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The Continuous Improvement Classroom 4-6-07. Please sit by SIP goal area 1.) Find the SIP goal area that matches the Action Research area you work on.

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The Continuous Improvement Classroom Please sit by SIP goal area 1.) Find the SIP goal area that matches the Action Research area you work on.

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Presentation on theme: "The Continuous Improvement Classroom 4-6-07. Please sit by SIP goal area 1.) Find the SIP goal area that matches the Action Research area you work on."— Presentation transcript:

1 The Continuous Improvement Classroom 4-6-07

2 Please sit by SIP goal area 1.) Find the SIP goal area that matches the Action Research area you work on at school 2.) Only 2 people from each school per table 3.) Each table should have representatives from at least 3 schools

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7 Agenda Sharing: Implementing the 4 Quality Levels Action Research/PDSA (in the classroom) Wrap-up/Evaluation

8 Ground rules created by students Classroom mission statements Classroom and student measurable goals Quality tools and PDSA used regularly The Continuous Improvement Classroom Classroom data centers Classroom meetings facilitated by students Student-led conferences Student data folders

9 The CRCSD Continuous Improvement Classroom

10 Expected Outcomes of the continuous improvement classroom Student ownership, responsibility and accountability for learning Increased academic achievement Customer/student focused Results driven

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12 Earlier today you completed the Continuous Improvement Self- Assessment… Lets Reflect!

13 Sharing As you reflect upon your progress with continuous improvement & the 4 Quality Levels… –What were your key accomplishments? Success stories? Challenges? –What changes did you observe in achievement, attitude and climate? –What are your plans to continue implementation? What are your key focus areas for next year?

14 Why Quality and Continuous Improvement? Answer: The World is Changing Answer: The World is Changing

15 The World is Flat The long-term opportunities and challenges that the flattening of the world puts before the United States are profound. Therefore, our ability to get by doing things the way weve been doing them…will not suffice any more. The long-term opportunities and challenges that the flattening of the world puts before the United States are profound. Therefore, our ability to get by doing things the way weve been doing them…will not suffice any more. Permanent Change! Permanent Change! Thomas Friedman

16 Learning From Dramatically Improved Schools! What process do they use to improvement their district, schools and classrooms?

17 40% 50% 60% 70% 80% 90% 100% 91–9292–9393–9494–9595–9696–9797–9898–9999–00 Reading Test Scores - Brazosport ISD African American All Students Hispanic White Economically Disadvantaged 98% 96.6% 93.9% 93.8% 92.3% 82% 70% 64% 60% 50%

18 40% 50% 60% 70% 80% 90% 100% 91–9292–9393–9494–9595–9696–9797–9898–9999–00 Writing Test Scores - Brazosport ISD African American 80% 70% 60% 59% 57% 98% 96.7% 95.6% 94.1% 93.2% Economically Disadvantaged Hispanic White All Students

19 Math - Aldine ISD 93–9494–9595–9696–9797–9898–9999–00 30% 40% 50% 60% 70% 80% 90% 100% African American Whit e 56.2% 49.4% 47.2% 42.2% 55.0% 93.5% 90.9% 89.1% 88.1% 84. 4% Economically Disadvantaged Hispanic All Students

20 What The Successes Have in Common A total systems framework Aligned processes Data-driven decisions Strong leadership A customer focus PDSA as the improvement process

21 Why Quality and Continuous Improvement? Answer: Its Research Based! Answer: Its Research Based!

22 Sharing PDSA / A.R. Talk about your schools PDSA/A.R. efforts this year –Talk about whats worked well –Talk about areas that your Action Research team has struggled with –Data & in-process measures?

23 An overview of PDSA

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25 PDSA As a school improvement model

26 After reviewing vocabulary assessment data, teachers discuss options at a team meeting and use the PDSA process They define how they are currently teaching vocabulary (flowcharts) The team determines what other in-process measures they could use to see how students are doing in vocabulary and they collect data (run charts & pareto diagrams) to get baseline The team reviews the baseline data they collected and discuss root causes for the results they see (cause & effect diagrams & relations diagrams) Once root causes are identified, each member researches articles and best practices related to vocabulary instruction and submits the best to the group (improvement theory)

27 The team writes an action plan to carry out the improvement theory in their classrooms. Members practice newly-learned strategies (improvement theory), and measure the effectiveness of the strategies Members coach each other & may go into each others classroom to observe and provide feedback Members monitor student data to determine effectiveness of strategies (compare to baseline) Members reflect, observe, practice, receive feedback, gain expertise and standardize the new vocabulary instruction practice (new flowchart) Teams continue to use the PDSA cycle to make improvements in the realm of their professional learning community

28 From High Stakes Assessment to In-Process Measures Mistaken Belief: Its the adults who use assessment results to make the most important instructional decisions… Mistaken Belief: The most important decisions are made annually based on annual high-stakes tests

29 Data Center Examples

30 Getting Everyone Involved in PDSA & Continuous Improvement

31 PDSA As a classroom improvement model

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33 ACT PLAN STUDY DO Plan Continuous Improvement Define the System Standardize Improvement Study the Results Assess Current Situation Try Out Improvement Theory Analyze Causes

34 Plan Define the System The Problem- Students arent waiting to be called on during instruction

35 Define the System Flow Chart I have an idea I raise my hand Did my teacher call my name? Blurting out! Share my idea out loud no yes

36 Plan Assess Current Situation Lets collect some data to see how our system is currently operating.

37 Assess the Situation Run Chart- baseline data

38 Plan Analyze Causes Lets figure out whats causing the problem

39 Analyze Causes Force Field Analysis Driving Forces We have good ideas Sometimes we remember Restraining Forces We get excited We have a lot to say We forget We dont like to wait

40 Plan Try Out Improvement Theory Do Lets try something different to improve the behavior

41 DO Try Out Improvement Theory IF we try hard to remember to raise our hands, and hang the run chart in a place we can all see to help us remember, THEN, we will remember to raise our hands before we speak instead of talking out.

42 Plan Study the Results Do Study Lets see how our theory worked. Did we make improvements?

43 Study the Results Run Chart- Data after trying out our theory

44 Plan Standardize Improvement Do Study Act Plan for Continuous Improvement If it worked, lets standardize our improvements.

45 Baseline Data (Before) After (Results)

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50 Sharing How could you involve students in the PDSA process in your classroom? –What are the probletunities that students could help solve? –How could data folders and data centers help involve students in PDSA?

51 Continuous Improvement Across America – Mountain View, CA

52 Next Steps! Continue implementing the 4 Quality Levels in your classroom –Use the document to plan and guide your efforts Seek out other professional development opportunities and classes to learn more Network with your colleagues (and your Quality Liaison) Spend a few minutes at your table sharing your next steps!

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