The continuous improvement cycle document outlines a process for ongoing evaluation and improvement of student learning, operations, planning, and stakeholder engagement. Key components include collecting inputs like resources, data, and staff time to inform school processes and drive outcomes in areas such as learning, operations, and satisfaction. It emphasizes using data to monitor variability and make adjustments.

1. Continuous Improvement Cycle
Inputs Processes Outcomes
•Financial Resources •Student Learning •Learning
•Human Resources •Operations •Financial
•Physical Resources •Planning, Prioritization, •Operational
•Staff contracts/time Decision Making •Engagement
•Professional •Consultation •Satisfaction
Development
•Students & Families
**High Variability** **Low Variability**
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2. Pro-Pay: At-A-Glance
Pro-Pay Component Expectations
Building Goal Implement strategies that support a building goal
focused on student achievement and aligned with core
instruction.
Collaborative Team Goal Engage in the development and implementation of a
collaborative team goal that addresses one of your
school improvement goals.
Personalized Professional Develop and implement a professional learning plan
Learning Plan that is personalized, aligned with your school
improvement goals and building PD plan, and aligned
with the teaching license renewal expectations.
Observations and Demonstrate your professional practice through 3
Instructional Coaching formative observations and coaching sessions
conducted by 2 different observers (instructional coach
and another trained observer).

3. Alignment of Effort
District Focus Q-Comp
School Improvement Plan (SIP) Building Goal
Continuous Improvement Monitoring
Process (CIMP) Plan
Collaborative Teams Collaborative Team Goal
Building Professional Development Plan Personalized Professional Development
Plan/Observations
Leadership Opportunities Career Ladder Positions

4. Career Ladder Positions

5. Clear to Partly Cloudy
• What became clearer as a • What is still partly cloudy?
result of our learning
yesterday?

6. The Role of Norm(s)
“Teams improve their ability
to grapple with the critical
questions when they clarify
the norms that will guide
their work. These collective
commitments represent the
‘promises we make to
ourselves and others,
promises that underpin two
critical aspects of teams—
commitment and trust.’”
~Katzenbach & Smith, 1995

7. Getting Clearer: Multiple Measures

8. The School Improvement Plan Framework
Systems of Culture and Community
Core Instruction
Interventions Climate Engagement
PD Plan
PD Plan PD Plan PD Plan

9. Timelines for SIP/PD Plans
Review Data
Complete Self- Bring Data from
(continuous Share Current Reality
Assessments on Self-Assessments; Share Current Reality Share Current Reality improvement (4 data sources); Share
Learning, Develop SMART (at least 2 data (at least 2 data cycle) and Learning, Progress, and
Collaboration, Goals; Focus on sources); Share Data sources); Share Plans Develop 2012- Data at DLT; Share
Results; Develop Action and PD and Narratives or for Exploring Data 2013 Plans 2012-2013 Plans (draft)
Current Reality Plans Visuals about SIP Sources, SIP Progress
September October November December January/February March April/May June
Analyze Student Share Additional Share Emerging Share Emerging
Data Analysis for Explore Processes for Results from Action Results from Action
Achievement Data; ;
Current Reality; Demographic and Plans; Share Summary Plans; Share Summary
Explore Other School
Share Emerging Perception Data; of Professional of Professional
Process Data
Action Plans; Discuss Explore Learning Learning; Focus on Learning; Focus on
Sources; Learn about
Creating Narratives, Connected to Action Continuous Continuous
Data Collection on
Visuals for SIP Data Plans (i.e., core Improvement Cycle Improvement Cycle
Staff Learning
instruction, system of
interventions)

10. Constructivist Listening Dyad
• Join a colleague from a
different vertical
collaborative team and
from a different level
(where possible).
• Use the constructivist
listening dyad protocol to
discuss the focus of the
passage.
• Discuss the concepts of
trial and error, risk, and
community.

11. 5 Whys: The What and the How
What is it: How to use it:
The 5 Whys is a question asking • Write down the specific problem.
method used to explore the Writing the issue helps you to
cause/effect relationships underlying formalize the problem and describe it
a particular problem. Ultimately, the completely. It also helps a team focus
goal of applying the 5 Whys method on the same problem.
is to determine a root cause of a • Ask "Why" the problem happens and
defect or problem. By repeatedly write the answer down below the
asking the question "Why" (five is a problem.
good rule of thumb), you can peel • If the answer you just provided
away the layers of symptoms which
can lead to the root cause of a doesn't identify the root cause of the
problem. Very often the underlying problem that you wrote down in step
reason for a problem will lead you to 1, ask “Why” again and write that
another question. Although this answer down.
technique is called "5 Whys," you • Loop back to step 3 until the team is
may find that you will need to ask the in agreement that the problem's root
question more or less than five times cause is identified. Again, this may
before you find the root cause of the take more or less than five “Whys”.
problem.

12. SIP: Where Have You Been?
• Use the timeline to
document the steps you
have taken to develop
your SIP plan.
• What work have
you done on your
SIP plan to date?

