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Archived Information. Systematic Improvement and Accountability. Don’t Be Data-rich and Information-poor. Suzanne Keely ASQ Market Manager, Education www.asq.org 2004 High School Regional Summits. Which of These Aren’t Important to You?. Leadership Strategic Planning - PowerPoint PPT Presentation
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Suzanne Keely
ASQ Market Manager, Education
www.asq.org
2004 High School Regional Summits
Systematic Improvement and Accountability
Don’t Be Data-rich and Information-poor
Archived Information
Which of These Aren’t Important to You?
• Leadership• Strategic Planning• Student, Stakeholder, and Market Focus• Measurement, Analysis, and Knowledge
Management• Faculty and Staff Focus• Process Management• School Performance Results
Do You Think These Core Values “Fit” in Education? • Visionary Leadership• Learning-Centered Education• School and Personal Learning• Valuing Faculty, Staff, and Partners• Agility• Focus on the Future• Managing for Innovation• Management by Fact• Social Responsibility• Focus on Results and Creating Value• Systems Perspective
Do You Believe…
• Students have dynamic needs and expectations
• Student needs are satisfied through purposeful activities or systems
• All systems exhibit variation• Knowledge comes from repetition of the
Plan-Do-Study-Act Cycle• Continuous improvement of systems occurs
through planned change• People drive change
How Do You Assess These Values and Concepts?
• By doing a self-assessment
• Identifying strengths and opportunities for improvement
• Taking action to “close the gaps” where you have opportunities for improvement
• By using feedback from your customers and stakeholders
“Assessment” … As in Self-assessment
• Conduct an Organizational Profile–What is the state system or district about?
• Assess the seven criteria with your customers and stakeholders
• Identify Your Strengths• Identify Your Opportunities for
Improvement• Close the Gaps Using Data
–The PDSA cycle: FOCUS on and measure the results of the desired improvement
Baldrige…the “B-word”…
What usually comes to mind when you hear the “B-word”?
–It’s an award–It’s a “business model”–Business has it’s own problems, why
do they think this will work in education?
–It’s perceived to be complicated and complex
It Works — in Education for Education
• Community Consolidated School District #15 Palatine,IL
• Chugach School District, Alaska• Pearl River School District, NY• University of Wisconsin-Stout• Cherokee High School—NE Tennessee• SQS New Mexico• BiE IN States
What Does This Have to Do With Accountability?
• You’re required to:–Meet NCLB requirements–Have schools meet Adequate Yearly
Progress
• You also want to ensure improvement, not just meeting the requirements
• Baldrige aligns with NCLB• Using Baldrige and the PDSA will help
ensure improvements
Look at the Problem Systematically
METHODMETHOD
• Quality Tools• Plan-Do-Study-Act• Continuous Improvement
DIRECTIONDIRECTION
•Goals•Vision/ Goals•Mission•Strategic Plan •Curriculum•Site•Improvement PlanINTEGRATED SYSTEMINTEGRATED SYSTEM
•Leadership•Strategic Planning•Customer/ Market•Information Analysis•Process Management•Human Resources•Performance Results
PERFORMANCE
EXCELLENCE
METHODMETHOD
• Quality Tools• Plan-Do-Study-Act• Continuous Improvement
DIRECTIONDIRECTION
•Goals•Vision/ Goals•Mission•Strategic Plan •Curriculum•Site•Improvement PlanINTEGRATED SYSTEMINTEGRATED SYSTEM
•Leadership•Strategic Planning•Customer/ Market•Information Analysis•Process Management•Human Resources•Performance Results
PERFORMANCE
EXCELLENCE
For Example:
• If your state’s data shows that high school drop-out rates have increased this year and for the past three years…
• The improvement opportunity is obvious
• Is the cause of that problem as obvious?
Now What?
Collect data on the current system
You Say YOU HAVE DATA
• Data has been collected to determine progress:
–State Test Scores–Other locally determined indicators
• Data has been disaggregated to show student achievement in subgroups
• You have good data and a system to analyze it
Good News!
But Do You Know…
• If the students dropped out because of–A specific event at home or school–Below average achievement and they’re
afraid to take the “high stakes” test–Classes are too big and they’re “lost in
the system”–They’re bored with school and what it
offers
Ask the People Closest to the Problem…
• At-risk students…before they get to high school and at the high school
• Students who’ve dropped out already
• The staff that work with them today and in years past
• Parents
Involve Them in the Plan-Do-Study-Act Cycle
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
Define the System
Assess Current Situation
PLAN
Analyze Causes
Study The
Results
Standardize Improvements
Plan for Continuous
Improvement
ACT
DO
STUDY
Continuous Improvement Cycle for the School Improvement Process Designed by: Carol Ann Rush
Background: Prior to developing the on-line SIP process, school improvement was dependent on face-to-face support and training. As a result, rapid and simultaneous adjustments to goals/plans across the schools in the district were compromised.
Gap Analysis/Current Data: Currently, school improvement effectiveness is accelerated by utilization of the on-line process. Rapid adjustments to goals/plans by all schools is possible with all theory, processes, forms, tools, and data available 24/7. Face-to-face focus is now on accountability for goal achievement versus support and training.
Performance Target Gaps (based on 90%)
All ELL IEP GRADE 3 5 8 3 5 8 3 5 8
Reading % -7 -9 -7 * -63 -69 -42 -40 -44 Math % 2 -3 -14 * -48 -72 -15 -27 -61 Writing % -10 -2 -8 * -31 -36 -37 -25 -46
Outcome Statement/Improvement Theory: If we hold ourselves accountable for accomplishing the on-time priorities as shown on the SIP calendar, then we will reduce the number of students not meeting/exceeding academic goals set.
