Transcript PDCA Long 4-05 - Oakland Schools

EFFECTIVE
SCHOOLS
TQM
Integrated System
for
Improving Student
Performance
FOCUS on Student Achievement
PATRICIA DAVENPORT
What’s it all about?
 It’s about building a system in which
ALL children achieve at high levels
 It’s about building a system that
readily accepts the responsibility for
ALL students leaving the system with
essential skills and competencies
 It’s about closing the achievement
gap for ALL learners
 It’s about teaching ALL children. . .
Whatever It Takes!
By 2014, to create conditions,
processes and structures within the
school system that result in (1) all
children mastering the essential
curriculum and (2) closing the
achievement gap among all subgroups of the student population.
Improvement in Math and
Reading Scores
Urban Fourth and Eighth graders
Percent Proficiency
70
60
50
40
51
47.8
42.9
36.8
30
39.4
37.9
44.2
36.4
20
10
0
Grade 4
Reading
Grade 4
Math
Grade 8
Reading
Grade 8
Math
Source: Council of Great City Schools, USA Today
2002
2003
FOCUS, FOCUS, FOCUS
FOCUS ON:
 State Standards
 Curriculum
Alignment
 Collaborative Teams
 Continuous Improvement
Beliefs

Children of all races and income levels can
succeed

Testing is diagnostic, not discriminatory

Tests determine whether each and every
child is learning
Belief System



ALL children can learn the essential curriculum, given time
and appropriate instruction
The school system controls the conditions that result in all
students’ success
Closing the achievement gap in all schools will happen
when there is:
•
•
Individual school improvement coupled with systemic restructuring
Dedication to the process of continuous improvement
Two Reasons:
 Legal
 Moral
Legal Reason