13. Creating a Narrative
• Creating a narrative—or telling your story of your
learning and doing—is an essential part of
developing and monitoring your SIP plan.
• As your site monitors and documents your
progress, you will need to systematically record
the processes for developing your SIP, the impact
of adult learning, and the results from
collaborative teams.
• Here’s an option that will be studied further:
http://sksssip.blogspot.com/

14. Individual Narrative
• Determine protocols for
individuals to systematically
document the learning and
doing
• Build in structures where
individuals draw conclusions
about their work and inform
their practice and professional
learning
• Have individuals analyze their
learning and work at the end of
the year
– What did I learn this year?
– How did I grow and change as a
result of my learning?
• Celebrate the learning and doing
of individuals

15. From Individual to Team Narrative
1. Provide time for teams to
systematically document
When individuals
their learning and doing begin sharing and
with one another collectively
2. Have teams determine
protocols to monitor and
building their
inform their learning and narratives, the
doing team narrative
3. Have teams summarize
their learning and doing
starts to take
4. Celebrate the learning shape, as well
and doing of teams

16. From Team to Building Narrative
As teams engage in the
1. Determine protocols and
processes for your building to
development of their
synthesize the learning and narratives, their
doing of your teams collective “story”
2. Determine a mechanism for
how the synthesis of your
shapes the building’s
building’s learning and doing narrative, as well.
are documented and
celebrated

17. From Building to District Narrative
1. Systematically embed
protocols and processes for The richness of our
buildings to share and district’s narrative is
celebrate their learning and
doing at principal meetings,
based on the
at DLT meetings, and other collective stories
data share fair opportunities from buildings,
departments, and
programs.

18. Continuous Improvement in Action
(Initially Shared 9/22/2011)

19. Walk & Talk: Processing the Protocol
• Join a colleague from your
vertical collaborative team
and discuss the following
two questions during a 10
minute walk and talk.
– How does what you
experienced today inform
and/or shape your work
leading collaborative
teams?
– What did we hear or learn
that impacts our work with
the SIP and PD plans?

20. PD: Aligned and Personalized

21. Aligning Our Efforts
Think about our collaborative efforts
to deepen our teachers’ engagement
with and understanding of Question
1.
1.Curriculum will continue to facilitate
the development of units of
instruction based on standards and
best practice.
2.PD will structure district PD
meetings to structure collaborative
meetings and sustain teachers’
engagement with question 1.
3.Buildings will develop their action
plan on core instruction to sustain
and deepen teachers’ work on
question 1.

22. Looking Ahead: November 17
• Process Core Instruction
Action Plans
• Provide feedback about
MCA IIIs testing
• Provide feedback about
the District AYP plan
• Engage in reflection
protocol regarding work
of TLT

23. Triad Sharing Learning
• Form a triad by joining
two colleagues from
different clusters.
• Share insights you
gained about
developing,
implementing, and/or
monitoring your SIP’s
work.

24. Collaborative Team Work & Time
As you review the processing about the leading and doing of collaborative teams
that we discussed last Wednesday and other resources, identify the “non-
negotiables” for how our collaborative teams need to function?
Think Descriptive Checklist!

25. Developing Formative Assessments
Essential Assessment Assessment Assessment Assessment
Outcome Option 1 Option 2 Option 3 Option 4
Create, document a variety of
Document essential assessment options to check for and
learning outcomes, demonstrate student understanding
essential knowledge,
essential skills that students
need to learn

26. Action Plan: Essential Questions
(Initially Shared: 8/18/2011)
• What actions or strategies
are needed?
• What will you document as
evidence of impact? Of
implementation?
• What resources will you
use?
• Who will be responsible?
• What are your timelines
and processes for
monitoring?

27. Focus on Continuous Improvement
• Plan
– Collect and analyze data
– Identify goals
– Identify strategies focused on
improvement
– Determine progress monitoring
processes and timelines
• Do
– Implement strategies
– Monitor and document progress
• Study
– Assess the impact of the strategies
– Monitor results
• Act
– Use data to modify plan
– Develop on-going efforts focused
on improvement

28. A Moment For…

29. Coming to “Con-Senses”…
Join the SEE, HEAR or FEEL groups from
the other two clusters.
Generate a comprehensive list of
behaviors that we expect to be present.
Be ready to share with the other
“senses.”

30. 60 Second Lecture
1. Identify one of the big
ideas about which you
would like to share
with the whole group.
2. Using the “60 Second
Lecture” protocol,
share what your site
December 7, 2011
has done and what
you plan to do next
regarding learning,
collaboration, or
results.

31. 60 Second Lecture or Pink Flamingo
60 Second Lecture Protocol
The 60 second lecture, also
known as the pink flamingo,
requires the person sharing
to report to the whole
group to stand on one-leg
and summarize their team’s
reflection on theDecember
prompts 7, 2011
provided.
Preferably, those in yoga
are not invited to share. 