Process Improvement Gap:
Decision: § Standardize process § Improve process § Abandon process
Process Action Plan - Try Out the Improvement Strategy Who What When
Alignment of Dates to Priorities Carol Ann Rush Evaluate and
improve calendar October 2002
EDW application to specific school goals Carol Ann Rush Individual
demonstrations Oct. – Nov. 2002
Accountability to Calendar/Priorities Cabinet Scorecard on
Performance Targets Nov. – May 2003
Root Cause Analysis:
Bench-marking not
effective 2/1
Process improvement
– Not at classroom
2/3
Data are not seen as
individual students
2/2 EDW not utilized
effectively 3/1
In-process data are not
used 2/0
Calendar not
followed 0/4
Define the
System
Assess Current Situation
PLAN
Study the Results
Plan for Continuous
Improvement
ACT
DO
STUDY
Background: Students disruptive behavior on the bus was carrying over into the classroom. Principals identified student bus conduct as a major barrier to achieving our mission, to produce world-class learners. We also wanted to reduce the time between alleged incidences and problem resolution.
Gap Analysis/Current Data: Baseline data, year 2000-01: 1385 total incidences.
Root Cause Analysis: Within the department, we analyzed and separated data by school and incident. We determined opportunities existed for improvement in the following areas:
1. Constant observance 2. Consistent reinforcement and
immediate consequences
Goal/Improvement Theory: The Transportation Department believes if we videotape student behavior on the bus, then students will become more accountable for their actions and less time will be spent on problem resolution. Bus drivers will be able to focus more on driving safety than student behavior.
Process Action Plan - Try Out the Improvement Strategy Who What When
Install videotape equipment
Transportation Dept. mechanics
“All” small size busses
Fall 2004
Workshop on student behavior
Counselor from District 211
Improve bus driver awareness
August 2000
Improve bus conduct report form process
Director of Transportation
Electronic reporting
Spring 2004
Process Improvement Gap: 2001-02/2002-03 Aug Sept Oct Nov Dec Jan Feb Mar April May Jun Total JA 0/0 5/5 12/7 14/7 10/5 8/2 10/6 22/4 6/4 9/3 0/1 96/44 CR 0/0 8/7 3/2 2/4 2/8 1/1 1/3 6/1 2/4 10/4 0/0 35/34 KH 0/0 0/4 2/1 1/2 1/1 0/4 0/7 5/2 0/8 0/0 0/0 9/29 HR 1/0 2/0 7/16 16/0 8/1 2/6 2/0 13/1 2/1 7/4 1/0 61/29 TJ 0/0 2/6 4/2 1/0 2/1 1/5 3/4 2/5 0/2 1/0 0/0 16/25 MJ 0/1 2/7 8/0 1/8 5/4 10/2 11/5 8/3 2/1 0/5 2/2 49/38
LL 1/0 6/5 19/7 14/3 7/0 0/2 1/7 11/11 2/1 6/6 4/1 71/43 TLA 0/0 0/4 7/5 14/3 15/11 26/13 12/12 22/9 17/26 19/
25 2/2 134/110
LS 0/0 14/2 1/4 4/3 6/0 5/0 2/8 10/2 7/6 5/12 0/1 54/38 SRP 0/5 7/2 13/0 3/1 5/2 6/1 3/4 1/0 3/1 6/2 0/0 47/18 PH 0/0 9/10 22/4 0/0 1/1 1/2 4/3 5/0 3/1 3/3 0/2 48/26 GMS 3/0 8/0 8/8 12/7 7/8 4/14 12/15 14/26 7/36 24/
22 4/2 103/138
VL 0/0 17/6 1016 1310 2/11 6/6 29/10 11/3 5/6 6/4 4/0 103/72 FCW 0/0 4/3 3/3 1/1 1/0 1/0 2/2 4/2 1/4 1/0 0/0 18/15 WB 0/1 5/4 2131 9/1 10/7 8/2 6/5 8/4 5/4 19/
17 1/8 92/84
PG 2/0 1215 17/4 9/10 11/13 9/4 10/12 17/3 13/15 21/3 5/3 126/82 CS 0/0 4/5 8/10 3/12 2/0 5/7 0/2 4/3 6/11 5/9 0/0 37/59 WRS 0/0 7/8 18/2 1/2 1/3 3/6 4/4 0/3 8/1 5/1 0/0 47/30 WC 3/1 7/11 19/9 8/12 7/7 4/10 19/11 19/6 12/7 7/17 1/3 106/94 NC 0/0 7/3 0/0 1/2 1/0 3/2 4/0 1/1 9/1 5/0 0/1 31/0
10 8
126 107
202 131
127 88
104 83
103 89
135 120
183 89
110 140
159 137
24 26
1283 1018
Decision: The Transportation Department has decided to standardize the process by putting videotaping equipment on all busses; to consistently track student behavior by schools and incidents; and to work closely with the schools to improve student behavior.
Designed and Developed By: Bill Willetts
Continuous Improvement Cycle for Bus Conduct Report
Standardize Improve- ments
Phil Crosby Once Said…• “Problems breed problems, and the lack of a
disciplined method of openly attacking them breeds more problems.”
• Deming’s PDSA improvement cycle is a disciplined method of “attacking” problems
• Educators learn to make data-driven decisions
• Learn to respect the facts shown through data
W. Edwards Deming’s Theory of Management states
When there is a problem,
85% of the time it is with the system
15% of the time it will be with the workers
I challenge you to study your systems