Building a Classroom Learning System A Toolbox for Teachers
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Building a Classroom Learning System A Toolbox for Teachers
Building a Classroom Learning System A Toolbox for Teachers Draft ‘06 Board Of Education Dr. Charles Haughey President Ms. Sharon W. Cox Vice President Mr. Steve Abrams Ms. Valerie Ervin Mrs. Nancy Navarro Mrs. Patricia B. O’Neill Mr. Gabe Romero Ms. Sarah Horvitz Student Member School Administration Dr. Jerry D. Weast Secretary-Treasurer, Board of Education Superintendent of Schools Mr. Larry Bowers Chief Operating Officer Dr. Frieda K. Lacey Deputy Superintendent of Schools Mr. John Q. Porter Deputy Superintendent for Strategic Technologies and Accountability Building a Classroom Learning System A Toolbox for Teachers Resource Book for Teachers Copyright © 2006 Montgomery County Public Schools All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, distributed, or transmitted in any form or by any means, whether electronic, mechanical, photocopy, recording, or any other, without the prior permission of the Montgomery County Public Schools, except for brief quotations consistent with a fair use under United States copyright law. Requests for information should be sent to Dr. Michael Perich, Systemwide Coordinator Continuous Improvement Office of the Chief Operating Officer Montgomery County Public Schools 850 Hungerford Drive, Rockville, MD 20850 [email protected] 2 Building a Classroom Learning System A Toolbox for Teachers Sharon Hawkins Sherwood ES Baldrige Quality Academy Teacher [email protected] 301-924-6885 Fran Morris Waters Landing ES Baldrige Quality Academy Teacher [email protected] 301-353-8508 Ed Ragan Tilden MS Baldrige Quality Academy Teacher [email protected] 301-881-3295 This resource was created as a supplement to My Job, Your Job, Our Job: Building a Classroom Learning System. This resource has been designed to support all MCPS educators who visit the Baldrige Quality Academies. Our intention is to have each participant walk away with samples/examples of practical, user friendly quality tools that can be easily deployed in their classrooms. This resource was created under the direction and leadership of Dr. Michael Perich, Coordinator of Systemwide Continuous Improvement. 3 4 Building a Classroom Learning System A Toolbox for Teachers I. Why Baldrige? A. Introduction……………………………………………………………………...…………………………….7 B. Testimonials…………………………………………………………………………………………..………8 C. Supportive Data……………………………………………………………………………………..………..9 II. Baldrige Background A. Baldrige Basics…………………………………………………………………………….……………….11 B. Baldrige Core Values………………………………………………………………………………………12 C. Baldrige Categories………………………………………………………………………………………..14 III. Classroom Culture A. B. C. D. E. F. G. Building the Classroom Culture…………………………………………………………………………...15 Displaying Our Classroom Culture…………………………………………………….………………….15 Ground Rules………………………………………………………………………………………………..16 Core Values………………………………………………………………………………………………….17 Mission Statement……………………………………………………………………..……………………18 My Job, Your Job, Parents’ Job, Our Job…………………………………………………………….….20 Quality Tools Used Quickly to Collect Stakeholder Input…………………………...………………….23 1. Affinity Diagram……………………………………………………………………………….….24 2. Consensogram………………………………………………………………………………...…25 3. Issue Bin…………………………………………………………………………………………..29 4. Light Voting………………………………………………………………….……………………30 5. Looks Like, Sounds Like, Feels Like………………………………………………….……….31 6. Plus/Delta………………………………………………….…………………………..………….33 7. Survey………………………………………………….……………………………………….…35 H. Personal Reflections: Self-Monitoring Tool……………………………………………………..………..37 IV. Shared Accountability A. B. C. D. E. F. Building a System of Classroom/Shared Accountability………………………..………………………39 Setting Goals……………………………………………………………………………………….…….…39 Sample Goals……………………………………………………………………………………………….40 Planning for Action………………………………………………………………………………………….43 Displaying Data……………………………………………………………………………………………..50 Using Graphs to Display Data……………………………………………………………………………..51 1. Bar Graph……………………………………………………………………………...…………..52 2. Control Chart………………………………………………………………………………………53 3. Histogram…………………………………………………………………………………………..54 4. Line graph……………………………………………………………….…………………………55 5. Pareto Chart……………………………………………………………………………………….56 5 6. 7. 8. 9. 10. 11. Pie Graph……………………………………………………………………………………….….57 Radar Chart………………………………………………………………………..………………58 Run Chart…………………………………………………………………………….…………….59 Scattergram………………………………………………………………………………………..60 Tally Chart………………………………………………………………………………………….61 Target Graph………………………………………………………...…………………………….62 V. Student Accountability A. Developing Data Notebooks or Folders…………………………………………………………………..63 B. Elementary Sample C. Secondary Sample VI. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. R. Quality Tools Plan, Do, Study, Act…………………………………………………………………………………………65 Linkages Chart for the Essentials of Baldrige-Guided School Improvement Planning…..………….67 Action Plan………………………………………....………………………………………………………. 68 Bone Diagram ………………………………………………………………………………………...…….70 Checklist…………………………………………….……………………………………………………….72 Fishbone Diagram…………………………………………………………………………………………..73 Five Whys……………………………………………………………………………………………………75 Flow Chart………………………………………………………………………………………..………….77 Force Field Analysis………………………………………………………….…………………………….79 Four Quadrant Diagram……………………………………………………………………………………81 If…Then…………………………………………………………………..………………………………….83 Interrelationship Diagram………………………………………………….……………………………….85 Ladder………………………………………………………………..………………………………………87 Lotus Diagram………………………………………………………….……………………………………89 Morphing……………………………… ……………………………..……………………………………..91 ORID………………………………………………… ………………………………………….…………..93 Parking Lot…………………………………………………………………………………………………..95 Problem Statement…………………………………………………………………………………………97 VII. Resources A. Baldrige Processes to Meet PGS Standards and Framework Expectations…………………………99 B. Personal Reflections: Self-Monitoring Tool………………………………………………………….…102 C. Additional Resources……………………………………………………………………………………..103 6 INTRODUCTION Welcome to the Baldrige Quality Academy! Three MCPS Baldrige Quality Academies have been established to provide teachers and staff with a hands-on approach for understanding how to develop a Baldrige-based Classroom Learning System. Baldrige is a way of focusing our efforts to help all students become independent learners, make good decisions, solve problems, and take responsibility for their learning. What is Baldrige? The Baldrige Education Criteria for Performance Excellence is a management system for continuously making improvement in all that we do. The criteria are made up of eleven Core Values and seven Categories that enable us to self-assess, make informed decisions, get results, and focus on continuous improvement. The criteria also help students become independent learners and assume more responsibility for their learning. Why Baldrige? Baldrige enables all of us to continuously improve. MCPS has adopted the Malcolm Baldrige Criteria for Performance Excellence as the continuous improvement model for all schools and offices because: It is the best current research in organizational development that describes what it takes to make school districts, schools, and classrooms get better. It helps us develop systems which are well-defined, well-designed, and well-deployed processes that help the organization/classroom achieve its’ mission and goals. It has a reputation for rigor and results among numerous school systems across the nation. It uses a systems approach for performance excellence and continuous improvement focused on academic success for all students. It is not an add-on and is closely aligned with the Framework for Improving Teaching and Learning, The Skillful Teacher, and the Professional Growth Systems. It helps to build Classroom Learning Systems by engaging students in the process. IT WORKS and is working in many of Montgomery County public schools. 7 Testimonials Wow! I am so excited about how the Baldrige Tools have helped my students become more accountable for their education. I will never teach without using the Baldrige Processes. I could be the Baldrige poster child. Janet – Middle School Baldrige has made me a stronger teacher. It gave a name to processes I was already using, and it increased my “bag of tricks”. The difference is, now I reach for those tricks first! Melissa – Elementary School I used a Plus/Delta today for my weekly reflection paper. I usually focus on content with a short mention about process. So today I worked solely on this Baldrige process. It really opened my eyes for improvement for next week. Diane – High School I love how the Baldrige Quality Tools have helped my students realize how important their education is. If and when I ever leave MCPS and go to another school system that does not use Baldrige, I will continue Baldrige on my own. Jan – Middle School Baldrige Quality Tools give my students a sense of ownership in the classroom. By using the Quality Tools consistently, my students have taken responsibility for their own learning and, in turn, have suggested using the tools when they see the need. Megan – Elementary School I returned to my school and used several of the Baldrige Quality Tools with my students. What a difference they made in the attitude of my students. They now feel that they have input of what happens in their class. Emmanuel – High School The consistent use of Baldrige Quality Tools has shown me how to become a more effective instructor and communicator. My students feel a part of the classroom climate and have a say in how to improve both academically and socially. Somer – Elementary School The PDSA is my favorite Quality Tool. We use is consistently to assess classroom behaviors. Since using the PDSA, the classroom behavioral infractions have drastically decreased. Claudia – Middle School 8 Supportive Data MCPS began its Baldrige journey in 2000. Since then, progress has been made in student achievement. Here is a sampling of the data that shows some of our progress. 