CONTINUOUS CLASSROOM IMPROVEMENT

Reflections on a Year of Implementation

GREEN VALLEY ELEMENTARY SCHERTZ-CIBOLO-UNIVERSAL CITY ISD

Mission statement: The Green Valley Elementary community provides a safe learning environment that empowers learners to strive for excellence in academics and character.

TEA Recognized Campus PK-4 Student enrollment = 706 Demographics (W=50%, H=33%, AA=10%, ED=26%) SpEd=10% ELL=5% Special Programs: PPCD/AU

SCHERTZ ELEMENTARY SCHERTZ-CIBOLO-UNIVERSAL CITY ISD

Mission statement: We are a professional learning community that provides a nurturing and safe learning environment for all of our students and families. With rigorous goals and high expectations, we empower students to become successful, independent learners.

TEA Recognized Campus Title I Campus/Houses Dual Language Program for the district PK-4 Student enrollment = 787 Demographics (W=30%, H=60%, AA=5%, ED=60%) SpEd=3% ELL=27%

WHAT IS CONTINUOUS CLASSROOM IMPROVEMENT?

A systems approach to continuous

improvement

Teachers and students working together to improve learning results

Students taking ownership of their learning

COMPONENTS OF A CCI CLASSROOM

Classroom Mission Statements Learning Requirements Classroom and student measurable goals Classroom data centers/data folders Quality learning tools used by students Plan-Do-Study-Act (PDSA) cycles/boards used

by students

CLASSROOM PDSA: THE “HEART” OF CCI

A CLASSROOM PDSA CYCLE IN ACTION

A CLASSROOM PDSA CYCLE IN ACTION

A CLASSROOM PDSA CYCLE IN ACTION

OUR CCI JOURNEY BEGINS June 2010

“A Systems Approach to Continuous Improvement” (Shipley)

Green Valley and Schertz Elementary volunteered to be CCI demonstration campuses

August 2010 “Putting the Pieces Together” (Shipley)-Campus

Leadership Teams “First Steps in Using a Systems Approach to

Improve Learning Results”-CCI Training for Entire Staff

Established a Year 1 Vision for implementation

OUR JOURNEY CONTINUES…

September, 2010 Coaching Day with Shipley consultant focusing on

classroom PDSA cycles October, 2010

“High-Yield Instructional Strategies and PDSA” (Shipley)

November, 2010 Coaching day with Shipley consultant focusing on

data folders, PDSA cycles and high yield strategies.

OUR JOURNEY CONTINUES… December, 2010

Green Valley and Schertz Collaboration Day January, 2011

Coaching Day with Shipley consultant focusing on high yield strategies.

February, 2011 “Teacher and Student Partnerships” (Shipley)

May, 2011 “A Systems Approach to High Performing Teams”

(Shipley)

OUR ROLE AS CAMPUS LEADERS Establish Campus Vision Allow for Focused Alignment Develop a Timeline for Implementation Follow Through on Implementation Plan Communicate Clear Expectations/Accountability “Walk the Talk”/Model CI Provide Training/Coaching Encourage Autonomy Create and Maintain a Climate of Trust Model PDSAs Organize Site Visits Offer Resources Conduct Walk-Throughs/Be Visible Provide Opportunities for Teachers to Collaborate

CELEBRATIONS

Increased collaboration Focused, purposeful instruction Empowered students and staff Framework for sustainable school

improvement Increased student achievement

GREEN VALLEY ELEMENTARY TAKS DATA

Subject

Percent Needed for Goal:

Exemplary2007

Results2008

Results2009

Results2010

Results2011

Results

Metric - Relative to

2011 Target

Goal

Target Percent

2011

Rdg/ELAAll 90 95 96 90 90 91 1 90AA 90 88 90 87 78 82 -8 90

Hisp 90 94 94 89 88 93 3 90White 90 98 98 91 95 92 2 90EcoDis 90 87 92 92 87 85 -5 90

WritingAll 90 94 97 94 92 93 3 90AA 90 89 97 95 83 93 3 90

Hisp 90 98 99 97 92 89 -1 90White 90 93 96 93 94 95 5 90EcoDis 90 92 99 93 89 95 5 90Math

All 90 89 92 89 91 89 -1 90AA 90 68 80 74 80 82 -8 90

Hisp 90 89 93 88 92 87 -3 90White 90 95 95 94 94 93 3 90EcoDis 90 78 91 81 85 85 -5 90

All results do not include TPM

At or above TargetWithin 5 pts of TargetMore than 5 pts below Target

GREEN VALLEY TAKS COMMENDED DATA

Subject

Percent Needed for Goal:

Exemplary2007

Results2008

Results2009

Results2010

Results2011

Results

Metric - Relative to

2011 Target

Goal

Target Percent

2011

Rdg/ELAAll 30 36 41 39 40 50 20 30AA 30 26 29 26 24 42 12 30

Hisp 30 31 42 39 33 36 6 30White 30 41 45 42 48 65 35 30EcoDis 30 20 21 26 28 33 3 30

