WELCOME TO: Integrated System for Improved Student Achievement · The Plan, Do, Check, Act (PDCA) cycle is drawn from Deming’s 14 principles. The continuous improvement cycle can

WELCOME TO:

Integrated System for Improved

Student Achievement

Eight-Step Process

September 17-24, 2012

Dr. Peggy Hinckley

2

Warren’s Story

3 years of declining

test scores

Fall, 2001 – Lowest

scores among

township schools

in the metro area

Less than half of

Warren students

passing ISTEP

0

10

20

30

40

50

60

70

3rd

Gr

6th

Gr

8th

Gr

10th

Gr

1999

2000

2001

3

Warren Before

Eight-Steps

2000

4

ISTEP+ Language Arts

% of Students Above Standards

64

52

68

5953

73 72

54

7469

61

49

72

6154

44

6760

6770

0

10

20

30

40

50

60

70

80

Grade 3 Grade 6 Grade 8 Grade 10

1997

1998

1999

2000

2001

5

6773

77

6763

46 5255 56

46

556164 59 58

45

566058

53

0

10

20

30

40

50

60

70

80


1997

1998

1999

2000

2001

ISTEP+ Math

% of Students Above Standards

6

ISTEP+ Language Arts & Math % of Students Above Standards

5459

63

5246

394345

4035

495558

52 53

41

51 5449 46

0

10

20

30

40

50

60

70

80


1997

1998

1999

2000

2001

7

Warren After

Eight-Steps

2012

8

Brookview Elementary ISTEP+

% Passing

Grade 3

9

Brookview Elementary ISTEP+

% of Students Passing

Grade 3

10

Hawthorne Elementary ISTEP+


Grade 3

11



Grade 3

12



Grade 4

13



Grade 4

14

Lakeside Elementary ISTEP+


Grade 3

15

Lakeside Elementary ISTEP+


Grade 3

16

Liberty Park Elementary ISTEP+


Grade 4

17

Sunny Heights Elementary ISTEP+


Grade 3

18

Sunny Heights Elementary ISTEP+


Grade 3

19

Creston Intermediate Academy

ISTEP+ % of Students Passing

Grade 5

20

Creston Intermediate Academy


Grade 6

21

Raymond Park Intermediate Academy


Grade 5

22

Raymond Park Intermediate Academy


Grade 6

23

Who’s to Blame?

The college professor

said:

“Such rawness in a

student is a shame.

Lack of preparation in

high school is to

blame.”

24

Who’s to Blame?

Said the high school

teacher:

“Good heavens! That

boy’s a fool.

The fault of course

is with the middle

school.”

25

Who’s to Blame?

The middle school

teacher said:

“From stupidity may I be

spared.

The elementary

teachers sent him so

unprepared.”

26

Who’s to Blame?

The primary teacher

huffed:

“Kindergarten

blockheads all.

They call that

preparation – why, it’s

worse than none at

all.”

27

Who’s to Blame?

The kindergarten

teacher said:

“Such lack of training

never did I see.

What kind of woman

must that mother be.”

28

Who’s to Blame?

The mother said:

“Poor helpless child.

He’s not to blame.

His father’s people

were all the same.”

29

Who’s to Blame?

Said the father at the end of the line:

“I doubt the rascal’s even mine.”

Anonymous

30

The Building Blocks

The 8 Step Continuous Improvement Process

has been adapted to apply to schools and

districts.

Eight Step Process is a methodology for

ensuring that teachers teach and students learn

by using data and focusing on individual

students and the core curriculum elements of

mathematics, reading, writing and science.

31

Laying the Groundwork: The Integrated System

Grounded in 3 proven ideas:

Total Quality Management (Deming)

Effective Schools (Lezotte, Edmonds, Brookover)

Plan-Do-Check-Act (Shewhart)

Six Characteristics of Successful School Districts:

Belief they can teach all students

High expectations

A VISION

Leadership focuses on the organization of the Vision

Aligned strategic planning process

Plan-Do-Check-Act (PDCA) instructional process

32

What is An Effective School?

