Continuous Improvement CI

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Continuous Improvement (CI)

• CI IS The Mission of the District
• Sitebase Committee

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Make Informed Decisions
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Define 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
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Define 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.

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Define 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

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Describe 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

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Implement 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?

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Monitor 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.

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Critical 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)

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CRITICAL 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.

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CRITICAL 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).

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Evaluate 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

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Evaluate 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.

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Resources 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/

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Adjust

• 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.

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Make Informed Decisions
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Define 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