1. Part II The Baldrige Model of Performance Excellence
Prepared for: The Cedar Rapids Community Schools
Board of Education July 26, 2004

2. Baldrige In the Classroom

3. If a visitor came to a classroom that was using the Baldrige approach to continuous improvement…

4. they would see… The classroom mission statement
Classroom goals and measures and data indicating progress
+/Delta from the previous day/class
Action plan for the day
Chairs/desks/tables arranged to support collaborative work in achieving classroom goals

5. Classroom Mission Statement
Mission Statements define a purpose for the teacher, students, parents, and other key stakeholders of the learning environment.

7. They would also see… The school mission and the school goals
Grade-level/course standards in kid-friendly language
Regular class meetings during which goals are reviewed, progress is shared, ideas for improving the classroom learning system are shared
Evidence of the use of quality tools

8. Examples of Quality Tools
Histogram
Consensogram
Lotus Diagram
Force Field Analysis
Fishbone Diagram
Radar Chart
Pareto Diagram
Brainstorming
Flow Chart
Plus/Delta
Check Sheet
Affinity Diagram
Light Voting
Scatter Diagram

10. They would hear…
The teacher talking to students about what’s important
The students talking to the teacher about how we can work together to achieve what’s important
Students talking to the teacher about their personal goals and action plans
Students asking their teacher for assistance in achieving their personal goals
Students talking to students about class and personal goals and strategies for achieving them

11. They would also see…
Students talking to visitors about the classroom learning system, the class mission, goals and measures
Student-led conferences with parents to share progress toward learning goals
Students and their teacher utilizing PDSA to solve real classroom problems

12. What Is PDSA?
Plan Do
Study
Act

13. P-D-S-A Is a step by step method of scientific problem solving
Is designed to assist teams/individuals improve a process
Is based on data collection and analysis

14. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

15. Using
PDSA to
Improve Math

16. Define the System
Students entering 4th grade did not demonstrate mastery of their multiplication facts.
We created a project statement of purpose: To improve multiplication facts of the 4th graders as measured by the number of errors made on weekly multiplication timed tests.

17. Define the System
We created an Operational Definition with 2 quality measures:
1. The number of errors on weekly tests
2. Students’ attitudes toward multiplication facts

18. Define the System To help define the system:
A Check Sheet would be used to measure what factors were missed most frequently.
and
A Radar Chart would be used to measure how they felt about each of the factors 1 – 12.

19. Check Sheet Example
10/16
10/23
10/30

20. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

21. Assessing the Situation
The class added the tallies from the check sheet and then made a Pareto Diagram to show which factors were the hardest for the students.
The class then looked at how each student marked the Radar Chart regarding how well they felt they knew their multiplication facts. All of these scores were then averaged for a class Radar Chart. We will do this again after we have tried out our improvement theory.

22. Assessing the Current Situation Pareto Diagram

23. Radar Chart

24. Analyze the Cause
We worked together as a class to determine what could be causing us to not be able to do better on our weekly timed math tests.
We made a Fishbone (also called a Cause and Effect Diagram) to help us list and talk about the areas which may be preventing the class members from doing their best.

25. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

26. Analyze Causes – Fishbone (Cause and Effect)

27. Improvement Theory
If students study the math facts which are most difficult for them by using their flashcards for at least 20 minutes every day after school, then students will see an increase in the percentage of correct problems on weekly timed tests.

28. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

29. Trying Out the Improvement Theory
While we were trying out our Improvement Theory, we collected new information on a check sheet which asked for the same kind of information that was collected when we were trying to Assess the Current Situation.

30. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

31. Study the Results
As a class we looked at the information which was collected when we were trying out our improvement theory.
We took the new information and added it to the Pareto Diagram so we could see where we improved and where we need more work.

32. Study the Results – Pareto

33. Radar Chart - Revisited

34. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

35. Standardize the Improvements
As a class we made a flow chart which would help students know what to do if they became stuck while studying their facts at home or at school.
Students had two copies of this flow chart, one at home and one at school so they would always know what to do.

36. Standardize the Improvements – Flow Chart

37. PLAN Define the System ACT Assess Current Situation STUDY The Results
Plan for Continuous
Improvement
Define
the System
Standardize Improve-ments
ACT
Assess
Current
Situation
PLAN
STUDY
Study
The
Results DO
Try Out Improvement
Theory
Analyze Causes

38. Plan for Continuous Improvement – Affinity Diagram
Students worked on creating an Affinity Diagram to help show what factors students were still feeling unsure about knowing.
The notes from the Affinity Diagram were shared with the class, and the class brainstormed ideas as to how they could improve on the factors that were still giving some students in the class difficulties.
As a class we took the factors which were still difficult for some and analyzed the causes and then made a new plan of improvement.

39. Repeat the Cycle
Plan Do
Study
Act

40. August 16, Part III… Baldrige and the Board… Shipley and Associates:
A Guide for Practitioners – Using the Baldrige Approach for School Improvement and Performance Excellence