An effective school is defined as one in which equal

proportions of low and middle income level children

evidence high levels of mastery of the essential

curriculum.

There are no differences in the proportion of

students mastering the basic skills as a function of

the group to which they belong.

No child is condemned to

educational failure because

of family background, race,

socioeconomic status, or gender.

33

Seven Correlates of Effective Schools

Safe and Orderly Environment.

Climate of High Expectations for Success.

Instructional Leadership.

Clear and Focused Mission.

Opportunity to Learn and Student Time on Task.

Frequent Monitoring of Student Progress

Home-School Relations

34

Total Quality Management (TQM)

TQM is designed to improve any organization (state, district, or school)

at any level (classroom or administration).

TQM is defined as "an operational theory of

management and a set of process tools

for implementation."

Deming claimed that productivity improves as variability decreases.

The Plan, Do, Check, Act (PDCA) cycle is drawn from Deming’s 14

principles. The continuous improvement cycle can be applied to

planning, problem solving, and decision making.

Once trained, every staff member can:

Identify, analyze and solve problems

Establish quality goals and objectives

Measure results

Focus the strategic vision on the needs and expectations of its

students

Work Smarter,

Not Harder

35

Keys to Success

Go s-l-o-w at first so you can go fast

later.

Do it right the first time.

Remember the 80-20 rule.

Perform root cause analysis.

Plan-do-check-act.

Allow all system components to work

together for the good of the system.

