Open Lab

1. Open Lab September 26, 2011 Steps to Continuous Improvement Using a “Systems Approach”

2. Steps of the CIP? • Examine Data • Identify Trend • Identify Gap • Identify Root Cause • Modify Goals (depending upon last years outcome) • Align Staff Development • Develop Measurement Tools

3. Data Dive • Use your previous plan as a tool for reflection to gather input, communicate, provide affirmation, create demand, create intellectual stimulation, and optimize new opportunities for school/classroom improvement • Examine trend data (3 year period). Trend statements are developed objectively describing the current status. This creates buy-in and can be utilized as talking points with all stakeholders throughout the year • Improvement is not a start over or a blank slate it utilizes past successes and past failures

5. Understanding Gap and Root Cause • The gap is the difference between the current status and the goal • The root cause is the hypothesis of why there is a gap • The root cause is something we own – we recognize what areas we don’t control but select root causes we own

6. Root Cause • Continue to ask why until you no longer need to ask why… • Select an instructional strategy that you believe will address the root cause.

7. Measures • How will the specific instructional strategy be repeatable and predictable in every classroom? • Results - achievement that will improve because we have bridged the root cause of the identified gap • Transfer - implementation of the strategy using quality, fidelity, consistency, intensity

8. QFIC • Quality: With a high degree of skill, excellence or effectiveness. What do you want teachers to do? • Fidelity: In accordance with the core components of the identified program (Are the appropriate steps being followed: i.e., READ 180) What steps will they take? • Intensity: With focus and commitment to provide participants with the components of the program and/or innovation. (How often strategy is performed) How often do you want to see it? • Consistency: In the same way maintain established standards of quality, fidelity and intensity Is the instruction delivered with the same quality every time?

13. Providing Duane expectations for vacation Twice a year with 100% consistency we will complete a vacation that engages us in activities away from home that will result in total relaxation and rejuvenation as measured by the following: Making reservations at a four star or better hotel with views of water. The hotel should maintain a full treatment spa and gym. There should be multiple dining experiences with a variety of menus and styles. The visiting venue should have near by activities that are of high interest to both of us.

14. Small Group Instruction Expectations for high school teachers Each teacher during a unit of study will use small group instruction a minimum of two times. Students will be grouped based on unit pre and formative assessments and instruction will be tailored to the needs of the students at the appropriate level of difficulty. Post assessments will include whole group instruction as well as content from small group instruction. Instruction must include all of these components: Instruction begins with a set and advance organizers providing students with needed learning Instruction includes all five steps of modeling or talk aloud Instruction includes multiple checks for understanding and student closure

15. Professional Development • Professional development is about improvement • Professional development is aligned to the root cause and instructional strategy must be measurable (pd focuses on researched based strategies that improve learning)

16. Researched Reading Strategies Visual Thinking Strategies Guided Reading Small Group Instruction Skill Focused Work Curriculum Compacting Tiered Assignments Flexible Grouping HOT and Inquiry Vocabulary and Word Play Re-teaching/Re-testing Student Goal Setting Specific/Timely Feedback

17. Researched Reading Strategies Advance Organizers for Texts Summary Frames Rule Based Summarization Reciprocal Reading Model Fluent Reading Repeated Readings In Class Promote Phrased Reading In Class Reader's Theater Small Group Instruction Skill Focused Work Curriculum Compacting Tiered Assignments Flexible Grouping High-Level Thinking and Inquiry Re-teaching/Re-testing Student Goal Setting Specific and Timely Feedback Skimming and Pre-reading

18. PDSA Plan • Be strategic and aligned in your planning • Define expectations including what is considered quality, fidelity, intensity, and consistency • Communicate goals repetitively and in a multitude of ways • Determine measures and time frames for checking: CWT, lesson plans, etc., Do • Implement with a focus on quality, fidelity, intensity, and consistency Study • Strategies require short cycles, data should be collected in results and check for transfer • Using the short cycle data, the plan should be updated and communicated • Make changes and go at it again ACT • Just Do it!

19. Expectations • Use either the word or excel CIP document to support your work (don’t spend more time on completing the document than the work itself) • Schools participate in the school to school buddy system: November / April - THIS IS OPTIONAL • Schools submit a quarterly PDSA for the identified school wide focus strategy implemented along with a QFIC analysis regarding the strategy (in one content area) • Determine how to measure and report Quality, Fidelity, Intensity and Consistency as it relates to the instruction strategy implemented which aligns to the root cause • Schools will submit end of year CIP with a reflection

20. Thank you for your active participation in our continuous learning process. http://noteacherleftbehinddvusd.wikispaces.com/