Classroom Continuous Improvement Elizabeth Clark David Holland July
Classroom Continuous Improvement Elizabeth Clark David Holland July 29, 2015
Objectives Review the history of continuous improvement in Birdville ISD Redefine continuous improvement in Birdville ISD Connect continuous improvement to the work in Birdville ISD
Support for Continuous Improvement We have a moral obligation to ensure that the system has the capacity to produce the desired and required learning for all students. We need specific actions that follow and support a continuous improvement philosophy. We need just-in-time processes, based on continuous monitoring of student performance with the ability to act (i. e. adjust) instruction to meet the needs of all learners. We need to adopt a mind set, based on a cyclical process, where the system and those who work within the system examine their own practice and make the necessary changes to improve student learning.
Drivers of Continuous Improvement Unmet demands for improvement create a market niche for someone else. Improvements might be imposed if expectations aren’t being met. Maintaining an initiative for renewal, if not us, then who.
Taking the Higher Ground Identify what you want to become. How we do things makes a big difference. The status quo will yield to continuous improvement and reasoned progress.
Implications for Birdville ISD Continuous improvement must be central to everything we do. Continuous improvement must reflect a spirit of constant renewal. Continuous improvement will energize and propel us to create the future that our students need in order to be successful. Continuous improvement is the process for becoming an innovative, trusting, and responsive learning organization.
Haven’t we already done this? 2003 Dr. Stephen Waddell Feb 28: Establish CI Consortium with ESC XI, Weatherford, Burleson Jul 30: Two-day introduction for all BISD principals Dr. Mary Bull
Haven’t we already done this? 2004 Spring: District goals, objectives; portrait of a graduate Jun 14: Two-day district department team training in HEB Jun 16: Two-day campus leadership (CLT I) and teacher-student partnership (TSP I) training Oct 12: Octoberquest TSP I training
Haven’t we already done this? vs.
Haven’t we already done this? Continuous Improvement Working on the Work Data-driven Decision Making Tri. Level Looping
Where are we now? Pockets of Excellence
Where are we now? Pockets of Excellence
Where are we now? Pockets of Excellence Inconsistent levels of understanding and implementation Fuzzy expectations
Where do we want to go? Build upon pockets of excellence to create a model for CI in the classroom Improve teacher and administrator understanding of CI practice Set clear expectations for implementation Provide a vehicle to disseminate learning
Why continuous improvement? Provides a systematic approach to improve learning Improves student and staff ownership in the learning process Promotes self-efficacy belief and a growth mindset It works
What is a system? Composed of set of component parts Each part serves a particular function Parts are interconnected in form or function The interdependence of components allows the system to perform functions or fulfill purposes that are different than any of its constituent parts, or in other words. . . Systems have emergent properties
Why continuous improvement? Provides a systematic approach to improve learning Improves student and staff ownership in the learning process Promotes self-efficacy belief and a growth mindset It works
How do we know it works? Marzano • Setting objectives and providing feedback • Reinforcing effort and providing recognition Black & Wiliam • Formative assessment Hattie
Influences and effect sizes related to student achievement Influence Effect Size (d) Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
ORID Observations Reactions Interpretations Decisions
Why focus on the classroom?
Central Administration and Support Campus Administration and Support PLC, Classroom and Teacher Learning Student
Critical classroom questions Pedagogy First, Technology Second Are my students learning? Can I be more effective? Can I be more efficient?
How does this support what we’re already doing?
How does this support what we’re already doing?
How does CI support what we’re already doing? 2014 -2015 Challenge CI
What will be our focus? Classroom learning partnership Student data folders Clarify and communicate learning requirements Establish and use individual student learning and/or social-emotional goals Develop and use a class mission statement Monitor progress toward goals Identify and monitor progress toward class longrange learning goals
What will be our focus? Plan-Do-Study-Act (PDSA) cycle of improvement Plan for frequent, short-term cycles of learning Set shortterm learning targets aligned with long-term goals (class and individual) Involve students in decision making around strategies to meet shortterm targets Use shortcycle assessments to determine student mastery of learning targets Engage students in studying effects of learning strategies on outcomes and target mastery Adjust actions for the next cycle of learning
Learning Expectations Rubric CLP Classroom Learning Partnership CLP
Learning Expectations Rubric CLP
Learning Expectations Rubric CLP
Learning Expectations Rubric PDSA
Learning Expectations Rubric Student Data Folders
CI deployment 2015 -16 explicit [ikˈsplisit] Adj. Stated clearly and in detail, leaving no room for confusion or doubt intentional [inˈten. CHənl] Adj. Done on purpose, deliberate
CI deployment 2015 -16 Oct 7 & 8: The classroom learning partnership • Why CI? • Mission, classroom goals, data folders, individual student goals • Expectations and campus charge Jan 20 & 21: Classroom PDSA • Plus/Delta/ Artifacts re: deployment progress • PDSA learning cycles in the classroom • Expectations and campus charge Apr 20 & 21: Evaluating CI in the classroom • Strengths/OFIs/ Artifacts re: deployment progress • Development of standardized district expectations and look-fors
Objectives Review the history of continuous improvement in Birdville ISD Redefine continuous improvement in Birdville ISD Connect continuous improvement to the work in Birdville ISD
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