The Continuous Improvement Classroom 4-6-07. Please sit by SIP goal area 1.) Find the SIP goal area...

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

The Continuous

Improvement Classroom

4-6-07

Please sit by SIP goal area1.) 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

Agenda• Sharing: Implementing the 4

Quality Levels

• Action Research/PDSA (in the classroom)

• Wrap-up/Evaluation

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

The CRCSD Continuous

Improvement Classroom

Expected Outcomesof the continuous improvement classroom

• Student ownership, responsibility and accountability for learning

• Increased academic achievement

• Customer/student focused

• Results driven

Earlier today you completed the Continuous

Improvement Self-Assessment…

Let’s Reflect!

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?

Why Quality and Why Quality and Continuous Continuous

Improvement?Improvement?Answer: Answer: The World The World is Changingis Changing

The World is The World is FlatFlat ””The long-term opportunities The long-term opportunities

and challenges that the and challenges that the flattening of the world puts flattening of the world puts before the United States are before the United States are profound. profound. Therefore, our ability Therefore, our ability to get by doing things the way to get by doing things the way we’ve been doing them…will we’ve been doing them…will not suffice any more.”not suffice any more.”

Permanent Change!Permanent Change!

Thomas Friedman

Learning From Dramatically

Improved Schools!

What process do they use to improvement their district,

schools and classrooms?

40%

50%

60%

70%

80%

90%

100%

91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00

Reading Test Scores - Brazosport ISD

AfricanAmerican

All Students

Hispanic

White

EconomicallyDisadvantaged

98%96.6%93.9%93.8%92.3%

82%

70%

64%

60%

50%

40%

50%

60%

70%

80%

90%

100%

91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00

Writing Test Scores - Brazosport ISD

AfricanAmerican

80%

70%

60%59%57%

98%96.7%95.6%94.1%93.2%

EconomicallyDisadvantaged

Hispanic

WhiteAll

Students

Math - Aldine ISD

93–94 94–95 95–96 96–97 97–98 98–99 99–0030%

40%

50%

60%

70%

80%

90%

100%

AfricanAmerican

White

56.2%

49.4%47.2%42.2%

55.0%

93.5%90.9%89.1%88.1%84. 4%

EconomicallyDisadvantaged

Hispanic

All Students

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

Why Quality and Why Quality and Continuous Continuous

Improvement?Improvement?Answer: It’s Answer: It’s Research Based!Research Based!

Sharing PDSA / A.R.• Talk about your school’s

PDSA/A.R. efforts this year–Talk about what’s worked well–Talk about areas that your

Action Research team has struggled with

–Data & in-process measures?

An overview of PDSA

PDSA

As a school improvement model

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

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)

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

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

Data Center Examples

Getting Everyone Involved in PDSA &

Continuous Improvement

PDSA

As a classroom improvement model

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

ACT

PLANSTUDY

DO

Plan Continuous

Improvement

Define the System

Standardize Improvement

Study the Results

Assess Current Situation

Try Out Improvement

Theory

Analyze Causes

Plan

Define theSystem

The Problem- Students aren’t waiting to be called on during instruction

Define the SystemFlow Chart

I have an idea

I raisemy hand

Did my teacher call my name?

Blurting out!

Share myidea out loud

no

yes

PlanAssess CurrentSituation

Let’s collect some data to see how our system is currently operating.

Assess the SituationRun Chart- baseline data

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60

70

Plan

AnalyzeCauses

Let’s figure out what’s causing the problem

Analyze CausesForce 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 don’t like to wait

Plan

Try Out ImprovementTheory

Do

Let’s try something different to improve the behavior

DOTry 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.

Plan

Study the Results Do

Study

Let’s see how our theory worked. Did we make improvements?

Study the ResultsRun Chart- Data after trying out our theory

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20

30

40

50

60

70

PlanStandardizeImprovement

DoStudy

Act

Plan for Continuous Improvement

If it worked, let’s standardize our improvements.

0

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20

30

40

50

60

70

0

10

20

30

40

50

60

70

Baseline Data (Before)

After (Results)

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?

Continuous ImprovementAcross America – Mountain View, CA

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!