WritingAll 30 28 42 44 32 34 4 30AA 30 26 24 42 8 20 -10 30

Hisp 30 15 40 44 31 41 11 30White 30 34 46 46 39 33 3 30EcoDis 30 21 32 13 22 37 7 30Math

All 30 37 41 43 39 42 12 30AA 30 28 26 30 18 24 -6 30

Hisp 30 23 40 37 31 33 3 30White 30 45 45 50 49 55 25 30EcoDis 30 26 17 28 30 29 -1 30

All results do not include TPM

At or above TargetWithin 5 pts of TargetMore than 5 pts below Target

SCHERTZ ELEMENTARY TAKS DATA

Subject

Percent Needed for Goal:

Exemplary2007

Results2008

Results2009

Results2010

Results2011

Results

Metric - Relative to

2011 Target

Goal

Target Percent

2011

Rdg/ELAAll 90 83 90 85 85 87 -3 90AA 90 99 90 100 93 100 10 90

Hisp 90 81 89 80 79 85 -5 90White 90 85 91 92 91 91 1 90EcoDis 90 82 87 82 80 82 -8 90

WritingAll 90 88 88 86 89 89 -1 90AA 90 99 * 100 100 100 10 90

Hisp 90 86 88 84 90 87 -3 90White 90 92 88 86 85 91 1 90EcoDis 90 94 86 85 87 83 -7 90Math

All 90 77 72 82 82 88 -2 90AA 90 91 90 85 80 100 10 90

Hisp 90 77 63 74 78 88 -2 90White 90 75 84 94 87 83 -7 90EcoDis 90 74 63 76 76 84 -6 90

All results do not include TPM

At or above TargetWithin 5 pts of TargetMore than 5 pts below Target

CAMPUS LEVEL SUPPORT

How Can YOU Support Your Teacher Leaders?

YEAR 2: WHERE ARE WE NOW?

Strategic Planning

Revised Organizational Chart to Align Systems

GREEN VALLEY ELEMENTARY

SCHERTZ ELEMENTARY

Grade Level / Ops

Vice Principal

OperationalLeadership

TeamProvides a voice to all Schertz

Family Members and works toward an efficient, well-run campus focusing on student

success.

Principal

Counselor

Goal TeamLeaders

(Math, Reading, Writing Science, Social Studies,

RTI, PBIS)

Operational Strategic Students

Mission Statement: We are a professional learning community that provides a nurturing and safe learning environment for all of our students and families. With rigorous goals and high expectations, we empower students to become successful, independent learners

GoalTeams

AuxillarySupport/Paras

PTC/Parents

Communitiesin Schools

YEAR 2: WHERE ARE WE NOW?

Strategic Planning

Utilization of Goal Teams Selection Process for Goal Team Leaders "High Performing Teams” Training-May, 2011 GTL Developed Mission, Norms, Roles Goal Teams were created

-Vertical Representation -Reading, Math, Writing, Science, SS, PBIS, RTI -Mission, Norms, Roles Developed -Use of District Meeting Agenda Template

AND……….

YEAR 2: WHERE ARE WE NOW?

Schertz Elementary Goal Teams

YEAR 2: WHERE ARE WE NOW?

YEAR 2: WHERE ARE WE NOW?

YEAR 2: WHERE ARE WE NOW? Strategic Planning

…PDSAs. That’s All.

-Campus wide action plans -Use of short-cycle, predictive data to address areas in need of

improvement across ALL grade levels -Broader in scope to allow for easy implementation at all grade

levels. -Must be approved by GTL (are PDSAs instructionally sound? Are

PDSAs managable for teachers?....) -Evaluated on a regular basis to insure implementation with

fidelity -Working documents

YEAR 2: WHERE ARE WE NOW? Schertz Elementary: PDSA Structure Campus PDSAs Goal Teams will develop campus PDSAs that will include instructional recommendations for their content area. Most

actions/strategies will be broad in nature. Strategies may be intended for campuswide implementation or geared toward specific grade levels.

Campus PDSAs should build in accountability for the actions listed by designating a team member(s) to follow up on each action, insuring that implementation is occurring with fidelity. *This person(s) should be noted in the “Person Responsible” column.

Team PDSAs Team PDSAs will be developed/adjusted every 6 weeks to address areas in their data that demonstrate an instructional

concern grade level wide in any particular content area. These plans should be aligned with the campus PDSAs and should include all actions pertaining to the team. Team PDSAs should build in accountability for the actions listed by designating a team member(s) to follow up on each action,

insuring that implementation is occurring with fidelity. *This person(s) should be noted in the “Person Responsible” column. Individual PDSAs (“Get the RED Out!”) As needed, individual PDSAs will be developed approximately every 6 weeks (after each data cycle) in all content areas

assessed. This will serve as a reminder to you and encourage follow-through on the plan as well as allow for feedback and input from colleagues and instructional leaders.