USE QUALITY TOOLS

Brainstorming

Root Cause Analysis

Nominal Voting

Action Plans

36

ISTEP Scores South Bend Community School Corporation

Wilson Primary Center

37

ISTEP Scores New Castle Community School Corporation

Wilbur Wright Elementary School

38

ISTEP Scores Muncie Community Schools

Longfellow Elementary School

39

8-Step Process schools - 2010 Spring ISTEP

School Number School Name

2009 Percent of Students Passing

ELA


ELA


Math


Math

New Castle Community School Corporation

2832 Eastwood Elementary School 58.38% 58.00% 57.30% 59.50%

2849 James Whitcomb Riley Elementary School 83.42% 87.00% 90.67% 93.50%

2861 Westwood Elementary School 82.04% 73.12% 79.64% 84.41%

2847 Parker Elementary School 67.48% 71.63% 67.48% 78.37%

2865 Wilbur Wright Elementary School 63.69% 75.18% 65.92% 82.27%

2853 Sunnyside Elementary School 87.67% 81.51% 79.45% 78.77%

2833 Greenstreet Elementary School 72.53% 67.06% 63.74% 77.65%

South Bend Community School Corporation

7533 Coquillard Primary Center 43.80% 58.87% 33.58% 49.19%

7577 Marquette Montessori Academy 43.75% 53.27% 37.50% 44.86%

7561 Lincoln Primary Center 42.35% 52.61% 38.78% 49.29%

7593 Muessel Primary Center 47.24% 51.10% 38.04% 41.21%

7585 Monroe Primary Center 50.00% 60.81% 34.09% 56.08%

7597 Navarre Intermediate Center 33.97% 42.14% 41.11% 51.86%

7588 Wilson Primary Center 53.76% 67.42% 43.93% 65.73%

7573 Madison Primary Center 43.09% 40.54% 31.91% 41.08%

7613 Perley Fine Arts Academy 50.89% 67.46% 54.46% 64.29%

7545 Harrison Primary Center 35.40% 49.67% 46.72% 51.32%

Muncie Community Schools

1485 Longfellow Elementary School 41.86% 57.96% 38.37% 63.69%

1509 Sutton Elementary School 64.00% 64.34% 65.78% 64.73%

1517 West View Elementary School 67.63% 78.48% 63.58% 72.15%

1496 North View Elementary School 73.72% 72.73% 59.62% 70.63%

1482 South View Elementary School 59.27% 63.25% 55.64% 67.22%

1423 Storer Elementary School 78.13% 67.39% 81.77% 70.29%

1470 Grissom Elementary School 53.99% 55.33% 56.34% 57.79%

1494 Mitchell Elementary School 79.44% 76.80% 69.16% 70.40%

Lafayette School Corporation

8104 Thomas Miller Elementary School 65.05% 64.44% 68.28% 75.56%

40

Riley High School

Numbers measure percentage of passing grades

41

Washington High School

Numbers measure percentage of passing grades

Washington High School

42

The Eight Step Process

Plan Instructional Calendar using disaggregated

student performance data

Do Instructional Focus

Check performance with frequent assessments

and activities

Act to maintain, enrich, and

tutor student performance

43

Benefits of the Eight Step Process

It gives teachers flexibility in how to teach by focusing on what to teach.

It emphasizes key skills for every student.

It allows students to retain skills in order to build higher skills.

It encourages collaboration among teachers, students, and instructional

support staff.

It promotes active learning and student involvement in the learning

process.

It places the ultimate responsibility of learning on the learner.

It aligns planning, instruction, assessment, and support toward student

performance.

It is data driven so it removes subjectivity and replaces it with a focus on

results.

It contributes to a climate of achievement and success.

It is a proven approach that achieves results.

44

Plan: Disaggregate Data

Use data for the purpose of determining weak

and strong areas

Data analysis is ongoing

But data alone is not a magic bullet

In the planning stage, test scores are

disaggregated

Data is specific enough for individual students,

but also general enough to show trends and

direct teachers’ instructional program

45

Test Talk

What strengths and weaknesses are revealed?

What are OUR goals for improvement?

"Your Academic Success

Is Important to Me"

46

Instructional Groups Instructional groups are defined to categorize results and

share a common language, NOT to label students.

47

Action Plan: Implementing the Eight Step

Step #1—Data Disaggregation

48

Plan: Create Instructional Calendar

An instructional timeline is actually a calendar

that visually shows the allocation of the

instructional year to each instructional focus and

when each focus is covered

Teachers create the calendar before school

begins allowing them to have an overall

instructional plan at the start of the school year

The calendar is shared across the campus and

integrated into the framework of every teacher’s

instruction

49

Create a Calendar

What the calendar does:

Covers the school year up to the

State test dates

Remains open to change as certain target areas

are mastered by the students.

Shows which standards will be covered each

week.

Provides a logical sequence of concepts that

can be shared school-wide

50

Common Core Standards

No single document will have played a more

influential role over what is taught in schools.

The responsibility for interpreting and

implementing these expectations rests on the

shoulders of teachers and principals…the

standards leave room….to determine how those

goals should be reached and what additional

topics should be addressed.

Pathways to the Common Core – Calkins,

Ehrenworth, and Lehman


Indiana Common Core – Guidance

http://www.doe.in.gov/achievement/cur

riculum/resources-implementing-

common-core-state-standards

52


Emphasizes much higher level comprehension

skills than previous standards

Places equal weight on reading and writing

Emphasizes reading complex texts

Conveys that intellectual growth occurs through

time, across years, and across disciplines

Supports cross curricular literacy teaching

53

Look at your current literacy

initiatives and set goals for how to

improve them.

54

Look at gaps in your curriculum. Implement a spiral, cross-curricular K-12 writing

workshop curriculum.

Move students up levels of text complexity by

providing them with lots of just-right, high-

interest texts and the time to read them.

Prioritize argument and informational writing.

Focus on higher-order comprehension

instruction.

Increase cross-curricular analytical nonfiction

reading.

55

Publicizing the Calendar

Share final calendar with all staff members.

Model focus targets at staff meetings so that everyone

understands the methods and concepts for each target.

Post the calendar everywhere:

Classroom

Throughout the school

School newsletter

School website

Student homes

56

Revising the Calendar

If students have trouble with a standard, the

calendar should be revised for re-teaching.

BUT… avoid making repeated changes to the

calendar.

