Continuous Improvement Update

The Integration of Continuous Improvement and Curriculum, Instruction,

Assessment & Technology

October 13th, 2008

Our Work To Date…• Alignment (Plan on a page) • Teamwork

– Department Leadership Teams (DLT)– Building Leadership Teams (BLT)– Action Research Teams (ART)

• Data-Driven Process & Tools– Kaizen events in support services– PDSA/Action Research for SIP goals– Classroom goal setting/data centers/data folders– Iowa Recognition for Performance Excellence

(IRPE) & District Balanced Scorecard

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Professional Learning CommunitiesOur research-based/best practices K-12 Approach to

Continuous Improvement

Professional Learning Communities

• Provides a common K-12 framework • Not a new initiative- a way of moving from

school goals to classroom goals • Grade level and content-like teams• PLCs use:

– PDSA cycle & Quality Tools – Common & formative assessment data – Systems of intervention to ensure the success of

each and every student

PLC Critical Questions• What do we want students to know and

be able to do?– Standards/Benchmarks (learning outcomes)– Classroom SMART goals

• How will we know if they can do it?– Formative assessments (in-process measures)– Classroom Data Centers (multiple data sets)

• How will we respond when they can’t?– Differentiated instruction– Systems of intervention (supplemental to

intensive)

People

ProductProcess

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Plan Do Study Act (PDSA)

Teaching&

Learning

•Building Leadership Teams (BLT)

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals

Teaching&

Learning

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan•PLC

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)•Classroom Teachers

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals•Student Learning Expectations

Teaching&

Learning

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan•PLC

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)•Classroom TeachersCollaborative Grade Level Teams

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals•Student Learning ExpectationsInstructional Decisions using Data Analysis Tools

Teaching&

Learning

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Balanced Scorecard

• System results• Reviewed monthly• Cabinet Champions

Summary Results• 31 Items total• 22 with trend data• 14 Same/Improved (64%)• 8 Declined (36%)

CRCSD District Balanced Scorecard (10/7/08)

BOLD text indicates actual data Wherever possible, the target has been recorded and is the “unbolded” number

Goal Indicator 05-06 06-07 07-08 08-09

1.A Increase % of Full Academic Year students proficient (above the 40th percentile) on ITBS/ITED in grades 4, 8 & 11 in Reading, Math and Science

Multiple Multiple measures and

projections available on site

1.B Increase % of 2nd grade students reading at/above grade level by the end of 2nd grade using ITBS and BRI 76 76/78 81/80 82

1.C Increase % of Full Academic Year students scoring above the 90th percentile on ITBS/ITED in grades 4, 8 & 11 in Reading, Math and Science

Multiple Multiple measures and

projections available on site

1.D Increase % of students scoring at or above 20 on the ACT test 80.0/80 83.7/82 81.0/84 86

1.E Increase % of students who are eligible for college credit through PSEO, AP, and dual credit.

N/A 57.38

1.F Increase % of students graduating from high school N/A 87.2 88 89 Goa

l 1 –

Stu

den

t A

chie

vem

ent

1.G Decrease % of students in Level 1 Special Education 10.9 10.0/10.5 9.4/10.0 9.5

2.A Increase elementary student overall satisfaction with school as measured by the bi-annual student satisfaction survey (Harris School Poll)

N/A 7.8 N/A 7.9

2.B Increase secondary student overall satisfaction with school as measured by the bi-annual student satisfaction survey (Harris School Poll)

N/A 7.5 N/A 7.6

2.C Increase % of all secondary students participating in co-curricular activities.

N/A 61.4%

2.D Increase the % of at-risk students with a positive outcome after intervention

N/A N/A 31.02 35

Goa

l 2-

Soc

ial,

Em

otio

nal

Dev

elop

men

t

2.E Reduce # of out of school suspensions 2163 2354

3.A Increase % of minority employees by work group 3.0 3.5/3.5 3.8/4.0 4.1/4.5

3.B Increase # of National Board Certified Teachers 23 29/26 38/29 32

3.C Increase school staff overall satisfaction as measured by the bi-annual staff satisfaction survey (Harris School Poll)

N/A 6.8 N/A 6.9

3.D Increase support staff %o satisfaction as measured by the bi-annual staff satisfaction survey (Zoomerang Survey/Harris-Like Questions)

N/A 95 N/A 95.5

3.E Increase % of staff implementing practices of the 4 Quality Levels. N/A 29.9 38.2/50 75 G

oal 3

-Wor

kfo

rce

3.F Increase the % of compliance targets met within the 6 year plan for special education 63 81/71 85.7/75 80

4.A Decrease purchase order cycle time (days) 16.72 16.71/15 15.13/13 11

4.B Obtain Worker’s Compensation mod rating of 1.0 or below 1.39 1.23 1.10 1.00

4.C Achieve an ending "Cash Balance" at or above 10% of General Fund Expenditures 12.4 13.5/≥10 14.3/≥10 ≥10

