Region Center III Continuous Improvement and Professional Development presents Continuous Improvement Process (CIM) & Plan-Do-Study

-Act (PDSA)
Part I: The Brazosport Journey – Process Overview

Learning Outcomes
The participants will:  Increase their level of awareness with regard to the CIM/PDSA Model  Identify various district resources available to schools in support of implementing the CIM/PDSA Model

What is the 8 Step Instructional Process?

A continuous improvement teaching and learning cycle.

Disaggregate Test Data  Develop an Instructional Timeline  Deliver the Instruction  Administer Frequent Assessments  Tutorials  Enrichment Opportunities  Maintenance  Monitor

USE OF THE 8-STEP PROCESS ALONE DOES NOT GUARANTEE SUCCESS Need teachers who believe all students can succeed  Proven teaching strategies  A no-nonsense supportive classroom community  Hard work by both teacher and student  Teamwork- Communication

Removes subjectivity and specifically identifies individual students according to data.BENEFITS OF THE 8-STEP INSTRUCTIONAL PROCESS      Applicable and adaptable to any curriculum. . Promotes a culture of excellence where teachers can teach and students will learn. grade level or student group. Neutralizes the blame game. Ensures that all state standards are taught before the test. subject-area.

Effective Schools and TQM (Total Quality Management)  The 8 Step Instructional Process has been integrated with the ideas and philosophies of both Total Quality Management (TQM) and Effective Schools research. .

or school ) at any level (classroom or administration).Total Quality Management (TQM)  At the heart of TQM are management practices designed to improve any organization (state. . district.

W. Fourteen principles were developed. Edwards Deming led the effort in the United States to use quality to improve organizations.EFFECTIVE SCHOOLS AND TQM What is Total Quality Management? A management approach created by Dr. .

Cease reliance on mass inspection. . Create constancy of purpose. Adopt the new philosophy (the mission for quality). 3. Improve constantly and forever the system of production and service. End the practice of doing business on price alone. 5. 4.DEMING‟S 14 PRINCIPLES 1. 2.

and… 6. Eliminate slogans and targets for the workforce. . 7. Institute training on the job. 8. Institute leadership. 10. Break down barriers between staff areas. Drive out fear. 9.

Remove barriers to pride and joy of workmanship. 13. . Institute a vigorous program of education and retraining.and… 11. Take action to accomplish the transformation. Eliminate numerical quotas. 14. 12.

 PDCA maintains that organizations that use this cycle will constantly define and refine themselves as they meet their customers‟ needs and wants.  .TQM‟s Plan-Do-Check-Act Deming‟s Plan-Do-Check-Act Cycle outlines a critical path that organizations should follow to achieve total quality management (TQM).

The Plan-Do-Act Cycle PLAN DO CHECK ACT .

Some Characteristics of Effective Schools Strong instructional leadership  High expectations of student achievement  Pervasive and broadly understood instructional focus  Safe and orderly school climate conducive to teaching and learning  Measures of pupil achievement as an indicator of program success  .

Background:  These philosophies and ideas were originated principally by Dr. Ron Edmunds. Dr. Lezotte combined the effective school philosophy with “total quality” in his book entitled Creating the Total Quality Effective School. . and Wilbury Brookover. the late Dr. Larry Lezotte.

Step 1: Disaggregate Test Data  How can you tell if your students are learning what you want them to learn? .

or to break apart. The term „disaggregate” means to break up. . to separate.Step 1: Disaggregate Test Data (continued)  Disaggregating data is the critical first step of the instructional process. to divide.

Academic Groupings  By disaggregating data. we can use student test score to identify instructional groups – organizing students by their academic performance. This help us match teaching to student need. .

These are students who have gaps in their learning and need remedial instruction..e.Academic Groupings (continued) Mastery-Minus Students System Students Bubble Students Re-teach Students Foundation Students Pass enough test items to get into the mastery range but fail to master one or more objectives. students who barely pass the test. Pass enough test items to meet the minimum passing standard but do not reach the mastery level. Consistently score below 395 and who clearly lack the foundation concepts or skills for approaching the subject area. Mastering 40-59% of the material on a test. . i. Fail a test but barely missed passing and whose abilities dictate that they should have passed.

Benefits of disaggregating data:      Measures Student Progress Measures teachers‟ progress for professional development Monitors student learning – deficits and strengths Helps stakeholders communicate – students. community. administrators. teachers. etc. Monitors teaching strategies and adopted programs .

Benefits of disaggregating data: (continued)      Provides information for resource allocations Provides early intervention – prevents students from falling through the cracks Promotes ownership and responsibility for student learning among teachers Promotes a spirit of teamwork and camaraderie Exhibits learning trends – deficits and strengths .

-Anonymous .Step 2: Develop Instructional Timeline  If you know where you want to go. you have a better chance of getting there.

curriculum and assessment based on the needs of student groups. It is a map that provides a logical path: aligning state performance standards. .Benefits of an Instructional Timeline:  The instructional calendar serves as a graphic reminder for teachers and parents. and the weight of the objective on the performance test.

Content area teachers should meet before the school year begins to design the calendar. . district or state accountability standards or curriculum.Benefits of an Instructional Timeline: (continued)  An instructional calendar can be developed or any subject area. grade level.

