PDCA Long 4-05

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TQM
EFFECTIVE SCHOOLS
Integrated System for Improving Student
Performance
F
O
C
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S
FOCUS on Student Achievement PATRICIA DAVENPORT
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I hope that when I die it will be in an
in-service.it will be a subtle transition from
life to death.
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Whats it all about?

• Its about building a system in which ALL
  children achieve at high levels
• Its about building a system that readily accepts
  the responsibility for ALL students leaving the
  system with essential skills and competencies
• Its about closing the achievement gap for ALL
  learners
• Its about teaching ALL children. . . Whatever It
  Takes!

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• 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 sub-groups of the student population.

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Improvement in Math and Reading ScoresUrban
Fourth and Eighth graders
Percent Proficiency
Source Council of Great City Schools, USA Today
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FOCUS, FOCUS, FOCUS
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FOCUS ON

• State Standards
• Curriculum Alignment
• Collaborative Teams
• Continuous Improvement

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Beliefs

• Children of all races and income levels can
  succeed
• Testing is diagnostic, not discriminatory
• Tests determine whether each and every child is
  learning

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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

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Two Reasons

• Moral

• Legal

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Legal Reason

• 50 of 50 states require students to take state
  assessments.

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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
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Let us reform our schools, and we shall find
little need of reform in our prisons. John
Ruskin
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Some people change when they see the light,
others when they feel the heat. Caroline
Schoeder
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Reading Test Scores - Brazosport ISD
98
97
94
White
94
94
82
Hispanic
All Students
African American
70
64
60
Economically Disadvantaged
50
0001
9192
9293
9394
9495
9596
9697
9798
9899
9900
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Math Test Scores- Brazosport ISD
White 79
All Students 65
Hispanics 58
Afr. Amer. 54
Eco. Dsdvd 50
0001
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A rising tide lifts all boats Proverb
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TAAS Velasco Elementary
DEMOGRAPHICS Economically Disadvantaged 86.9
African American 18.5 LEP 33.3 Hispanic 65.
4 Mobility 17.8 White 15.8
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Focus on Achievement

• Average API Growth

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Visalia Unified School District, CA Elementary
School 2002-2003 API Actual Growth vs. Target
Growth
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Martin County, FL Warfield ElementaryFCAT Scores
2002-2003
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Alice Boucher Elementary Lafayette Parish,
LA99.7 Free/Reduced lunch
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Lake Don Pedro Elementary School, Mariposa,
CA2002-2003 API Growth
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TAAS Freeport Intermediate
DEMOGRAPHICS Economically Disadvantaged 65.1
African American 12.6 LEP
4.4 Hispanic 48.5 Mobility 20.1
White 38.4
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Martin County, FLIndiantown Middle SchoolFCAT
Scores 2002-2003
State Rating 2002 C 2003 B
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Woodlawn Middle School, Fulton County, GA CRCT
Test Score Results, 8th Grade
Percent of students meeting or exceeding
expectations
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TAAS Brazosport High School
DEMOGRAPHICS Economically Disadvantaged 70.0
African American 14.0 LEP
2.7 Hispanic 47.0 Mobility 23.4 White 38.4
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2002-2003 API GrowthMerced County, CA
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Martin County, FLSouth Fork High SchoolFCAT
Scores 2002-2003
State Rating 2002 C 2003 B
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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.

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Goal
Student assessment results show NO significant
difference in performance between any student
groups.
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Building Blocks

• The PDCA Instructional Cycle is grounded in two
  sets of ideas
• Effective Schools
• Total Quality Management

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Pillars of Effective Schools
Closing the Achievement Gap
QUALITY
EQUITY
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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

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Effective Schools Philosophy

• SECOND GENERATION
• Opportunity to learn and student time on task
• Positive home-school relations

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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
• Dont fix blame, fix the system!

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Whos To Blame?

• The college professor said
• Such rawness in a student is a shame, lack of
  preparation in high school is to blame.

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Whos To Blame?

• Said the high school teacher
• Good heavens! That boys a fool. The fault of
  course is with the middle school.

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Whos To Blame?

• The middle school teacher said
• From stupidity may I be spared. They sent him
  in so unprepared.

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Whos To Blame?

• The primary teacher huffed
• Kindergarten blockheads all. They call that
  preparation why, its worse than none at all.

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Whos To Blame?

• The kindergarten teacher said
• Such lack of training never did I see. What
  kind of woman must that mother be.

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Whos To Blame?

• The mother said
• Poor helpless child. Hes not to blame. His
  fathers people were all the same.

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Whos To Blame?

• Said the father at the end of the line
• I doubt the rascals even mine.
• Anonymous

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The programitis trapThe tendency to look for
a new program as the solution to low test
scoresRather, we need to determine the root
cause of the problem and develop a plan for
improvement
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I never blame myself when Im not hitting. I
just blame the bat. And if it keeps up, I
change bats. Yogi Berra
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Plan/Do/Check/Act Cycle



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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

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PLAN


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PLAN
Study Data

• Look at specific groups
• Get to root causes by framing the problem
  Identify weak standards

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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.

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A Case Example
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Analyze Individual Student Achievement

• What impacts/impedes student achievement?
• Attendance
• Discipline
• Language
• Poverty
• Expectations

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Instructional Groups

• Green Mastery
• Yellow Partial Mastery
• Pink Non Mastery

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Break the Data Down by

• School
• Class
• Student group
• Individual student

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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

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• Maintaining educational focus
• Allocating resources wisely
• Promoting accountability
• Reporting to stakeholders
• Meeting state and federal reporting requirements
• Showing trends (but NOT NECESSARILY SOLUTIONS!)

