Support Staff

1. Students Administrators Support Staff Parents High Performing Classroom Learning Systems Teachers Volunteers Baldrige Core Values Baldrige Categories Six Steps to Improvement  Jim Shipley & Associates, 2003

2. Teacher as Leader Improving the Classroom Learning System Strategic Above the Line Class/Course Goals, Measures, Action Plans Performance Results Strategic Operational Learning Standards Students as Co-Producers of Learning Classroom & Student Learning Processes Class and Student Data & Information Operational Below the Line CORE VALUES Adapted from BiE IN Baldrige Model  Jim Shipley & Associates, 2003

3. Appointment Clock name 12 9 3 name name 6 name

4. Classroom Resource Guide page 15 Assessing the Classroom Learning System What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action?  Jim Shipley & Associates, 2003

5. Assessing the Classroom Learning System Classroom & Student Learning Processes Georgia O’Keeffe Elementary Albuquerque, NM  Jim Shipley & Associates, 2003

6. Assessing the Classroom Learning System • PLAN • DO • Implement action • Carry out the plan • STUDY • What data do we have? • What data is needed? • What data do we look at? • To impact improvement – results must be assessed. • ACT • What does the data tell us? • (Interpretation) • What have we learned? • What do we do? • (Adjust S.M.A.R.T.) • Act upon we we’ve studied to make a decision – CHANGE THE PROCESS! Batesville Middle School Classroom & Student Learning Processes  Jim Shipley & Associates, 2003

7. Assessing the Classroom Learning System Classroom & Student Learning Processes Silent Reading Rubric Dayton Public Schools  Jim Shipley & Associates, 2003

8. Assessing the Classroom Learning System A kindergarten teacher uses a +  to evaluate reading/writing workshop. Classroom & Student Learning Processes Azalea Elem. School St. Pete, FL  Jim Shipley & Associates, 2003

9. Workbook page 6 Getting Started – The Work Core The Work Core is where the work of achieving the learning goals happens. Students as Co-Producers of Learning Classroom & Student Learning Processes Operational Below the Line  Jim Shipley & Associates, 2003

10. Continuous Improvement Cycle (PDSA) PLAN Identify improvement opportunity, collect baseline data and plan the change ACT Adopt the change or abandon the change DO Implement the change and collect data STUDY Analyze the results

11. Workbook page 17 Assessing the Classroom Learning System 6 Steps to Improvement PLAN • Validate the need for improvement • Clarify purpose, goals, and measures • Adopt and deploy an approach to continual improvement • Translate the approach to aligned action • Analyze results • Make improvements DO STUDY ACT Repeat the cycle  Jim Shipley & Associates, 2003

12. Conowingo Elem.

13. What is PDSA? Plan-Do - Study- Act • A Concept for Continuous Improvement • Also known as Six Steps to Improvement • A way to get students involved in the learning process • Helps to increase student achievement • Can help improve your classroom learning system

14. Assessing the System 6 Steps to Improvement for the Classroom PLAN How are we doing? How do we know? Why are we here? What do we need to do well together? How will we know how we’re doing? How will we work together to get better? What will we do differently? What happened? What are we going to do with what we learned? DO STUDY ACT Do it all again! Source: Jim Shipley & Associates, Inc.

15. Cecil County Public Schools Classroom Video Examples PDSA

16. PLANWhat do students need to know and be able to do? Based on your data, what is an area that needs to improve? • Examples: • Solve multi-digit addition and subtraction problems • Identify chemical properties and reactions • Count to 100 • Use correct capitalization and punctuation • Analyze cause and event

17. Charlestown Elem. PLAN Bainbridge Elem.

18. DO • What will we do to learn this? • Identify key learning processes that will help the class learn (activities, strategies, etc.) • What is the teacher’s job? • What are the students’ jobs? • Try it out and see how it goes.

19. DO

20. Study • Study what happened. • Look at your data • Based on what you chose as your measure in the PLAN step, how did the class do? • Are your results better? • Is the class showing improvement? • Do a plus/delta the learning that lead to the data

22. STUDY Cherry Hill Middle School Bainbridge Elem.

23. STUDY Elkton Middle School North East High School

24. Act • What will you do with what you’ve learned? • If you saw improvement, keep what’s working. • If no improvement, create a new plan. This part can become your DO for the next cycle. • Act • We studied our results for: _____________ • __ We improved.___ We did not improve. • Next week students will do the following things differently: • Next week the teacher will do the following things differently:

25. ACT BainbridgeElem.

26. PDSA Charlestown Elem.

27. Workbook page 33 Getting Started – The Work Core Classroom & Student Learning Processes Classroom PDSA PLAN • Share test or finished product results. • Determine how many students have demonstrated mastery of all critical content. Post these data – by number of, not name! • Use a +  to evaluate all learning opportunities. • Develop a plan for dealing with the ’s in the next learning cycle. Post the plan. Do the plan. • Study what happened. • Make improvements based on what was learned. DO STUDY ACT Do it all again! Source: Jim Shipley & Associates, Inc.

28. Getting Started – The Work Core Students as Co-Producers of Learning PDSA for the Learner PLAN • How am I doing? How do I know? • Why am I here? What do I need to do well? How will I know how I’m doing? • What will I do to get better? • What will I do differently? What’s my plan for action? • What happened? Did I improve? • What am I going to do with what I learned? DO STUDY ACT Do it all again! Source: Jim Shipley & Associates, Inc.

29. Once they have mastered the process, Goal Setting and PDSA can also be used individually by students to achieve even greater success.