When the academic teaching calendar goes

into effect, it results in a positive alignment of:

• written curriculum

• taught curriculum

• tested curriculum

57

Tenth Grade Reading and Writing Instructional Calendar

58

High Expectations

“In effective schools, not only do teachers believe

the students can learn, but they also believe that

they, the teachers, can teach them.

Teachers in effective schools go about their

business of teaching with the confidence that they

will succeed.

They are continuously seeking ways to do their job

better, not looking for excuses for not doing it.”

—Dr. Larry Lezotte

59

Self-fulfilling Prophecy

Students tend to rise or fall to the level of

expectations held by educators.

Schools create “smart” or “dumb” students,

depending upon the demand for achievement

placed upon these students.

Teachers set

the tone!

60

Profile of an Effective School

The professional staff holds the following beliefs:

All students can learn.

All students are expected to master the

standards.

Standardized achievement tests are appropriate

measures of school success.

The staff is committed to producing high

achievement for all students, no matter what it

takes.

61

Fact:

Teaching Effectiveness is More

Important than Demographics

~ Reeves

24% of variation in achievement is related

to demographics.

24 – 49% of variation is related to teaching

effectiveness and certification.

Impact of teachers twice as important.

62

Do: Direct Instructional Focus

After you use the data to create a plan, then

instructional focus areas for all subjects are

developed and delivered for the calendar.

Areas of instructional focus are selected from

the state accountability requirements and

matched to student learning needs. Districts

are encouraged to post instructional focus areas

at the district, school, grade, and classroom

levels.

63

Direct Instructional Focus

If we teach one thing and

test another, students get

discouraged and lose their

motivation for learning.

Empowering teachers to discuss

results and plan together is what

makes it all work. All teachers become

better with the collaborative teaming.

"None of us is as smart as all of us.”

Ken Blanchard

64

Lesson Plan

Anticipatory Set

State the Objective

Teach the Lesson using Best Practices and High Yield Strategies

Check for Understanding

Guided Practice

Assign Independent Practice

Lesson Closure

Schedule Maintenance

MSD of Warren Township

Teaching an Effective Lesson

65

Anticipatory Set

Emphasize to the students the

learning task, its importance,

and the learning (prior knowledge)

that led to this objective.

Teach the prerequisite skill to

ensure better mastery of the new

content.

66

State the Objective

Know where you are going!

By stating the objective, and its relevance,

you are expecting the students to go along

with you.

67

Teach the Lesson

This includes main concepts and skills,

emphasizing clear expectation and includes

active student participation.

Strategies to Use

Variety of examples Diagrams

Wait time Modeling

Graphic Organizers Q & A w/ Discussion

Proximity Build on prior

knowledge

68

Check for Understanding

Observe and interpret student reaction

Frequent formative assessments

IMMEDIATE feedback

Adjust instruction and RETEACH if necessary

69

Guided Practice

Allows student to answer questions,

demonstrate skills, or solve problems.

Check for understanding.

Adjust instruction as needed and reteach as

necessary.

70

Independent Practice

Allows students to solidify and

demonstrate skills and knowledge on

their own.

Teachers check for understanding, give

immediate feedback and reteach as

needed.

71

Lesson Closure

Recite or retell the prior learning

and the objective.

Share what was learned and

what is next.

72

Maintenance

Schedule maintenance to review

and reteach the concepts and

skills learned.

73

Creating Instructional Focus

Situation and Task

You are a team of teachers from the art, physical education, and

music departments at Wagner Middle School. The targets of

instructional focus are not directly related to your areas of expertise,

but you want to help reinforce these areas to the students at

Wagner.

Your task is to take the three instructional focus targets below and

integrate them into the class curriculum for art, physical education,

and music. Describe what you will do to reinforce each target area.

Be creative!

1. Students will identify parts of speech.

2. Students will use correct subject verb syntax in an essay.

3. Students will use appropriate punctuation in a letter.

74

The Eight-Step/PDCA

Process

8.

Mo

nito

ring

7.