50 of 50 states require students to
take state assessments.
Moral Reason

If students are not literate, that is, they can
not read, write, and do basic arithmetic:
• 3 out of 4 will go on welfare.
• 68% will commit a criminal offense.
Source: National Adult Literacy Survey - 1998
Let us reform our schools, and we shall
find little need of reform in our prisons.
~ John Ruskin
Some people change when they see the light,
others when they feel the heat.
~ Caroline Schoeder
Reading Test Scores - Brazosport ISD
98%
97%
94%
94%
94%
100%
White
90%
80%
70%
82%
All
Students
Hispanic
70%
African
American
64%
60%
60%
50%
50%
40%
Economically
Disadvantaged
91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00 00–01
Math Test Scores- Brazosport ISD
98%
98%
98%
98%
96%
100%
90%
White
80% 79%
70%
All Students
65%
60%
Hispanics
58%
Afr. Amer.
50%
54%
Eco. Dsdv’d
50%
40%
91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00 00–01
A rising tide lifts all boats
— Proverb
TAAS
Velasco Elementary
MATH
92-93 93-94
94-95
95-96
96-97
97-98 98-99 99-00
All Students
37.0%
69.5%
83.8%
96.2%
95.7%
94.6%
96.7%
98.3%
African American
8.3%
50.0%
76.0%
100%
87.5%
92.0%
91.7%
100%
Hispanic
33.3%
76.4%
87.1%
94.1%
98.7%
97.7%
97.3%
99.0%
White
64.7%
69.0%
83.1%
97.5%
94.6%
87.8%
100%
93.8%
Eco. Disadvantaged
35.5%
72.2%
84.6%
97.0%
95.1%
93.5%
96.6%
97.9%
DEMOGRAPHICS:
Economically Disadvantaged 86.9%
LEP
33.3%
Mobility
17.8%
African American
Hispanic
White
18.5%
65.4%
15.8%
Focus on Achievement
Average API Growth
120
100
106
80
Non-FOA Schools
FOA Schools
60
40
20
23
0
Elem Schools
44
42
38
Middle School
8
High School
Visalia Unified School District, CA Elementary School
2002-2003 API Actual Growth vs. Target Growth
90
80
70
60
50
40
30
20
10
0
87
79
53
Target
Growth
46
14
Crowley
8
Golden
Oak
12
Goshen
14
Ivanhoe
Martin County, FL Warfield Elementary
FCAT Scores 2002-2003
100
90
80
70
60
50
40
30
20
10
0
2002
2003
Reading
Writing
Math
Alice Boucher Elementary Lafayette Parish, LA
99.7% Free/Reduced lunch
70%
60%
62%
50%
50%
40%
2002
2003
30%
20%
27%
27%
10%
0%
Reading
Math
Lake Don Pedro Elementary School,
Mariposa, CA
2002-2003 API Growth
50
49
45
40
35
30
25
Target
Actual
20
15
10
5
0
5
TAAS
Freeport Intermediate
MATH
92-93 93-94
94-95
95-96
96-97
97-98 98-99
99-00
All Students
36.6%
55.9%
55.0%
92.0%
97.3%
96.2%
99.1%
98.7%
African American
19.9%
40.6%
36.6%
83.8%
96.2%
95.3%
95.7%
94.6%
Hispanic
33.3%
44.9%
48.7%
91.3%
96.3%
95.8%
99.5%
99.1%
White
45.8%
70.8%
69.7%
95.5%
98.9%
96.9%
99.4%
99.4%
Eco. Disadvantaged
22.0%
49.0%
46.5%
88.9%
96.2%
95.5%
98.9%
98.6%
DEMOGRAPHICS:
Economically Disadvantaged 65.1%
LEP
4.4%
Mobility
20.1%
African American
Hispanic
White
12.6%
48.5%
38.4%
Martin County, FL
Indiantown Middle School
FCAT Scores 2002-2003
100
90
80
70
60
50
40
30
20
10
0
2002
2003
Reading
Writing
Math
State Rating: 2002 – C 2003 – B
Woodlawn Middle School, Fulton County, GA
CRCT Test Score Results, 8th Grade
100%
90%
80%
81%
70%
67%
60%
68%
63%
59%
50%
40%
43% 44% 43%
30%
Math
Reading
Percent of students meeting or exceeding expectations
2001
2002
2003
2004
TAAS
Brazosport High School
MATH
92-93 93-94
94-95
95-96
96-97
97-98 98-99 99-00
All Students
65.5%
57.5%
53.5%
85.8%
90.9%
94.0%
99.1%
97.3%
African American
14.3%
29.4%
28.0%
75.0%
82.4%
96.2%
96.2%
100%
Hispanic
57.5%
50.0%
50.7%
83.5%
91.6%
93.1%
99.1%
93.9%
White
81.0%
71.8%
63.9%
95.2%
91.7%
94.3%
100%
100%
Eco. Disadvantaged
53.2%
45.5%
44.8%
81.2%
87.4%
91.7%
99.1%
94.3%
DEMOGRAPHICS:
Economically Disadvantaged 70.0%
LEP
2.7%
Mobility
23.4%
African American
Hispanic
White
14.0%
47.0%
38.4%
2002-2003 API Growth
Merced County, CA
650
648
630
610
612
602
590
570
2002 (Base)
582
550
Los Banos HS
Merced Union HS
2003 (Growth)
Martin County, FL
South Fork High School
FCAT Scores 2002-2003
100
90
80
70
60
50
40
30
20
10
0
2002
2003
Reading
Writing
Math
State Rating: 2002 – C 2003 – B
High Performing Districts




Have clear and specific goals for what students
should learn in every grade, including the order
in which they should learn it;
Provide teachers with common curriculum,
assignments;
Assess students every 1-3 weeks to measure
progress;
ACT immediately on the results of those
assessments.
Goal
Student assessment
results show NO
significant difference in
performance between any
student groups.
Building Blocks
 The
PDCA Instructional Cycle is
grounded in two sets of ideas:
• Effective Schools
• Total Quality Management
Pillars of Effective Schools
Closing the
Achievement
Gap
QUALITY
EQUITY
“Effective Schools” Philosophy

FIRST GENERATION
• 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
• Measures of pupil achievement as a basis of program
evaluation
“Effective Schools” Philosophy

SECOND GENERATION
•
•
Opportunity to learn and student time on task
Positive home-school relations
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
The “programitis” trap
The tendency to look for a new
program as the solution to low
test scores
Rather, we need to determine
the root cause of the problem
and develop a plan for
improvement
“I never blame myself when I’m not hitting.
I just blame the bat.
And if it keeps up,
I change bats.”
~ Yogi Berra
Plan/Do/Check/Act Cycle
PLAN
ACT
DO
CHECK
FOCUS, FOCUS, FOCUS

Develop a plan

Implement the plan

Check to see that the plan is working

Act differently to adjust if it is not
PLAN
PLAN
ACT
DO
CHECK
PLAN
Study Data
Look at specific groups
Get to root causes by
framing the problem:
Identify weak standards
Weak And Strong Areas

Objectives from individual test items are
identified from the disaggregated data.