4.D Increase % of average daily participation in school meal program

64 66/65 66/66 67

4.E Increase the # of consecutive years achieving ASBO and GFOA certificate of excellence status

11 12/12 13/13 14

4.F Reduce # of Transportation Department vehicle accidents 45 37 61/32 27 4.G Improve customer satisfaction in custodial services 3.9 4.0/4.0 3.9/4.2 4.4 4.H Improve customer satisfaction in maintenance 3.9 3.9/4.0 3.8/4.2 4.4

Goa

l 4-

Inte

grit

y, E

ffic

ien

cy a

nd

E

ffec

tive

nes

s

4.I Increase energy efficiency (Decrease BTU/Sq. Ft.) 67,824 68,640/ 72,500

70,000 67,500

5.A Increase % average daily attendance for students 95 94.72/ 96.25

96.50 96.75

5.B Increase # of reported instructional support volunteer hours 135,774 132,764/ 135,800

135,939/ 135,900

136,000

5.C Increase parent overall satisfaction with school as measured by the bi-annual student satisfaction survey (Harris School Poll)

N/A 7.7 N/A 7.8

Goa

l 5-

Sup

por

t

5.D Decrease the net loss of open enrollment students (In/Out) 546/823 (-277)

590/830 (-240/-150)

585/870 (-285/-125) -100

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Increase % of staff implementing practices of the 4 Quality Levels

Scorecard Measure # 3.D.

Quality Level Implementation

0

10

20

30

40

50

60

70

80

90

100

Intro.(05-06)

Year 1(06-07)

Year 2(07-08)

Year 3(08-09)

Year 4(09-10)

Year 5(10-11)

Actual

Goal

• % C

om

ple

te I

mp

lem

enta

tio

n

29.9%38.2%

50%

75%

87%

100%

Deployment Survey April 2008 Elem-MS-High

Average Response

0.0

1.0

2.0

3.0

4.0

Distric

t Miss

ion

Core

Values

Classr

oom

Miss

ion

Stude

nt M

ission

Groun

d Rule

s

Goals

Classr

oom

Goals

Stude

nt

Celebr

ate

Goals

Compa

rativ

e Dat

a

Data

Cente

r

Feedb

ack

Clas

sroo

m

Data

Folde

rs

Class M

eetin

gs

PDSA Clas

sroo

m

Qtools

Cla

ssro

om

Qtools

Stu

dent

Stand

ardiz

e Pro

cess

es

Quality

Wor

k

Std L

ed

All High Schools

All Middle Schools

All Elementary Schools

Scale4 =Yes-Completely Implemented3 =Yes-Almost Complete2= Yes-Beginning stages1 =No-Thinking about it0 =No-Not Present

27 Respondents

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Staff Support for Continuous Improvement

• District Continuous Improvement Facilitators– Becky Martin – Amy Russell

• District Trainers– Ann Buckley– Paul Hayes– Steph Stulken

• Kaizen Facilitators– Tina Moeller– Bryan Andersen

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Professional Development Summer 2008

• 158 participants in CI workshops:– Quality Classroom Level 1– Quality Classroom Level 2– CI in the Middle School– Quality Tools & Technology

• Assessment for Learning (Formative Assessment)

• Continuous Improvement & Reading Integration team (Supporting the elementary reading program implementation)

Reading/Listening Comprehension I can make conclusions not stated in the story by

using story clues and my own experiences (inferences).

I can find the main idea and the supporting details in

a story. I can tell what the character wants to do, needs, or

wants to change and how they solve these problems.

Vocabulary Strategies I can figure out the meaning of phrases that have

special meaning like hold your horses (idioms). I can use a repeated or restated word to figure out its

meaning. I can use word endings like -ed, -s, -ing, -er, and –est

to change the meaning of a word. I can add a suffix to the end of a word to change its

meaning. I can show the relationship between different things

by using two opposite words like slow is to fast as high is to low (analogies with antonyms).

Vocabulary Words I can use these words correctly: injury, mournful, sympathy, delivering, slurp, shrieks, decency, bulletin board species, survive, alert, vibrates, surroundings, prey, predators, lunging dedicated, equality, artifacts, exhibits, sire forbidden, reluctant, gossiped, irresistible, elegant, blared, mischievous, hesitation vastness, enthusiasm, horizon, ravine, presence, swerved, flickered, suspended

Writing I can write a persuasive essay with my opinion,

convincing reasons, logical order, and opinion words.

Literary Elements I can find examples of hero in stories by looking for

a main character that has special qualities, unusual powers, and who is admired.

I can find examples of a line or a set of lines that is

repeated throughout the story. I can find repeated vowel sounds in a group of words

like Do you like blue? (assonance).

__________________’s Learning Expectations

Grade 5

Unit 2 Discoveries

Text Feature and Study Skills I can use photos with captions to find information in

a story or in an article. I can find articles on the Internet by using search

engines and by evaluating the online source. I can use charts to get information.