Main

ten

an

ce

2. Timeline Development

4. Assessment

3. Instructional Focus

1. Data Disaggregation

75

Check: Frequent Assessments

Any exceptional school district or campus is data driven.

After the instructional focus has been taught, an

assessment is administered to identify mastery and non-

mastery students

Naturally, assessments are aligned with the content

areas of instructional focus and the accountability

standards.

After the assessment, it is important that the teachers

get together to review how different classes fared on the

tests.

76

Webb’s Depth of Knowledge

Level 1 - Recall

Recall facts, information,

or procedures

Recognize, use,

measure

Performs a simple

algorithm or applies a

formula

Use information or

conceptual knowledge

Requires two or more

steps

Level 2 – Skill/Concept

77

Webb’s Depth of Knowledge Level 3 – Strategic

Thinking

Requires reasoning,

developing a plan or

sequence of steps

Some complexity, with

more than one possible

answer and requires

justification of answer

Level 4 – Extended

Thinking

Requires an

investigation, collection

of data and analysis

Designing, conducting

experiments

Critiquing experimental

designs

Combining and

synthesizing ideas into

new concepts

78

Depth of Knowledge - “Describe”

DOK 1 – Describe three characteristics of

metamorphic rocks (simple recall)

DOK 2 – Describe the difference between

metamorphic and igneous rocks (requires

cognitive processing to determine the

differences in the two rock types)

DOK 3 – Describe a model that you might use

to represent the relationships that exist within

the rock cycle (requires deep understanding of

rock cycle and a determination of how to best

represent it

79

Administer Assessments

Short, frequent assessments allow teachers to:

Check for understanding.

Tell which students are learning and which need more help.

Chart student progress.

Adjust teaching methods to achieve better results.

Modify the calendar as needed for re-teaching or acceleration.

80

Test-taking Strategies

READING

Read the title and sub-headings, if any. Determine what the passage is

about.

Study graphs, charts and pictures associated with the passage. Why are

they included? What information do they hold?

Number each paragraph for later reference.

Read the questions, circling key words.

Whisper read the passage more than once. Underline clues that relate to

the questions.

After reading each question, identify the best possible answer but don’t

mark it on the test yet.

Eliminate answers that are clearly wrong.

Find the paragraph that supports the correct answer for each question.

Mark the correct answer on the test and show the paragraph number that

proves the answer.

The strategies shown here are well-established parts of the continuous

improvement method for effective schools.

81

Test-taking Strategies

MATH

Read the problem several times.

Circle key words in the question—make sure the question is clear.

Circle and/or underline key numbers and words.

Eliminate unnecessary information and data.

Study graphs, charts and pictures associated with the passage. Why are they included? What information do they hold?

Determine which number operations or strategies are needed to reach the right answer.

Solve the problem and show all work.

Evaluate the solution to make sure it seems logical and accurate.

Compare the solution to all possible answers. If it’s not among the answers, repeat the steps above until you solve the problem correctly.

Eliminate wrong answers.

Mark the correct answer on the test

The strategies shown here are well-established parts of the continuous

improvement method for effective schools.

Pages 68-69

82

Some Key Principles of Assessment In the effective school, student progress over the State Standards is measured and

monitored frequently.

The results are used to improve student performance.

Teachers must believe that if they teach a standards-based curriculum and the

students learn what they are taught, then the students will perform well on the State

Test.

Disaggregating State Test data by student groups is a powerful force for positive

change in a school.

Test results must be shared with the staff, who can then collaborate to analyze the

results.

Sharing results also helps teachers distinguish between true mastery and plain luck

with answers.

The results of each assessment should be shared with parents via the grade reports.

As teachers continue to have greater access to software and technology designed to

track student progress, they can more rapidly assess student needs.

Students also share the benefits of knowing where they stand, what they need to

improve and how the improvement can best be achieved.