9 10 Baldrige Basics Facts about Baldrige Designed to help American business and industry gain a competitive edge in the global market Built around eleven Core Values/Best Practices and Seven Categories Created in 1987 for business and adapted for educational use in 1998 Named posthumously for former Secretary of Commerce, Malcolm Baldrige What the Criteria Do Reflect current best thinking on organizational practice Provide a means for self-assessment to help organizations evaluate how well they are doing Provide a dynamic framework for continuous improvement and planning Baldrige in Education The education version of the Criteria, the Baldrige Education Criteria for Performance Excellence, was created in 1998 to create schools and classrooms that lead to quality learning for all students. Baldrige Helps Schools Assess Themselves The school assesses itself by asking: How well are all students doing? How can we improve the learning of all students? How do we know what’s working and not working? Are there systems in place? The school also looks at other factors that impact student achievement such as: What are the levels of satisfaction and dissatisfaction of students, parents, and teachers? How well does the leadership of the school communicate with stakeholders and monitor the progress of all students? Does the school have goals in place and action plans to achieve those goals? How well and how often does the school collect and analyze data? How is that communicated to the community? What resources, including opportunities for training, does the school have in place to support student achievement? 11 Baldrige Core Values The Baldrige Core Values or Best Practices are the foundation for the Baldrige Criteria and are essential for a results-oriented organization focused on performance excellence. These Core Values/Best Practices must be applied and integrated at all levels of the organization. In a school setting, the evidence for Core Values/Best Practices should be demonstrated in daily actions at the school, classroom, and student level. Visionary Leadership Visionary Leadership occurs when there is a shared vision and visible commitment of all stakeholders to the principles and practices of continuous improvement and performance excellence. Learning-Centered Education Learning-Centered Education occurs when the school’s goals/objectives and actions support student learning and the current and future needs of students. Organizational and Personal Learning Organizational and Personal Learning occurs when there is a well-executed approach enabling staff and students to participate in personal learning and continuous improvement processes. Valuing Faculty, Staff and Partners Valuing Faculty, Staff and Partners occurs when staff and stakeholders' input, shared decision-making, on-going development, and collaboration are valued and enhanced. Agility Agility occurs when there is the desire and the ability for faster and more flexible response to student and stakeholder needs. Focus on the Future Focus on the Future occurs when there is an understanding of the expectations of next level teachers, of the community, and of employers so that students can prepare for a future point in time. Managing for Innovation Managing for Innovation occurs when stakeholders are supported in creating meaningful change in programs or processes that create new value for student achievement. Management by Fact Management by Fact occurs when data is used to drive decisions, inform instruction, or to evaluate key processes and results. 12 Public/Social Responsibility and Citizenship Public Responsibility and Citizenship is the belief in group norms and values and the practice of good citizenship, understanding that it is the school’s role to model these values as members of the community. Focus on Results and Creating Value Focus on Results and Creating Value occurs when there is a focus on results and those actions that create value in attaining results. Systems Perspective Systems Perspective occurs when processes are planned, aligned and implemented systematically and systemically to increase the likelihood of reaching targeted goals. See My Job, Your Job, Our Job Appendix B pp. 55-58 13 Baldrige Categories The Baldrige Categories are linked to create an integrated management system that enables organizations to focus systematically and systemically on performance excellence and continuous improvement. This integrated management system works at the district, school, and classroom levels. Leadership The Leadership Category examines how the school's leadership [system] addresses the school's values, directions, and performance expectations as well as the focus on students and stakeholders, monitoring student learning, Communicating schools’ values and goals, staff empowerment, innovation, agility, and organizational learning. Strategic Planning The Strategic Planning Category examines how the school develops strategic goals/objectives and action plans. The category also focuses on how the chosen strategic objectives and action plans are deployed and how progress is measured. Student and Stakeholder Focus The Student and Stakeholder Focus Category examines how the school determines the academic needs of students. The category also focuses on how the school builds relationships with students and stakeholders, and determines the key factors that lead to student and stakeholder satisfaction, preferences, and expectations. Measurement, Analysis and Knowledge Management The Measurement, Analysis, and Knowledge Management Category examines how the school selects, gathers, analyzes, manages, and improves its data, information and knowledge assets. Faculty and Staff Focus The Faculty and Staff focus Category examines how the school's work system and staff learning, satisfaction, and motivation enable staff to develop and utilize their full potential in alignment with the school's overall goals/objectives and action plans. This category also focuses on the school's efforts to build and maintain a work environment and staff support climate conducive to performance excellence and to personal and organizational growth. Process Management The Process Management Category examines the key aspects of the school’s process management, including key learning-centered processes for the schools instructional programs and key support processes that create value for all stakeholders. Organizational Performance Results The Organizational Performance Results Category examines the school’s performance and improvement in key areas—student learning results; student- and stakeholder-focused results; and staff and leadership results. The category also focuses on performance levels relative to those of comparable schools. 14 Building the Classroom Culture Purpose: The culture in a Baldrige-based Classroom builds a system of shared responsibility, accountability, shared decision-making, and problem solving. Benefits of building a Baldrige-based Culture: Expectations are identified and communicated Trust is established Students focus on learning All stakeholders are engaged in the learning process Students are increasingly willing to take risks Students share in making decisions about their classroom systems Students have increased ownership/buy-in Students and parents are aware of progress Displaying Evidence of Our Classroom Culture Purpose: The culture display is the foundation of the data center. The data center provides a central location where the mission statement, ground rules, core values, and responsibilities are posted. These classroom expectations and beliefs serve as both a visual reminder and a springboard for class discussions. Bulletin Board Display Classroom Ground Rules Our Classroom Mission Statement My Job Your Job Parents’ Job 15 Our Job Our Core Values Ground Rules Purpose: Ground rules are the foundation from which an organization operates. Ground rules are the “bottom line” expectations that all stakeholders agree upon and are committed to abiding by. Ground rules should be: 1. Written as a team: The brainstorming technique or affinity diagram may be used to elicit all stakeholder input. “Less is sometimes more”. The team can prioritize each response by doing a light or weighted vote. Developing criteria or indicators for each ground rule helps everyone to understand which behaviors support as well as conflict with the group’s determined ground rules. 2. Posted: Posting the ground rules reinforces the groups’ expectations. 3. Reviewed: By consistently reviewing the ground rules, teachers and students set the stage for learning. Many disruptions and/or behavioral problems are avoided when the group revisits the ground rules daily, weekly, and/or prior to a lesson/class period. 4. Revised: Ideally, one would expect that the ground rules become so engrained and internalized that a visual reminder is no longer necessary. Some groups find that many initial “rules” may be deleted while certain situations call for additional ground rules. The important part is that the ground rules be a living, breathing document that is consistently reviewed, analyzed, and revised, and used to monitor and re-direct inappropriate behaviors. 5. Monitored and discussed when violated: What happens when a group member or several group members are violating the determined ground rules? There are several strategies that may be used: Simple reminders Create awareness by collecting data and sharing results with group Completing a Force Field Analysis to determine possible reasons Develop a PDSA Develop a list of consequences and celebrations Sample Ground Rules Be Respectful Speak kindly Treat others as you would like to be treated Be Responsible Have materials ready Complete assignments Follow school rules Actively Participate Share ideas Be an active group member Do our share of the work Pay attention Follow Group Norms Raise our hands Be on time Clap when appropriate See My Job, Your Job, Our Job pp. 7-9 16 Core Values Purpose: Core values maximize the opportunities for continuous improvement and performance excellence in a Classroom Learning System. They are the foundation for building a positive classroom culture. As students integrate Core Values into the everyday life of the classroom, their ability to become coproducers of and accountable for their learning is greatly enhanced. Core Values should be: 1. Written as a team: The brainstorming technique or affinity diagram may be used to elicit all stakeholder input. “Less is sometimes more”. The team can prioritize each response by doing a light or weighted vote. 2. Posted: Posting the core values reinforces and reminds the class of what they value. 3. Reviewed: By routinely referring to the core values, teachers and students set the stage for learning. Classroom decisions in regards to instruction, behaviors, and procedures should reflect the class’s core values. 