Presentation on theme: "The 8-Step Continuous Improvement Model"— Presentation transcript:
1The 8-Step Continuous Improvement Model Good morning everyone. I will be presenting the 8 step continuous improvement model. As you view this presentation, I want you to think about how you can fit your school’s program into this model.Presented by Kathryn Carr-LeRoy, Division of Mathematicsand Science Education
4Why the 8–Step Continuous Improvement Model? Is based on Best PracticesProvides for continuous monitoring of performanceAddresses the achievement gap between all sub groupsSupports Data-Driven Decision MakingWhy is the 8 step model such a great tool to use for improving your school’s performance. Because first of all it is based on best practices that have worked in many different school systems. This research based program allows schools to continuously monitor student performance. It addresses the achievement gap that all school districts are facing, and especially here in Miami-Dade County where we have an incredibly diverse population. And most of the model supports data driven decision making. Data is be the vehicle that helps your school evaluate its student performance.
5Step 1: (PLAN) Test Score Disaggregation Data –FCAT and additional academic data sourcesIdentify strong and weak objective areasPrioritize skills needing improvementAnalyze the data to monitor trends in each core subject areaUtilize student scores to identify instructional groupsUse as a goal setting documentStep 1 is the plan. This is where your school should disaggregate data. I know we hear that word often – it means to break apart. Data disaggregation can be a catalyst for action. A school can assess existing conditions and procedures, patterns, and practices that may be helping or hindering student achievement groups. A school can also use it to determine what percentage of students are mastering the essentials at each grade level, and whether the various subgroups are mastering the skills to the same degree. In addition this portion of the process helps us prioritize the skills that need improvement, identify instructional groups, and analyze trends in achievement in the core subject areas. When planning, a school can break the data apart by class, teacher, socioeconomic status, grade. Much of this is done for you by the state, and on the SPI report. Use this data to identify opportunities for improvement.
6Disaggregating the Data By class, schools, feeder patternsGrade levelsProficiency in EnglishRaceGenderQuartilesSocioeconomic statusCourse-taking experienceTeacher PDESE, Bilingual, and Title I
7Analyze and Interpret Data Large ScaleAssessmentClassroomAssessmentScores on the FCAT SSS are reported in several ways.
8Academic Data Sources Formative/Summative assessments 1. FCAT Norm-Referenced Tests (grades 3-10), and SAT-9 (grade 2)2. Chapter and Unit AssessmentsBenchmark, Publisher authored, Accelerated Reader assessmentsCriterion-referenced assessments:1. FCAT Sunshine State Standards Reading, Writing, Mathematics, and Science2. District standards-based tests Reading, Writing, Mathematics, and ScienceThese are academic data sources that can be used – list them.
9Non-academic data sources Grade distributionRetention ratesSuspensionTruancyStudent feedback surveysSchool Climate SurveysAttendance recordsPD recordsVolunteer logsParent Participation logsHomework logsMedia Center recordsAnd these are some non academic data sources. A school can disaggregate the data by these additional outcome indictors.
10Step 2: (PLAN) Timeline (Calendar) Development Develop a school wide timeline that encompasses all tested benchmarks and that incorporates the M-DCPS Testing Calendar (scope & sequence)Create instructional calendar before the school year beginsEmphasize weekly targets for instruction on an ongoing basis and communicate them to all stakeholdersThe schoolwide timeline should encompass all benchmarks and skills that will be tested on the FCAT, and all other standardized tests. The timeline should incorporate the entire scope and sequence of the curriculum and should include the district’s testing calendar. The instructional calendar helps to place the instructional focus where it needed the most. Then it is communicated throughout the entire school site and integrated into every teacher’s instructional framework. Weekly targets are emphasized and every staff member reinforces the concepts that are on the calendar. The instructional calendar is not your scope and sequence. It is simply a guide that tells stakeholders what objectives, skills, or benchmarks will be taught during a certain week. It helps to ensure that every concept that is on the state assessment will be covered in the classroom. It helps to align the written curriculum with the taught curriculum with the tested curriculum. It’s also a great time management tool, because it helps to get you started from the first day of school and helps your staff and students to remain focused throughout the year. In addition, it helps parents to understand what their children are supposed to master by the end of the school year. Approaches to the calendar include dividing the standards into the number of instructional days between the opening of school and the testing day. This only works of course if a schools scores don’t change much from year to year. More than likely, you will schedule the standards to be taught from the
11Step 3: (DO) Instructional Focus Using the instructional focus calendar, deliver the targeted lessonsLesson Bank can be created by schoolsInstructional focus is mandatory; delivery of the content isFLEXIBLE
12Step 4: (Study/Check) Assessment After skills have been taught:Administer assessments (test frequently using brief, focused assessments)Analyze dataIdentify problems and/or errorsIdentify and share strategies that are/are not workingto identify mastery and non-mastery of skillsTeachers can quickly determine whether the majority of students havegrasped the content or if more time needs to be devoted to a particular skill/benchmark
13Steps 5 and 6: (Act) Tutorials and Enrichment Assessment results determine whether or not a student is in need of additional review or enrichmentEnrichmentMaintain skills; continue to learn and sharpen skillsTutorialRefocus abilities to learn the skill or benchmark
14Step 7: Maintenance Formal reviews of skills Intensify focus before the FCATare scheduled throughout the instructional calendartested concepts and skills(mock testing)Administrative team assumes a lead role in monitoring school wide progress
15Step 8: Monitor (Study/Check) Ongoing, structured grade level, department, and team meetingsAdministrative team leads in monitoring school wide progress
16Finally…… Serious focus on SSS Serious focus on rigorous curriculum and instruction for allSerious intervention for those who need helpSerious accountabilityDemonstrated by state assessments