Objectives represent areas that require
improvement.

Weaker objectives are established as
high priorities.
A Case Example
WEAK/STRONG STANDARDS -
GRADE:
Mathematics
4
FOR GRADE: 5
Arrange from weakest objective to strongest standard:
#PASSING
STANDARD
94
52
Standard
M1
-
Measurement real world
52
Standard
N4
-
Estimation/Problem solving
53
Standard
M2
-
Measurement systems
56
Standard
D1
-
Data analysis tools
60
Standard
A2
-
Algebraic expressions
66
Standard
G1
-
Geometry/Spatial sense
68
Standard
N3
-
Number operations
Analyze Individual Student
Achievement
What impacts/impedes
student achievement?
 Attendance
 Discipline
 Language
 Poverty
 Expectations
Instructional Groups

Green – Mastery

Yellow – Partial Mastery

Pink – Non Mastery
Break the Data Down by
• School
• Class
• Student group
• Individual student
Data Helps Us Work toward Our
Goals
• Measuring student progress
• Making sure students do not fall
through the cracks
• Measuring program effectiveness
• Guiding curriculum development
•
•
•
•
•
Maintaining educational focus
Allocating resources wisely
Promoting accountability
Reporting to stakeholders
Meeting state and federal
reporting requirements
• Showing trends (but NOT
NECESSARILY SOLUTIONS!)
Data Does Not Help If
• The data is not valid and reliable
• Appropriate questions are not
asked after reviewing the data
• Data analysis is not used for
making wise decisions
Share the Data with
Stakeholders
• Students
• Parents
• Community members
• School staff
Involve Stakeholders
Students must know
their own strengths
and weaknesses.
Teachers must know
their students.
TEST TALK
Teams share the burden and divide the
grief.
~ Doug Smith
PLAN
Teaching Calendar
 Develop an academic teaching calendar for
all standard areas and time allocations
based on the needs of the student groups,
weight of the standard and logical teaching
sequence.
 The timeline is subject to change due to
mastery of target areas.
Alignment of:
Written Curriculum

Taught Curriculum
Tested Curriculum

Develop the Teaching
Calendar
Essentials for Calendar Development
•
Data and Dates for
•
•
•
•
•
Standardized assessments
State assessments
District assessments
Current grade level for reflection/evaluation
Data for incoming students (example: 5th going
to 6th)
Estimate the Learning
Time
•
Count the number of instructional
days from the beginning of school
(or now) until the state
assessment administration
•
Estimate the actual number of
days needed for each
standard/skill concept
Do the Math
•
How many days are you over or under?
•
Negotiate
•
•
•
Where can we combine standards/skills?
Have we underestimated/overestimated the
days we need? (Hint: Start the calendar the
very first day of school.)
Revise the map until the numbers work.
Map It on the School
Calendar




Mark off noninstructional days (holidays,
parent-teacher conferences, testing days)
Develop one instructional-focus calendar
per grade level or subject area
Indicate start/stop times for focus targets
Include an assessment date for each
instructional-focus target
Distribute and Publicize
the Calendar
•
Share with all staff members
•
Model focus targets in staff meetings
•
Include calendar in parent newsletters
•
Post in every classroom and
throughout the school
•
Post on school website
Success Secrets

Academic teaching calendars are developed
for all subject areas assessed on the state test.

Teachers should develop their academic
teaching calendars collaboratively.

