League Academy

1. League Academy Michele Brinn, Vice President, Workforce Development Director, Carolina First Center for Excellence 864-239-3727 mbrinn@greenvillechamber.org Tami Miller, Manager, Carolina First Center for Excellence 864-239-3743 tmiller@greenvillechamber.org

2. Training Objectives • Quality Update/Review • Goal Setting – Pas-T • Data Notebooks • Classroom Data Centers • Student-Led Conferences

3. W. Edwards Deming • 96% System - 4% People • The problem lies within the system, not the educators. • “It is not necessary to change; survival is not mandatory” www.quality.org • Involve students in evaluation of their own work for quality • Encourage them to keep their own quality record so that would always know exactly where they were.

4. Dimming Out:Not Dropping Out A slow, progressive dimming of a student’s belief in himself and his capabilities, and the gradual extinguishing of one’s faith in learning as key to the future National Dropout Prevention Center

5. P D S A Lotus Diagram Mission Statements Quality Tools Affinity Diagram Consensogram Parking Lot

6. Quality Tool Exchange Share your best practices using quality tools with your colleagues • GIVE an idea – GET an idea • Jot down one idea per block • Fill in as many blocks as you can in 5 minutes!

8. Student Achievement Goals • Required PAS-T document – PS 8 • Goal setting form includes specific goal statement, baseline data, and strategies • Mid-year & End-of-year results Track progress using student and class data!

9. Goal –Setting Form (PS 8) • Setting • Content Area • Baseline Data – capacity matrix, check-list • Goal Statement • Strategies for Improvement – Force Field Analysis, Fishbone Diagram, Pareto Diagram, PDSA, flow chart, lotus diagram • Mid-Year Review – analysis of data notebook, graphs, strategies • End-of-Year Data / Results - analysis of data notebook, graphs, strategies

10. SMART Goals • S - specific, significant, stretching • M- measurable, meaningful, motivational • A- agreed upon, attainable, achievable, acceptable, action-oriented • R- realistic, relevant, reasonable, rewarding, results-oriented • T - time-based, timely, tangible, trackable

11. LEADERSHIP: Student name and class mission statement GOAL(s), Objective(s): What are my academic goals and objectives? What is my timetable for completion? Student, Stakeholder and Market Focus: requirements, expectations of next unit, grade level, etc. RESULTS: What happened? PROCESS: How will you achieve your goals? What will you do? How will you improve what you do? HUMAN RESOURCES: Who and What can help you? Be sure that you have the resources necessary to achieve your goal. INFORMATION ANALYSIS: Data collection and analysis to keep you informed as to whether you are on track to meet your goal.

12. Data Notebooks • Support students as co-producers of their learning • Helps students organize processes for learning • Contains a student’s mission, goals, and action plans to support learning.

13. Data notebooks empower students . . . • To become accountable for their learning. • Have some control over their pace of learning. • Motivate themselves to achieve long-range goals. Why are Data Notebooks Important? • Data notebooks provide feedback . . . • Helps the student correct their course of action, as needed. • Documents progress providing "no surprises" at the end of each school quarter or semester. • Data notebooks help students manage their learning . . . • Students observe short-term gains, a powerful motivator to achieve long-term goals. • Students are provided with the means for self-empowerment and motivation.

14. Student Data Collection • Chart academic progress • Chart attendance • Chart behavior • Chart homework and classwork • Chart Essential Facts quiz results • class goals and mission statement • individual goals for periodic review Student Data easily translates to classroom data!! What gets measured gets done - Milliken

15. Data Notebook Tips • Don’t start out with too much data. • Find a recording process that works for you. Be open to feedback and improvement. Some choose 1 time during the day/week for students to update their notebook. • Remember, the students’ notebook will be used for Student-Led Parent Conferences so keep them up-to-date. • Individual Data Notebooks will be a direct link to classroom data

16. How Do I Begin? Decide the data that needs focus or impact. Students create personal goals/objectives and action plans. Students create data charts to monitor progress of each goal or objective. Students may include quality tools, such as force field analysis, to analyze drivers and restrainers.

17. Data Notebook Examples http://quality.cr.k12.ia.us/Tutorials/index.html http://quality.cr.k12.ia.us/Tutorials/goal_setting/ smart.pdf http://www.montgomeryschoolsmd.org/ info/baldrige/staff/addresources.shtm

18. Classroom Data Center • Graphic representation of continuous improvement • Class-created ground rules, mission statement, goals, action plans, names/photos of students • Charts & graphs that compare performance projections for classroom goals with current and past performance  In its most highly developed form, students use the data center to manage their own learning and truly become self-directed learners.

