1. Cycle of Continuous Improvement for 2009-2010
The Cycle of Continuous Improvement is a frame that helps us to guide the work that we do, in all aspects of public education, and especially in the classroom. So we’ll follow it as we go through the year, using various tools to review our work and make improvements where needed.
INSERT SCHOOL HERE
Module 2 1 1

2. Fresno Unified School District 2008-2013
FUSD Goals
All students will excel in reading, writing and math
All students will engage in arts, activities, and athletics
All students will demonstrate the character and competencies for workplace success
All students will stay in school on target to graduate
Annual Targets
Cycle of Review
District Improvement Action Plan
Student Success
Operational Excellence
High Performing Workforce
Effective Leadership
Community Engagement
Built on the foundation of the School Board’s Core Beliefs and Commitments, the District Goals focus increasing opportunities for students. Many of our actions and initiatives are outlined in the District Improvement Action Plan. And in the middle, Annual Targets and Cycles of Review are 2 of the new tools to help us work our way around the cycle of continuous improvement.
Board Core Beliefs and Commitments
FUSD : Setting the Stage 2 2

3. Cycle of Continuous Improvement
Planning
for Action
Cycle of Continuous Improvement
Implementation
Strategies
Reflection
We already have some familiarity with the cycle… This year, we will be intentional about using as our frame. The work of teaching and learning often focus on the Planning, Implementing and Assessing elements of the cycle. But we need to continually recognize that improvement can occur only when we are able to analyze and reflect on our work. And our planning for this year needs to begin with some analysis and reflection on our work and results from last year.
Analysis
Assessment

4. Cycle of Continuous Improvement: School, Grade/Course and Classroom
Reflection
Analysis
Planning
Assessment
Implementation
Grade Level or
Course
Classroom & Student
District
For our school, the cycle is something we engage in at three levels, school-wide, Grade/Course, and Classroom.
A solid school-wide view of our work will depend on the depth and quality of our work in grade level collaborations. And those grade level collaborations are dependent on our work reviewing and reflecting at the classroom level.

5. Cycle of Continuous Improvement Skillful Leader/Teacher
Our Work in 5
Cycle of Continuous Improvement
Skillful Leader/Teacher
Academic
Support
Social Emotional Support
The Cycle of Continuous improvement is one of 4 areas that we will focus on for the year. Remembering the Academic and Social-emotional sides of the triangle (which we will look at a little later), the Cycle, along with the Skillful Leader/Teacher, influence both our work to promote achievement and school culture.
FUSD : Setting the Stage 5 5

6. Cycle of Continuous Improvement
Cycle of Review
SPSA Tool
Data Dashboard
The SPSA tool is an online system that we’ll use this year to complete our SPSA as we go. We’ll use feedback from our Cycles of Review to input into our school’s SPSA.
Today, we’ll start with a look at our implementation and our CST results from last year.
FUSD : Setting the Stage

7. Preparing for the SPSA Tool CST Section
During the Cycle of Review meeting with the faculty, assign the staff the task of completing an individual and a subject area “Guiding Questions”
The templates ask teachers to identify 3-5 instructional focus areas from last year (you may want to “pre-identify” for specific subject areas)
Make copies of the template, schedule time for individual analysis and a department/subject area time for review
Schedule a due date to return to you
For ELA and Math, you will use this feedback from teachers to synthesize with your own analysis and complete the CST section of the SPSA
Principals only!!
9/17/2018

8. Cycle of Continuous Improvement
How do our instructional activities (adult behaviors) impact student achievement?
How does the environment we create impact student behavior and achievement?
We need to study our results from last year, analyze our instructional and behavioral focus areas from last year, and identify any adjustments/changes we need to make for this year, based on these findings …..

9. Cycle of Continuous Improvement: Our Task
Complete the “Secondary Prior Year Classroom CST Guiding Questions “ before the next department/subject area meeting
Bring your responses to the meeting, and complete one subject area copy of the “Secondary Prior Year Grade/Course CST Guiding Questions “

10. Cycle of Continuous Improvement: Our Task
Each teacher completes the “Prior Year Classroom Level Analysis and Reflection” Form
Complete the analysis/reflection prior to 1st subject area meeting– bring to the meeting
Analyze scores in AiS
Analyze implementation of major actions
Reflection and Planning for
Subject area team completes one “Prior Year Subject Level Analysis and Reflection”
Lead teacher facilitates analysis, reflection and planning at the course/subject level with faculty– return to principal/ designee
After groups have had a chance to discuss by grade/course level, you can choose to have a staff “report out” of their findings. You will need to at least collect their Grade /course level write-ups, so that the leadership team can consolidate findings into the SPSA tool.

