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What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action? PowerPoint Presentation
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What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action?

What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action?

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What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action?

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  1. 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

  2. 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

  3. Background, Common Ground Quality tools are essential in Baldrige-based learning systems.  Jim Shipley & Associates, 2003

  4. Quality Tool Box Page 10 • Tools help teachers and students: • Define classroom processes • Analyze classroom processes • Standardize classroom processes • Improve classroom processes  Jim Shipley & Associates, 2003

  5. PDSA - Bainbridge Elem.

  6. It’s about how much improvement you make. TSP II Page 10 Background, Common Ground It is not about how many tools you can use.   Jim Shipley & Associates, 2003

  7. TSP II Page 10 Background, Common Ground A Baldrige-based classroom, runs on information and data. Teachers and students use quality tools to collect, manage and analyze the data and information required for making aligned improvements in the classroom learning system.  Jim Shipley & Associates, 2003

  8. Quality Tool Box • Why do we need to use tools? • Which tools do we use when? • Team Work Time The chart on pg. 28 shows various ways to use quality tools to address issues in a classroom system. Review tools using TSP II. Use chart on pg. 30. Brainstorm possible issues in a CLS and identify tools that can be used to improve the classroom system.

  9. Classroom Resource Guide page 13 Assessing the Classroom Learning System  Jim Shipley & Associates, 2003 What is Category 4.0 Measurement, Analysis, & Knowledge Management*? Why is it important? What would it look like in action? * Formerly 4.0 Information & Analysis

  10. 4.0 Measurement, Analysis & Process Management • Using classroom data to inform daily instruction • Displaying and discussing classroom data to show current levels of performance and progress toward class goals • Using student data folders to chart and analyze current levels of performance and growth toward personal goals • Comparing and analyzing class data across grade level

  11. High School Data Center Created with Students During First Week of Second Semester Elkton High School

  12. Measuring and analyzing the data let us know how we’re doing on the things that are important. Workbook page 47 Assessing the Classroom Learning System Strategic Above the Line Performance Results Strategic Operational Class and Student Data Operational Below the Line Adapted from BiE IN Baldrige Model  Jim Shipley & Associates, 2003

  13.  Jim Shipley & Associates, 2003 Results Measurement Analysis Knowledge Data we have… Data we need… Workbook page 47 TSP 1 Getting Started – The Brain Center

  14. Results Measurement Analysis Knowledge Aim of the Classroom Goals, & Measures, & Action Plans Phasing in aligned data Workbook page 47 Getting Started – The Brain Center

  15. Results Measurement Analysis Knowledge Aim of the Classroom Goals, & Measures, & Action Plans Phasing out… Workbook page 47 Getting Started – The Brain Center

  16. Results Measurement Analysis Knowledge Aim of the Classroom Goals, & Measures, & Action Plans Un-aligned data Workbook page 47 Getting Started – The Brain Center

  17. Results Measurement Analysis Knowledge Aim of the Classroom Goals, & Measures, & Action Plans Workbook page 47 Getting Started – The Brain Center The data we have and the data we need are the same.

  18. Results Measurement Analysis Knowledge Workbook page 49 Getting Started – The Brain Center  Jim Shipley & Associates, 2003 Using Classroom Data for Improvement • Communicate expected performance to all students. • Define the barbell! • Determine the number of students who meet this standard. • Expect 100% to know all essential or critical content. • Display classroom data charts that show current level of performance; in other words how many students have learned all critical content.

  19. Results Measurement Analysis Knowledge Workbook page 48 Getting Started – The Brain Center  Jim Shipley & Associates, 2003 Team Work Time Identify the data you have and the data you need. Classroom Information System

  20. Results Measurement Analysis Knowledge Workbook page 49 Getting Started – The Brain Center OUR GOAL: All 25 students will master all critical science content. Is the system of learning science content working?  Jim Shipley & Associates, 2003

  21. Results Measurement Analysis Knowledge Data Questions Workbook page 50 Getting Started – The Brain Center  Jim Shipley & Associates, 2003 • Use the following questions to analyze • classroom and student data: • What question are we trying to answer? • What do the data seem to tell us? • What don’t the data tell us? What else might we want to know? • What good news is here for us to celebrate? • What opportunities for improvement are suggested by these data? From Getting Excited About Data, Edie Holcomb www.corwinpress.com

  22. Classroom Resource Guide page 16 Assessing the Classroom Learning System What is Category 7.0 Classroom Results? Why is it important? What would it look like in action?  Jim Shipley & Associates, 2003

  23. 7.0 Performance Results • Strategic Results: • Showing consistent improvement trends in student data • Achieving classroom goals aligned to school improvement goals • Showing consistent improvement in student data as compared to similar classrooms • Closing achievement gap between student groups • Process Results: • Using plus/ delta charts • Graphing effectiveness of classroom processes • Using force field analysis to identify obstacles

  24. Grade 3 Elk Neck Elem.