.Benefits of an Instructional Timeline: (continued)  Once the calendar is developed. it should be distributed and prominently displayed throughout the school. Everyone should know what skill is being taught that period.

Teachers should meet regularly to review and revise the timeline based on the data gained from periodic assessments (Step 4) and teacher observations. .Benefits of an Instructional Timeline: (continued)  The instructional timeline should remain flexible.

 Eliminates excessive review periods  Provides a logical sequence and relationship of skills  .Benefits of an Instructional Timeline: Summary Is data directed  Provides a clear and direct plan  Pertains to any subject area. etc. campus. grade level.

weekly. and yearly  Is flexible and based on student needs  Provides instructional focus  Encourages ownership  Involves staff in curriculum decisionmaking  .Benefits of an Instructional Timeline: Summary (continued) Provides a clear perspective – daily.

Step 3: Instructional Focus  Learning is not a spectator sport. -Anonymous .

without question.  The emphasis is on the development and delivery of instruction.Step 3: Instructional Focus (continued) This step – where the actual teaching and learning take place – is. the most critical part of the instructional process.  .

Step 3: Instructional Focus (continued) Together Everyone Accomplishes More .

Based on the needs of the students.Step 3: Instructional Focus (continued)   Instructional focus sheet determines what is to be mastered (objective. and important reminders). target areas. . instructional timeline. assessment dates. the teacher continues to design the appropriate lesson plans using suggested resources and/or nay other resources that address the focused concept/skill.

Benefits of Instructional Focus:     Reinforces the instructional timeline Addresses priority needs Promotes high quality of instruction Provides a clear and concise focus based on the needs of the students Can you list some additional benefits? .

Step 4: Frequent Assessments  Without a commitment to when a skill will be taught and assessed. -Hayes-Jacobs . there is not commitment.

Step 4: Frequent Assessments (continued)  Frequent assessments check for understanding. . and how to stay on track. They tell us which student are learning. which students need more help.

. In addition. They also tell us when and where we need to adjust our own teaching methods. when a large number of student have not mastered a skill.Step 4: Frequent Assessments (continued)   Frequent assessments help us chart student progress and identify students who require early intervention. they tell us to modify the instructional timeline – that we must devote more time to a particular concept.

Benefits of frequent assessments: Provide immediate feedback  Diagnose teaching effectiveness/weaknesses  Provide the data needed for early intervention  Eliminate surprises on the state standard assessment  Track student performance for teacher and parents  .

„You are important.‟ -Frank Newman. They say to each child. We need you to succeed.Step 5: Tutorials  What makes all of these approaches (various successful strategies) work is one common characteristic. You can succeed. And we are going to work to provide you with opportunities for success. Education Commission of the States .

.Step 5: Tutorials (continued)  How did I ensure that all my students excelled? Quite simply. I had to reteach nonmastery students.

Step 5: Tutorials (continued)  Additional instructional time for review and refocus is a requirement if we are to ensure that success of all students. .

Step 5: Tutorials (continued)  To be effective. tutorials must be offered frequently and by talented staff .

Step 5: Tutorials (continued)  The instruction must be focused and intense. . Tutorials should never be perceived as a punishment but instead as an additional opportunity to “catch up”.

”  Provides time for small group or oneon-one instruction  Provides alternative instruction  .Benefits of tutorials: Prevents students from falling through the cracks  Assures students that you will not give up on them – that your expect them to “get this.

-Ronald E.Step 6: Enrichment Unless you try to do something beyond what you have already mastered. Osborn . you will never grow.

Benefits of enrichment: Encourages students to work hard during regular class so they can participate in enrichment periods  Offers new ways to see how the classroom relates to the real world  Stimulates new insights  Provides intellectual and creative challenges  .

which allows students to learn a subject in greater depth  Generates interest  Develops advanced skills in critical thinking  Challenges students to operate at higher intellectual levels  Promotes personal growth  .Benefits of enrichment: (continued) Enhances knowledge.

we cannot understand.” -Edward Morgan Forster .Step 7: Maintenance “Unless we remember .

.Step 7: Maintenance (continued)  Maintenance involves reinforcing skills that were taught earlier.

Step 7: Maintenance (continued)  Scheduled formal review throughout the calendar year and scheduled these more frequently as we approached the time for standards testing. .

Benefits of Maintenance: Ensures that skill/standards are retained  Strengthens students‟ knowledge of skills  Provides additional learning opportunities  Reinforces thinking process  .

Step 8: Monitor  Where there is no vision. people perish. -Proverbs .

Step 8: Monitor (continued)  Monitoring should be a continuous. multifaceted step in the instructional cycle involving an entire team of individuals. .

Benefits of Monitoring: √ Ensures that everyone has a role in the learning process √ Identifies what is working and what is not (while there is still time to improve) √ Connects students and principal on a personal level √ Assures students that the principal and teachers care and that learning is important .

Benefits of Monitoring: (continued) √ Helps reduce discipline problems √ Helps instruction improve when the principal recommends an effective teaching strategy √ Reassures teachers and student that “we are all in this together” .

Conclusion: Part I .

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