Transcript TIME FOR LEARNING:

Leadership for Achievement
August 7, 2009
1
Building Blocks
• The PDCA Instructional Process is grounded in
three sets of ideas:
– Effective Schools
– Total Quality Management
– Malcolm Baldrige Criteria For Performance
Excellence
2
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!
3
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.
4
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.
5
Who’s To Blame?
The middle school
teacher said:
From stupidity may I
be spared. They sent
him in so unprepared.
6
Who’s To Blame?
The primary teacher
huffed:
Kindergarten
blockheads all.
They call that
preparation—
why, it’s worse than
none at all.
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Who’s To Blame?
The kindergarten
teacher said:
Such lack of training
never did I see.
What kind of woman
must that mother be.
8
Who’s To Blame?
The mother said:
Poor helpless child.
He’s not to blame.
His father’s people
were all the same.
9
Who’s To Blame?
Said the father at
the end of the line:
I doubt the rascal’s
even mine.
Anonymous
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“Effective Schools” Philosophy
• 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
– Measures of pupil achievement as a basis of
program evaluation
11
Brazosport ISD
12
TAAS
Velasco Elementary
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
LEP36.5%
Mobility 25.6%
80.4%
Hispanic
White
African American
19.6%
59.8%
20.1%
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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
LEP
Mobility
62.9%
4.2%
20.2%
African American
Hispanic
White
10.4%
51.3%
37.8%
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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
LEP6.6%
Mobility 25.8%
54.1%
Hispanic
White
African American
12.1%
50.2%
35.7%
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PDCA Instructional Model
2. Timeline Development
3. Instructional Focus
4. Assessment
8. Monitoring
7. Maintenance
1. Data Disaggregation
16
Plan/Do/Check/Act Cycle
17
From Theory To Practice
What the PDCA Cycle offers…
• 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
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Plan
Disaggregate Data
19
Test Talk
20
Plan
21
Do
22
Check
23
Act
24
Act
25
Check
26
Check
27
Benefits
• Gives teachers flexibility in how to teach by
focusing on what to teach.
• Emphasizes key skills for every student.
• Allows students to retain skills in order to
build higher skills.
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Benefits (continued)
• Aligns planning, instruction, assessment, and
support toward student performance.
• Removes subjectivity and replaces it with a
focus on results.
• Test scores validate standards instruction.
• It is a proven approach that achieves results.
29
Random Acts Of Improvement
= Programs
G OA L S
Student Achievement
SystemPerformance
30
Aligned Acts Of Improvement
In an aligned
system…
G OA L S
Student Achievement
System Performance
… improvement efforts
are integrated and
results-oriented
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Results
Does It Work?
32
A Record of Improvement
33
Warren Township, IN
Heather Hills Elementary
Grade 3 ISTEP+
34
Chicago Public Schools
Eight Step Schools
Low Income Families
Citywide 85%
PDCA Schools 96%
Average for
Ten Schools
Before PDCA
1999-2005
Citywide
Average
All Non-PDCA
Schools
2006-08
Tilton
School
2006-08
Faraday
School
2006-08
Finkl
School
2006-08
Cather
School
2006-08
Cardenas
School
2006-08
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Muscatine High School, Muscatine, IA
Achievement Scores
36
37
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Highlights of Success
Mount Clemens (MI) Community Schools
MEAP Results 2005
Grade 5 Social Studies
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Highlights of Success
Mount Clemens (MI) Community Schools
MEAP Results 2005
Mount Clemens Middle School, Grade 7
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Harbor Beach, MI
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Harbor Beach, MI
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Edwardsburg Public Schools
3rd Grade MEAP
100%
90%
Percent Proficient
80%
70%
60%
50%
2006-2007
40%
2007-2008
30%
2008-2009
20%
10%
0%
Math
Reading
Writing
Subject
43
Edwardsburg Public Schools
5th Grade MEAP
100%
90%
Percent Proficient
80%
70%
60%
50%
2006-2007
40%
2007-2008
30%
2008-2009
20%
10%
0%
Math
Reading
Writing
Subject
44
Edwardsburg Public Schools
8th Grade MEAP
100%
90%
Percent Proficient
80%
70%
60%
50%
2006-2007
40%
2007-2008
30%
2008-2009
20%
10%
0%
Math
Reading
Writing
Subject
45
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 fool
hardy to test students on curricula
they have not been taught and
taught to mastery...
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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
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