Continuous Improvement

in the Classroom

-Professional Learning Communities

People

ProductProcess

•Plan Do Study Act (PDSA)

Integration of Continuous Improvement & Curriculumfor Student Achievement

•Building Leadership Teams (BLT)

•SIP

Teaching&

Learning

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals

Teaching&

Learning

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan•PLC

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)•Classroom Teachers

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals•Student Learning Expectations

Teaching&

LearningSecondary

People

ProductProcess

•Plan Do Study Act (PDSA)•Action Plan•PLC

•Building Leadership Teams (BLT)•Action Research Teams (ARDT)•Collaborative Grade Level Teams

Integration of Continuous Improvement & Curriculumfor Student Achievement

•SIP•Smart Goals•Instructional Decisions using Data Analysis Tools

Teaching&

Learning

Professional Learning Communities

• Not a new initiative, a way of going moving from School goals to Classroom goals with continuous improvement

• A framework for results-focused discussions

• Opportunities for grade level and like- content teams to focus on improvement

• PLC’s use the PDSA process and data and to focus on the success of each student

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?

HOW do we know HOW do we know if they have learned it?if they have learned it?

What evidence do we have What evidence do we have of the learning?of the learning?

PLC OverviewPLC Overview

1.1. District DefinitionDistrict Definition

2.2. How ToHow To Team organizationTeam organization ToolsTools Action planAction plan

3.3. Data AnalysisData Analysis Key QuestionsKey Questions

How toHow to

Learning Community

• Identify Criteria to monitor

• Systematically gather information on criteria

• Share data with PLC teams

• Engage teams in collective analysis of the information

• Develop new strategies for achieving goals

• Monitor Results of implementation

PLC Critical QuestionsPLC Critical Questions What do we want students to know and be What do we want students to know and be

able to do?able to do? Standards/Benchmarks (Learning Outcomes)Standards/Benchmarks (Learning Outcomes) Classroom SMART goalsClassroom SMART goals

How will we know if they can do it?How will we know if they can do it? Formative assessmentsFormative assessments Multiple data setsMultiple data sets

How will we respond when they can’t?How will we respond when they can’t? Differentiated InstructionDifferentiated Instruction Systems of intervention (supplemental to Systems of intervention (supplemental to

intensive)intensive)

StudentStudent Crucial QuestionsCrucial Questions

What do I need to know?What do I need to know? Where am I now?Where am I now? How do I get there?How do I get there? What happens if I fail?What happens if I fail?

CRCSD Areas of FocusCRCSD Areas of Focus2005-2008 & ongoing

CRCSD Student Learning Expectations

Iowa Professional Development ModelIowa Professional Development Model

2007-2009

Learning Communities

Formative Assessment