Phonics I can use compound words like background. I can correctly add –s and –es to the end words like

countries, taxes, and fangs. I can correctly add –ed and –ing to the end of words

like jogging and applied. I can use words with the /ô/ sound like bawl,

cautious, and brought; the /ou/ sound like foul; and the /oi/ sound like coil.

I can use words with a VCCV pattern, like fifteen and

empire, and clues that help me spell these words.

Grammar, Mechanics, and Usage I can find and use common and proper nouns

correctly. I can correctly write singular and plural nouns by

adding –s or –es.. I can make words plural by changing the spelling of

the word like leaf to leaves. I can show who or what owns something by adding

an apostrophe before or after the s (both singular and plural possessives).

Maintain Your Skills I can…

explain cause and effect. make inferences. tell the problem and solution. summarize

mhln.com

www.mhln.com

Reading/Listening Comprehension I can make conclusions not stated in the story by

using story clues and my own experiences (inferences).

I can find the main idea and the supporting details in

a story. I can tell what the character wants to do, needs, or

wants to change and how they solve these problems.

Vocabulary Strategies I can figure out the meaning of phrases that have

special meaning like hold your horses (idioms). I can use a repeated or restated word to figure out its

meaning. I can use word endings like -ed, -s, -ing, -er, and –est

to change the meaning of a word. I can add a suffix to the end of a word to change its

meaning. I can show the relationship between different things

by using two opposite words like slow is to fast as high is to low (analogies with antonyms).

Vocabulary Words I can use these words correctly: injury, mournful, sympathy, delivering, slurp, shrieks, decency, bulletin board species, survive, alert, vibrates, surroundings, prey, predators, lunging dedicated, equality, artifacts, exhibits, sire forbidden, reluctant, gossiped, irresistible, elegant, blared, mischievous, hesitation vastness, enthusiasm, horizon, ravine, presence, swerved, flickered, suspended

Writing I can write a persuasive essay with my opinion,

convincing reasons, logical order, and opinion words.

Literary Elements I can find examples of hero in stories by looking for

a main character that has special qualities, unusual powers, and who is admired.

I can find examples of a line or a set of lines that is

repeated throughout the story. I can find repeated vowel sounds in a group of words

like Do you like blue? (assonance).

__________________’s Learning Expectations

Grade 5

Unit 2 Discoveries

Text Feature and Study Skills I can use photos with captions to find information in

a story or in an article. I can find articles on the Internet by using search

engines and by evaluating the online source. I can use charts to get information.

Phonics I can use compound words like background. I can correctly add –s and –es to the end words like

countries, taxes, and fangs. I can correctly add –ed and –ing to the end of words

like jogging and applied. I can use words with the /ô/ sound like bawl,

cautious, and brought; the /ou/ sound like foul; and the /oi/ sound like coil.

I can use words with a VCCV pattern, like fifteen and

empire, and clues that help me spell these words.

Grammar, Mechanics, and Usage I can find and use common and proper nouns

correctly. I can correctly write singular and plural nouns by

adding –s or –es.. I can make words plural by changing the spelling of

the word like leaf to leaves. I can show who or what owns something by adding

an apostrophe before or after the s (both singular and plural possessives).

Maintain Your Skills I can…

explain cause and effect. make inferences. tell the problem and solution. summarize

mhln.com

www.mhln.com

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

NQEC 2008

• Quality 101• Getting to Systematic Implementation: How

Quality Rubrics Can Drive Improvements• Continuous Improvement in the Middle School:

Structured Flexibility!• Aligning Business Services to the District’s

Strategic Plan• Success With Vocabulary Due to Building-Wide

SMART Goal Alignment

•IRPE

•National Quality in Education

Conference

•Professional Development

•District Support Staff

& Trainers

•Quality Level Self-

Assessment Data

•District Balanced Scorecard

•K-12 PLC & Formative

Assessment

•Continuous Improvement Integration

Iowa Recognition for Performance Excellence (IRPE)

• 2005-06 Introduced Baldrige– Awarded IRPE “Tier 1- Commitment”

• 2006-07 Awarded “Tier 3- Leadership”– Bronze level recognition, site visit and OFIs

• 2008-09 Applied for IRPE award (Silver)– Will receive a site visit week of 11-10-08– Will use feedback report to improve on OFIs

• Next steps (Current-2011)– Use OFIs/feedback report to drive improvements– Pursue Silver/Gold level recognition for IRPE– Possible application for

National Baldrige award

The Future of Continuous Improvement

• Integration with curriculum, instruction, assessment & technology

• Using processes and tools to make systemic improvements in all areas

• K-12 PLCs driving improvements to the classroom level through the system– Closing achievement gaps through shared leadership

teams, data and best-practices

• Focusing on the development of 21st Century Skills- preparing world-class learners

The Integration of Curriculum, Instruction, Assessment and

Continuous Improvement

Board of Education UpdateOctober 13th, 2008