Transcript 8 Step Overview 10

Closing the Achievement Gap
NO EXCUSES
Tribal Education, Inc.
Patricia W. Davenport
TQM

Defined as “an operational theory of
management and set of process tools for
implementation.”

Do it right the first time!

Continuous Improvement
Cycles - PDCA

Don’t fix blame, fix the system!
Who’s To Blame?
The college professor
said:
“Such rawness in a
student is a shame,
lack of preparation in
high school is to
blame.”
Who’s To Blame?
Said the high school teacher:
“Good heavens! That boy’s a fool. The fault
of course is with the middle school.”
Who’s To Blame?
The middle school
teacher said:
“From stupidity may I be
spared. They sent
him in so
unprepared.”
Who’s To Blame?
The primary teacher huffed:
“Kindergarten blockheads all. They call that
preparation – why, it’s worse than none
at all.”
Who’s To Blame?
The kindergarten
teacher said:
“Such lack of training
never did I see.
What kind of woman
must that mother
be.”
Who’s To Blame?
The mother said:
“Poor helpless child.
He’s not to blame.
His father’s people
were all the same.”
Who’s To Blame?
Said the father at the end of the line:
“I doubt the rascal’s even mine.”
Anonymous
“Effective Schools” Philosophy
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Characteristics Of Effective Schools:

