar serves as agraphic reminder for teachers and

parents. It is a map that provides alogical path: aligning state performancestandards, curriculum and assessmentbased on the needs of student groups,

and the weight of the objective on theperformance test.


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Benefits of an Instructional Timeline:(continued)

An instructional calendar can bedeveloped or any subject area, grade

level, district or state accountabilitystandards or curriculum. Content areateachers should meet before the schoolyear begins to design the calendar.


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Once the calendar is developed, itshould be distributed and prominently

displayed throughout the school.Everyone should know what skill isbeing taught that period.


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The instructional timeline shouldremain flexible. Teachers should meet

regularly to review and revise thetimeline based on the data gained fromperiodic assessments (Step 4) andteacher observations.


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Benefits of an Instructional Timeline:Summary

Is data directed

Provides a clear and direct plan

Pertains to any subject area, gradelevel, campus, etc.

Eliminates excessive review periods

Provides a logical sequence andrelationship of skills


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Benefits of an Instructional Timeline:Summary (continued)

Provides a clear perspective daily,weekly, and yearly

Is flexible and based on student needs Provides instructional focus

Encourages ownership

Involves staff in curriculum decision-making


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Step 3: Instructional Focus

Learning is not a spectator sport.-Anonymous


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Step 3: Instructional Focus(continued)

This step where the actual teachingand learning take place is, without

question, the most critical part of theinstructional process.

The emphasis is on the developmentand delivery of instruction.


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Together

Everyone

Accomplishes

More
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Instructional focus sheet determines what isto be mastered (objective, target areas,instructional timeline, assessment dates, and

important reminders). Based on the needs of the students, the

teacher continues to design the appropriate

lesson plans using suggested resourcesand/or nay other resources that address thefocused concept/skill.


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Benefits of Instructional Focus:

Reinforces the instructional timeline

Addresses priority needs

Promotes high quality of instruction

Provides a clear and concise focus based onthe needs of the students

Can you list some additional benefits?
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Step 4: Frequent Assessments

Without a commitment to when a skillwill be taught and assessed, there is

not commitment. -Hayes-Jacobs


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Step 4: Frequent Assessments(continued)

Frequent assessments check forunderstanding. They tell us which

student are learning, which studentsneed more help, and how to stay ontrack.


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Step 4: Frequent Assessments(continued)

Frequent assessments help us chart studentprogress and identify students who requireearly intervention.

They also tell us when and where we need toadjust our own teaching methods. Inaddition, when a large number of student

have not mastered a skill, they tell us tomodify the instructional timeline that wemust devote more time to a particularconcept.


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Benefits of frequentassessments:

Provide immediate feedback

Diagnose teachingeffectiveness/weaknesses

Provide the data needed for earlyintervention

Eliminate surprises on the state

standard assessment Track student performance for teacher

and parents


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Step 5: Tutorials

What makes all of these approaches (varioussuccessful strategies) work is one commoncharacteristic. They say to each child, You areimportant. You can succeed. We need you tosucceed. And we are going to work to provideyou with opportunities for success.

-Frank Newman, Education Commission of the States


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Step 5: Tutorials(continued)

How did I ensure that all my studentsexcelled?

Quite simply, I had to reteach non-mastery students.


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Additional instructional time for reviewand refocus is a requirement if we areto ensure that success of all students.


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To be effective, tutorials must beoffered frequently and by talented staff


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The instruction must be focused andintense. Tutorials should never beperceived as a punishment but insteadas an additional opportunity to catchup.


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Benefits of tutorials:

Prevents students from falling throughthe cracks

Assures students that you will not giveup on them that your expect them toget this.

Provides time for small group or one-on-one instruction

Provides alternative instruction


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Step 6: Enrichment

Unless you try to do something beyond

what you have already mastered, you will

never grow.-Ronald E. Osborn


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Benefits of enrichment:

Encourages students to work hardduring regular class so they canparticipate in enrichment periods

Offers new ways to see how theclassroom relates to the real world

Stimulates new insights Provides intellectual and creative

challenges

f f h


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Benefits of enrichment:(continued)

Enhances knowledge, which allowsstudents to learn a subject in greaterdepth

Generates interest

Develops advanced skills in criticalthinking

Challenges students to operate athigher intellectual levels

Promotes personal growth


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Step 7: Maintenance

Unless we remember , we cannotunderstand.

-Edward Morgan Forster

S 7 M i


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Step 7: Maintenance(continued)

Maintenance involves reinforcing skillsthat were taught earlier.

St 7 M i t


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Step 7: Maintenance(continued)

Scheduled formal review throughoutthe calendar year and scheduled thesemore frequently as we approached thetime for standards testing.


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Benefits of Maintenance:

Ensures that skill/standards areretained

Strengthens students knowledge ofskills

Provides additional learning

opportunities Reinforces thinking process


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Step 8: Monitor

Where there is no vision, people perish.

-Proverbs

St 8 M it


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Step 8: Monitor(continued)

Monitoring should be a continuous,multifaceted step in the instructionalcycle involving an entire team ofindividuals.


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Benefits of Monitoring:

Ensures that everyone has a role in

the learning process

Identifies what is working and what is

not (while there is still time to

improve)

Connects students and principal on a

personal level

Assures students that the principal andteachers care and that learning is important

B fit f M it i


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Benefits of Monitoring:(continued)

Helps reduce discipline problems

Helps instruction improve when the

principal recommends an effectiveteaching strategy

Reassures teachers and student that

we are all in this together


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Conclusion: Part I
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Continuous Improvement I

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