Implementing Continuous Process Improvement in Our

SchoolsLearning Supports

Kaizen Event Training

HousekeepingBegin on time – 8:00 am

End hopefully 5:30 PMCell phones on vibrate Laptops offBreaks during the dayLunch and afternoon snack providedRestrooms in 409.

Agenda

Monday AM = Kaizen Event Charter & Training PM = Map & Critical Attributes

Tuesday – Examine current process map Value added/delays/barriers to flow/root cause Affinity. Fishbone, Root Cause

Wednesday – Map future process Solutions – King/Queen Assign tasks

Thursday – Examine future SOP AM = Team tasks PM = Report Out

Introductions Name

Role with the district How long with district Why – expectations Answer one of these questions

Something you like to do outside of work? Something no one else here knows about you

Any experience with Kaizen

Education’s Challenge

Compete for: funding talent students community growth

& quality of life “hearts and minds”

of the general public.

Do more with less…. Expand Services Improve Student

Performance Meet Increasing Public

Goals Keep Students in School Meet Workplace

Requirements

CRCSD’s Response Established Strategic

Plan focused on Customer Satisfaction and Continuous Improvement.

Vision, mission, values, goals and guiding philosophy of each department are aligned.

Student Services Improvement Plan 2006-2010

Coordinate learning supports that address barriers to student success.

Promote a safe, healthy, caring environment.

Strengthen linkages & collaboration among schools, families, and communities.

Enhance student physical, social, emotional and behavioral development.

Foster student connectedness / engagement to school.

VISION

STUDENT SERVICES MISSION

CORE VALUES

STUDENT SERVICES IMPROVEMENT GOALS

GUIDING PHILOSOPHY

Continuous Improvement

Customer Satisfaction Data-Driven Decisions

Learning for All Teamwork

Visionary Leadership

Excellence for All

To support academic success and social, emotional, behavioral and physical health of all students.

Learning SupportsOverview

Kaizen EventApril 13-16, 2009

What % of our students arrive at school…

Eager for class to begin and ready to learn? Well-rested? Well-fed? On time? Free from peer and family problems? Appropriately dressed? With the right books and materials? With homework completed?

More Questions...

How can we help students benefit from quality instruction?

How can we effectively address barriers to learning so that all students have the opportunity to be successful in school?

Barriers to

Learning

Learning Learning SupportsSupports

Successful in School

Core InstructionRange of Learners

= Motivationally ready & able to learn

1

2 =

Encounter some barriers and may be lacking prerequisite knowledge & skills

3 =

Encounter complex and intensive barriers to learning

1. Supports / Supplements to Instruction

2. Family Supports and Involvement

3. Community Partnerships

4. Safe, Healthy, and Caring Environments

5. Transitions

6. Child/Youth Engagement

See packet of available learning supports in our district – in your folder

Learning Supports

A focused effort to strengthen and coordinate strategies which support the learning environment

Utilize model similar to reading and math. Ongoing & focused Research-based

Learning Supports Goals

Increase academic achievement Improve student attendance Reduce the number of office referrals and

suspensions for disciplinary reasons Provide more timely access to counseling,

mental health and substance abuse services Improve student interactions with peers Improve student interaction with adults Improve student social skills

Learning Supports Goals…

Improve faculty and staff consistency Increase faculty and staff knowledge and skill

levels in identifying, referring, and monitoring students in need of learning supports

Increase parent involvement related to student achievement

Increase and coordinate collaboration with community organizations that provide services to youth and families

Student Services

Special Education

Physical Education

After-School Programs

Psychological Testing

Health Education

HIV/Aids Prevention

Health Services

Clinic

Nutrition Education

School Lunch Program

Drug Prevention

Drug Treatment

Counseling

Smoking Cessation For

StaffCodes of Discipline

Pregnancy Prevention

Social Services

Child Protective Services

STI Prevention

Community-Based

Organizations

Mental Health

Services

Juvenile Court Services

Violence & Crime

Prevention

School

Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998).Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.

Fragmentation

Many, many supports available in our schools, district and community

How easy is it to access these supports?