Involve everyone-- from the mathematics
teacher to the physical education instructor.
DO
DO
PLAN
ACT
CHECK
DO
Standards Instruction
Using the standards
calendar, teachers teach
state standards to
students.
Standards Focus
Direct, on-grade-level instruction
is delivered at the beginning of
the class period for all students.
Standards focus time is nonnegotiable and sacred time!
Standards focus is emphasized
in all subject areas.
Standards Focus
All teachers, including electives and
special, incorporate the standards focus
into their instruction.
Why? Students need to see the importance of the
focus in relation to other subject areas.
Instructional-focus activities emphasize
reading, math, and writing standards.
Why? These are the three areas that are important
for success in all subject areas and the three
areas most often tested.
Keys to Success
Allow time within school hours for
teachers to discuss and develop
standards focus activities.
•
•
•
What does it look like?
How do we ensure engagement of
students?
How can it be related to other
subject areas?
Standards Focus
The standards focus is nonnegotiable.
Why? Students need to know that the school staff
is working as a team and that these are
standards/objectives that they collaboratively
determine to be important.
The standards focus is delivered at the
beginning of the class period.
Why? Research states that students remember
the beginning and ending of the lesson.
Stressing the focus at the beginning of the period
emphasizes its importance (Madeline Hunter’s
“sponge activity”).
Standards Focus
• Standards
focus is teachermodeled, active direct instruction.
• Standards
focus is NOT a
worksheet that students do by
themselves and then the teacher
corrects without modeling or
comment.
• Standards
focus is active,
interesting, and important for all
students.
Activity
The math department is focusing on
measurement—a concept that according
to the data is a weakness across all
grade levels.
You are a team of art, physical
education, music, and elective teachers.
How can you integrate the concept of
measurement into your classes to show
relevance and coherence? What type of
activities might you use?
Let’s Give Summary a Hand
wanted
somebody
but
so
then
“Teaching was the
hardest work I had ever
done, and it remains
the hardest work I have
done to date.”
~ Ann Richards
Former governor, 5th grade
teacher
Standards Focus
In Three Easy Steps
1.Post and highlight standard at the
beginning of class.
2.Deliver standards lesson at the beginning
of class.
3.Provide guided practice/homework to
reinforce new skills learned.
CHECK
PLAN
ACT
DO
CHECK
CHECK
Benchmarking
After the standards
focus has been taught,
administer a benchmark
assessment to identify
mastery/non-mastery
students.
Benchmarks
After the
standards
focus has been
taught, an
assessment is
administered to
identify
mastery and
non-mastery
students.
Benchmarks

Assessments are given to all students
at a specified time based on the
instructional-focus activities and
calendar.

Students all take the same test, even
though the instruction may have been
different.

Assessments are given every 1-3
weeks.
Benchmarks

Assessments are included in the grade
report for students.
Why? Students and parents need to
know that the grades are related to
student achievement and the grades
are standards based.
Use a variety of assessments.
 Assessments must be measurable but not
always paper/pencil tests.
 Develop rubrics and scoring guides.
Emphasize Quality
Work!
How good is good enough?
What is grade-level work?
What does quality work look
like?
Benchmarks
Analyze student assessments for
both right and wrong answers.
 Use assessments as teaching
tools
 Demonstrate why one answer is
better than another
 Teach test-taking skills and
strategies
Benchmarks
Develop an assessment format that
all staff members incorporate into
major exams.
 The key is to make test taking
automatic and reduce stress of
students.
Benchmarks

Share the test data with all staff members
Allow collaboration time to analyze results
 Identify students in need of assistance

Identify mastery students
 Pay close attention to those students who
just met the standard—Have they really
learned the standard, or was it luck?

Some Key Principles
Of Benchmarking

Frequent benchmark assessments provide feedback
that helps students improve their learning.

Frequent benchmark assessments help teachers
teach better.

Benchmarks should reflect the format of the state
test.

Benchmarks should be given as frequently as the
teacher can adjust the instruction.