4. Revised: The important part is that the core values be a living, breathing document that is consistently reviewed, analyzed, revised as necessary, and used as tools to reinforce best practices. Sample Acrostic Display of Core Values We as the class of 2009: Celebrate success Offer support to others Respect others Evaluate and analyze our data Value everyone’s input for decision-making Appreciate and value others’ opinions Learn from our mistakes Use data to plan for instruction Establish class ground rules together Solve problems using PDSA and other Baldrige quality tools See My Job, Your Job, Our Job pp. 14-17 17 Mission Statement Purpose: Mission statements enable the group to focus on results, help to create common goals and aligned actions, and create a sense of teamwork and shared responsibility. A mission statement: Helps to align actions Provides a purpose statement Motivates students Defines clear expectations Reinforces purpose, goals and measures Acts as a foundation from which goals and data collection/analysis evolve Possible Lesson Sequence 1. Read a short story or excerpt from a book that illustrates how the character set goals, worked toward reaching his goal, and ultimately persevered. Examples: Corduroy, The Little Engine that Could, The Giving Tree, Chicken Soup for the Teenage Soul, Mia Hamm: Winners Never Quit 2. Discuss (use a strategy) or define key qualities/characteristics that impacted the character’s ability to reach his goal (list ideas). 3. Ask students to identify qualities/characteristics that successful students have (list ideas). 4. Pose the following questions: Who are we (qualities, values, beliefs)? Why are we here (generally)? What do we want to accomplish (specifically)? How will we make it happen (systems, processes, plans)? 5. Use the affinity tool for questions “Who are we?” and “Why are we here?” 6. Use the brainstorming technique and weighted voting for “What do we want to accomplish?” and “How will we make it happen?” 7. Create a class rough draft using ideas from post-it notes and/or brainstorming/prioritizing list. 8. Wordsmith document and present to class. 9. Ask for additions, edits, and/or revisions. 10. Have each student and teacher sign the mission. 11. Review the mission routinely to remind everyone that all have a common mission. Additional idea Ask parents to respond to the same questions either at Back to School Night or as a homework assignment. Include these ideas in the mission statement See My Job, Your Job, Our Job pp. 18-21 18 Mission Statement Who are we? What do we want to accomplish? Why are we here? How will we make it happen? 19 My Job, Your Job, Parents’ Job, Our Job Purpose: This activity allows all stakeholders to determine and clarify their roles and responsibilities involved in student learning. Once the jobs are defined, the chart is posted and used as a constant reminder that all members are held accountable for the agreed upon jobs. Determining the Jobs: Ask students to brainstorm jobs for which they think they should be responsible (an affinity diagram may be used). Have students suggest jobs for which they believe the teacher is responsible. Encourage students to determine jobs for which they think their parents should be responsible. Create a group chart. Add and/or delete ideas. Use the chart as a reminder and springboard for discussion. My Job (Student) Come to school prepared Pay attention Actively participate Have materials ready Stay on task Complete homework Complete classwork Your Job (Teacher) Parents’ Job Teach us so that we understand Have materials and resources available Guide us when we need help Give us feedback Show us what we need to do in order to improve Come to school prepared Communicate with our parents Make sure that we have school supplies Help us with assignments Read with us Get us to school on time Make sure we are well fed Take us to the doctors Communicate with our teachers Listen to us Spend time with us Our Job (Together) Do our personal best Listen to each other Respect each other Help each other Be honest Know our jobs and be responsible for doing them Hint: Some teachers use this strategy at “Back to School Night” and have the parents fill out the My Job, Your Job, Our Job chart. Often the teacher, parents, and students sign the charts. See My Job, Your Job, Our Job pp. 11-12 20 My Job, Your Job, Parents’ Job, Our Job My Job Your Job Our Job 21 Parents’ Job My Job, Your Job, Parents’ Job, Our Job My Job Your Job Parents' Job 22 Quality Tools Used To Quickly Collect Stakeholder Input Quality Tools develop our process thinking skills which enable us to better problem-solve, build risk-free environments, offer input, analyze, synthesize, and make decisions. Affinity Diagram: When we need to get information from everyone in a quick and organized way, an affinity diagram just might be the tool. Asking for input and then having participants write their idea/ideas on post-it notes is an ideal way of gathering information. Once ideas are posted, leaders may then sort and group responses based on their affinity or similarities. Consensogram: Consensograms help us determine how people feel and/or what they know. It also enables teachers to base their plans on the needs/perceptions of their students. Consensograms may act as a springboard for instruction and/or a culminating activity after a unit of study and prior to the test. Issue Bin: Have we ever had situations where a student’s needs/wants or concerns have not been addressed because this would interfere with the scope and sequence of our planning and teaching? If so, an issue bin is an ideal way of validating and identifying individual needs. The issue bin allows for an instructional “flow”, yet offers a vehicle for students’ personal attention. Light Voting: This strategy allows everyone in the group to have an equal voice and moves the decisionmaking process along quickly. The number of votes each student has is equal to the number of items divided by three. Looks Like, Sounds Like, Feels Like: This strategy helps the group to imagine and communicate expectations for their learning environment. Posting and reviewing the chart reinforces beliefs and values . Plus/Delta: Using the plus/delta is a quick and easy way teachers may evaluate the lesson, the activity, and/or the day. Simply posing two questions, “What worked?” and “What opportunities do we have for improvement?”, allows the teacher and students to work together in building a quality educational learning environment. Survey: (“Short and Sweet”) the best surveys are focused. Surveys pose questions that will lead to specific information based on specified items. Often, organizations determine their survey questions once generic/soft data is gathered. For example, several students might communicate that the weekly vocabulary quizzes are “too confusing”. Using this information, one might develop a survey to: a. Determine if this is the general perception b. Target possible reasons c. Develop improvement plans 23 Affinity Diagram The Affinity Diagram strategy is a way of gathering lots of information and ideas, then categorizing so that groups may discover common levels of understanding, similar beliefs and/or expectations Question: What do we need to review for our Spanish 1A Mid-term Exam? Question: What do we need to review for our Spanish 1A Midterm Exam? Pastimes School Classroom objects Telling time Ordinal numbers Places in school Cultural differences School subjects Conjugating ‘ar’ verbs Subject pronouns Spelling Pastime vocabulary Accent ‘Jugar’ stem changing verbs Weather expressions Practice spelling with peers Food Getting Acquainted Describing vocabulary Adjective agreement Conjugating ‘er’ verbs Conjucating ‘ser’ and ‘pener’ verbs 24 Conjugating ‘preferir’ verbs Conjugating ‘ir’ verbs Cultural differences at mealtime Consensograms Purpose: Consensograms may be used to collect information about individuals’ perceptions. The leader poses a question and asks each group member to record his or her thoughts or feelings. Once everyone has placed their marker on the consensogram, the group analyzes the results and determines the next steps. Consensograms can: Help to determine levels of understanding i.e., “How much do you know about…” Allow students an opportunity to express their feelings about a certain subject i.e., “How did you feel about the unit test?” Provide the teacher with “quick information/data” so instruction can be modified/differentiated. Help to send the message to students that their ideas, beliefs, and feelings are important and valued. Examples I am proficient at writing a BCR. Time spent studying for this assessment: 0 Not yet Getting there I can teach it 1-10 11-20 (Minutes) 21-30 How prepared for Thursday’s test? After seeing my report card, I felt… Help!!! Somewhat Totally 25 31+ Consensogram Question:_________________________________________________________ 1 2 3 4 5 6 26 7 8 9 10 Consensogram Question:________________________________________________________ Always Sometimes 27 Never Consensogram Question:________________________________________________________ 28 Issue Bin Purpose: This quality tool is a vehicle that opens and channels communication in a constructive way. Using the Issue Bin: Acknowledges team members’ ideas and questions Sends the message that all ideas/concerns/questions/needs are valued Maintains a history of team ideas/questions Allows meetings to continue without getting “bogged down” over issues/concerns Examples: Issue Bin Issues Related to My Social Well Being Where are the permission slips? Issues Related to My Academics I am going on vacation and need my homework for next week. I don’t understand the math. Can I talk to you at recess? 29 Light Voting Light voting is a tool used to allow everyone in the group to have a voice in the decision-making process. Step 1: State the question. Step 2: Brainstorm a list of ideas. Step 3: Determine the number of votes per student by dividing the total number of choices by 3 and rounding to the nearest whole number. Question: How shall we celebrate our success when we reach our goals? Activity Number of Votes Fifteen minutes of extra recess xxxxxxxxxxxxxxxxxxxxxxxxxx Ice cream party xxxxx Silent speedball xxxxxxxx Foozeball xx Extra silent reading time x “Who Wants to be a Millionaire” game xxxxxxxxxxxxxx Free time xxxxxxxxxx No homework one day xxxxxxxxxxxxxxxxx Extra computer lab time xxx Karoke xxxxx 30 Looks Like, Sounds Like, Feels Like Purpose: This quality tool is used to concretely define expectations. “Looks Like, Sounds Like, Feels Like” should be: 1. Written as a team: A brainstorming technique such as an affinity diagram may be used to elicit all stakeholders’ input. 2. Posted: Posting this chart helps reinforce the group’s expectations. 3. Reviewed: By consistently reviewing the ground rules, teachers and students set the stage for learning. Many disruptions and/or behavioral problems are avoided when the group revisits the “Looks Like, Sounds Like, Feels Like” chart daily, weekly, and/or prior to a lesson/class period. 