Indian Education Department and Indian Education Committee Retreat

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Indian Education Department and Indian Education
Committee Retreat

• Using A Continuous Improvement Systems Approach
  to Accomplish Our Goals

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Desired Outcomes

• To gain a general understanding of a systems
  approach to continuous improvement
• To review the mission of the IED and IEC
• To update the mission statement
• To gain a greater understanding of the available
  student data
• Review the current goals
• Review the draft student needs assessment

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A Systems Approach to Continuous Improvement

• Using Quality Tools
• Stakeholder Feedback Participant Expectations
• Systems Basics
• Defining the System The Barbell Factory

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Setting the Stage
Workshop tools
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Used to gather large amounts of information and
consolidate data into groupings based on
relationships.
An affinity diagram was used with parents to
define stakeholder expectations at the beginning
of the school year.
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Setting the Stage
More workshop tools
Using one red dot per chart, indicate your
current level of understanding on a scale of 1-10
for each key concept.
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As a Table Team1. Organize the expectations
into common areas.2. Reach consensus on three
key expectations of this retreat.3. Write each
expectation on a Post-It note (one expectation
per note).4. Add your team expectations to the
Affinity Diagram chart on the wall.5. Table
Teams will take turn arranging the notes into
groups of similar ideas
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Table Team Report Outs
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• Baldrige or
• A Systems Approach Basics
• Defining Performance Excellence
• Random vs. aligned acts of improvement
• Linkages
• The Barbell Factory

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Baldrige or A Systems Approach Basics
PERFORMANCE EXCELLENCE
is the result of a practical way of getting
better and knowing that you have.
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Baldrige or A Systems Approach Basics
Baldrige or A Systems Approach to Continuous
Improvement is...
a practical way of getting better and knowing
that you have.
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Alignment
Baldrige or A Systems Approach Basics

What do we have to do well together?
How will we know if were getting better?
Unclear and unfocused (and overwhelmed!)
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Baldrige or A Systems Approach Basics
Alignment
ALIGNMNET

• IED/IEC Strategies
• Instructional
• Non-Instructional

Random Acts of Improvement
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Alignment
Baldrige or A Systems Approach Basics

• IEU/IEC Strategies
• Instructional
• Non-Instructional

Aligned Acts of Improvement
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LINKAGES
Linkages
At least its only flat on one side!
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Baldrige or A Systems Approach Basics
Linkages
Students
Parents
Volunteers
Teachers
Administrators
District School Support Staff
Smart and effective school districts, schools,
departments, organizations make sure theyre not
driving with a flat!
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High Performing Systems
The Basics of a Systems Approach
SYSTEMS ALIGNMENT OF GOALS AND MEASURES
SYSTEMS INTEGRATION
Strategic Plans Interlocking Operational Plans
Performance Excellence Organization Best Practices
PDSA/Six Steps to Improvement
SYSTEM WIDE CONTINUOUS IMPROVEMENT
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A systems approach to continual school or
department improvement requires 3 major components
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• Systems Alignment requires
• Aligned goals and measures at all levels.
• Interlocking improvement plans at every level.
• Aligned personal improvement plans.
• Where is your school or department in achieving
  Systems Alignment?

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• Systems Integration requires
• Leadership commitment to focus on improving the
  system not just working on the people in the
  system.
• Adopting a change management strategy.
• Systematic assessment of the systems capacity
  and degree of integration.
• A system improvement plan to build system
  capacity through developing and integrating the
  systems components.
• What steps do you need to take to accomplish
  systems integration?

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• Systems Continual Improvement requires
• Leadership commitment to a continual improvement
  approach.
• Results measures to support process improvement.
• Adopting a system wide approach to process
  improvement (PDSA).
• Which areas are strengths and which are
  opportunities for improvement in your school or
  department?

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Baldrige or A Systems Approach Basics
Students
Administrators
Support Staff
Parents
High Performing Support Systems
Teachers
Volunteers
Baldrige Core Values
Baldrige Categories
Baldrige Categories
Six Steps to Improvement
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Baldrige or A Systems Approach Basics
Malcolm Baldrige Education Criteria for
Performance Excellence
Core Values Visionary Leadership
Learning-Centered Education Organizational
Personal Learning Valuing Faculty, Staff
Partners Agility Focus on the Future Managing for
Innovation Management by Fact Public
Responsibility Citizenship Focus on Results
Creating Value Systems Perspective
Categories Leadership Strategic Planning Student,
Stakeholder Market Focus Information and
Analysis Human Resource Focus Process
Management Organizational Performance Results
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Leadership
Baldrige Basics
Strategic Planning Goals Measures
Student/ Stakeholder Focus
Performance Results
Human Resource Focus
Process Management
Information Analysis
CORE VALUES
Adapted from BiE IN Baldrige Model
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Baldrige or A Systems Approach Basics
The Barbell Factory
8 Willing Workers Add or delete one part OR
pass the whole thing on when it comes to you. 1
Boss Make barbells. Faster. Make more
barbells. 1 Inspector General Rework or
meets specifications.
Quota 5 barbells in 3 minutes.
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What did we learn from the Barbell Factory
activity?
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Baldrige or A Systems Approach Basics
The Barbell Factory
Define the System Materials Methods Standards
Training Workforce Customer Requirements
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Workbook page 8
Baldrige Basics
What is the effect of trying to fix one chair
when we really need to fix the system? Whats
the long-term effect of the system on the
workforce? What role does leadership play in
improving systems? What is the impact of poorly
communicated stakeholder specifications?
The Barbell Factory
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Leadership
Baldrige Basics
Strategic Planning Goals Measures
Student/ Stakeholder Focus
Performance Results
Human Resource Focus
Process Management
Information Analysis
CORE VALUES
Adapted from BiE IN Baldrige Model
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Baldrige Specifics
A Systems Approach Using the Baldrige Criteria
is A measure of parts and connections. How
effective are the parts? How effective are the
connections between the parts? A blueprint for
building effective, well-connected parts. A
process for determining which parts and which
connections add value and which do not.
What are the implications for the IEU and the IEC
school support services?
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Leadership
Baldrige Basics
Strategic Planning Goals Measures
Student/ Stakeholder Focus
Performance Results
Human Resource Focus
Process Management
Information Analysis
CORE VALUES
Adapted from BiE IN Baldrige Model
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Workbook page 14
Improving the Classroom Learning System
6 Steps to Improvement
PLAN

