Integrated System for Improved Student Achievement Eight-Step - - PowerPoint PPT Presentation
WELCOME TO: Integrated System for Improved Student Achievement Eight-Step Process September 17-24, 2012 Dr. Peggy Hinckley Warrens Story 3 years of declining 70 test scores 60 Fall, 2001 Lowest 50 scores among 40 1999
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3 years of declining
Fall, 2001 – Lowest
Less than half of
10 20 30 40 50 60 70 3rd Gr 6th Gr 8th Gr 10th Gr 1999 2000 2001
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Grade 3 Grade 6 Grade 8 Grade 10
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The 8 Step Continuous Improvement Process
Eight Step Process is a methodology for
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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
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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
socioeconomic status, or gender.
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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
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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
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
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Go s-l-o-w at first so you can go fast
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
USE QUALITY TOOLS
Brainstorming Root Cause Analysis Nominal Voting Action Plans
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8-Step Process schools - 2010 Spring ISTEP School Number School Name 2009 Percent of Students Passing ELA 2010 Percent of Students Passing ELA 2009 Percent of Students Passing Math 2010 Percent of Students Passing 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%
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Num umbe bers measur ure percentage of passin ing g grade des
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Num umbe bers measur ure percentage of passin ing g grade des
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Plan Instructional Calendar using disaggregated
Do Instructional Focus Check performance with frequent assessments
Act to maintain, enrich, and
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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.
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Use data for the purpose of determining weak
Data analysis is ongoing But data alone is not a magic bullet In the planning stage, test scores are
Data is specific enough for individual students,
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What strengths and weaknesses are revealed? What are OUR goals for improvement?
"Your Academic Success Is Important to Me"
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Instructional groups are defined to categorize results and share a common language, NOT to label students.
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An instructional timeline is actually a calendar
Teachers create the calendar before school
The calendar is shared across the campus and
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Covers the school year up to the
Remains open to change as certain target areas
Shows which standards will be covered each
Provides a logical sequence of concepts that
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No single document will have played a more
The responsibility for interpreting and
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Emphasizes much higher level comprehension
Places equal weight on reading and writing Emphasizes reading complex texts Conveys that intellectual growth occurs through
Supports cross curricular literacy teaching
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Implement a spiral, cross-curricular K-12 writing
Move students up levels of text complexity by
Prioritize argument and informational writing. Focus on higher-order comprehension
Increase cross-curricular analytical nonfiction
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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
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If students have trouble with a standard, the
BUT… avoid making repeated changes to the
When the academic teaching calendar goes into effect, it results in a positive alignment of:
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Students tend to rise or fall to the level of
Schools create “smart” or “dumb” students,
Teachers set the tone!
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All students can learn. All students are expected to master the
Standardized achievement tests are appropriate
The staff is committed to producing high
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After you use the data to create a plan, then
Areas of instructional focus are selected from
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If we teach one thing and
"None of us is as smart as all of us.” Ken Blanchard
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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
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Know where you are going! By stating the objective, and its relevance,
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This includes main concepts and skills,
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Observe and interpret student reaction Frequent formative assessments IMMEDIATE feedback Adjust instruction and RETEACH if
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Allows student to answer questions,
Check for understanding. Adjust instruction as needed and reteach as
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Allows students to solidify and
Teachers check for understanding, give
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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.
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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.
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Level 1 - Recall
Recall facts, information,
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
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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
Designing, conducting experiments
Critiquing experimental designs
Combining and synthesizing ideas into new concepts
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DOK 1 – Describe three characteristics of
DOK 2 – Describe the difference between
DOK 3 – Describe a model that you might use
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Check for understanding. Tell which students are learning and which need
Chart student progress. Adjust teaching methods to achieve better
Modify the calendar as needed for re-teaching
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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.
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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.
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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.
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Teachers meet with their principal every three
Assessment results are entered into a
The spreadsheet is organized by teacher, listing
Focus is on grade level results
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The purpose of this meeting is to organize for
Teachers organize the procedures for moving
LL occurs within 3-5 days of the completion of
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After Learning Log meeting where 3 week
Begin with one standard per three week period
Tutorials are done by classroom teachers.
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Maintenance (yellow) groups are students who
Students need additional practice in the
Paraprofessionals or other adults can handle
To keep tutorials at less than 10 students,
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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
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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?
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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
Allow mastery students to attend a local college during the day and earn college credit.
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People take care of themselves, their cars,
the quality and reliability of their health
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.
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Monitoring the process at every level is the chief responsibility of the school
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
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.
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Regular classroom visits by the principal during standards instruction are valuable to the entire staff.
By visiting often, the principal observes a continuum
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
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Superintendent monitors each principal
Principal monitors each teacher (faculty
Teacher monitors each student (test chats,
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.
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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
administration, parents, and other stakeholders.
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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!
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Why? Frequent assessments provide feedback for both teachers and students.
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How will we not only train the teachers in our
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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
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
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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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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