19. Data Center Examples

21. STUDENT-LED CONFERENCES

22. PHILOSOPHY Student led conferences reflect the belief that students should be actively involved in their learning and assume responsibility for the learning process. Through student led conference, students become more motivated, reflective and evaluative. They also become more critical in their approach to learning.

23. What Are Student-Led Conferences? • The student (instead of the teacher) conducts the conference with his/her own parents • Student shares his/her data folder which contains documentation of progress • Student mission statement • Student SMART goals • Charts/Graphs showing progress toward the goals • Academic core curriculum and behavior achievement • The data folder serves as the portfolio of evidence to share with parents

25. Come to your conference with your parents at the scheduled time. • Share your Data Folder. • Review Goals • At-home reading graph • Spelling graph • Comprehension • Math graph • Behavior Calendar • Share Portfolio • Tests • Other Ask questions about the report card. Discuss any other concerns or topics. Fill out the conference comment sheet. Conference Ends Student-led Conference Flow Chart

26. Student Benefits • Accountability for their learning • Evaluating their own progress • Builds self-confidence and self-esteem • Builds communication & critical thinking skills

27. Parent Benefits • Increases amount of information to the parents • Learn more about their students learning and skills • Active participants in their student’s learning

28. Teacher Benefits • Less stress; more relaxed • Less confrontational • Places responsibility on student and parent • Increased parent communication

29. Student work should show . . . • Multiple processes and skills • State standards • Emphasize process as well as quality • Examples of “real” work

30. Student-Led ConferenceAFTER THE CONFERENCE Evaluations: Parent Student Teacher • Analyze the parent and student feedback • Create a plus delta • Share your photos and findings with CFCE

31. Continuous Improvement Tutorials: Student-Led Conferences http://quality.cr.k12.ia.us/Tutorials/ studentled_conf/student_led_index.html • Power point presentations • Templates • Tutorials

32. Quality-Tips Newsletter • Featuring “quality” teachers from partner schools • Pictures of Quality Tools from your classrooms • Upcoming dates and events • All-Time Bests • Submit your photos and success stories! Share your best practices!

33. TOPIC / FOCUS DATE LOCATION PDSA: Turning Problems into Opportunities September 23, 2008 CFCE Using Quality in the Related Arts Classroom October 30, 2008 Ellen Woodside Elementary Continuous Improvement using The Essential Facts System November 20, 2008 Fountain Inn Elementary Manage Your Classroom with Continuous Quality Improvement January 22, 2009 Bethel Elementary It’s a Small World: Making the Connections with Quality, PAS-T, and Learning Focused February 24, 2009 Taylors Elementary Using Quality in the Special Needs Classroom March 19, 2009 Hope Academy Celebrating Continuous Improvement: Sharing Success April 21, 2009 CFCE 2008-2009CFCE Users’ Group Meetings 4:15-5:15 pm

34. There are two gaps that we must work to close: the first is the achievement gap, the second is the gap between what we know and what we do. By taking care of the second, we will close the first.

35. System Aim: Use data driven practices and student/staff feedback tools at the school, classroom and student level to drive continuous improvement and achievement of goals at all levels. Knowledge: I’ve heard of this concept. Comprehension: I understand this concept and can demonstrate my knowledge. Application: I apply this concept to solve problems and solicit student feedback/involvement in various ways in my classroom. *Use occasionaly *Some evidence in classroom Analysis & Synthesis: I can break this concept into a variety of different uses to meet my needs and develop new applications for my classroom beyond examples shared during training. *Use Regularly *Evidence in classroom Evaluation: I foresee application often and plan for opportunities to use this concept in my classroom. *Use Regularly *Evidence in classroom Mission statements provide purpose and drive daily activity. X Affinity Diagram 5 Whys P3T Parking Lot Plus/Delta Consensogram: Bone Diagram Continuous Improvement Capacity Matrix X • 1. Complete your Capacity Matrix in your packet. • 2, Add up your marks for each of the categories: • Knowledge, Comprehension, Application, • Analysis & Synthesis, and Evaluation. • Fill in your totals on the Matrix Information poster • as you leave. X X 3 4 5 2 0