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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

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Share the Data with Stakeholders

• Students
• Parents
• Community members
• School staff

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Involve Stakeholders

• Students must know their own strengths and
  weaknesses.
• Teachers must know their students.

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TEST TALK
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Teams share the burden and divide the
grief. Doug Smith
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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.

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Alignment of

• Written Curriculum

• Taught Curriculum

• Tested Curriculum

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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)

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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

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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.

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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

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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

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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.

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DO





A
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DO
Standards Instruction

• Using the standards calendar, teachers teach
  state standards to students.

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Standards Focus

• Direct, on-grade-level instruction is delivered
  at the beginning of the class period for all
  students.
• Standards focus time is non-negotiable and sacred
  time!
• Standards focus is emphasized in all subject
  areas.

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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.

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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?

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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 Hunters
  sponge activity).

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Standards Focus

• Standards focus is teacher-modeled, 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.

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Activity

• The math department is focusing on measurementa
  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?

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Lets Give Summary a Hand
but
so
wanted
then
somebody
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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
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Standards FocusIn 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.

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CHECK





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CHECK
Benchmarking

• After the standards focus has been taught,
  administer a benchmark assessment to identify
  mastery/non-mastery students.

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Benchmarks

• After the standards focus has been taught, an
  assessment is administered to identify mastery
  and non-mastery students.

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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.

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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.

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Emphasize Quality Work!

• How good is good enough?
• What is grade-level work?
• What does quality work look like?

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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

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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.

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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 standardHave they really learned the
  standard, or was it luck?

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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.

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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.

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Monitor

• 
  
  
• Monitor lesson plans and emphasize the importance
  of process.
• Make accountability a part of each staff meeting.
• Monitor attendance and student performance.

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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!

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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.

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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.

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Monitoring Log
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CHECK
Review/Maintenance

• Provide materials for ongoing review and
  maintenance .

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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.

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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 dont slow the car down, you step on the gas
  to accelerate.

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CHECK
Coaching
The principal assumes the role of instructional
leader and is continuously involved in the
teaching and learning process.
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ACT





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ACT

• Re-teaching time should be devoted to the
  reteaching of non-mastered target areas.

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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.

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Concerns

• How do we keep the tutorials small?
• Everyone is involvednot 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.

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Concerns

• How do we get the kids to come? They wont 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.

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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.

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Enrichment

• Rotate staff members between enrichment and
  tutorials.
• Encourage higher-level-thinking activities as
  part of the enrichment process.

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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

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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

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Extended Day
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ACT

• Target related extensions are provided for
  mastery students.

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Enrichment

• Rotate Staff Members Among
• Enrichment and Tutorials
• Encourage Higher-Level Thinking
• Activities as Part of Enrichment Process

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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.

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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.
• Contributes to a climate of achievement and
  success.
• It is a proven approach that achieves results.

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Plan/Do/Check/Act Cycle



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FOCUS

ANALYZE DATA CREATE STANDARDS CALENDAR DELIVER
INSTRUCTIONAL FOCUS ASSESS RE-TEACH MONITOR
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No ONE can whistle a symphony. It takes an
orchestra to play it. H.E. Luccock
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Random Acts Of Improvement
Programs
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Aligned Acts Of Improvement
In an aligned system...
improvement efforts are integrated and
results-oriented
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Students learn what we teach them
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Coming together is a beginning.Keeping together
is progress.Working together is success.
Henry Ford
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Self-Esteem
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• 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.

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It is perfectly all right to teach students
curricula over which they will not be tested, but
in this day of accountability for results, its
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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Closing the Achievement Gap No Excuses

• Patricia Davenport Gerald Anderson
• Order at [phone] or admin_at_equityineducation.
  com

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For information regarding training and materials
related to district/campus implementation of the
PLAN-DO-CHECK-ACT Instructional Cycle contact

• Patricia Davenport
• Educational Consultant
• admin_at_equityineducation.com
• www.equityineducation.com
• 512-343-6296

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Related Resources
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• Materials
• Standards-based assessments, developmental games
  for instructional focus tutorials, activities for
  enrichment, instructional software and data
  disaggregation software to customize instruction
  and ensure success on high-stakes assessments.
• Kathy Michael, CEO
• Kamico Instructional Media, Inc.
• 4413 Spicewood Springs Road
• Austin, TX 78759
• 512-343-0801
• www.kamico.com
• kmicheal_at_kamico.com

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• Books Articles
• Davenport, Patricia, and Gerald E. Anderson. 2002
  Closing the Achievement Gap No Excuses.
  Houston, TX APQC. 1-512-343-6296
  admin_at_equityineducation.com
• Davenport, Patricia, and Gerald E. Anderson.
  Using Data to Direct School Improvement Two
  Administrators Perspectives. NCCSR Bookmark.
  39 (Sept. 2002). http//www.goodschools.gwu.edu/
  pubs/book/sep02.html

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• Books Articles
• Davenport, Patricia. An Integrated Systems
  Approach to Closing the Achievement Gap. ASCD
  Classroom Leadership Newsletter. Volume 7, Number
  4. (December 2003/January 2004).
• 1-800-933-2723, stock 104032b
• Educators in Action Examining Strategic
  Improvement Efforts. Houston, TX APQC.
  1-512-343-6296 admin_at_equityineducation.com