IMPROVING STUDENT ACHIEVEMENT

1. IMPROVING STUDENT ACHIEVEMENT THROUGHW. EDWARDS DEMING’S PROVEN DATA-DRIVEN CONTINUOUS IMPROVEMENT MODEL Dr. Jerry Jenkins, NWESD Superintendent Buck Evans, NWESD Assistant Superintendent for Operations

2. “Quality comes not from inspection, but from improvement of the process.” W. Edwards Deming

3. Systems Human Interaction Theory Variation Profound Knowledge • An ongoing appreciation of the interdependence of these elements is prerequisite to continuously improving • classrooms • schools • school districts

4. Systems School Level • Provide for meaningful constituent (staff, parents, students) participation and readiness (able and willing/secure) • Establish a culture of data-driven decisions • Prioritize — school-wide focus on specific strategies to improve student learning • Remove barriers for those working on and in the system • Celebrate successes

5. Systems Classroom Level • Prioritize/Focus — identify and share key learner outcomes • Chart formative classroom learning data to inform teacher student decisions • Provide for each student’s tracking of learning to inform his/her decisions • Ask for and respond to student feedback related to improving performance • Celebrate learning successes

6. Human Interaction Psychology in a System • People are born motivated • Systems extinguish motivation • Once discouraged, most people stay that way • Extrinsic rewards demotivate • Ranking destroys joy and motivation • Western society is based on extrinsic motivation and scarcity mentality

7. Human Interaction School Level • Meaningful participation within parameters (SIPTAP Process Tools) • Determine why intrinsic motivation is not present — remove factors from school • Keep intrinsic motivation elements prevalentAutonomy Belonging Competence Delight Engagement • Drive fear out of the school — adults and students

8. Human Interaction Classroom Level • Ask for and respond to student feedback related to improving performance • Recognize students are most like adults in feelings, rather than thinking • Track and share learning results so learning community can make adjustments • Coach until last two weeks; then referee • Determine why intrinsic motivation is not present — remove factors from classroom • Celebrate class successes

9. Theory Theory in a System • Information is about the past • Knowledge is about creating a better future • Experience teaches you nothing without theory • One unexplained example invalidates the theory • Systems need to support and create leadership

10. Theory School Level • Dig deeper — look for reasons behind practices, successes, and failures Five Whys – Deming • In God we trust — everyone else bring data • Learning is the constant — instructional strategies the variable • Challenges — 96% systems / 4% people • Leadership — barrier removal

11. Theory Classroom Level • Use random sampling (√ of n) to coach, until last couple weeks when referee • Learning is the constant — instructional strategies the variable • Eliminate permission to forget • Improvement strategies trials — data • Research: Two practices increase student achievement — peer tutoring and regular feedback (Gersten, U of O) • Increase student success — decrease student failure

12. Theory Classroom Level Examples Data to Make Teaching Practical • Develop rubric/scoring guide with students • Teach rubric — quality examples • Assign practice • Select √ of n(5-6 per class) to score • Share results, plan with class, teach/re-teach based upon sample results • Repeat with next assignment • Grade final example at end of term

13. Theory Classroom Level Examples Sample Data Scoring Results — 15 missing clear topic sentence — 13 unclear flow from intro to body — 9 subject-verb tense mismatch — 8 conclusion fails to summarize key points — 5 not formatting properly (margins, title size, name placement)

14. Theory Classroom Level Examples Eliminate Permission to Forget • Provide list of key facts • Test each week 20% from previous years 70% from current year 10% from future year • Students graph individual results • Graph class results

15. Theory Classroom Level Examples Individual Run Chart

16. Theory Classroom Level Examples Class Run Chart

17. Theory Classroom Level Examples Class Run Chart

18. Variation Variation in a System • Can’t improve what’s not measured and graphed/charted • Variation will always exist • The goal — reduce variation • Decision makers reduce variation through statistics • Control charts permit “common cause” or “special cause” identification • Statistics permit future predictions • Only reason to test —determine what next

19. Variation Student Test Results -------------------Test # -------------SUM 1 2 3 4 5 6 7 8 9 10 Pat 0 0 0 1 0 0 0 0 0 01 Eva 0 0 0 0 0 0 0 0 1 01 Ted 0 0 0 0 0 0 0 0 0 00 Jim 0 1 0 0 0 0 0 0 0 01 Flo 0 0 0 0 0 1 0 0 0 01 Ned 0 0 0 0 0 0 0 1 0 01 Hal 0 0 0 0 0 0 0 0 0 00 Sam 1 0 1 1 0 1 0 0 1 16 Sue 0 0 0 0 0 0 0 0 0 00 Rod0 0 0 0 0 0 0 0 1 01

20. Desired Statistics Lowest Improves Highest Improves Variation Narrows Variation Improvement and Variation Number of Students Performance

21. Variation School Level • Extrapolate data by subgroups — teacher, demographics, mobility, etc. • Determine whether special or common cause — make appropriate adjustments • Track summative grade-level/school-wide learning data to inform program, teacher, and student decisions • Focus on systems improvements — 96% of time / people 4%

22. Variation Classroom Level • √ of nis sample size for accurate data — if collected weekly or bi-weekly • Select random samples — GameSciences • Determine whether special or common cause — react appropriately • Track summative class learning data to inform teacher and student decisions • Learning is the constant — instructional strategies the variable

23. Variation Classroom Level Example

24. Key Concepts A statistically valid way of sampling is using the square root of n There are two kinds of causes of variation: special and common cause A practice that does much more harm than good is ranking The most common problem understanding data is failure to understand variation To improve results, work on the process A visual tool that can help you plot results on either a scoring guide/rubric or criterion-referenced assessment for both individual and class performance is a scatter diagram

25. Key Concepts Dr. Deming states that the only reason a test should ever be given is to find out what to do next A statistical graph that separates special from common cause of variation is a control chart Two primary aims of a school system are to increase student success and reduce failure The number of data points needed to rule out good or bad luck is seven Three fundamental beliefs about people in a continuous improvement system are — people want to do a good job, they can learn, and they want to contribute and be involved

26. Key Concepts Planned change should be based on data and research The system is at fault 96% of the time, people 4% of the time The purpose of analysis is insight To learn we need feedback; this is what data provides us To tell how the whole class is doing, graph the group total right on their assignments