CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

“ ”William Bennet defines education as the architecture of the soul. I define improvement science as the architecture of the teaching and learning process. Continuous improvement is always the goal but without improvement science as the foundational approach, it is extremely difficult for educators to focus on the areas that have the most impact on student learning. Our teachers used improvement science to open their minds to research based instructional strategies intensely collaborating with each other around multiple modes of data to inform next steps. The process never ceases and we become better together.

- Donya Wheeler Ed. D., Superintendent, The Academies

OVERVIEW The Continuous Improvement for Equity in Districts and Schools is a yearlong journey that develops knowledge and skills in leaders for improving programs and services that affect student learning. Instead of spending weeks or months planning and implementing a comprehensive change only to find that it is fundamentally flawed, the improvement process enables rapid testing and learning of small-scale changes, thereby producing conditions that accelerate district and school improvement.

This series is designed to help schools and districts:

• Utilize a systems perspective for understanding current outcomes

• Use the Model for Improvement as a framework for planning and implementing change

• Use data to evaluate the impact of change on systems

• Develop skills in facilitating improvement and decision-making

• Craft and implement a plan for improving equitable outcomes in programs and services

STRUCTURE This yearlong series includes four face-to-face sessions and team huddles in the action period between sessions. Our face-to-face sessions combine whole group facilitation with interactive exercises that support key concepts and tools. You will have access to expertise across Tulare County Office of Education Departments as you consider your plans for improvement. Participants immediately apply what they have learned to a team project using improvement tools and strategies in the action period. Our coaching focuses on building participants’ capacity to carry out improvement work independently. By the end of this series, participants will have a plan underway that will show meaningful results they will be able to communicate with stakeholders.

THE CONTINUOUS IMPROVEMENT APPROACH This series is designed to help you identify gaps in current outcomes and investigate root causes in your system through an inquiry approach. You will develop an understanding and apply the Model for Improvement (developed by Associates in Process Improvement), which answers three fundamental questions below.

The plan, do, study, act (PDSA) cycle gives schools and districts a way to quickly test changes on a small- scale, observe what happens, tweak the changes as necessary, then test again if confident in the change based on data. This new approach to school improvement relies on learning quickly about the impact of change on a system. The collaborative design of this series will accelerate your team’s ability to make appropriate, system improvements while learning with your colleagues across the county.

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

MODEL FOR IMPROVEMENT

What are we trying to accomplish?

How will we know that a change is an

improvement?

What changes can we make which will result

in an improvement?

UNDERSTANDING THE SYSTEM

ACT PLAN

DOSTUDY

1

2

3

“”

In Farmersville, assessment of rigorous classroom instruction has been inconsistent with limited measurement of progress. One problem we identified is that the previous classroom observation measurement system was based on a series of numbered checklists which created mistrust between teachers and administrators, so teachers were provided with limited or no feedback for improvement on academic rigor. Farmersville now aims for a result in improved student performance on CAASPP assessments. Our theory is that in order to reach our aim, we will need to redesign the classroom observation instruments and provide ongoing teacher feedback for improvement.

- Paul Sevillano Ed. D., Superintendent, Farmersville Unified School District

GETTING REAL and Sustained ImprovementOAK GROVE’S IMPROVEMENT STORY:Troy Hayes, Principal, Burton Unified School District

Understanding the Problem How is system design causing the current outcomes?5th grade student outcomes in Mathematics indicated 9% meeting or exceeding standards. Instructional Pedagogy was focused around direct instruction, with a teacher-centered focus, and minimal opportunities for critical thinking.

Model for ImprovementWhat are we trying to accomplish at Oak Grove School? The goal was to increase student outcomes from 9% to 51% meeting or exceeding standards. Over time, our data focus shifted from percent meeting or exceeding to scaled scores. This shift came about because it reflected a more accurate picture of growth for every student.

Through the PDSA cycle, instructional pedagogy was transformed. This shift in practice led to an establishment of best practices. Evidence of this shift included: a culture change of Growth Mindset, a student centered classroom where vertical learning, Socratic Discussion, and critical thinking became consistently evident in all content areas.