Do teachers, students, families, support staff know that these supports are available?

Do they know how to access these supports?

Think about….

If Robert were a teacher in your building, what would he say about the ease of accessing support for students he has concerns about (academic, behavioral, social, etc.)

If Robert were a student in your building, what would he say about the ease of accessing help for concerns he has about himself as a learner, behaviorally, socially, etc.

If Robert were a parent in your building what would he say about the ease of accessing help for concerns he has about his child (academic, behavioral, social, etc.)

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?

HOW do we know HOW do we know if they have learned it?if they have learned it?

What evidence do we have What evidence do we have of the learning?of the learning?

PLC Critical Questions

What do we want students to know and be able to do? Standards/Benchmarks (Learning Outcomes) Classroom SMART goals

How will we know if they can do it? Formative assessments Multiple data sets

How will we respond when they can’t do it / or if they already have it? Differentiated Instruction Systems of intervention (supplemental to intensive)

Barriers to

Learning

Learning Learning SupportsSupports

Successful in School

Core InstructionRange of Learners

= Motivationally ready & able to learn

1

2 =

Encounter some barriers and may be lacking prerequisite knowledge & skills

3 =

Encounter complex and intensive barriers to learning

1. Supports / Supplements to Instruction

2. Family Supports and Involvement

3. Community Partnerships

4. Safe, Healthy, and Caring Environments

5. Transitions

6. Child/Youth Engagement

See packet of available learning supports in our district – in your folder

Intensive

Supplemental

Core

See A System of Student Learning Supports packet – in your folder

Learning Supports

Learning Supports Referral

= Accessing any supports student

needs to be successful at

school

Learning Supports Referral

≠ Automatically accessing the

pathway to IDM / Special Education

supports

Barriers to

Learning

Learning Learning SupportsSupports

Successful in School

Core InstructionRange of Learners

= Motivationally ready & able to learn

1

2 =

Encounter some barriers and may be lacking prerequisite knowledge & skills

3 =

Encounter complex and intensive barriers to learning

Focusing solely on instruction will not

help students in groups 2 & 3 succeed

See packet of available learning supports in our district – in your folder

A continuum of core, supplemental, and intensive support services which create and maintain safe and respectful environments in which: Teachers can teach Students can learn Parents and community partners can

contribute Successful social, emotional, behavioral, and

learning outcomes are achieved

Learning Supports

Current State…

Current referral process is fragmented and varies from building to building

This fragmentation makes it difficult for stakeholders to consistently access supports, so that all students have equal access to supports

From this… To this...

Student Services Team Background

Develop a systematic, efficient framework for the schools in our district to address barriers to learning Using Adelman and Taylor model Iowa guide: Developing Our Youth: Fulfilling a

Promise, Investing in Iowa’s Future Blend with current district practices (PLCs,

continuous improvement, formative assesment, Doing Our PARRT, PBS, etc.)

Map resources at a district level Provide structure for buildings to continue this

mapping process at a building level

Charter / Scope of Kaizen Event

This event will address the development of a standard

operating procedure for accessing learning supports that can be used by all stakeholders

in the CRCSD.

See Kaizen Charter – in your folder

A standard operating procedure for accessing learning supports will:

Identify existing strengths in the process Identify gaps and address needs in existing

process Mobilize existing resources in anticipation of

tomorrow’s needs for students and staff Create a system of cohesiveness and

transparency for students, parents and staff Gives permission to “let go” of antiquated

thinking and practices

Objectives of this event:

To develop (and implement ’09-’10) a district-wide standard operating procedure that can be used by any district stakeholder to address concerns that they have about a student Improve efficiency of existing processes by improving

flow and reducing waste Remove non-value added steps in existing processes Ensure that we utilize the tools we have effectivley

To determine methods that will measure the effectiveness of this referral process

To clarify the roles and functions of team members

See Kaizen Charter – in your folder

“School systems are not responsible for meeting every need of their students. But,

when the need directly affects learning, the school must meet

the challenge.”Carnegie Council on Adolescent Development, 1989