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Implementing Continuous Process Improvement in Our Schools Learning Supports Kaizen Event Training.

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Presentation on theme: "Implementing Continuous Process Improvement in Our Schools Learning Supports Kaizen Event Training."— Presentation transcript:

1 Implementing Continuous Process Improvement in Our Schools Learning Supports Kaizen Event Training

2 Housekeeping Begin on time – 8:00 am End hopefully 5:30 PM Cell phones on vibrate Laptops off Breaks during the day Lunch and afternoon snack provided Restrooms in 409.

3 Agenda Monday AM = Kaizen Event Charter & Training PM = Map & Critical Attributes Tuesday – Examine current process map Value added/delays/barriers to flow/root cause Affinity. Fishbone, Root Cause Wednesday – Map future process Solutions – King/Queen Assign tasks Thursday – Examine future SOP AM = Team tasks PM = Report Out

4 Introductions Name Role with the district How long with district Why – expectations Answer one of these questions Something you like to do outside of work? Something no one else here knows about you Any experience with Kaizen

5 Educations Challenge Compete for: funding talent students community growth & quality of life hearts and minds of the general public. Do more with less…. Expand Services Improve Student Performance Meet Increasing Public Goals Keep Students in School Meet Workplace Requirements

6 CRCSDs Response Established Strategic Plan focused on Customer Satisfaction and Continuous Improvement. Vision, mission, values, goals and guiding philosophy of each department are aligned.

7 Learning Supports Overview Kaizen Event April 13-16, 2009

8 What % of our students arrive at school… Eager for class to begin and ready to learn? Well-rested? Well-fed? On time? Free from peer and family problems? Appropriately dressed? With the right books and materials? With homework completed?

9

10 More Questions... How can we help students benefit from quality instruction? How can we effectively address barriers to learning so that all students have the opportunity to be successful in school?

11 Barriers to Learning Learning Supports Successful in School Core Instruction Range of Learners = Motivationally ready & able to learn 1 2 = Encounter some barriers and may be lacking prerequisite knowledge & skills 3 = Encounter complex and intensive barriers to learning 1. Supports / Supplements to Instruction 2. Family Supports and Involvement 3. Community Partnerships 4. Safe, Healthy, and Caring Environments 5. Transitions 6. Child/Youth Engagement See packet of available learning supports in our district – in your folder

12 Learning Supports A focused effort to strengthen and coordinate strategies which support the learning environment Utilize model similar to reading and math. Ongoing & focused Research-based

13 Learning Supports Goals Increase academic achievement Improve student attendance Reduce the number of office referrals and suspensions for disciplinary reasons Provide more timely access to counseling, mental health and substance abuse services Improve student interactions with peers Improve student interaction with adults Improve student social skills

14 Learning Supports Goals… Improve faculty and staff consistency Increase faculty and staff knowledge and skill levels in identifying, referring, and monitoring students in need of learning supports Increase parent involvement related to student achievement Increase and coordinate collaboration with community organizations that provide services to youth and families

15 Student Services Special Education Physical Education After-School Programs Psychological Testing Health Education HIV/Aids Prevention Health Services Clinic Nutrition Education School Lunch Program Drug Prevention Drug Treatment Counseling Smoking Cessation For Staff Codes of Discipline Pregnancy Prevention Social Services Child Protective Services STI Prevention Community- Based Organizations Mental Health Services Juvenile Court Services Violence & Crime Prevention School Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998). Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.

16 Fragmentation Many, many supports available in our schools, district and community How easy is it to access these supports? Do teachers, students, families, support staff know that these supports are available? Do they know how to access these supports?

17 Think about…. If Robert were a teacher in your building, what would he say about the ease of accessing support for students he has concerns about (academic, behavioral, social, etc.) If Robert were a student in your building, what would he say about the ease of accessing help for concerns he has about himself as a learner, behaviorally, socially, etc. If Robert were a parent in your building what would he say about the ease of accessing help for concerns he has about his child (academic, behavioral, social, etc.)

18 Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? What evidence do we have of the learning?

19 PLC Critical Questions What do we want students to know and be able to do? Standards/Benchmarks (Learning Outcomes) Classroom SMART goals How will we know if they can do it? Formative assessments Multiple data sets How will we respond when they cant do it / or if they already have it? Differentiated Instruction Systems of intervention (supplemental to intensive)

20 Barriers to Learning Learning Supports Successful in School Core Instruction Range of Learners = Motivationally ready & able to learn 1 2 = Encounter some barriers and may be lacking prerequisite knowledge & skills 3 = Encounter complex and intensive barriers to learning 1. Supports / Supplements to Instruction 2. Family Supports and Involvement 3. Community Partnerships 4. Safe, Healthy, and Caring Environments 5. Transitions 6. Child/Youth Engagement See packet of available learning supports in our district – in your folder

21 Intensive Supplemental Core See A System of Student Learning Supports packet – in your folder

22 Learning Supports Learning Supports Referral = Accessing any supports student needs to be successful at school Learning Supports Referral Automatically accessing the pathway to IDM / Special Education supports

23 Barriers to Learning Learning Supports Successful in School Core Instruction Range of Learners = Motivationally ready & able to learn 1 2 = Encounter some barriers and may be lacking prerequisite knowledge & skills 3 = Encounter complex and intensive barriers to learning Focusing solely on instruction will not help students in groups 2 & 3 succeed See packet of available learning supports in our district – in your folder

24 A continuum of core, supplemental, and intensive support services which create and maintain safe and respectful environments in which: Teachers can teach Students can learn Parents and community partners can contribute Successful social, emotional, behavioral, and learning outcomes are achieved Learning Supports

25 Current State… Current referral process is fragmented and varies from building to building This fragmentation makes it difficult for stakeholders to consistently access supports, so that all students have equal access to supports

26 From this… To this...

27 Student Services Team Background Develop a systematic, efficient framework for the schools in our district to address barriers to learning Using Adelman and Taylor model Iowa guide: Developing Our Youth: Fulfilling a Promise, Investing in Iowas Future Blend with current district practices (PLCs, continuous improvement, formative assesment, Doing Our PARRT, PBS, etc.) Map resources at a district level Provide structure for buildings to continue this mapping process at a building level

28 Charter / Scope of Kaizen Event This event will address the development of a standard operating procedure for accessing learning supports that can be used by all stakeholders in the CRCSD. See Kaizen Charter – in your folder

29 A standard operating procedure for accessing learning supports will: Identify existing strengths in the process Identify gaps and address needs in existing process Mobilize existing resources in anticipation of tomorrows needs for students and staff Create a system of cohesiveness and transparency for students, parents and staff Gives permission to let go of antiquated thinking and practices

30 Objectives of this event: To develop (and implement 09-10) a district-wide standard operating procedure that can be used by any district stakeholder to address concerns that they have about a student Improve efficiency of existing processes by improving flow and reducing waste Remove non-value added steps in existing processes Ensure that we utilize the tools we have effectivley To determine methods that will measure the effectiveness of this referral process To clarify the roles and functions of team members See Kaizen Charter – in your folder

31 School systems are not responsible for meeting every need of their students. But, when the need directly affects learning, the school must meet the challenge. Carnegie Council on Adolescent Development, 1989


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