Who We Are:

1. At the GateOur Journey Toward Continuous Quality ImprovementPresentation for the 2006 National Quality in Education ConferenceDr. John E. McKinney, SuperintendentMary Ann Plahitko, Director of Quality ServicesDanville Community School CorporationDanville, Indianadanville.k12.in.us

2. Who We Are: • Rural/suburban community 20 miles west of Indianapolis • Consolidated school district of 2500 students • No industry (270 of 294 in wealth) • Hospital, county courthouse, & schools are primary employers • Limited diversity

3. Who We Are: • 14% special education • 17% Free/reduced count • Low crime • State of Indiana-ISTEP+ test in September. (Grade 10 is GQE) • Good test scores Everyone, Every Day; High Standards, High Achievement

6. Prior to 2000 • Unaligned arrows • Little use of data • Previous school improvement plans (PBA and NCA) • No high stakes achievement tests • A good but complacent district

7. When you don’t know where you are going, any road will lead you there.

8. Good is the enemy of great!

9. Our journey toward continuous quality improvement began…

10. 2000-2001 • P.L. 221 influenced search for CQI • Discovered Baldrige • Created a district-wide Model Schools Leadership Team (developing a collaborative culture)

11. 2001-2002 • Adopted Baldrige as a district model for continuous quality improvement • Provided School Board with introduction to Baldrige • Wrote the first CQI plan to meet the requirements of PL221

12. 2002-2003 • Baldrige training for superintendent and curriculum directors • Building CIC’S Established • Data rich/analysis poor

13. 2003-2004 • Completion of training of all certified staff • Training of non-certified staff • Began to implement S2S meetings • Data-focused (NWEA MAP and ISTEP+) • Partnered with Shipley and Associates and Steve Benjamin and Associates

14. 2004-2005 • Focused in-service days on CQI • Baldrige training for new staff • Training staff from other districts on request • CQI pizza lunches • Partnered in starting Indiana Quality School Coalition • Hosted first Indiana Quality School Coalition Conference in June, 2005 • School Board meetings with data use • Administrative meetings with data use • Began frequent and broad surveying

15. PLAN IMPROVE DO CHECK

16. Student-led Conferences

17. Students Tracking Data

18. Parent Communication

19. “I have not failed.  I've just found 10,000 ways that won't work.”-Thomas Edison

20. 2005-Present • Redesigned job descriptions of administrators to include a Director of Quality Services • Designated someone to tell our story in public forum • Began focusing on systems improvement

21. CQI Coaches • Chose one in each building to lead classroom CQI initiative • Provided formal training and informal collaboration sessions • Expectations of coaches: • Provide support • Model in classroom • Train in in-service, grade/department meetings, etc.

22. Q-Team • Chose 4 teachers per building who model CQI • Asked that they support coach and CQI initiative • Create collaboration time during the year (without taking them out of the classroom)

23. Common Assessments • English/Language Arts and Math • Grades 1-9 • Aligned to Indiana’s Academic Standards • “No permission to forget” included • Given every 6 weeks • Comprehensive end-of-year assessment • Provide information for remediation and enrichment

24. Induction Junction • Created to prevent attrition • Hoped to develop a CQI culture with new staff • Planned for three years of support • Includes all new staff regardless of experience

25. Induction Junction Year 1 • When hired, sent Harry Wong’s First Days of School and asked to read it • 4 days prior to the start of the new year • CQI • 4MAT • Technology • District curricular initiatives • Classroom management and process skills • Model classroom • Business • Picture directory • Tote bag

26. Induction Junction Days 1-4

27. Collegiality

29. Induction Junction Year 1 (Con’t) • Days 5 and 6 are early in November • Dedicated to CQI • Includes some 4MAT and curriculum • Days 7 and 8 are in early February • Dedicated to 4MAT and differentiation • Includes some CQI and curriculum • Day 9 is PDCI • Plan for the following year • Do a lesson plan for the first week of school • Check data and write the “Improve” of PDCI

30. Induction Junction Years 2 and 3 • Delve deeper into CQI • Provide collaboration and support for Quality Classroom Rubric progress • Write 4MAT lesson to be used before next session and share results • Provide curricular support • Develop sessions by providing their requests at the previous session

31. Year 3 Exit Activity • Place in teams of 4 and 5 • Create a video to use with next year’s new staff in Induction Junction • Create resources for years 1 and 2

32. Recognition • Year 1 – Framed certificate given at last day recognition luncheon • Year 2 – Certificate • Year 3 – Certificate and Exit Activity

33. Quality Classroom Rubric • Outgrowth of teacher plea, “Just tell me what to do and I’ll do it.” Also, “What does it look like in my classroom.” • A 4 level rubric of indicators • A support document for indicators • A modified rubric for non-traditional classrooms

34. Created Quality Classroom Rubric

35. Rubric Level FocusLevel 1 – Teacher DrivenLevel 2 – Teacher and Student DrivenLevel 3 – Process DrivenLevel 4 – Student-managed Process Driven

36. Quality Level 1 Completes Classroom Systems Check Level III Facilitates student-generated classroom mission statement Develops measurable classroom goals aligned with school goals Utilizes PDCI Cycle Develops classroom displays of data for above Creates teacher data folders aligned with classroom goals Exhibits the Core Value and School Aim of Valuing Students by creating a caring learning environment Quality Level 4 Completes all Q1, Q2, and Q3 accomplishments Collects and utilizes classroom data to guide 5 classroom processes Demonstrates use of 5 quality tools for classroom improvement Monitors student and stakeholder satisfaction Conducts celebrations of performance achievement/ progress on a trimester basis or more Trains and educates students to lead key processes as part of the classroom system Gives students access to the information they need to make their own decisions about learning Quality Rubric

37. S2S Meetings • “System to System” • One-on-one twice a year • With small groups (departments/grade levels) three times a year • Share data, strategies, PDCI • Aligned at all levels • Twice a year for non-certified staff

38. What Does CQI Look Like at DCSC? • Slightly different in each building • S2S Meetings at all levels • PDCI for all processes and at all levels • Learner-centered classrooms • In-house and peer trainers • CQI partners and networks • A developing culture

39. Culture Example E-mail to her entire building: “I just wanted to recognize the 4th grade teachers for the wonderful job they did teaching this year’s 5th graders place value. I can’t believe how well they are doing with it! Every single student in my class can identify up to the hundred millions place! WOW! Thank you 4th grade teachers!”

40. Culture Example E-mail to everyone in her building: “Hi all! Just wanted to share with you an idea I came up with to show that our classroom is a caring learning environment……………”

41. Culture Example

46. At All Levels… District Building Classroom Student

47. And now for the rest of the story….

48. Kids don’t care how much you know until they know how much you care…….

49. My teacher thinks I am smart!

50. Top 10 Lessons Learned 10. Face reality when analyzing the data. 9. New roles mean new responsibilities, even for the students. 8. Use research based strategies (CQI tools, 4MAT, Marzano research, etc.)