Teacher teams should meet frequently to analyze
benchmark results.
Benchmarking
Monitor that assessment is an on-going activity
Develop format that all staff members use
Use data for “Test Talks” and adjustment to
teaching calendar
Share the “secrets” or best practices identified
through benchmark results.
Monitor
Monitor lesson plans and
emphasize the importance of
process.
Make accountability a part of each
staff meeting.
Monitor attendance and student
performance.
Benefits of Monitoring
Discipline will improve.
Principals and assistant principals
spend time in the classroom.
It develops a feeling that “we are all
in this together.”
It gets the principal out of the office
and into where the action is!
Rules of Monitoring
Give feedback after every visit.
Be visible and accessible.
Make monitoring a priority.
Build trust with faculty and staff.
Place responsibility on the learner.
Principals Monitor to Learn
Principals cannot be experts in
all subjects.
By monitoring, principals learn and
can share the great things teachers
are doing.
Anyone can put on a 45-minute
“dog and pony show.”
Teachers know who is consistent.
CHECK
Review/Maintenance
Provide
materials for
ongoing review
and maintenance
.
Maintenance
What is maintenance?
Maintenance is checking to be sure
that the students have learned and
remembered what was previously
taught.
How do we maintain?
We spiral back and address the
objectives throughout the year.
Maintain what is important!
We do not teach concepts in isolation. They are
always a part of a whole system. We are always
spiraling back.
Think of a car.
If we want it to perform and be dependable,
we do regular maintenance activities.
“You don’t slow the car down, you step on
the gas to accelerate.”
CHECK
Coaching
The principal
assumes the role of
instructional leader
and is continuously
involved in the
teaching and learning
process.
ACT
PLAN
ACT
DO
CHECK
ACT
Re-teaching time
should be devoted
to the reteaching
of non-mastered
target areas.
ACT and Act Now!
Tutorials
Tutorials are provided for those
students who did not master the
material.
Tutorials are always a
standard/objective behind on the
school calendar.
Keep the tutorial groups as small as
possible.
Switch teachers for tutorials.
Concerns
How do we keep the tutorials
small?
Everyone is involved—not just the
language arts and math teachers.
Where are the rest of the
kids?
They are involved in enrichment
activities. Everyone has to be
somewhere.
Concerns
How do we get the kids to
come? They won’t come to
make up a test, much less to
get additional help.
The tutorials are a part of the
school day and their importance is
emphasized by administrators and
all staff members.
Enrichment
What is enrichment?
It is not more homework or
another worksheet. It is
academic and at a higher
grade level.
It allows students to reach a
higher level of student
mastery with encouragement
and direction.
Enrichment
Rotate staff members between
enrichment and tutorials.
Encourage higher-level-thinking
activities as part of the
enrichment process.
Enrichment Ideas
Performance-based activities and
projects
High-interest activities that engage
the individual students
Advanced classes
All those things you would love to
teach but never have time to teach
Re-teaching
Non-Mastered Target Areas
Make Tutorial Time a Part of the Master
Schedule
Emphasize the Importance of Tutorial
Attendance
Utilize All Staff Members in the Tutorial
Process
Incorporate Extended Day Activities
ACT
Target related
extensions are
provided for
mastery
students.
Enrichment
Rotate Staff Members Among

Enrichment and Tutorials
Encourage Higher-Level Thinking
Activities as Part of Enrichment Process
Benefits of the PDCA Cycle

Gives teachers flexibility in how to
teach by focusing on what to teach.

Emphasizes key skills for every
student. ( Standards IEP)

Allows students to retain skills in order
to build higher skills.
Benefits
CONTINUED

Aligns planning, instruction, assessment,
and support toward student performance.

Removes subjectivity and replaces it with a
focus on results.

Contributes to a climate of achievement and
success.

It is a proven approach that achieves
results.
Plan/Do/Check/Act Cycle
PLAN
ACT
DO
CHECK
FOCUS
ANALYZE DATA
CREATE STANDARDS CALENDAR
DELIVER INSTRUCTIONAL FOCUS
ASSESS
RE-TEACH
MONITOR
No ONE can whistle
a symphony.
It takes an orchestra
to play it.
~ H.E. Luccock
Random Acts Of Improvement
= Programs
Student
Achievem
G OA
L S ent
SystemPerformance
Aligned Acts Of Improvement
In an aligned
system...
G OA L S
Student Achievement
System Performance
… improvement
efforts are integrated
and results-oriented
Best Kept Secret in
Education….
Students learn what
we teach them
Coming together is a beginning.
Keeping together is progress.
Working together is success.
~ Henry Ford
Self-Esteem
Our task is to provide an education for the
kind of kids we have. Not the kind of kids we
used to have or want to have or the kind that
exists in our dreams.
“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