The 8-Step Continuous Improvement Model

1. The 8-Step Continuous Improvement Model Presented by Kathryn Carr-LeRoy, Division of Mathematics and Science Education

2. The 8-Step Continuous Improvement Model

3. BRAZOSPORT READING SCORES 98 97 94 94 92 82 70 64 60 57

4. Why the 8–Step Continuous Improvement Model? • Is based on Best Practices • Provides for continuous monitoring of performance • Addresses the achievement gap between all sub groups • Supports Data-Driven Decision Making

5. Data –FCAT and additional academic data sources Identify strong and weak objective areas Prioritize skills needing improvement Analyze the data to monitor trends in each core subject area Utilize student scores to identify instructional groups Use as a goal setting document Step 1: (PLAN) Test Score Disaggregation

6. Disaggregating the Data • By class, schools, feeder patterns • Grade levels • Proficiency in English • Race • Gender • Quartiles • Socioeconomic status • Course-taking experience • Teacher PD • ESE, Bilingual, and Title I

7. Analyze and Interpret Data Large Scale Assessment Classroom Assessment

8. Criterion-referenced assessments: 1. FCATSunshine State Standards Reading, Writing, Mathematics, and Science 2. District standards-based tests Reading, Writing, Mathematics, and Science Formative/Summative assessments 1. FCAT Norm-Referenced Tests (grades 3-10), and SAT-9 (grade 2) 2. Chapter and Unit Assessments Benchmark, Publisher authored, Accelerated Reader assessments Academic Data Sources

9. Grade distribution Retention rates Suspension Truancy Student feedback surveys School Climate Surveys Attendance records PD records Volunteer logs Parent Participation logs Homework logs Media Center records Non-academic data sources

10. Step 2: (PLAN)Timeline (Calendar) Development • Develop a school wide timeline that encompasses all tested benchmarks and that incorporates the M-DCPS Testing Calendar (scope & sequence) • Create instructional calendar before the school year begins • Emphasize weekly targets for instruction on an ongoing basis and communicate them to all stakeholders

11. Step 3: (DO) Instructional Focus • Using the instructional focus calendar, deliver the targeted lessons • Lesson Bank can be created by schools • Instructional focus is mandatory; delivery of the content is FLEXIBLE

12. Step 4: (Study/Check) Assessment After skills have been taught: • Administer assessments (test frequently using brief, focused assessments) • Analyze data • Identify problems and/or errors • Identify and share strategies that are/are not working

13. Tutorial Refocus abilities to learn the skill or benchmark Enrichment Maintain skills; continue to learn and sharpen skills Steps 5 and 6: (Act) Tutorials and Enrichment Assessment results determine whether or not a student is in need of additional review or enrichment

14. Formal reviews of skills Intensify focus before the FCAT Step 7: Maintenance

15. Step 8: Monitor (Study/Check) • Ongoing, structured grade level, department, and team meetings • Administrative team leads in monitoring school wide progress

16. Finally…… • Serious focus on SSS • Serious focus on rigorous curriculum and instruction for all • Serious intervention for those who need help • Serious accountability • Demonstrated by state assessments