These plans will be aligned with the strategies and goals documented in team and campus PDSAs. These actions will be specific to the needs of individual classrooms. They should answer the question, “How will I teach this

differently and at a higher level?” Actions should include high-yield strategies and instructional best practices. REMEMBER: *campus PDSAs are non-negotiable and are the driving force behind team and individual PDSAs. Alignment is key! *PDSAs can be proactive! Use pacing calendars and IFDs to identify challenging TEKS to address in the PDSAs. *Actions such as “small group intervention,” “reteach concepts” “analyze data” are assumed and need not be included on a

PDSA. *PDSAs do not need to be lengthy. 2 or 3 solid instructional strategies or creative ideas will impact student achievement

much more than 8 ordinary, traditional teaching practices. *All PDSAs should be considered “working documents” and should be evaluated and improved upon on a regular basis. They

are not tasks to complete, but personal plans of action to guide you in making good decisions for kids and improving student achievement.

YEAR 2: WHERE ARE WE NOW?

YEAR 2: WHERE ARE WE NOW?

Grade Level Meetings Planning meetings will take place on a weekly basis. Every 3 weeks: -Team will evaluate and make changes to current PDSAs

-Person(s) Responsible will follow-up on implementation of strategies and offer support. Every 6 weeks: -Team will analyze data and review pacing calendars to identify areas of concern, upcoming challenging skills

and possible instructional reccomendations for Goal Team reps to take to their content area data analysis meetings -Goal Team reps share campus PDSAs with their grade level -Team/Individual PDSAs will be developed to address campus, team and/or individual areas of need *2011 EOY data will be reviewed at the start of the school year and used to create campus PDSAs for the first

Content Area Goal Team Meetings Reading, Writing, Math, Science

Every 3 weeks: -Goal Teams will evaluate and make changes to campus PDSAs based on feedback from grade level

representatives or any new data. -Person(s) Responsible will follow-up/share grade level progress with implementation of the strategies

Every 6 weeks: -Teams analyze data to identify campus and grade level focus areas

-Teams will develop campus PDSAs to include goals, strategies and measures *2011 EOY data will be reviewed at the start of the school year and used to create campus PDSAs for the first 6 weeks of instruction

Goal Team Leaders “Goalies”

Every 6 weeks: -Goalies will review content area PDSAs to insure alignment and effective implementation Things to Consider: -Are the PDSAs aligned with campus goals and strategies? -Are these instructional recommendations impactful? -Are the recommendations realistic and manageable for teachers? -Goalies will finalize PDSAs

PDSA Deadlines Campus PDSAs (Goal Teams) Team PDSAs (grade levels) October 17 Oct. 14 (draft) Oct. 20 (final) December 6 Dec. 1 (draft) Dec. 8 (final) February 7 Feb. 2 (draft) Feb. 9 (final) March 27 Mar. 22 (draft) Mar. 29 (final) May 30 *CIP draft

Final PDSAs must be posted to the appropriate conference by the above deadlines

YEAR 2: WHERE ARE WE NOW?

Strategic Planning

Grade Level Improvement Planning

Team analysis of short-cycle, predictive data to identify areas in need of improvement across the grade level.

Develop team PDSAs that are aligned with campus PDSAs

PDSAs evaluated on a regular basis to insure implementation with fidelity

PDSAs are working documents

*Individual teacher PDSAs may be developed on an as needed basis

YEAR 2: WHERE ARE WE NOW?

Non-academic goal teams

PBIS- Effective and Efficient Operations -analyze discipline data -policies and procedures -character education -classroom management support -common area behavior expectations -safety/crisis management RTI -staff development on RTI -PDSA to address district goal 1.10 -RTI liasons for grade level team members

YEAR 2: WHERE ARE WE NOW?

“Doing the DO!” Focused, Purposeful Instruction High-Yield Teaching Strategies

Marzano Book Study Opportunities for Practice, Feedback and Coaching

Rigor and Relevance Aligning TEKS with Bloom’s Focus on Analysis, Synthesis, and Evaluation HOTS Questioning Strategies CSCOPE with Fidelity (Pacing Calendars, IFDs, 5E) “Planning with the end in mind!”

SUGGESTIONS FOR MOVING FORWARD

There is no “magic recipe” Study! Study! Study! Use our training manuals

as resources. Site visits to Green Valley and/or Schertz

Elementary Campus Teams to visit classrooms and see CCI “in

action” Campus Teams to visit with administration for Q&A “Link” grade level teams from campus to campus

SUGGESTIONS FOR MOVING FORWARD

Ask! Ask! Ask…Questions! Create a deployment timeline using feedback

from the staff. (Where are we? What are we ready to “take on?” Where should we go next?)

Use CCI coaching/training days purposefully Network with your colleagues…tap into each

other’s successes!

Celebrate progress with your staff and keep moving forward!

FEEL FREE TO CONTACT US

Veronica Goldhorn Principal, Green Valley Elementary vgoldhorn@scuc.txed.net (210) 619-4450 Tina Trcka Principal, Schertz Elementary ttrcka@scuc.txed.net (210) 619-4653