What is Category 6.0 Management of Classroom Processes? Why is it important? What would it look like in action? Assessing the Classroom Learning System Classroom Resource Guide page 15  Jim Shipley & Associates, 2003

Students as Co-Producers of Learning Classroom & Student Learning Processes Workbook page 6 Operational Below the Line The Work Core is where the work of achieving the learning goals happens. Getting Started – The Work Core  Jim Shipley & Associates, 2003

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

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

PDSA - Bainbridge Elem.

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

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. TSP II Page 10 Background, Common Ground A Baldrige-based classroom, runs on information and data.  Jim Shipley & Associates, 2003

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.

Assessing the Classroom Learning System 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 Classroom Resource Guide page 13  Jim Shipley & Associates, 2003

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

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

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

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

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

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

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

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

1.Communicate expected performance to all students. Define the barbell! 2.Determine the number of students who meet this standard. Expect 100% to know all essential or critical content. Using Classroom Data for Improvement 3.Display classroom data charts that show current level of performance; in other words how many students have learned all critical content. Workbook page 49 Getting Started – The Brain Center Results Measurement Analysis Knowledge  Jim Shipley & Associates, 2003

Classroom Information System Goal What we need to do well together MeasuresDate We HaveData We Need All students will read at or above grade level March Proficiency Previous year results Faster turn- around Short-cycle assessments Getting Started – The Brain Center Workbook page 48 Results Measurement Analysis Knowledge Identify the data you have and the data you need. Team Work Time  Jim Shipley & Associates, 2003

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

Use the following questions to analyze classroom and student data: 1.What question are we trying to answer? 2.What do the data seem to tell us? 3.What don’t the data tell us? What else might we want to know? 4.What good news is here for us to celebrate? 5.What opportunities for improvement are suggested by these data? From Getting Excited About Data, Edie Holcomb Data Questions Workbook page 50 Getting Started – The Brain Center Results Measurement Analysis Knowledge  Jim Shipley & Associates, 2003

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

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

Grade 3 Elk Neck Elem.