4. Revised: This strategy may be used several times for different situations. For example, a teacher may decide to pose these questions regarding their classroom atmosphere and again use it when discussing expectations for non-classroom behavior or independent work time. 5. Monitored and discussed when violated: What happens when a group member or several group members are violating the determined expectations? There are several strategies that may be used: ~Brainstorming ~Affinity Diagram ~Light/weighted vote ~Imagineering/Visioning Looks Like Directions posted Quality work posted Neat and organized Bright and cheerful Special areas to work Kids involved in projects The teacher sitting and meeting with small groups Feels Like Mutual respect A safe environment Groups getting along Happy A lot of people are involved in learning Feels comfortable Feels like we can be open and honest 31 Sounds Like Students working quietly Teacher whispering to students The sound of the computer turning on and off Pages flipping Pencils writing Looks Like, Sounds Like, Feels Like When I envision the “perfect”__________________________, it: Looks Like Sounds Like Feels Like 32 Process Tips for Plus/Delta +/∆ Purpose: This evaluation tool provides a method for continuous improvement for a team. Even in well operating and efficient teams, the +/∆ evaluation can help the team stretch itself to even higher levels of performance. Pluses (What worked well?) Pluses should identify the things that are working. Pluses are the items that you want to maintain. Pluses are the items that you want to strengthen/build upon. Deltas (What are some opportunities for improvement?) Identify the things (deltas) that are not working and need to be changed or included. Deltas should be action oriented and begin with a verb. Deltas should be specific. Deltas should be within the realm of possibility. Deltas should be posted, reviewed, and acted upon as soon as possible. Hint: Limit the ∆’s to a manageable number to prevent being overwhelmed. + Good pacing Interesting topic Hands-on materials Everyone was participating Good discussions Lots of people shared ideas Different activities to choose from ∆ Monitor noise level Limit sidebars Slow pace of lesson Model examples Check for understanding with new vocabulary words 33 Plus/Delta Plus + Delta ∆ (What is working that we want to continue?) (Opportunities for improvement) 34 Survey Purpose: A survey is used to collect data from stakeholders in order to compare perceptions. Surveys may be used when a new project is planned, to prove the needs and wants of a group, to determine improvement strategies, or to evaluate a program. Surveys: Can be used with a large or small group Can provide an overall view Provide a springboard for change Help to identify levels of satisfaction While surveys are the most commonly known method for gathering stakeholder input, other data collection and analysis tools may be appropriate to use. Many people use the term survey as a generic term for any attempt to ask for in-put, however there are other methods that may be used to capture stakeholders’ perceptions: Informal Discussion Open-ended Inquires Needs Assessments Focus Groups Time-of-Service Feedback Check List for Planning a Survey: Determine what data already exists Determine what information is needed Describe the purpose and scope of the survey Determine which tool is the best approach for gathering and analyzing information Determine who will be surveyed Determine when the survey will be conducted Develop core questions Test the core questions to make sure they are valid and reliable Determine how the survey results will be analyzed Develop an action plan 35 Picture of Ballot Scantron Card Survey Survey Questions Strongly Agree Additional Comments: 36 Somewhat Agree Disagree Strongly Disagree Personal Reflections: Self-Monitoring Tool Directions: This self-monitoring tool may be used for planning and implementation as you work towards building a Classroom Learning System using the Baldrige Education Criteria for Performance Excellence. CLS “Look Fors” Yes No Comments/Future Plans Ground rules Consensograms Issue Bin Plus/Delta Affinity Diagram Surveys “My Job, Your Job, Our Job” “Looks Like, Sounds Like, Feels Like Classroom mission statement 37 38 Building a Classroom System of Shared Accountability Purpose of building a Baldrige based classroom of shared accountability: Shared accountability allows students to take an active role in their education. By analyzing progress, setting goals, and creating action plans, students are able to evaluate their learning based on the identified standard. Benefits of building a Baldrige based classroom of shared accountability: Builds trust and respect. Goals give direction and purpose. Enables students to see the connection between their actions and their progress. Helps students to plan for success. Helps students to recognize opportunities for improvement. Provides a concrete and visual reminder. Allows each student to be part of the solution through process thinking and problem solving. Provides incentives. Promotes classroom collaboration. Provides alignment. Setting Goals In the beginning of the school year, students need to know the long-term goals. In the process of mapping out their plan of action, students develop short-term goals which together lead to attainment. In addition to short and long term goals, students should be encouraged to consider challenging themselves by identifying stretch goals. When working with students to set goals, remember that the goals must be important, within reach, reasonable, clearly defined, and measurable. They are followed by a clearly defined plan of action. Some classrooms use “SMART” goals: Specific goals Measurable goals Achievable goals Relevant goals Trackable goals 39 Sample Goals Secondary Writing Example Long Term Goal Write a cohesive ECR that includes a well-developed introductory paragraph, which includes an introduction, supporting details and conclusion as measured by the MCPS writing rubric. Short Term Goal Write a well-developed introductory paragraph that establishes the purpose, speaks to the audience, and addresses the topic as measured by the MCPS writing rubric. Stretch Goal Write a well developed, multiparagraph extended constructive response that addresses all parts of the rubric as measured by the MCPS writing rubric. Primary Writing Example Long Term Goal Short Term Goal Stretch Goal Write a well-developed paragraph that includes a hook, a topic sentence, supporting details, and a concluding sentence as measured by the MCPS writing rubric. Write a concluding sentence that summarizes the paragraph as measured by the MCPS writing rubric. Write a well developed, multi paragraph piece that includes an introduction, three or more supporting details, and conclusion as measured by the MCPS writing rubric. Short Term Goal Stretch Goal Class Reading Example Long Term Goal Read five hundred (20 students x 25 books) books by June 12th. Finger With tie Read forty (20 students x 2 books) books by the end of September. Read six hundred (20 students x 30 books) books by June 12th. Remember: A goal without a measure is a wish! See My Job, Your Job, Our Job, pp. 26-28 40 My Goal Name:__________________________ Period______________________ 1. My goal is: ________________________________________________________________ ________________________________________________________________ 2. I will accomplish my goal by: ________________________________________________________________ ________________________________________________________________ Assignment/ Mastery Objective Total Points Quiz Grades 41 Points Earned Percentage Goal Setting My goal is to: ____________________________________________ I will accomplish this goal by: The date that I will have accomplished this goal is: ______________ I know that I will have accomplished my goal when: ______________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Student Signature: __________________________________ Parent Signature: ___________________________________ Teacher Signature: __________________________________ 42 Math Action Plan My math goal is: ___________________________________________________ ___________________________________________________ ___________________________________________________ My improvement plan is: ___________________________________________________ ___________________________________________________ ___________________________________________________ I will monitor my progress by: ___________________________________________________ ___________________________________________________ ___________________________________________________ Student Signature: ___________________________________ Parent Signature: ____________________________________ Teacher Signature: ___________________________________ 43 Writing Action Plan Name: __________________________ Current Stage: _______ What are some areas in writing that I need to improve? _________________________________________________________ _________________________________________________________ _________________________________________________________ What are my goals? _________________________________________________________ _________________________________________________________ _________________________________________________________ These are the steps I will take to reach my goals: _____________________________________ _____________________________________ _____________________________________ How can my parent and teacher help me to reach my goals? _________________________________________________________ _________________________________________________________ _________________________________________________________ 44 My Academic Goal for 7th Grade World Studies I, ________________________________, plan to earn a grade of _____ in my world studies class for the second marking period, November 3, 2004 - January 24, 2005. Students who want to improve their grade, maintain a high grade, or improve their understanding and ability in world studies may consider one or more of the following: Improving attendance Completing all homework Taking steps to make sure that they understand the material. These steps may include studying with classmates and using MAP to ask the teacher for clarification. Reviewing class work on a regular basis (daily) Using “Before, During and After” reading strategies when reading/studying text material. Using mnemonic devices to help remember ideas Rewarding themselves for achieving good grades Finding strategies to stay focused during class Socializing less in class Having all materials for class Improving the organization of their notebook Getting more sleep on school nights Think about the items on this list. Which of these pertain to you? Is there some other strategy that can help you achieve your goal? The actions I plan to take in order to obtain my goal are: _____________________________________________ _____________________________________________ _____________________________________________ ______________________________________________ Remember, only you can make a difference in your grades. With hard work, determination, and commitment, you can meet your goal and be highly successful. Student Signature _______________________________ 45 Name: ____________________________ Date: _____________________________ Interim Grade Evaluation – 2nd Marking Period My goal for my 2nd quarter grade in world studies is: ______ My 2nd quarter interim grade in world studies is: ______ Circle the correct choice: I did meet my academic goal for the second quarter. I did not meet my academic goal for the second quarter. I earned my grade because: ____ I completed all assignments. ____ I came to class prepared to learn. ____ I participated actively and cooperatively during all class activities. ____ I paid attention and followed directions. ____ I used study strategies to prepare for quizzes and tests. ____ I kept my notebook organized. ____ I was rarely absent or late for class. ____ I used my assignment notebook every night. ____ I looked up my assignment on the homework board. _____ I did not complete all assignments. ____ I was not prepared with some or all of my assignments. ____ I did not write my homework in my assignment notebook every day. ____ I was often late or absent from class. ____ I was frequently unprepared for class…paper, atlas, pen or sharpened pencils. ____ I did not contribute in a positive way to class discussions. ____ I did not use active study strategies to prepare for quizzes or tests. ____ I did not take responsibility for my own learning. What I can do to reach my goal in world studies:_______________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 46 Review of My Academic Goal for 7th Grade WS I, ________________, planned to earn a grade of _____ in my world studies class for the second marking period, Nov. 3 – Jan. 24, 2005. My grade was ________. Circle the correct statement: I met my academic goal for the 2nd marking period. I did not meet my academic goal for the 2nd marking period. I earned my grade because: (Circle those that apply) I complete all assignments. I met all due dates and deadlines. I came to class prepared to learn. I was prepared for class with all my materials: paper, pen, and atlas. I participated actively and cooperatively during class activities. I used active study strategies to prepare for tests/quizzes. I kept my notebook organized. I was absent no more than 2 days for the marking period. I used my assignment notebook every night. I looked up my assignments online on the homework board. I did not complete all assignments. I handed in work late or past the due date or deadline date. I was absent more than 5 times this marking period. I was frequently unprepared with my assignments. I did not contribute in a positive way to class activities. I did not write my homework in my assignment notebook every day. I did not use active strategies to prepare for tests and quizzes. I did not come with pens, pencils, or paper every day. I did not take responsibility for my own learning. Other: ______________________________________. I, ____________________, plan to earn a grade of _____ in my world studies class for the third marking period, January 25 – April 7, 2005. The actions I plan to take in order to obtain my goal are: _____________________________________________ _____________________________________________ _____________________________________________ ______________________________________________ ______________________________________________ Remember, only I can make a difference in my grade. With hard work, determination, and commitment, I can meet my goal and be highly successful. 47 Name:____________________________________________ Date: ____________ PD: _______ Marking Period: _______ Report Card Reflection and Goal Directions: On the opposite page, mark an “X” on the section of the circle graph that reflects your final grade. Mark an “X” on the appropriate rating you earned for your Learning Skills areas (Participation and Assignment Completion). **Reflect on your progress for this Term. Select and complete one item below in each section that best represents your progress, thoughts, and goals. Learning Skills Codes: C = Consistently; O = Often; S = Sometimes; R = Rarely I. Final Grade (Select one and complete) _____ I am pleased with my overall grade for this Term because: _____________________________________________________________________________________ _________________________________________________________________________________ _____ I am not pleased with my overall grade for this Term. I intend to improve my overall grade by taking the following actions: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ II. Learning Skills: Participation – “P” (Select one and complete) _____ I am pleased with my rating in “P” because: ______________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____ I am not pleased with my rating in “P”. I intend to improve my rating by taking the following actions: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 48 III. Learning Skills: Assignment Completion – “AC” (Select one and complete) _____ I am pleased with my rating in “AC” because: ___________________________________________ _____ I am not pleased with my rating in “AC”. I intend to improve my rating by taking the following actions: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ “Actions” Ideas: Attend MAP frequently and before assessments Complete all HW everyday Have all materials ready to begin class on time Complete all CW on time Pay attention and actively listen Ask questions in class to seek clarification Actively engage in the lesson Follow written and oral directions Copy all information and show all work as directed Seek accuracy on all assignments Seek help from peers, parents, friends Maintain an organized binder with all materials, assignments, resources, notes, etc. Accurately copy all assignments and check assignment book each night Make-up all work on time Use all resources such as the TMS “HW BOARD”, MAP offered, etc. Prepare for and participate in “Retake Quiz”. Parent Signature: __________________________________ Comments: 49 Displaying Data Purpose: The data center provides a central location where the mission statement, goals, core values and classroom data are posted. Posted data is classroom/group data, not individual student data. This focal area communicates grade level expectations and performance results. In addition, ground rules, the My Job, Your Job, Our Job chart, and classroom mission statement are displayed as both a visual reminder and a springboard for class meeting discussions. These tools communicate the shared commitment to learning and continuous improvement. Once the mission is posted, it is time to begin setting goals and collecting data. The data wall becomes a tool where the teacher and students discuss results, analyze performance, solve problems, and make decisions using quality tools. Our Classroom Data Center Classroom Ground Rules Our Classroom Mission Statement My Job Your Job Parents’ Job Our Core Values Our Job Goal Goal Goal Goal Data Data Data Data Data Data Data 50 Data Using Graphs to Display Data Bar Graphs can be used to compare one data point to another. The bars show changes in magnitude. Control Charts are used to focus on acceptable limits of the process. They help define which variations are common and which ones are special (and in need of attention). In a control chart, the control limits are set according to the data collected. The Upper Control limit (UCL) is approximately three standard deviations above the mean, and the Lower Control Limit (LCL) is approximately three standard deviations below the mean. Histograms are bar graphs that reflect a moment in time. They provide specific details that are hidden by class averages. Line Graphs, also known as run graphs, are used to show information that change continuously over time. A continuous line is drawn between the data points and shows change in direction. Several variables, each with its own line, can be shown on a single graph. Line Plots are created by marking values above a number line. The number of marks indicates how many times each score occurred. Line plots show outliers, clusters, and gaps. Pareto Charts are used to discriminate between the vital few and trivial many. Data on a Pareto chart is graphed from largest to smallest. Pie Graphs show a comparison of component data elements against the whole. Radar Charts are used to identify trends and patterns. They show the gaps between the categories. Radar charts are also known as spider charts. Run Graphs, also known as line graphs, are used to show information that change continuously over time. A continuous line connecting the data points shows changes in direction. Several variables, each with its own line, can be shown on a single graph. Scattergrams, or scatter plots, show trends through the distribution of the points comparing two variables. They can be used to explore relationships. Tally Charts are marks collected in labeled columns on a grid as the information is collected. They are one of the easiest ways to record data. Target Graphs provide a concrete visual of the targeted goal. Data can be placed in the bands around the center. 