1. Implementing Continuous Process Improvement in Our Schools
Write introduction questions on a flipchart:
1. Your name?
2. Where you work?
3. What are your goals for this week?
4. What do you like to do when not at work?
5. Kaizen experience?
Learning Supports
Kaizen Event Training

2. Housekeeping Begin on time – 8:00 am Cell phones on vibrate
End hopefully 5:30 PM
Cell phones on vibrate
Laptops off
Breaks during the day
Lunch and afternoon snack provided
Restrooms in 409.

3. Agenda Monday Tuesday – Examine current process map
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

4. 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

5. Education’s Challenge
Do more with less….
Expand Services
Improve Student Performance
Meet Increasing Public Goals
Keep Students in School
Meet Workplace Requirements
Compete for:
funding
talent
students
community growth & quality of life
“hearts and minds” of the general public.

6. 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.

7. Learning Supports Overview
Kaizen Event
April 13-16, 2009

8. 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?

10. 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?

11. 1 2 = 3 = Successful in School Barriers to Learning Range of Learners
Core Instruction
Successful in School
= Motivationally ready & able to learn 1
Barriers to Learning
2 =
Encounter some barriers and may be lacking prerequisite knowledge & skills
Learning Supports
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
Group 1: The % of students who come ready and able to learn varies from
0-75%. The number in this group is decreasing every year.
Group 2: Lacking prerequisite skills & knowledge
Different learning styles & rates
Minor vulnerabilities
Group 3: Highly deficient in current abilities
May have disabilities
May have major health problems
Posters depicting the Content Areas have been posted around the room.
3 =
Encounter complex and intensive barriers to learning
See packet of available learning supports in our district – in your folder

12. 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

13. 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

14. 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

15. Psychological Testing
Clinic
HIV/Aids Prevention
After-School Programs
Health Services
Special Education
Physical Education
Violence & Crime Prevention
Health Education
Nutrition Education
Student Services
Juvenile Court Services
School
School Lunch Program
Drug Prevention
Community-Based Organizations
Counseling
Take a minute to look at the topics on this slide, and briefly discuss with the person sitting next to you whether they support student learning.
Drug Treatment
Mental Health Services
Social Services
Pregnancy Prevention
Smoking Cessation For Staff
STI Prevention
Codes of Discipline
Child Protective Services
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.

16. 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?

17. 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.)

18. What do we want students to know?
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
Identify areas of
strength and weakness?
What do we want students to know?
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
HOW do we know
if they have learned it?
What do they know?
What have they learned?
Action Research
Overview
for
Professional
Learning Communities DO
1. 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 Plan
3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning
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)
What evidence do we have
of the learning?
Most effective/best practice
teaching and learning strategies?
The questions are essentially the same as PDSA is applied to answer the key questions at the classroom level. The emphasis is on student learning expectations, evidence of learning and responses to struggling learners.
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
Have they learned it?
What do we do if they don’t?
How do we respond if they don’t?

19. 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)
PLC questions and information at the classroom level to respond

20. 1 2 = 3 = Successful in School Barriers to Learning Range of Learners
Core Instruction
Successful in School
= Motivationally ready & able to learn 1
Barriers to Learning
2 =
Encounter some barriers and may be lacking prerequisite knowledge & skills
Learning Supports
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
Group 1: The % of students who come ready and able to learn varies from
0-75%. The number in this group is decreasing every year.
Group 2: Lacking prerequisite skills & knowledge
Different learning styles & rates
Minor vulnerabilities
Group 3: Highly deficient in current abilities
May have disabilities
May have major health problems
Posters depicting the Content Areas have been posted around the room.
3 =
Encounter complex and intensive barriers to learning
See packet of available learning supports in our district – in your folder

21. See A System of Student Learning Supports packet – in your folder
Intensive
Supplemental
Core
See A System of Student Learning Supports packet – in your folder

22. = ≠ 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

23. Focusing solely on instruction
Range of Learners
Core Instruction
Successful in School
= Motivationally ready & able to learn 1
Barriers to Learning
2 =
Encounter some barriers and may be lacking prerequisite knowledge & skills
Learning Supports
Focusing solely on instruction
will not
help students
in groups 2 & 3 succeed
Group 1: The % of students who come ready and able to learn varies from
0-75%. The number in this group is decreasing every year.
Group 2: Lacking prerequisite skills & knowledge
Different learning styles & rates
Minor vulnerabilities
Group 3: Highly deficient in current abilities
May have disabilities
May have major health problems
3 =
Encounter complex and intensive barriers to learning
See packet of available learning supports in our district – in your folder

24. Learning Supports Teachers can teach Students can learn
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

25. 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

26. From this… To this...
A comprehensive Learning Supports framework will help us clean things up.

27. 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

28. 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

29. 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
Kim’s section

30. 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

31. Carnegie Council on Adolescent Development, 1989
“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