83

Learning Log Meeting

Teachers meet with their principal every three

weeks, following the assessments, to review

results

Assessment results are entered into a

spreadsheet that color codes results for easier

reading – red for nonmastery (0, 1, 2), yellow for

partial mastery (3), and green for mastery (4)

The spreadsheet is organized by teacher, listing

all student names and assessment results

Focus is on grade level results

84

Learning Log Meeting

The purpose of this meeting is to organize for

Success Period. Which standards are the

focus? Which teachers are teaching tutorials,

maintenance, and enrichment? Which students

are in which group?

Teachers organize the procedures for moving

students to Success groups to maximize the 30

minutes allocated.

LL occurs within 3-5 days of the completion of

assessments. New Success groups begin after

LL.

85

Success Period – Steps 5&6

After Learning Log meeting where 3 week

assessment data is shared, teachers and the

principal determine which standards will be

used for the tutorial and enrichment groups

during the next three week period. .

Begin with one standard per three week period

and move to 2-3 after the routine is established.

Tutorials are done by classroom teachers.

Enrichment is done by other teachers (art,

music, PE. Media)

86

Success Period – Steps 5&6

Maintenance (yellow) groups are students who

did not master but do not need a tutorial

Students need additional practice in the

standard to internalize it

Paraprofessionals or other adults can handle

maintenance

To keep tutorials at less than 10 students,

enrichment and maintenance are larger

88

Tutorials and Enrichment

Tutorials and enrichment activities help sustain learning and

increase the students' interest in a wide range of related topics.

Allow staff members to rotate between delivering tutorials and

enrichment activities.

Students and teachers alike enjoy fresh perspectives and new

challenges.

Teaching Tools for Tutorial and Enrichment Sessions

Collection of alternative materials and resources (hands-on,

action-oriented preferred)

Rotating instructors equipped with effective teaching strategies

89

Tutorials

Additional time for review is required if all students are to attain

mastery.

Re-teaching efforts and tutorials should be devoted to coverage of

non-mastered areas.

Tutorials should be offered frequently and led by a variety of

instructors.

The tutorial should not be perceived as a punishment, but instead

as a chance to catch up and potentially excel in a difficult content

area.

Decisions:

Should sessions be offered school-wide,

kept within a grade level, or focused on

particular content?

90

Act: Enrichment

Effective schools provide enrichment opportunities for students who

master the areas of instructional focus.

Enrichment programs can take many forms depending on the

student.

Here are some examples of how to make enrichment programs

work at your school:

During tutorial time for students who need help mastering learning

standards, provide enrichment opportunities to students who have

achieved mastery.

As with tutorials, involve parents wherever possible in enrichment

programs—as teachers, teacher assistants, curriculum developers,

etc.

Give mastery students an opportunity to attend an additional elective

or advanced course.

Allow mastery students to attend a local college during the day and

earn college credit.

91

Maintenance

People take care of themselves, their cars,

or their homes because they want to sustain

the quality and reliability of their health

or possessions

Learning is no different

No matter how well a student masters content, if the

student never returns to the material, then that skill or

concept will fade

Check that students remember previous lessons.

Key points from past lessons should be reflected in the current lesson.

Ask students to apply previously learned skills to new materials.

Keep worksheets and audio-visual materials at hand at all times.

92

Act: Monitoring Results Monitoring the process at every level is the chief responsibility of the school

principal. It’s important that teachers, parents, and other administrators are

involved, but it is the principal who carries the greatest impact.

School principals have a myriad of responsibilities—budgets, the day-to-

day running of the school, recruitment, paperwork, state compliance—it’s

an endless list. However, their priority and most important role is that of

instructional leader.

Instructional leaders are actively involved in the teaching and learning

process. Below are key behaviors and activities of instructional leaders.

Schedule classroom visits on a regular basis.

Schedule “one-on-ones” with students and teachers to review test scores

(The State Test Talk).

Organize celebrations to recognize achievements and gains.

Meet regularly with departments and teams to monitor the instructional

progress of students.

Use formal and informal surveys to assess processes, school climate,

and stakeholder satisfaction.

93

Monitoring

Regular classroom visits by the principal during

standards instruction are valuable to the entire staff.

