Session Title

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(No Transcript)
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Identify Critical Success Factors
Evaluate Interventions
SCPS/CDDRE Continuous Improvement Process
Define Current Performance Levels
Identify Problems
Implementation
Determine and Verify Root Causes
Identify Interventions
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Go slow to go fast.
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Change Theory
Desired Change Process in Education
performing
norming
storming
forming
Variation of Tuckman, 1965
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Continuous Improvement Process

• Identify Critical
• Success Factors

• What is important to your
• organization in mathematics?

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Would you tell me, please, which way I ought to
go from here?' That depends a good deal on
where you want to get to,' said the Cat. I
don't much care where--' said Alice. Then it
doesn't matter which way you go,' said the Cat.
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Critical Success Factors

• Reduce the number/percentage of students scoring
  at Level 1 on the FCAT.
• Reduce the number/percentage of students scoring
  at Level 2 on the FCAT.
• Reduce the number/percentage of students scoring
  at Levels 1 and 2 on the FCAT.
• Increase the number/percentage of Level 1 and 2
  students who meet their annual learning gains.
• Intensive reading students who achieve
  proficiency on the FCAT will maintain or increase
  their FCAT reading level on subsequent FCAT
  tests.

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Critical Success Factors
FCAT LEVELS
5 4 3 2 1
5
2
3
4
1
4
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TARGETS

• 30 reduction of non-proficient students in
  three years

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Sample Critical Success Factors

• Increase the number of schools that meet their
  AYP.
• Increase the number of subgroups that meet their
  AYP.
• Increase the number and percentage of students
  who score proficient on the State assessment.

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Continuous Improvement Process

• Determine Current Levels of Performance

• Where are you now in relation
• to your Critical Success Factors?

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Current Levels Of Performance

• If you arent crystal clear on where you are,
  you cant consider continuous improvement.
• Improvement compared to what?

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Current Levels Of Performance

• Its not uncommon for schools to have multiple
  sets of the same data!

• Clean data

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Number and Percentage ProficientGrade 8
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Factual Data Questions
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Sample Factual Data Questions

• In each grade level, how many and what percentage
  of students scored at the proficient level in
  Reading for the current year?
• In each grade level, how many and what percentage
  of students scored at the proficient level in
  Reading for previous years?
• Have the number/percentage of students scoring at
  the proficient level in Reading changed over the
  years? If so, how?
• In each grade level, how many and what percentage
  of students scored at the proficient level in
  Math for the current year?
• In each grade level, how many and what percentage
  of students scored at the proficient level in
  Math for previous years?
• Have the number/percentage of students scoring at
  the proficient level in Math changed over the
  years? If so, how?

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Sample AYP Factual Data Questions

• Did you meet your overall state goal?
• What is your schools state performance label?
• Has your state performance label changed? How?
• In which areas (whole school, grade levels,
  subgroups) did you meet or not meet AYP in
  Reading?
• In which areas (whole school, grade levels,
  subgroups) did you meet or not meet AYP in Math?
• Did you meet or not meet all the participation
  requirements?
• Did you meet or not meet AYP for the third
  academic indicator?

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Factual Data Statements

• Examine your data.
• Answer your factual questions.
• Create factual data statements.

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Sample Factual Data Statements

• We met our AYP last year but not this year.
• We have 9 fewer 4th grade students scoring
  at the proficient level this year when compared
  to last year.
• The number/percentage of 5th grade students who
  were proficient in 2005 is similar to the
  number/percentage of 3rd grade students who were
  proficient in 2003.

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Facing the Facts

• False Assumption
• When faced with data, people will act in a
  logical manner.

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Facing the Facts

61o How do you interpret your schools data?
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Facing the Facts

• Schools are socio-political organizations.
  There are many factors beyond data that influence
  decision-making.

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• All good-to-great companies began the process
  of finding a path to greatness by confronting the
  brutal facts and their current reality.
• Jim Collins
• Good to Great

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81 to 90 School Buses
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Facing the Facts
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Facing the Facts

• Creating a climate where the truth is heard
  involves four basic practices

• Lead with questions, not answers. (Or, lead with
  data and follow with questions.)
• Engage in dialogue and debate, not coercion.
• Conduct autopsies, without blame.
• Build red flag mechanisms that turn information
  into information that cannot be ignored.

-Jim Collins Good to Great
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Additional Guidelines for Facing the Facts

• Small group dialogue before large group
• Well-organized, easy to interpret data
• Keeping the information front and center (time
  and focus)
• Modeling by leadership
• Advocacy by leadership
• Benchmarking against others and self
• Continuously asking Are we getting the results
  we want?
• Autopsies of other schools data
• Ask people to predict what the data will show.

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Continuous Improvement Process

• Identify Problems

• Do we have a problem?

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Problems

• Not every student is proficient
• Not every students is meeting their Annual
  Learning Gains

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Continuous Improvement Process

• Determine and
• Verify Root Causes

• What are the primary
• causes to your barriers?

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Root Cause Analysis
Determine Root Causes Related to Critical
Success Factors
Organizational Culture
Student Demographics
External Factors
Professional Development
Organizational Structure
Curriculum
Instruction
Leadership
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Root Cause Homegrown
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• Schools are perfectly designed to get the
  results they are currently getting.

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Continuous Improvement Process

• Identify Interventions

• What interventions have a proven record of
  making a difference in student mathematics
  achievement ?

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C-BAM - Levels of Use (LoU) Level
VI Renewal Level V Integration Level
IVB Refinement Level IVA Routine Level
III Mechanical Use Level II Preparation Leve
l I Orientation Level 0 Non-use
REFINEMENT
ADOPTION
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Categories of Change

• First-Order Change
• Second-Order Change

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First-Order Change

• Changes that improve the efficiency and
  effectiveness of what is currently done.
• Does not disturb the schools basic
  organizational features or substantially alters
  the way students and adults perform their roles.

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Second-Order Change

• Changes that alter the fundamental ways in which
  organizations are put together, including new
  cultures, goals, structures, and roles.

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Florida Center for Reading Research
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Interventions

• Corrective Reading
• Reading Edge

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Continuous Improvement Process

• Implementation

• How do we carry out the innovation?

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Identify Critical Success Factors
Evaluate Interventions
SCPS/CDDRE Continuous Improvement Process
Define Current Performance Levels
HERE
Identify Problems
Implementation
Determine and Verify Root Causes
Identify Interventions
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Continuous Improvement Process

• Evaluate Interventions

• How well did the innovation work?

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Critical Success Factors

• When all is said and done, how will we determine
  if we have been successful?

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Identify Critical Success Factors
Evaluate Interventions
SCPS/CDDRE Continuous Improvement Process
Define Current Performance Levels
Identify Problems
Implementation
Determine and Verify Root Causes
Identify Interventions