51 Bar Graph Homework Completion: Research Project 30 25 20 Number of Students 15 Completed Homework Did not Complete Homework 10 5 0 1 2 3 Class Periods 4 5 First Marking Period BCR Scores 30 Number of Students 25 20 3 2 15 1 0 10 5 0 Week 1 Week 2 Week 3 Week 4 Week 5 Weeks 52 Week 6 Week 7 Week 8 Week 9 Control Charts My Sight Word Recognition Data 35 30 Number of Words Number of Sight Words 25 20 Series1 15 10 5 0 Series1 September November January March May June 8 15 18 20 25 30 Months Tested Transition Time Between Math Class 20 18 16 Number of Seconds 14 12 10 8 6 4 2 0 Monday Tuesday Wednesday Days of the Week 53 Thursday Friday Histogram Jim's Mile Run Times 18 17 16 15 14 13 11 10 9 8 7 6 5 4 3 2 1 0 Week Week Week Week Week Week Week Week Week Week Week Week Week Week week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Week Week Week 16 17 18 Weeks Basic Addition and Subtraction Facts 27 24 Number of Students Meeting Expectation Time in Minutes 12 21 18 15 12 9 6 3 0 Twos Threes Fours Fives Twos-Fives Sixes Sevens Addition and Subtraction Fact Quiz 54 Eights Nines Sixes-Nines Twos-Nines Line Graph Timed Basic Facts Test (Class Average) 100 90 80 Percentage Correct 70 60 50 Series1 40 30 20 10 0 Week One Week Two Week Three Week Four Week Five Week Six Week Seven Week Eight Weeks Timed Basic Facts Test (Class Average) 100 90 Number of Facts Percentage Correct 80 70 60 50 Series1 40 30 20 10 0 Week One Week Two Week Three Week Four Week Five Weeks 55 Week Six Week Seven Week Eight Pareto Chart Errors in Writing 100 90 80 70 Frequency 60 50 40 30 20 10 0 Periods Commas Apostrophies Quotation Marks Subject-Verb Agreement Capitalization Pronouns Type of Error Class Interruptions Week of January 9, 2006 50 45 40 35 Frequency 30 25 20 15 10 5 0 Call Outs Sidebars Late Bus Students Tardy Students Type of Interruption 56 Announcements Messengers Visitors Pie Graph Number of Words Typed in One Minute: Period One zero-Ten Eleven-Fifteen Sixteen-Twenty Twenty one-Twenty five Twenty six-Thirty Thirty one-Thirty Five Thirty Six + Grades: Weekly Math Quiz A B C D 57 Radar Chart How Well Are We Following Our Ground Rules? Show Respect 100 90 80 70 60 50 40 30 20 10 0 Follow Directions Work Quietly Ou Listen to the Speaker Monday Tuesday Wednesday Keep Your Body to Yourself Number of Mrs. Fry's Students Who Recognize the Upper Case Letters (as of November 1) A Z Y 18 B C 16 14 X D 12 W E 10 8 V F 6 4 U G 2 0 T H S I R J Q K P L O M N 58 Run Chart Individual Sit-ups Per Minute 45 42 40 39 40 37 35 35 31 28 Number of Sit-ups 30 26 23 25 20 15 10 5 0 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week Reading Progress 350 318 302 300 284 Class Total Reading Recovery Levels 269 251 250 232 203 200 171 136 150 102 100 81 50 0 August September October November December January Months 59 February March April May June Scattergram Third Grade: Unit One Quiz 1 Data 0-50% 60% 70% 80% 90% 100% Gather and organize data from a variety of sources Organize and display data using tables, pictographs, and bar graphs using the appropriate scale. Interpret and compare data from tables pictographs and bar graphs. = two students Conjugating Verbs: Spanish 1 A 100% 90% 80% 70% 60% 0-50% ar verb er verb ir verb 60 jugar verb Tally Chart Number of Students Who Brought Their Books to Class Week of 2/6/06 Monday Tuesday Wednesday Thursday Friday Quiz Decimal Fractions Retest A B C D E 61 Week of 2/13/06 Target Graph 0 1 2 3 MSA Reading - BCR Rubric Score 3 The response demonstrated an understanding of the complexities of the text. Addresses the demands of the question Effectively uses text-relevant information to clarify or extend understanding Score 2 The response demonstrates a general understanding of the text. Partially addresses the demands of the question Uses text-relevant information to show understanding Score 1 The response demonstrates a minimal understanding of the text. Minimally addresses the demands of the question Uses minimal information to show some understanding of the text in relation to the question Score 0 The response is completely incorrect, irrelevant to the question, or missing. 62 Building a System of Individual Student Accountability Developing Data Notebooks or Folders A data notebook folder could contain the following components: Mission Statements (School/Classroom/Individual) Class Ground Rules Classroom Core Values Contracts My Job Chart Classroom Goals and Action Plans Individual Goals and Action plans Graphs and Charts showing individual student achievement Instructional Objectives Quality Tool Templates Parent Communication Forms Student/Parent Reflection Sheets Other: “Quick Check” Resource Sheet Table of Contents Student Quizzes Report Cards Parent Conference Summary Sheet Interims Reading Logs See My Job, Your Job, Our Job pp. 39-47 63 64 Plan, Do, Study, Act The PDSA process/cycle was developed for scientists at Bell Laboratory. This model is researched based and has been proven to be one of the best strategies used by organizations to ensure continuous improvement. Plan: State the problem to be solved or identify the project. Clarify objectives and goals. Identify Key players or team members. Plan activities/strategies. Do: Design appropriate tools. Do appropriate activities. Act: Study: Study the progress against the goals and objectives. See if your plan is working. Identify and remove road blocks. Complete action. Document findings. Communicate results. Determine if the plan worked. If the plan worked, why? If the plan did not work, why not? 65 See Future Force, pp. 98 Plan, Do, Study, Act Plan: Do: Act. Study: 66 Linkages Chart for the Essentials of Baldrige-Guided School Improvement Planning up front with the quality tools The Linkages chart shows the interrelationship and interdependency of all of the Baldrige Categories and Core Values. Stakeholder Focus Leadership “What” questions: Based on the data: 1. What are the educational needs of all students and subgroups of students? 2. What are the expectations of students and stakeholders? 3. What are the levels of satisfaction/ dissatisfaction of students and stakeholders? “What” questions: 1. What are the vision, mission, values, and performance expectations of the school? 2. What will be done to communicate the school’s vision, mission, values, goals/objectives, and performance expectations? 3. What is the monitoring plan for determining what is working and what is not working? “How” questions: 1. How does the school determine student (including subgroups of students) and stakeholder needs and expectations? What processes will be used to disaggregate data? 2. How does the school determine and build student and stakeholder levels of satisfactions or dissatisfaction? Faculty and Staff Focus “What” questions: 1. What are the professional development and resource needs of the staff to implement the school improvement plan? 2. What is the staff’s level of satisfaction and dissatisfaction with the current work systems and school environment? “How” questions: 1. How does the school determine the needs for professional development to utilize their full potential in meeting the school’s goals/objectives? 2. How does the school maintain a work environment and staff support climate that contribute to the wellbeing, satisfaction, and motivation of all staff members? “How” questions: 1. How are the school’s vision, mission, values, and performance expectations developed, including the participation of all stakeholders? 2. How will the school’s vision, mission, values, goals/objectives, and performance expectations be communicated to all stakeholders? 3. How is the school’s performance monitored and how is the information used for continuous improvement? Strategic Planning “What” questions: 1. Based on student and stakeholder needs, expectations, and requirements, what are the measurable, priority school improvement goals/objectives? 2. What are the action plans for the goals/objectives? (who, what, when) 3. What monitoring plan will be used to ensure that the action plans are implemented effectively? “How” questions: 1. How does the school engage all stakeholders in the school in the school improvement planning process? 2. How are action plans developed and monitored? 3 How are Professional Development Plans (PDPs) and actions developed to support the plan? Process Management “What” questions: 1. What are key processes that have been put in place to support and sustain the SIP goals/objectives and actions within each category? “How” questions: 1. How are key processes defined, designed, and deployed to support and sustain the SIP goals/objectives and actions within each category? 2. How have key processes been aligned and integrated to maximize efficiency? 3. How is the PDSA model used for continuous improvement? 4. How are quality tools used to enhance participation and facilitation of processes? 67 Performance Results “What” questions: 1. What summative measures will be used to establish baseline data and to determine progress with SIP goals? (e.g., student achievement, student and stakeholder satisfaction, staff training and well-being, leadership systems, benchmarking, key processes and systems) “How” questions: 1. How well are we doing in achieving our goals/objectives and action plans? 2. How will our results be used to improve our school and guide our school improvement planning process? Information and Analysis “What” questions: 1. What formative measures have been identified to use along the way to make sure that we are on the right path with the actions in each category? 2. What tools are in place to take corrective and rapid action, if needed? (e.g., PDSA) “How” questions: 1. How were formative measures identified or developed to monitor progress? 2. How often is data collected, analyzed, and shared with stakeholders? 3. How do schools ensure the quality and availability of needed data and information? 4. How are the data used for continuous improvement? Action Plan An Action Plan is a tool that individuals and groups use to record tasks that need to be completed in order to reach targeted goals. Goal: To complete homework Who What Resources Student Bring assignment notebook to class Student Copy homework assignment into notebook Teacher Assignment written on board Homework Buddy and Student When Pencil Assignment notebook Glasses Pencil Assignment notebook Glasses Chalkboard/chart paper Every day Check assignment book for completeness and accuracy Assignment notebook Immediately after assignment is recorded Student Get signature from teacher Assignment notebook Pencil As leaving class End of day Student Take assignment notebook and materials home As soon as seated in the classroom Before class Parent Provide space and time for homework completion Student Actively complete homework Assignment notebook Binder Homework materials Table/desk Light Materials Quiet Materials needed Student If confused, get help from parent or homework buddy Materials Phone Student & Parent Have parent check off that homework has been completed Completed assignment Assignment notebook Each evening Student Put completed assignment in binder Completed assignment Binder When completed Student Take homework/binder/completed homework assignment to class Homework Binder Next day 68 Each evening Each evening during time established As needed Action Plan Who What Resources 69 When Bone Diagram A Bone Diagram is a planning tool that helps organizations define their current and desired states. This tool includes the driving and restraining forces of the Force Field Analysis. Desired State -Productive afternoons -Maximum time on task -Active Listening -Excellent work quality -Organized dismissal Drivers Clear expectations Flow charts Behavior monitoring charts Personal responsibility Clearly defined consequences Commitment Shared responsibility Group meetings to discuss progress Transition Period Present State -Chaotic afternoons -Time off task -Listening issues -Poor quality of work -Disruptive dismissal 70 Restrainers Adverse attitudes Negative attitudes Apathy Poor communication No pride in work Do not want to get involved Expect quick results Do not want responsibility Past practice and habits Bone Diagram Drivers Transition Period Restrainers 71 Checklist Purpose: The purpose of a checklist is to enable one to keep track of progress in completing tasks. Centers When Completed Word Work Poem Writing Listening Game Word Wall Drama Free Choice Work Completed With the Substitute Teacher Subject None Some Warm -up Reading work Math work Writing Science Social Studies 72 All Fishbone Diagram The Fishbone Diagram helps groups to determine root cause. (It does not establish actions to solve the problem.) Cause Cause Students Teacher Models skills Sets expectations Well-lit Horse playing in the locker room Misusing the equipment Have use of entire gym Not enough equipment Sidebar conversations during instructions PE is sometimes unsafe Unorganized equipment Faulty equipment Comfortable temperature Materials/Resources Environment Cause Cause 73 Effect Fishbone Diagram Cause Cause Effect Cause Cause 74 Five Whys The Five Whys helps to drill down and identify the root cause of a problem. The question “Why” is asked five (or more) times. Why are our team meetings unproductive? Answer: We spend too much time talking and sharing stories about things that happen in our classrooms. Why do we spend too much time talking about personal things and sharing stories about things that happen in our classrooms? Answer: We don’t have a focus for our meetings. Why don’t we have a focus for our meetings? Answer: We aren’t organized with an agenda. Why aren’t we organized with an agenda? Answer: We don’t have a process for developing an agenda. Why don’t we have a process for developing an agenda? Answer: We haven’t taken time to look at our data to assess our needs. 