Title: Continuous Improvement CI
1Continuous Improvement (CI)
- CI IS The Mission of the District
- Sitebase Committee
2Make Informed Decisions
3Define Where You AreDefine Where You Want to
BeDescribe How You Will Get ThereImplement
Monitor, Ask QuestionsEvaluate, Ask
QuestionsAdjust -cycling back through CI process
Make Informed Decisions
4Define Where You Are Ask Questions, Collect Data
- Analyze all data sources and define current state
of the program - Data Sources Every classroom assessment taken
(benchmark, quiz, teacher observation, every
campus assessment (TPRI, STAR, AR reports, ITBS,
SOI, PASeries) every referral (discipline, 504,
Dyslexia, IDEA), every item reported in PEIMS
(at-risk, econ dis, AEP, JJAEP), longitudinal
Studies (COMPASS), cohort Studies, surveys,
parental communications.
5Define Where You Want to Be
- Commissioners Percentages for each subject area,
each student population - Enhanced Goals What level each student will be
reading, ESL student performance, SAT ACT
scores, college enrollment, Commended
Performance, UIL Performance, GT Performance,
Achieve Texas enrollment - Campus Goals
- Teacher Goals
- Student / Parent Goals
6Describe How You Will Reach Your Goals
- Program Descriptions using critical attributes or
criteria - Who will do what?
- How often?
- Which Students?
- Timeline
- Materials
- Resources
- Strategies, Procedures, Guidelines, Flowcharts
- Formative Assessments that will drive Program
Adjustments
7Implement Program
- Make sure all participants understand how program
will be activated - How? Logistics?
- How often? Schedule?
- By whom? Who is responsible?
- With whom? What student group? How selected?
- What resources? Materials, Curriculum,
Strategies, Guidelines? - Until When? Exit Procedures?
- Documentation? Records? Data collected?
8Monitor What Will You Be Looking For?
- Can you Document that Critical Components of the
Program ARE Being Implemented? - What will you use as criteria?
- Example 10 students with STAR IRL scores more
than 2 grade levels below grade placement will - Use EYEQ software three times a week for 7
minutes a day to increase speed comprehension. - Be required to read 1 biographical, 1 novel, and
1 AR book of their choice during the six weeks. - Be given explicit direct reading instruction
every other day. - After 6 weeks re-take the STAR test.
9Critical Components
- Exposure to EYEQ software program (add who, when,
where) - Accountability for increasing their reading
repertoire (add teacher defined reading lists) - Explicit Direct Reading Instruction at
appropriate Grade Level (See Nat Inst for Lit.
http//www.nifl.gov/partnershipforreading/question
s/questions_about.html ) - Assessment using a benchmark test (STAR and
perhaps additional TAKS-like assessments)
10CRITICAL COMPONENTS of a Researched-based Reading
Program
- Direct Instruction in phonemic awareness,
phonics, fluency, vocabulary, and comprehension.
For systematic instruction, lessons build on
previously taught information, from simple to
complex, with clear, concise student objectives
that are driven by ongoing assessment. Students
are provided appropriate practice opportunities
which directly reflect instruction.
11CRITICAL COMPONENTS of a Researched-based Reading
Program
- Direct instruction is an instructional approach
that utilizes explicit and structured teaching
routines. A teacher using direct instruction
models, explains, and guides the students through
extended practice of a skill or concept until
mastery is achieved. The lessons are fast paced,
students are academically engaged, and teachers
are enthusiastically delivering instruction.
Direct instruction is appropriate instruction for
all learners, all five components of reading, and
in all settings (whole group, small group, and
one-on-one).
12Evaluate Program
- YOU CANNOT EVALUATE WHAT YOU HAVE NOT DEFINED or
DESCRIBED IT. - Formative Assessments taken at short intervals
to identify unsatisfactory and satisfactory
conditions that might need tweaking within a
short period of time. - BASED ON PROGRAM DESCRIPTION
- Example Flex Period
- Survey of student participation, valuing,
improvement documented, scheduling issues - Survey of teachers, participation, valuing,
improvement documented, scheduling issues
13Evaluate Program
- Summative Assessments taken at the end of the
program or as in grade level programs, at the end
of the year. - Program Evaluations should be taken over a period
of at least 3-5 years to establish a trend and to
determine if the change process has been given
enough time to take effect. - As a result- programs should not be implemented
without a commitment of 3-5 years.
14Resources for Researched-based Best Practices in
Reading
- US Department of Education http//www.ed.gov/rsch
stat/eval/other/reading/state-k3-reading.html - Nat Inst for Lit http//www.nifl.gov/partnershipfo
rreading/questions/questions_about.html - Older-Struggling Readers http//www.prel.org/prod
ucts/Products/reading-instruction.htm - http//www.fcrr.org/curriculum/curriculumInstructi
onFaq1.htm11 - TEA http//www.tea.state.tx.us/reading/
15Adjust
- Program Adjustments may take place at any time,
but a Formal Adjustment should be scheduled at
least once a year. - Program Descriptions need to be edited and
disseminated throughout the organization,
especially among new teachers.
16Make Informed Decisions
17Define Where You AreDefine Where You Want to
BeDescribe How You Will Get ThereImplement
Monitor, Ask QuestionsEvaluate, Ask
QuestionsAdjust-cycling back through CI process
Make Informed Decisions