Continuous Improvement

(CI)CI IS The Mission of the District

Sitebase Committee

Make Informed Decisions

Define Where You AreDefine Where You Want to BeDescribe How You Will Get ThereImplement Monitor, Ask QuestionsEvaluate, Ask QuestionsAdjust -cycling back through CI process

Make Informed Decisions

Define Where You Are –Ask Questions, Collect DataAnalyze all data sources and define current state of

the program

Data Sources: Every classroom assessment taken (benchmark, quiz, teacher observation, every campus assessment (TPRI, STAR, AR reports, ITBS, SOI, PASeries) every referral (discipline, 504, Dyslexia, IDEA), every item reported in PEIMS (at-risk, econ dis, AEP, JJAEP), longitudinal Studies (COMPASS), cohort Studies, surveys, parental communications.

Define Where You Want to Be Commissioner’s Percentages for each

subject area, each student population Enhanced Goals: What level each student

will be reading, ESL student performance, SAT & ACT scores, college enrollment, Commended Performance, UIL Performance, GT Performance, Achieve Texas enrollment

Campus Goals Teacher Goals Student / Parent Goals

Describe How You Will Reach Your Goals Program Descriptions using critical attributes

or criteria Who will do what? How often? Which Students? Timeline Materials Resources Strategies, Procedures, Guidelines, Flowcharts Formative Assessments that will drive Program

Adjustments

Implement Program Make sure all participants understand how

program will be activated How? Logistics? How often? Schedule? By whom? Who is responsible? With whom? What student group? How selected? What resources? Materials, Curriculum,

Strategies, Guidelines? Until When? Exit Procedures? Documentation? Records? Data collected?

Monitor – What Will You Be Looking For? Can you Document that Critical Components of the

Program ARE Being Implemented? What will you use as criteria?

Example: 10 students with STAR IRL scores more than 2 grade levels below grade placement will: Use EYEQ software three times a week for 7 minutes a

day to increase speed & comprehension. Be required to read 1 biographical, 1 novel, and 1 AR

book of their choice during the six weeks. Be given explicit direct reading instruction every other

day. After 6 weeks re-take the STAR test.

Critical Components Exposure to EYEQ software program (add

who, when, where) Accountability for increasing their reading

repertoire (add teacher defined reading lists) Explicit & Direct Reading Instruction at

appropriate Grade Level (See Nat Inst for Lit. http://www.nifl.gov/partnershipforreading/questions/questions_about.html )

Assessment using a benchmark test (STAR and perhaps additional TAKS-like assessments)

CRITICAL COMPONENTS of a Researched-based Reading Program Direct Instruction in phonemic awareness,

phonics, fluency, vocabulary, and comprehension. For systematic instruction, lessons build on previously taught information, from simple to complex, with clear, concise student objectives that are driven by ongoing assessment. Students are provided appropriate practice opportunities which directly reflect instruction.

CRITICAL COMPONENTS of a Researched-based Reading Program Direct instruction is an instructional approach that

utilizes explicit and structured teaching routines. A teacher using direct instruction models, explains, and guides the students through extended practice of a skill or concept until mastery is achieved. The lessons are fast paced, students are academically engaged, and teachers are enthusiastically delivering instruction. Direct instruction is appropriate instruction for all learners, all five components of reading, and in all settings (whole group, small group, and one-on-one).

Evaluate ProgramYOU CANNOT EVALUATE WHAT YOU HAVE NOT

DEFINED or DESCRIBED IT. Formative Assessments – taken at short intervals to

identify unsatisfactory and satisfactory conditions that might need tweaking within a short period of time.

BASED ON PROGRAM DESCRIPTION Example: Flex Period

Survey of student participation, valuing, improvement documented, scheduling issues

Survey of teachers, participation, valuing, improvement documented, scheduling issues

Evaluate ProgramSummative Assessments – taken at the end of

the program or as in grade level programs, at the end of the year.

Program Evaluations should be taken over a period of at least 3-5 years to establish a trend and to determine if the “change process” has been given enough time to take effect.

As a result- programs should not be implemented without a commitment of 3-5 years.

Resources for Researched-based Best Practices in Reading US Department of Education:

http://www.ed.gov/rschstat/eval/other/reading/state-k3-reading.html

Nat Inst for Lit http://www.nifl.gov/partnershipforreading/questions/questions_about.html

Older-Struggling Readers: http://www.prel.org/products/Products/reading-instruction.htm

http://www.fcrr.org/curriculum/curriculumInstructionFaq1.htm#11

TEA http://www.tea.state.tx.us/reading/

Adjust

Program Adjustments may take place at any time, but a Formal Adjustment should be scheduled at least once a year.

Program Descriptions need to be edited and disseminated throughout the organization, especially among new teachers.

Make Informed Decisions

Define Where You AreDefine Where You Want to BeDescribe How You Will Get ThereImplement Monitor, Ask QuestionsEvaluate, Ask QuestionsAdjust-cycling back through CI process

Make Informed Decisions