improving student achievement
DESCRIPTION
IMPROVING STUDENT ACHIEVEMENT. THROUGH W. EDWARDS DEMING’S PROVEN DATA-DRIVEN CONTINUOUS IMPROVEMENT MODEL. Dr. Jerry Jenkins, NWESD Superintendent Buck Evans, NWESD Assistant Superintendent for Operations. “Quality comes not from inspection, but from improvement of the process.”. - PowerPoint PPT PresentationTRANSCRIPT
THROUGH W. EDWARDS DEMING’S PROVEN DATA-DRIVEN CONTINUOUS IMPROVEMENT MODEL
IMPROVING STUDENT
ACHIEVEMENT
Dr. Jerry Jenkins, NWESD SuperintendentBuck Evans, NWESD Assistant Superintendent for Operations
“Quality comes not from inspection, but from improvement of
the process.”W. Edwards Deming
Variation
Theory
Human Interaction
Systems
Profound Knowledge
An ongoing appreciation of the interdependence of these elements is prerequisite to continuously improving • classrooms• schools• school districts
School Level
Systems
• Provide for meaningful constituent (staff, parents, students) participation and readiness (able and willing/secure)
• Establish a culture of data-driven decisions• Prioritize — school-wide focus on specific
strategies to improve student learning • Remove barriers for those working on and in
the system • Celebrate successes
Classroom Level
Systems
• Prioritize/Focus — identify and share key learner outcomes
• Chart formative classroom learning data to inform teacher student decisions
• Provide for each student’s tracking of learning to inform his/her decisions
• Ask for and respond to student feedback related to improving performance
• Celebrate learning successes
Psychology in a System• People are born motivated• Systems extinguish motivation• Once discouraged, most people stay that way• Extrinsic rewards demotivate• Ranking destroys joy and motivation• Western society is based on extrinsic motivation
and scarcity mentality
Human Interaction
School Level• Meaningful participation within parameters
(SIPTAP Process Tools)• Determine why intrinsic motivation is not
present — remove factors from school• Keep intrinsic motivation elements prevalent
Autonomy Belonging CompetenceDelight Engagement
• Drive fear out of the school — adults and students
Human Interaction
Classroom Level• Ask for and respond to student feedback related
to improving performance• Recognize students are most like adults in
feelings, rather than thinking• Track and share learning results so learning
community can make adjustments• Coach until last two weeks; then referee• Determine why intrinsic motivation is not
present — remove factors from classroom• Celebrate class successes
Human Interaction
Theory in a System• Information is about the past• Knowledge is about creating a better future• Experience teaches you nothing without theory• One unexplained example invalidates the theory• Systems need to support and create leadership
Theory
School Level• Dig deeper — look for reasons behind practices,
successes, and failures Five Whys – Deming
• In God we trust — everyone else bring data• Learning is the constant — instructional
strategies the variable• Challenges — 96% systems / 4% people• Leadership — barrier removal
Theory
Classroom Level
Theory
• Use random sampling (√ of n) to coach, until last couple weeks when referee
• Learning is the constant — instructional strategies the variable
• Eliminate permission to forget• Improvement strategies trials — data• Research: Two practices increase student
achievement — peer tutoring and regular feedback (Gersten, U of O)
• Increase student success — decrease student failure
Classroom Level ExamplesData to Make Teaching Practical
• Develop rubric/scoring guide with students• Teach rubric — quality examples• Assign practice• Select √ of n (5-6 per class) to score• Share results, plan with class, teach/re-teach
based upon sample results• Repeat with next assignment• Grade final example at end of term
Theory
Classroom Level ExamplesSample Data Scoring Results
— 15 missing clear topic sentence— 13 unclear flow from intro to body— 9 subject-verb tense mismatch— 8 conclusion fails to summarize key points— 5 not formatting properly (margins, title size, name placement)
Theory
Classroom Level ExamplesEliminate Permission to Forget
• Provide list of key facts• Test each week
20% from previous years70% from current year10% from future year
• Students graph individual results• Graph class results
Theory
Classroom Level ExamplesIndividual Run Chart
Theory
Classroom Level ExamplesClass Run Chart
Theory
Classroom Level ExamplesClass Run Chart
Theory
Variation in a System• Can’t improve what’s not measured and
graphed/charted• Variation will always exist• The goal — reduce variation• Decision makers reduce variation through
statistics• Control charts permit “common cause” or
“special cause” identification• Statistics permit future predictions• Only reason to test —
determine what next Variation
-------------------Test # ------------- SUM
1 2 3 4 5 6 7 8 9 10Pat 0 0 0 1 0 0 0 0 0 0 1Eva 0 0 0 0 0 0 0 0 1 0 1Ted 0 0 0 0 0 0 0 0 0 0 0Jim 0 1 0 0 0 0 0 0 0 0 1Flo 0 0 0 0 0 1 0 0 0 0 1Ned 0 0 0 0 0 0 0 1 0 0 1Hal 0 0 0 0 0 0 0 0 0 0 0Sam 1 0 1 1 0 1 0 0 1 1 6Sue 0 0 0 0 0 0 0 0 0 0 0Rod 0 0 0 0 0 0 0 0 1 0 1
Student Test Results
Variation
Improvement and Variation
Variation
Num
ber of Students
Performance
Desired Statistics
Lowest Improves Highest
Improves
VariationNarrows
School Level• Extrapolate data by subgroups — teacher,
demographics, mobility, etc.• Determine whether special or common cause —
make appropriate adjustments• Track summative grade-level/school-wide
learning data to inform program, teacher, and student decisions
• Focus on systems improvements — 96% of time / people 4%
Variation
Classroom Level• √ of n is sample size for accurate data — if
collected weekly or bi-weekly• Select random samples — GameSciences• Determine whether special or common cause —
react appropriately• Track summative class learning data to inform
teacher and student decisions• Learning is the constant — instructional
strategies the variable
Variation
Classroom Level Example
Variation
Key Concepts1) A statistically valid way of sampling is using the
square root of n2) There are two kinds of causes of variation:
special and common cause3) A practice that does much more harm than
good is ranking4) The most common problem understanding data
is failure to understand variation5) To improve results, work on the process6) A visual tool that can help you plot results on
either a scoring guide/rubric or criterion-referenced assessment for both individual and class performance is a scatter diagram
Key Concepts7) Dr. Deming states that the only reason a test
should ever be given is to find out what to do next
8) A statistical graph that separates special from common cause of variation is a control chart
9) Two primary aims of a school system are to increase student success and reduce failure
10)The number of data points needed to rule out good or bad luck is seven
11)Three fundamental beliefs about people in a continuous improvement system are — people want to do a good job, they can learn, and they want to contribute and be involved
Key Concepts12)Planned change should be based on data and
research13)The system is at fault 96% of the time, people
4% of the time14)The purpose of analysis is insight15)To learn we need feedback; this is what data
provides us16)To tell how the whole class is doing, graph the
group total right on their assignments