1. Education for the Future http://eff.csuchico.edu Bradley J. Geise bgeise@csuchico.edu Using Data for Continuous School Improvement

2. Education for the Future BackgroundBackground California State University, Chico California State University, Chico Education for the Future – Non-Profit Initiative Education for the Future – Non-Profit Initiative Victoria L. Bernhardt, Exec Director Victoria L. Bernhardt, Exec Director Funded by contracts. Funded by contracts. 15 Books, Conferences, Institutes, Workshops. 15 Books, Conferences, Institutes, Workshops. Manage long-term implementation contracts. Manage long-term implementation contracts. California State University, Chico California State University, Chico Education for the Future – Non-Profit Initiative Education for the Future – Non-Profit Initiative Victoria L. Bernhardt, Exec Director Victoria L. Bernhardt, Exec Director Funded by contracts. Funded by contracts. 15 Books, Conferences, Institutes, Workshops. 15 Books, Conferences, Institutes, Workshops. Manage long-term implementation contracts. Manage long-term implementation contracts.

5. Education for the Future Today’s Focus The Processes That Produce Our Results The Processes That Produce Our Results

6. Education for the Future OutcomesOutcomes The importance of process measurement in comprehensive data analysis. The importance of process measurement in comprehensive data analysis. The specific role of organizational processes and the importance of assessing these as a staff. The specific role of organizational processes and the importance of assessing these as a staff. The importance of process measurement in comprehensive data analysis. The importance of process measurement in comprehensive data analysis. The specific role of organizational processes and the importance of assessing these as a staff. The specific role of organizational processes and the importance of assessing these as a staff. Everyone knows:

7. Education for the Future AgendaAgenda Review the role of process measurement in comprehensive data analysis. Review the role of process measurement in comprehensive data analysis. Assess systems-level processes / how you are doing relative to CIPlanning with the Continuous Improvement Continuums. Assess systems-level processes / how you are doing relative to CIPlanning with the Continuous Improvement Continuums. Review the role of process measurement in comprehensive data analysis. Review the role of process measurement in comprehensive data analysis. Assess systems-level processes / how you are doing relative to CIPlanning with the Continuous Improvement Continuums. Assess systems-level processes / how you are doing relative to CIPlanning with the Continuous Improvement Continuums.

14. Continuous Improvement Cycle Mission Vision

15. Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Mission succinctly defines the fundamental purpose of an organization or an enterprise, describing why they exist. Education for the Future

16. Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Vision defines the desired or intended future state of an organization or enterprise in terms of its fundamental objectives relative to key, core areas (curr, inst, assess, environ). Education for the Future

17. All Data Analysis Must Lead Us To The Processes That Produce Our Results

22. Assessing Processes Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change their processes to create the results they really want. Where are we now? Education for the Future

23. Measuring School Processes Processes include…  Actions, changes, functions that bring about a desired result  Curriculum, instructional strategies, assessment, programs, interventions …  The way we work. Education for the Future

24. Measuring School Processes  The missing link in improving K-12 education  The missing link in meeting NCLB requirements Education for the Future

26. Measuring School Processes If you are not monitoring and measuring program implementation, the program probably does not exist. Education for the Future

27. Measuring Processes With The CICs Where are we now? Education for the Future

28. Continuous Improvement Continuums Assessing Process Across the School/ District System Education for the Future

29. Continuous Improvement Continuums Continuums Systems level process measurement tool. Systems level process measurement tool. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Systems level process measurement tool. Systems level process measurement tool. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Assessment of where you are in the Continuous Improvement Planning process that involves all staff and presents the opportunity to prescribe specific next steps. Education for the Future

30. Continuous Improvement Continuums Assessing Process Across the School/ District System A consensus assessment of the system by all staff. Next steps… A consensus assessment of the system by all staff. Next steps… Important benchmark to see strengths vs. challenges to Important benchmark to see strengths vs. challenges to implement change, links between continuums. A consensus assessment of the system by all staff. Next steps… A consensus assessment of the system by all staff. Next steps… Important benchmark to see strengths vs. challenges to Important benchmark to see strengths vs. challenges to implement change, links between continuums. The 7 continuums describe the school/district system. The 7 continuums describe the school/district system. Information and Analysis Information and Analysis Student Achievement Student Achievement Quality Planning Quality Planning Professional Development Professional Development Leadership Leadership Partnership Development Partnership Development Cont. Improvement and Evaluation Cont. Improvement and Evaluation Information and Analysis Information and Analysis Student Achievement Student Achievement Quality Planning Quality Planning Professional Development Professional Development Leadership Leadership Partnership Development Partnership Development Cont. Improvement and Evaluation Cont. Improvement and Evaluation Education for the Future

31. Continuous Improvement Continuums Coming to Consensus Individually, think about where you would place your Individually, think about where you would place your school within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Individually, think about where you would place your Individually, think about where you would place your school within the continuums. Come to consensus Come to consensus Identify and document next steps. Identify and document next steps. Education for the Future

32. Please see if you can identify where your school district is right now with respect to Information & Analysis — APPROACH, IMPLEMENTATION, and OUTCOME Information and Analysis Education for the Future

33. Student Achievement Education for the Future “Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment… If people don’t have their own vision, all they can do is‘sign up’for someone else’s. The result is compliance, never commitment.” Peter Senge, The Fifth Discipline

34. Preconditions for School Improvement Education for the Future  Instructional Coherence.  A Shared Vision for School Improvement.  Data-Driven Decision Making.

35. Quality Planning Education for the Future “Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world” Joel A. Barker

36. Quality Planning Education for the Future  Mission, vision, goals.  One action plan to vision.  Budget matches action plan.

37. LeadershipLeadership Education for the Future “An essential factor in leadership is the capacity to influence and organize meaning for the members of the organization.” Tom Peters

38. LeadershipLeadership Education for the Future  Assists everyone in the organization in implementing the vision.  Structures in alignment with the vision.  Roles and responsibilities.  Effective meetings.

39. Professional Learning Education for the Future “It’s easy to get the players. Getting‘em to play together, that’s the hard part.” - Casey Stengel

40. Professional Learning Education for the Future  Includes everyone on the staff.  How to implement the vision.  Planned in advance.

41. Partnership Development Education for the Future “The key to effective partnerships— Both parties must contribute and both parties must benefit.” -Jere Jacobs

42. Partnership Development Education for the Future  Start with what we expect students to know and be able to do.  Collaborate with:  Parents  Community  Businesses

43. Continuous Improvement and Evaluation Education for the Future “Continuous improvement causes us to think about upstream process improvement; not downstream damage control.” -Teams & Tools

44. Continuous Improvement and Evaluation Education for the Future  Align elements to vision.  Systems thinking.  Next steps.  Evaluate all parts of the system.

47. Next Steps Education for the Future