75 Flow Chart Symbols Task Box Meeting Decision Diamond More information on another flow chart Report End 76 Flow Chart Flow Charts enable groups to clearly define, communicate, and monitor multi-step processes. Writing a Persuasive Paper Begin researching your topic to find important information that will support your position and weaken the opposing side. Determine a topic or argument. Record research information on index cards and be sure to create a bibliography along the way. Do you have “expert” witnesses and/or data (numbers) to Support your argument? YES Begin your outline. Remember to save your strongest argument as the clincher. Write your first draft. Be sure to use the rubric/criteria as you write your paper. Edit/Revise your paper. 77 Write your final draft and proofread. NO Continue researching. Force Field Analysis Force Field Analysis is a tool used to analyze current behaviors/beliefs that may be “driving” the group to reach the target goals, and those practices/beliefs that are preventing groups from reaching the goal. Once the preventers have been identified, action plans may be written to address the issues. Goal: Score 80% or above on our unit test. Drivers: What are we currently doing that is helping us to reach our goal? Preventers: What is keeping us from reaching our goal? Studying before the test Off task behavior Paying attention in class Incomplete work Taking notes Irresponsibility Asking for help Choosing not to study Completing our homework Leaving materials in school Completing our study packet Avoiding help Knowing how to study Poor attitude Commitment Lack of Effort How do we maintain and strengthen the Drivers? How do we reduce the Preventers? Next steps: Action Plan What needs to be accomplished? Complete all homework assignments Finishing my study guide questions Who will be responsible When will task be completed? for the task? Students Every night Parents Students By next Thursday 78 Force Field Analysis Goal: ________________________________________________ ________________________________________________ Preventers Drivers How do we maintain and strengthen the Drivers? Who How do we reduce the Preventers? What 79 When Four Quadrant Diagram The Four Quadrant Diagram may be used with small groups to determine individual or group perception. Once areas have been identified, other tools such as the Force Field Analysis, PDSA, and/or Action Plan may be used to address high resistance/high impact areas. (Please note that other quadrant descriptors can be used, such as high/low expectations, high/low support, high/low achievement, etc.) Goal: To implement Baldrige-based Classroom Learning Systems throughout our school. Where would you place the following? Setting classroom Ground Rules Defining “My Job, Your Job, Parents’ Job, Our Job”? Using Affinity Diagrams Using Consensograms Using Plus/Deltas Writing a class Mission Statement Defining Core Values Holding Class Meetings Taking Surveys Using the PDSA process Using a Force Field Analysis Setting class Goals Creating class Action Plans Keeping class Data Posting class Data (no personal identification) Setting individual Goals Using student Data Notebooks Sharing “Quality Tools I’ve Used” at staff meetings Holding Baldrige training sessions during staff meetings Attending a Baldrige Quality Academy Continuously referring to classroom Ground Rules, Jobs, Mission Statement High Impact +3 +2 +1 Low Resistance High Resistance -3 -2 -1 -1 -2 -3 Low Impact 80 +1 +2 +3 Four Quadrant Diagram High Impact +4 +3 +2 +1 Low Resistance High Resistance -4 -3 -2 -1 +1 -1 -2 -3 -4 Low Impact 81 +2 +3 +4 If…Then Then… If… Then… then our neediest students won’t get the academic help they need. If we increase staff coverage, If… then we have less help in classrooms. If we have less help in classrooms, If…Then is a projection tool used to predict possible consequences that might occur when organizations are planning for change. It shows predicted “domino” effects of decision making. Question: How can we reduce office referrals during recess? then they will have fewer opportunities to make poor choices. 82 then students will have more to do during recess. If students have more to do during recess, If we provide more playground equipment, If we provide structured activities, If students have limited choices during recess, then students will have limited choices during recess. then there will be less teasing and fewer arguments. If…Then Then… If… . If… Then… Question: 83 Interrelationship Diagram An Interrelationship Diagram helps to identify the cause and effect relationship between two factors. What Factors Contribute to Student Success? (arrows out, arrows in) Attitude (2,3) Home environment (5,0) Opportunities to feel successful (2,3) Student/Teacher Relationship (4,1) Student motivation (1,4) Effort (1,4) 85 Interrelationship Diagram Question:___________________________________________________________________________________________ Factor 1 Factor 6 Factor 2 Factor 3 Factor 5 Factor 4 86 Ladder The Ladder provides a graphic organizer that allows groups to list the steps that will lead them to the desired state. Step 5 a. Give an example from the text. b. Make a connection. c. Describe the clues you found as you were reading (inferences). Step 4 Answer the question! Step 3 Read the text. Remember to think about the question being asked as you read. Step 2 Make sure that you understand what the question is asking. Step 1 Read the question before reading the text. 87 Ladder 88 Lotus Diagram The Lotus Diagram is a brainstorming and organizational technique that enables the group to define key concepts as well as all the parts of the whole. Outline Mini Lessons Oral Report Note Taking Strategy Bibliography Outline Bibliography Note Taking Strategy Mini Lessons Research Report Format Oral Report Multiple Resources 6 Traits of Writing Multiple Resources 89 Format 6 Traits of Writing Lotus Diagram 90 Morphing Morphing is similar to the Bone Strategy. This technique is particularly helpful for those visual processors. Morphing helps the group to understand the processes and time involved in systematic and systemic change. Students will correctly solve the problem and explain why they chose the problem solving strategy. Students will determine which operation or strategy to use, choosing from a list of options. Students will determine important information in the text, and will circle and underline it. The class will work on reading comprehension strategies. Current State 65% of the class is unable to choose an appropriate problem solving strategy, apply it, and correctly solve the problem. 91 Morphing 92 ORID Focused Conversation Data Analysis Level of Questions Purpose O To examine the data To identify factual information What do you see? What factual statements can you make based on the data? To encourage participants to make connections To encourage free flow of ideas and imagination To identify patterns and determine the significance or meaning To articulate underlying insights What does the data tell us – what new insights do you have? What good news is there for us to celebrate? What doesn’t it tell us and what else might we need to know? What areas of need seem to arise? What are our proposed next steps? What decisions can we make? What is our action plan for moving forward? Objective Level R Reflective Level I Interpretive Level D Decisional Level To propose next steps To develop an action plan To make decisions To experience “coming together” 93 Questions to Answer What surprised you? What encouraged you? What discouraged you? How does this make you feel? ORID Data Conversation Step Your Comments O R I D 94 Parking Lot The Parking Lot technique is commonly used as a summative evaluation after a lesson or meeting. It incorporates the plus/delta sstragegy with a questions and future ideas component. What’s working? What questions do you have? The information was valuable. We were able to spend time planning. The strategies can be used immediately. The pacing was excellent. We don’t feel overwhelmed! What are the next steps? Will this take away from instructional time? What are the expectations? Ideas (Additions, deletions, and/or modifications)? Leadership team will determine scope and sequence for implementation. Teams will reach consensus. Volunteers will make poster templates. Staff development time will be used for more training. Example: Feedback from Baldrige Workshop 95 Model the mission statement lesson. Choose three quality tools to focus on. Parking Lot What’s working? What questions do you have? What are the next steps? Ideas (Additions, deletions, and/or modifications)? 