the integration of curriculum, instruction, assessment and continuous improvement board of education...
TRANSCRIPT
The Integration of Curriculum, Instruction, Assessment and
Continuous Improvement
Board of Education UpdateOctober 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 • Focus on 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• 19 with trend data
– 12 improved (63%)– 6 declined (32%)– 1 no change (.5%)
CRCSD District Balanced Scorecard (10/1/08)
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
D
evel
opm
ent
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 50 75 G
oal 3
-Wor
kfor
ce
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-
Supp
ort
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%
All Schools Deployment SurveyPercent of Change
2007 to 2008
4.5%
12.5%
6.4%
8.7% 8.8%
7.7%7.4%
6.7%
9.4% 9.5%
6.7%
12.8%
9.2%
5.1%
7.3%
5.7%
2.4%
9.0%
14.6%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
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– Amy Russell– 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
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Reading/Listening Comprehension making inferences main idea and details problem and solution
Vocabulary Strategies idioms look for restatement inflectional endings (-ed, -s, -ing, -er, and –est) suffixes analogies with antonyms
Vocabulary Words 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 persuasive essay
Literary Elements hero
line or set of lines repetition
assonance
Grade 5
Unit 2 Discoveries
Text Feature and Study Skills photos with captions using the Internet
charts
Phonics compound words plural endings: adding s or es inflected endings: -ed and –ing /ô/ sound (bawl, cautious, and brought) /ou/ sound (foul) /oi/ sound (coil) words with VCCV pattern
Grammar, Mechanics, and Usage common and proper nouns singular and plural possessive nouns irregular plural nouns singular and plural possessives
Maintain Your Skills cause and effect summarize problem and solution
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•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