• Validate the need for improvement
• Clarify purpose, goals, and measures
• Adopt and deploy an approach to continual
  improvement
• Translate the approach to aligned action
• Analyze results
• Make improvements

DO
STUDY
ACT
Repeat the cycle
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Workbook page 14
Improving the Classroom Learning System
6 Steps to Improvement for the Classroom
PLAN

• How are we doing? How do we know?
• Why are we here? What do we need to do well
  together? How will we know how were doing?
• How will we work together to get better?
• What will we do differently?
• What happened?
• What are we going to do with what we learned?

DO
STUDY
ACT
Do it all again!
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Improving District and School Support Systems
We have worked together to
develop a department/office mission statement.
translate stakeholder expectations into goals
and measures.
understand our customers/ stakeholders and their
requirements.
monitor our performance results.
create a work environment that supports
department/office goals.
collect and analyze the data needed to guide
department/office decision making.
identify and improve the processes needed to
achieve our goals.
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What does this systems stuff look like?
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Improving District and School Support Systems
We have worked together to ____develop a
department/office mission statement.

The mission of the West Mesa High School
Custodians is to work with administrators,
faculty, staff, students, and the community to
provide a safe, clean place for learning.
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Improving District and School Support Systems
We have worked together to ____ understand our
stakeholders and their expectations.
In response to an inquiry from a school site
regarding the proper procedure for issuing keys,
the Maintenance and Facilities Department
developed a flowchart and procedures manual to be
used by the entire District.
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Improving District and School Support Systems
We have worked together to ____ translate
stakeholder expectations into department/office
goals and measures.

• The goals of the WMHS Custodians
• Improve school cleanliness as measured by trash
  reports, staff attitude surveys, county
  inspections
• Increase the level of stakeholder satisfaction
  with the services provided as measured by
  quarterly surveys

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Improving District and School Support Systems
We have worked together to ____ identify and
improve the processes needed to achieve our goals.
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Improving District and School Support Systems
We have worked together to ____ create a work
environment that supports department/office goals.
Employees in the Maintenance Facilities
Department use the Issue Bin to suggest ideas for
discussion at departmental meetings or raise
questions or concerns.
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Improving District and School Support Systems
We have worked together to ____ collect and
analyze the data needed to guide
department/office decision making.
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Improving District and School Support Systems
We have worked together to ____ monitor our
results.
After one year, a survey is taken to see if
improvements have been made in overall
satisfaction after moving from temporary
custodians to full-time staff.
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Does the current mission statement drive the work
of the IED/IEC?
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Mission Development

• Why are we here?
• What do we have to do well together?
• How will we make it happen?

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Mission

• We are committed to enhancing and supporting
  educational opportunities while respecting
  language and cultural perspectives so that
  students can achieve personal and academic
  success by working together with the school and
  community.

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SMART Goals

• Specific
• Measurable
• Aligned to Standards or Learning Requirements (or
  some other requirement)
• Results Focused (relative)
• Time Framed (timely)

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Data Analysis Process

• What is here to celebrate?
• What is this data telling us?
• What is this data not telling us?
• What implications are there for our departments
  goals?
• What implications are there for how our
  department delivers services?

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Data from Native American Student Report School
year 2005-06

• First data review
• Figure 3, page 11
• Figure 9, page 11
• Second data review
• Figure 13, page 26
• Figure 14, page 27

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IED Goals

• Increase American Indian Student Achievement
• Fully implement culturally based literacy
  instruction with fidelity for 740 targeted
  American Indian and Alaska Native Students

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Strategies (Objectives)

• Improve alignment and implementation of State
  Indian Education Act
• Improve operational systemic support for American
  Indian students
• Improve teacher and administrator's skills and
  knowledge to provide culturally relevant,
  accurate and meaningful learning strategies to
  American Indian students
• All students in APS will be presented with
  District instructional materials which include a
  culturally relevant, authentic, and meaningful
  American Indian perspective
• Schools will improve and increase communication,
  input, and involvement of American Indian parents

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Goals and strategies

• Is there more information that you need to review
  before revising goals and strategies (i.e. Parent
  survey, student survey, ???)
• How do you assess the effectiveness of the
  current strategies?
• How well defined are the action plans for each
  strategy?

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Next Steps

• As a table team discuss what you see as the next
  steps for goal/strategy revision
• Present your next steps and reasons for them
• Are we in agreement on next steps?

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Student Needs Assessment Review
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Plus/ Delta

• What worked for you about today?
• What could be improved about today?
• Public and private plus/delta