96 Problem Statement The Problem Statement tool enables a group to clearly define a problem. This strategy enables teams to communicate in a logical, risk-free, and open environment. Once the statement has been developed, teams may work towards solving the problem using a variety of problem solving/process thinking tools. Step One: The facilitator introduces the problem to the group. Next, the group brainstorms possible causes. The group also describes how this problem impacts the organization. Problem Statement The greatest amount of office referrals occur during the transition time between classes. Students who are sent to the office lose instructional time. Possible Causes: Not enough adult supervision Bullying Horse play in the hallway Too much time between classes Expectations have not been clearly defined and monitored Impact on the Organization Students who are sent to the office end up missing too much class. Once students are sent back to class, they’re behavior is usually disruptive and disrespectful. This impacts the culture in the classroom and affects the quality of instruction. Desired State Students use appropriate behavior in the hallways. All students arrive to class on time and are ready for learning when the bell rings. There are no office referrals during transitional time between classes. Step Two: Using the ideas from the brainstormed list, the group determines which behavior(s) they believe to be the root cause of the problem. Weight voting or a consensogram may be used to help the group reach consensus. Action plans are written to address problem. Action Plan Who Teacher Staff Development Teacher Administrators Students What Teachers will stand outside doorway. Teachers will document tardy students and give data to SDT. SDT will collect and post data. Administrators will clearly communicate hallway expectations. Administrators will sweep hallways and stairwells. Administrators will implement discipline policy. Students will be responsible for following hallway procedures. 97 When Before and after each class Weekly Before and after each class Before and after each class Problem Statement Problem Statement Impact on the Organization Desired State Who What 98 When Baldrige Processes to Meet PGS Standards and Framework Expectations PGS Standards Standard I Teaches students strategies for exerting effective effort, e.g. time management, study skills, and use of resources including teacher, family and peers Motivates and inspires in all students the willingness to learn, self confidence, and or/perseverance Encourages students to challenge themselves for personal growth Promotes students’ social and emotional development Encourages students to set their own academic, social, and extracurricular goals Teaches students to reflect on and to apply standards and criteria to their work Provides prompt and specific feedback to students on their work and progress toward goals Takes responsibility for academic growth and achievement of all students Demonstrates/models sensitivity to all students; treats all students respectfully and equitably Framework for Improving Teaching and Learning “Look Fors” Staff teaches students how to work smart. Baldrige “Look Fors” in a Classroom Learning System Teachers and students use monitoring charts and graphs to determine time on task, transitional time, time spent studying, number of students that completed homework. Feedback on student work is frequent, specific, Teachers set achievement standards, show respectful and instructional. students how to collect and analyze data, and help students write action plans. Teachers communicate that, with effort, Teachers engage students in goal setting and students can achieve rigorous goals. allow for personal study and development. There is a language of giving help. Teachers model the use of and use quality There is a language of response to errors or tools such as the PDSA cycle and Force Field below standard work. Analysis to promote continuous improvement. Students self-monitor their own learning and set Teachers have a process and system in place personal goals. Students articulate goals, for developing class and personal goals. evaluate progress and have access to personal progress. Student progress is based on incremental Teachers have a process in place that allows rigorous goal setting. time for students to analyze their performance results, set goals, and write action plans. Teachers provide feedback that is regular and Teachers, parents and students understand the ongoing. process for evaluation and know exactly how grades will be determined. There are provisions for re-teaching and extra Teachers/students write mission statements help. and routinely evaluate their progress. The three key messages are evident: Teachers use quality tools that are engaging, This is important. encourage process thinking, and allow for You can do it. respectful problem solving. I won’t give up on you. 99 PGS Standards Standard III Creates a classroom atmosphere that fosters students using each other as sources of knowledge, listening to, and showing respect for others’ contributions Communicates the following messages: You can do it Effective effort leads to achievement Promotes positive interpersonal relationships among students Builds positive interpersonal relationships with students Encourages all students to participate in class discussions and to take risks in the learning process Framework for Improving Teaching and Learning Effort based Intelligence appears in practices, behaviors and structure in the learning environment Uses a repertoire of strategies matched to Evidence of student learning is used in student needs to avoid and/or address behavior planning, including intervention or acceleration. problems 100 Baldrige “Look Fors” in a Classroom Learning System Teachers/students establish ground rules. Teachers model/teach core values. Teachers/students define My Job, Your Job, Our Job. Teachers use plus/delta. Teachers give student surveys. Teachers/students use the PDSA strategy. Teachers use the fishbone strategy. Teacher/students write action plans. Teachers/students use monitoring tools such as graphs and charts. Teachers/students use force field analysis. Teachers/students write class mission statements that are aligned with the school mission statement. Teachers/students use plus/delta. Teachers/students write action plans. Teachers/students use the PDSA cycle. Teachers/students use charts and collect data. Establishes routines to meet group/individual needs to maximize engaged student learning time Instruction drives the schedule. Maximum time is spent on academic engagement Creates a classroom atmosphere for students and families in which all are welcomed and valued Communication to parents and community about individual student progress exists in relation to goals. Communicates academic and/or behavioral concerns Communicates positive and/or negative feedback to families in a timely manner PGS Standards Standard IV Gathers data about student performance and other relevant information from a variety of sources Framework for Improving Teaching and Learning Teachers provide feedback to students about their learning and their work. Students articulate goals and evaluate progress. Develops and communicates clear criteria for success for student work Develops and uses a clearly defined grading system that is consistent with the MCPS Grading and Reporting Policy and Regulations Uses assessment data to ensure that every student is progressing toward state, local, and school system standards Student work is aligned with curriculum indicators. Assessment measures are matched to curriculum indicators. There is a variety of data sources and records used to show progress towards proficiency. 101 Teachers/students develop flow charts. Teachers/students use lotus diagrams. Teachers/students use the fishbone diagram. Teachers/students use charts and graphs. Teachers/students plan for instruction using the linkage chart. Teachers use consensograms. Teachers survey parents/students. Teachers facilitate discussion about group and personal values and beliefs activities. Teachers facilitate My Job, Your Job, Our Job discussions with parents at Back to School Night. Teachers post data on data centers. Teachers communicate student progress using data notebooks. Baldrige “Look Fors” in a Classroom Learning System Students use data note books that include: Class/personal mission. Class/personal goals. Lists of indicators being assessed. Lists of assignments, quizzes, and tests that will be used to assess mastery. Data on performance results. Action plans. Teachers and students plan instruction using the linkage chart. Teachers meet collaboratively to determine baselines, formative and summative assessments. Teachers meet collaboratively to analyze data and determine improvement plans. Personal Reflections: Self-Monitoring Tool Building a Classroom Learning System Directions: This self-monitoring tool may be used for planning and implementation as you work towards building a Classroom Learning System using the Baldrige Criteria for Performance Excellence. CLS “Look Fors” Yes No Ground rules Consensograms Issue Bin Plus/Delta Affinity Diagram Surveys “My Job, Your Job, Our Job” “Looks Like, Sounds Like, Feels Like” Classroom mission statement Classroom goal setting Classroom data collection Classroom action planning Individual goal setting Individual data collection Individual action planning Quality Tools 1. 2. 3. 4. 5. 6. 7. 8. 102 Comments/Future Plans Additional Resources Academies Baldrige Quality Academies: Sherwood ES, Waters Landing ES, Tilden MS MCPS Staff Staff Development Teachers Staff Development Specialists Baldrige Support Dr. Michael Perich-Coordinator of Systemwide Continuous Improvement Ms. Sharon Hawkins-Sherwood Quality Academy Teacher Ms. Fran Morris-Waters Landing Quality Academy Teacher Mr. Ed Ragan-Tilden Quality Academy Teacher Ms. Caren Lederer-Office of Organizational Development Mr. Jerry Perlet-Principal/Sherwood ES Mr. Bill Poole-Principal/Waters Landing ES Ms. Karen Rabin-Principal/Tilden Middle School Ms. Eva Wetten-Retired MCPS Principal Ms. Joan Carroll-Retired MCPS Director of School Performance Books Future Force: Kids That Want to, Can, and Do! McClanahan, Elaine and Wicks, Carolyn. 1993 Pact Publishing Tool Time for Education: Choosing and Implementing Quality Improvement Tools. Langford International, Inc. 2001. www.langfordlearning.com Web Sites MCPS (www.mcps.k12.md.us) key Search: Baldrige www.baldrigeineducation.org “Ordinary Resources, Extraordinary results: Using Baldrige to Achieve Performance Excellence” www.grand-blanc.k12.mi.us American Society for Quality: www.asq.org Koality Kids: www.asq.org/edu/kkid Georgia O’Keefe Elementary: http://www.okeeffe.aps.edu/Okeeffe_Web/default.html Jim Shipley & Associates: www.jimshipley.net Baldrige National Quality Program: www.quality.nist.gov Create a Graph: http://nces.ed.gov/necskids/graphing/ MCPS Publications Our Call to Action: Pursuit of Excellence: The Strategic Plan for the MCPS, 2003-2008. MCPS (2610-04) Building a Classroom Learning System-My Job, Your Job, Our Job Building an Organizational Learning System: The Baldrige Principal’s Handbook for Guiding the School Improvement Process The Bulletin 2003-2004: Issues 7, 11, 16, 24, 29 2004-2005: Issues 23, 26, 28 2005-2006: Issue 25 103 104