1. 1 Leadership for Achievement August 7, 2009

2. 2 Building Blocks The PDCA Instructional Process is grounded in three sets of ideas: – Effective Schools – Total Quality Management – Malcolm Baldrige Criteria For Performance Excellence

3. 3 TQM Defined as “an operational theory of management and set of process tools for implementation.” Do it right the first time! Continuous Improvement Cycles (PDCA) Don’t fix blame, fix the system!

4. 4 Who’s To Blame? The college professor said: Such rawness in a student is a shame, lack of preparation in high school is to blame.

5. 5 Who’s To Blame? Said the high school teacher: Good heavens! That boy’s a fool. The fault of course is with the middle school.

6. 6 Who’s To Blame? The middle school teacher said: From stupidity may I be spared. They sent him in so unprepared.

7. 7 Who’s To Blame? The primary teacher huffed: Kindergarten blockheads all. They call that preparation— why, it’s worse than none at all.

8. 8 Who’s To Blame? The kindergarten teacher said: Such lack of training never did I see. What kind of woman must that mother be.

9. 9 Who’s To Blame? The mother said: Poor helpless child. He’s not to blame. His father’s people were all the same.

10. 10 Who’s To Blame? Said the father at the end of the line: I doubt the rascal’s even mine. Anonymous

11. 11 “Effective Schools” Philosophy Characteristics Of Effective Schools: – Strong instructional leadership – High expectations of student achievement for ALL students – Pervasive and broadly understood instructional focus – Safe and orderly school climate conducive to teaching and learning – Measures of pupil achievement as a basis of program evaluation

12. 12 Brazosport ISD

13. 13 TAAS Velasco Elementary DEMOGRAPHICS: Economically Disadvantaged80.4% African American 19.6% LEP36.5%Hispanic59.8% Mobility 25.6% White20.1% Math92-9393-9494-9595-9696-9797-9898-9999-0000-01 All Students36.6%55.9%55.0%76.9%92.0%97.3%96.2%98.5%99.1% African American19.9%40.6%36.6%67.9%83.8%96.2%95.3%98.4%95.7% Hispanic33.3%44.9%48.7%69.3%91.3%96.3%95.8%98.2%99.5% White45.8%70.8%69.7%90.1%95.5%98.9%96.9%98.9%99.4% Eco Disadvantaged 22.0%49.0%46.5%66.1%88.9%96.2%95.5%97.3%98.9%

14. 14 TAAS Freeport Intermediate DEMOGRAPHICS: Economically Disadvantaged62.9% African American 10.4% LEP 4.2%Hispanic51.3% Mobility 20.2% White37.8% Math92-9393-9494-9595-9696-9797-9898-9999-0000-01 All Students36.6%55.9%55.0%76.9%92.0%97.3%96.2%98.5%99.1% African American19.9%40.6%36.6%67.9%83.8%96.2%95.3%98.4%95.7% Hispanic33.3%44.9%48.7%69.3%91.3%96.3%95.8%98.2%99.5% White45.8%70.8%69.7%90.1%95.5%98.9%96.9%98.9%99.4% Eco Disadvantaged 22.0%49.0%46.5%66.1%88.9%96.2%95.5%97.3%98.9%

15. 15 TAAS Brazosport High School DEMOGRAPHICS: Economically Disadvantaged54.1% African American 12.1% LEP6.6%Hispanic50.2% Mobility 25.8% White35.7% Math92-9393-9494-9595-9696-9797-9898-9999-0000-01 All Students65.5%57.5%53.5%82.0%85.8%90.9%94.0%98.6%99.1% African American14.3%29.4%28.0%75.0% 82.4%96.2%95.8%96.2% Hispanic57.5%50.0%50.7%74.7%83.5%91.6%93.1%98.9%99.1% White81.0%71.8%63.9%91.3%95.2%91.7%94.3%97.9%100% Eco Disadvantaged 53.2%45.5%44.8%81.7%81.2%87.4%91.7%97.2%99.1%

16. 16 PDCA Instructional Model 8.Monitoring 7.Maintenance 2.Timeline Development 4.Assessment 3.Instructional Focus 5.Tutorials 6. Enrichment 1.Data Disaggregation

17. 17 Plan/Do/Check/Act Cycle

18. 18 From Theory To Practice What the PDCA Cycle offers… A proven track record for success A step-by-step methodology for improving schools A process built on the foundation of Effective School Characteristics An alignment of planning, instruction, and assessment An emphasis on the core curricula of reading, writing, and mathematics

19. 19 Disaggregate Data Plan

20. 20 Test Talk

21. 21 Plan

22. 22 Do

23. 23 Check

24. 24 Act

25. 25 Act

26. 26 Check

27. 27 Check

28. 28 Benefits Gives teachers flexibility in how to teach by focusing on what to teach. Emphasizes key skills for every student. Allows students to retain skills in order to build higher skills.

29. 29 Benefits (continued) Aligns planning, instruction, assessment, and support toward student performance. Removes subjectivity and replaces it with a focus on results. Test scores validate standards instruction. It is a proven approach that achieves results.

30. 30 = Programs Random Acts Of Improvement GOALS StudentAchievement SystemPerformance

31. 31 Aligned Acts Of Improvement In an aligned system… … improvement efforts are integrated and results-oriented

32. 32 Results Does It Work?

33. 33 A Record of Improvement

34. 34 Warren Township, IN Heather Hills Elementary Grade 3 ISTEP+

35. 35 Chicago Public Schools Eight Step Schools Average for Ten Schools Before PDCA 1999-2005 Citywide Average All Non-PDCA Schools 2006-08 Tilton School 2006-08 Faraday School 2006-08 Finkl School 2006-08 Cather School 2006-08 Cardenas School 2006-08 Low Income Families Citywide 85% PDCA Schools 96%

36. 36 Muscatine High School, Muscatine, IA Achievement Scores

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39. 39 Highlights of Success Mount Clemens (MI) Community Schools MEAP Results 2005 Grade 5 Social Studies

40. 40 Highlights of Success Mount Clemens (MI) Community Schools MEAP Results 2005 Mount Clemens Middle School, Grade 7

41. 41 Harbor Beach, MI

42. 42 Harbor Beach, MI

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46. 46 It is perfectly all right to teach students curricula over which they will not be tested, but in this day of accountability for results, it’s fool hardy to test students on curricula they have not been taught and taught to mastery...

47. 47 Teaching one thing and testing another tends to discriminate against the socioeconomically poor and disadvantaged students, since they are the most dependent on the school as the source for their academic learnings. —Dr. Larry Lezotte

48. 48 Training Information For information regarding training or scheduling a presentation, please contact: Patricia Davenport pdavenport@equityineducation.com 832.721.6202