By visiting often, the principal observes a continuum

of the teacher’s efforts, rather than the occasional

45-minute “show.”

The interest displayed by the principal motivates

teachers and students to accomplish their goals in

several ways:

Observes and shares effective teaching practices

Verifies student progress

Elevates the importance of learning

Demonstrates support for the efforts of teachers

94

Monitoring Relationships

Superintendent monitors each principal

(meetings, campus issues, student progress,

observation logs)

Principal monitors each teacher (faculty

meetings, observations, assessment profile)

Teacher monitors each student (test chats,

assessment profile, goals)

Students monitor their own data

The most important outcome is that all these critically important

participants are monitoring the success of the Integrated System process.

95

Instructional Leadership

If instructional leadership is to be adopted as a standard at

a district or school, it must be described and clarified to

those who must make it happen. First, explore ways that a

principal can assume that role.

Then, describe what you would do to establish instructional

leadership at a school where there is no concept or tradition

of the principal as the instructional leader. Remember, part

of your challenge will be to obtain buy-in from your staff,

administration, parents, and other stakeholders.

96

Instructional Leadership

In the effective school, the principal acts

as an instructional leader and effectively

communicates the mission of the school

to staff, parents, and students.

97

Factors Necessary for Success

Alignment of curriculum and assessments

High expectations and teacher behaviors that convey high expectations

Central office and principals who are strong instructional leaders

A pervasive and broadly understood instructional focus that permeates the entire district

A safe and orderly climate conducive to teaching and learning

Measurement that uses current and accurate data for making all decisions

Hard work, teamwork, and commitment!

You must have the following to enable success at

your school and/or district:

98

Non-Negotiables

• Instructional Calendars (alignment)

• 3-week formative assessments

(Continuous Data Stream to make

adjustments)

• Success Period (Daily 30-minutes of

tutoring/enrichment (Mastery

Learning)

99

• Learning Log Meeting – Review of

three-week assessment data with

principal and entire grade level to

discuss organization of success,

strategies, etc. (Accountability and

Continuous Improvement)

Non-Negotiables (cont.)

100

Assessments

• Assessments are given to all students at

a specified time based on the

instructional-focus activities and calendar.

• Students all take the same test, even

though the instruction may have been

different.

• Assessments are given at least every

three weeks.

Why? Frequent assessments provide feedback for both teachers and students.

- Pat Davenport

101

PreStep – Staff Buy In

How will we not only train the teachers in our

building, but get them excited about Eight

Steps?

102

The Eight-Step

Process

103

Action Plan Steps

1. Go to assigned break-out room, appoint a facilitator.

2. Put a sheet of butcher paper on wall and write “Successful Implementation of the Eight Process” on top. Then write each step of the Process under the statement: Data Disaggregation, Instructional Calendar, Focus Lesson, Assessment, Tutorials- Enrichment, Maintenance, Monitoring. (Staff Buy-in if necessary)

3. Brainstorm each step using round robin technique and follow ground rules.

4. Narrow down to most important using nominal voting N/3 technique. Discuss, discuss, discuss! Do not hurry!

5. Develop action plan on each issue to be implemented.

6. Select ONE action plan for sharing, put it on the action plan template which will be loaded on a flash drive for Saturday’s sharing.

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Successful Implementation of the Eight Step

Process on our Campus

105


Step #2—Calendar Development

106


Step #3—Instructional Focus

107


Step #4—Assessment

108


Steps #5 and #6—Tutorials and Enrichment

109


Step #7—Maintenance

110


Step #8—Monitoring

111

Conclusions More can be accomplished by working together to improve

the system than by individuals working around the system

Improve quality by removing the causes of problems in the

system

A structured problem solving process produces better

solutions

The person doing the job is the most knowledgeable about

the job

People want to be involved

People want to feel valued

People want to do their jobs well

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Sharing of Action Plans!!

Documents

WELCOME TO: Integrated System for Improved Student Achievement · The Plan, Do, Check, Act (PDCA) cycle is drawn from Deming’s 14 principles. The continuous improvement cycle can