Strong instructional leadership

High expectations of student achievement for
ALL students

Pervasive and broadly understood instructional
focus

Safe and orderly school climate conducive to
teaching and learning
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Measures of pupil achievement as a basis of
program evaluation
Brazosport ISD
Economically Disadvantaged - 52.6%
Elementary
Schools
Middle
Schools
11
2
32.7%
Intermediate
Schools
3
High
Schools
2
Alternative
Schools
Student Population
56.8%
9.1%
1.4%
1
White
District Enrollment - 13,500
Hispanic
African
American
Other
One District’s Journey
From Low Performing to
Exemplary
Texas
Accountability
System
Historical Background
1991-92
Concern regarding campuses with low TAAS scores. 9 of 18 Low Performing.
TQM training began.
1992-93
Researched individual teacher TAAS results to determine those demonstrating
success with economically disadvantaged students. Continued TQM training.
1993-94
Principal identified a teacher to coordinate process campus-wide - elementary
school that had been accredited/warned received Significant Gains award from
TEA.
1994-95
Second year of program - same school received Recognized rating from TEA.
1995-96
Process implemented in schools with high numbers of economically
disadvantaged - District received Recognized rating from TEA.
1996-97
Process/Variation implemented in all district schools. Recognized status
maintained, close to goal of Exemplary.
1997-98
District received Exemplary rating. 18 of 18 Recognized/Exemplary. Received
TQM Award.
1998-99
Exemplary status for district maintained with inclusion of Special Education and
Spanish. Received site visit for Malcolm Baldrige Award.
TAAS
Velasco Elementary
MATH
92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01
37.0%
69.5%
83.8%
92.4%
96.2%
95.6%
94.6%
93.9%
96.7%
8.3%
50.0%
76.0%
82.4%
100%
87.5%
92.0%
79.3%
91.7%
Hispanic
33.3%
76.4%
87.1%
91.5%
94.1%
98.7%
97.7%
97.4%
97.3%
White
64.7%
69.0%
83.1%
97.6%
97.5%
94.6%
87.8%
94.1%
100%
Eco.
Disadvantaged
35.5%
72.2%
84.6%
90.1%
97.0%
95.1%
93.5%
95.2%
96.6%
All Students
African American
DEMOGRAPHICS:
Economically Disadvantaged 80.4%
LEP
36.5%
Mobility
25.6%
African American
Hispanic
White
19.6%
59.8%
20.1%
TAAS
Freeport Intermediate
MATH
92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01
All Students
36.6%
55.9%
55.0%
76.9%
92.0%
97.3%
96.2%
98.5%
99.1%
African American
19.9%
40.6%
36.6%
67.9%
83.8%
96.2%
95.3%
98.4%
95.7%
Hispanic
33.3%
44.9%
48.7%
69.3%
91.3%
96.3%
95.8%
98.2%
99.5%
White
45.8%
70.8%
69.7%
90.1%
95.5%
98.9%
96.9%
98.9%
99.4%
Eco.
Disadvantaged
22.0%
49.0%
46.5%
66.1%
88.9%
96.2%
95.5%
97.3%
98.9%
DEMOGRAPHICS:
Economically Disadvantaged 62.9%
LEP
4.2%
Mobility
20.2%
African American
Hispanic
White
10.4%
51.3%
37.8%
TAAS
Brazosport High School
MATH
92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01
All Students
65.5%
57.5%
53.5%
82.0%
85.8%
90.9%
94.0%
98.6%
99.1%
African American
14.3%
29.4%
28.0%
75.0%
75.0%
82.4%
96.2%
95.8%
96.2%
Hispanic
57.5%
50.0%
50.7%
74.7%
83.5%
91.6%
93.1%
98.9%
99.1%
White
81.0%
71.8%
63.9%
91.3%
95.2%
91.7%
94.3%
97.9%
100%
Eco.
Disadvantaged
53.2%
45.5%
44.8%
81.7%
81.2%
87.4%
91.7%
97.2%
99.1%
DEMOGRAPHICS:
Economically Disadvantaged 54.1%
LEP
6.6%
Mobility
25.8%
African American
Hispanic
White
12.1%
50.2%
35.7%
8 STEP INSTRUCTIONAL
MODEL
2. Timeline Development
3. Instructional Focus
4. Assessment
8. Monitoring
7. Maintenance
1. Data Disaggregation
Plan/Do/Check/Act Cycle
PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
From Theory To Practice
What the PDCA Cycle offers…
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A proven track record for success
A step-by-step methodology for improving
schools
A process built on the foundation of
Effective School Characteristics
An alignment of planning, instruction, and
assessment
An emphasis on the core curricula of
reading, writing, and mathematics
PLAN
Disaggregate Data
Arrange test scores to
identify instructional groups.
Define weak and
strong objectives.
TEST TALK
PLAN
Timeline Development
 Develop a campus calendar for all
objective areas and time allocations
based on the needs of the student
groups and the weight of the
objective.
 The timeline is subject to change due
to mastery of target areas.
DO
Instructional Focus
Using the timeline,
create a schedule of
focused instructions to
be followed by teachers.
CHECK
Assessment
After the instructional
focus has been taught,
administer an
assessment to identify
mastery/non-mastery
students.
ACT
Tutorial time
should be devoted
to the reteaching
of non-mastered
target areas.
ACT
Target related
enrichment is
provided for
mastery
students.
CHECK
Maintenance
Provide
materials for
ongoing
maintenance and
reteaching.
CHECK
Monitoring
The principal
assumes the role of
instructional leader
and is continuously
involved in the
teaching and learning
process.
Benefits

Gives teachers flexibility in how to teach
by focusing on what to teach.
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Emphasizes key skills for every student.
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Allows students to retain skills in order to
build higher skills.
Benefits CONTINUED
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Aligns planning, instruction, assessment,
and support toward student performance.
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Removes subjectivity and replaces it with
a focus on results.
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Test scores validate standards instruction.
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It is a proven approach that achieves
results.
Random Acts Of Improvement
= Programs
G OA L S
Student Achievement
SystemPerformance
Aligned Acts Of Improvement
In an aligned
system...
G OA L S
Student Achievement
System Performance
… improvement
efforts are integrated
and results-oriented
ACTION
PLAN
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Eight Step Process Implementation
Task
Short & Long Term
Actions
Who & When
$$
Done
“It is perfectly all right to teach
students curricula over which they will
not be tested, but in this day of
accountability for results, it’s foolhardy to test students on curricula they
have not been taught and taught to
mastery...
Teaching one thing and testing another
tends to discriminate against the
socioeconomically poor and disadvantaged
students, since they are the most
dependent on the school as the source for
their academic learnings.”
Dr. Larry Lezotte
Closing the Achievement Gap
No Excuses

Patricia Davenport &
Gerald Anderson
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Order at :
admin@
education.com

832 721 6202
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