The shift went from procedural practices to a conceptual application through real world problems.

Data Culture MEASURES:

Student empathy interviews provided insight into student thinking. Growth Mindset and the weeks of Inspirational Maths provided a foundation for a student centered culture. It resulted in a paradigm shift instructionally that resulted in increased teacher efficacy.

ROADMAP:

JAN 14

FEB 13

MAR 3

OCT 20

Seeing the System LEASA (breakout), FIA (breakout), Dashboard

Root Cause AnalysisCentral Office Toolkit, Process Maps, FMEA Empathy

Building a TheoryFishbone, Theory, Aim

Improvement Team Spotlight

EXPECTATIONSThe Continuous Improvement for Equity in Districts and Schools is designed using a learning-by-doing approach. Therefore, several elements are critical to maximize the team’s experience:

• A site or district-based study team with at least three people who will be responsible for the

project.

• Full team participation/committed to the four in-person workshops and team meetings in the

action period.

• Team leader commitment to plan, facilitate, and debrief action period meetings.

• Study team commitment to work together during the action period on the project:

» using improvement tools» testing new changes» collecting and reflecting on data

Oak Grove Math achievement has increased 77 points in distance from standard over the past 4 years

2014-15 2015-16 2016-17 2017-18 2018-19

Goal #1 Overall Student Achievement/MATH

2399

2428

2442

2471 2476

The empathy interview process allowed for us to gain a new perspective in regards to our work. The insights provided by our teachers and industry partners helped us shift our focus to address their needs and not what we perceived their needs to be.

- James Carrillo, Work Based Learning Coordinator Dinuba Unified School District ”“

Opportunity for Continued Project Support & Collaboration

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

Other team members who could provide insights to your district/site challenges might include: • Academic Coach• Director of Special Education• Psychologist• Program Specialist• Preschool Coordinator• SARB Coordinator• SPED Teacher(s)• Student Services Director• Curriculum Director• College & Career Director/Pathway Coordinator

DISTRICT SYSTEMS FOCUS:

Principal

Assistant Principal

Counselor(s)

Teacher(s)

SITE TEAM FOCUS:

Superintendent

Assistant Superintendent

Site Principal(s)

Teacher(s)

Department Directors

Your TEAM

“ ”Our district has put a system in place that works for all grade levels in Tk-12 grade. Today, we are making progress and keeping track of our behavior system and analyzing data.

In Alpaugh, we want to have systems that are equitable and clear. Teachers implement and reflect on the systems to meet district goals. We will continue working towards closing the achievement gap.

- Delores Hernandez, Teacher, Alpaugh Unified School District

CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS

G E T T I N G R E A L A N D S U S T A I N E D I M P R O V E M E N T

GETTING STARTED Program Dates and Costs

The Continuous Improvement for Equity in Districts and Schools is designed for district or site teams. The face-to-face workshops are held at the Tulare County Office of Education’s Mooney Complex and include continental breakfast, lunch, and all program materials. CONTINUOUS IMPROVEMENT FOR EQUITY IN DISTRICTS AND SCHOOLS INCLUDES: COST: Four face-to-face workshops, coaching, capacity building, and materials

Facilitated afternoon team work

Action period huddle check in with TCOE coach between in-person workshop/training dates

Ongoing support and collaboration with TCOE staff and participating district

REGISTER BY DECEMBER 6TH

CLICK TO REGISTER

$500 per team

*Ask about scholarship opportunities

Martin FrolliDepartment Leadmartinf@tcoe.org

(559) 739-0319, ext. 3103

Samantha TateState and Federal Programs

samantha.tate@tcoe.org(559) 302-3638, ext. 3111

Shelah FeldsteinContinuous Improvementshelah.feldstein@tcoe.org

(559) 733-6300

CONTACT

IN PARTNERSHIP WITH:

C A L I F O R N I A C E N T E RON TEACHING CAREERS