11. Classroom Guiding Questions (CST)
School Level
Reflection
Analysis
Planning
for Action
Assessment
Implementation
Strategies
Grade Level or
Course
Classroom & Student
Classroom Guiding Questions (CST)
Analysis of CST Results in 08-09
Analysis of Implementation of Major Achievements in 08-09
Connecting Implementation Analysis with Student Outcome Analysis– Planning for
Here’s a snapshot of the pages in the Classroom Guiding Question that we’ll be using … on 3 pages, the guide covers 4 areas.
There is a separate handout to review. Let’s go over the handout together.

12. Grade/Course Level Guiding Questions
School Level
Reflection
Analysis
Planning
for Action
Assessment
Implementation
Strategies
Grade Level or
Course
Classroom &
Grade/Course Level Guiding Questions
Group review of Grade/ Course Level CST Results
Group Review of Classroom Analysis of Implementation Look for Trends
Adjustments to the Plan for
The grade level collaboration Guiding questions also have 3 pages– this is just a sample.

13. Lucky Leading Losing Learning
The Leadership and Learning Matrix
Lucky
Good results with no understanding of the reasons. Replication of success not probable.
Leading
Good results with clear understanding of the reasons. Replication quite probable.
Losing
Poor results, with no understanding of the reasons.
Learning
Poor results with clear understanding of the reasons. Replication of mistakes not probable.
Organizational Results
Ask the staff after the Classroom and Grade Level analyses are complete,
“Where would you say we are on this matrix with…. BBF, MLD, ELA Mini-lessons, use of instructional coaching, ELD strategies, etc….”
Level of Implementation

14. Faculty and Leadership Analysis Informs SPSA Tool
By 1st Principals meeting, principals will bring a summary of ELA and Math analysis and reflection… we’ll share summaries, and discuss input into the SPSA tool.
SPSA tool times and areas to review: CST, ACS 1, 2 and 3, CELDT, School Culture (CAHSEE for HS)
Principals only!!
9/17/2018

15. Principals only!!
9/17/2018

16. Principals only!!
9/17/2018

17. Principals only!!

18. Principals only!!

19. Principals only!!

20. Principals only!!

21. Principals only!!

22. SPSA Tool in 2009-10: Planning
School Level
Reflection
Analysis
Planning
for Action
Assessment
Implementation
Strategies
Grade Level or
Course
Classroom & Student
Now that you have reviewed your implementation and your outcomes, connect these two pieces of data to interpret the effectiveness of your actions. For example, if there was a particular grade or course level that highly implemented the specified actions, did you see their efforts reflected in the data? If so, then how will you go about making sure everyone is implementing fully? If not, why do you think this might be?
If full implementation is occurring, yet improvement in student data is not, this might mean that (1) there is still a gap in implementation somehow you are not catching that you need to reflect upon further; or (2) you are using the wrong approach with these students. What adjustments do you still need to make and how will you further monitor your plan?
Principals only!!
Action
Universal/
Targeted
School Target
(from SPSA)
Outcome
Implementation Rating
Planning/Adjustments to be made
Plans for Monitoring
MLD
Universal
37%
35%
2.5
While there are some teachers who need one-on-one coaching, it appears that all teachers would benefit from Prof. Learning on planning for MLD, including engagement and checking for understanding techniques. Our math coach and identified teachers will work together to prepare and present this PL 4 times during the year. After the first two times, this learning will include looking at student artifacts and determining misconceptions and what this means for adjusting instruction.
Leadership will monitor the planning for these workshops. Additionally, after each PL session, the leadership team will conduct classroom walk-thrus looking for specific techniques highlighted in the PL. The leadership team will then discuss what they observed and plan for next steps.
We will end each SPSA tool module with a chart similar to the one we began with. This one, as a planning tool, allows you to input information you learned about implementation, and information about student outcomes. In a sense, you are putting it all together here. And the last 2 columns are where you will enter in adjustments to the action plan, and any monitoring structures that you will use in