Support Staff
High Performing
Classroom
Learning Systems
 Jim Shipley & Associates, 2003
Parents
Improving the Classroom Learning System
Strategic
Above the Line
Learning
Standards
Teacher as Leader
Class/Course
Goals, Measures,
Action Plans
Performance
Results
Strategic
Students as
Co-Producers
of Learning
Classroom &
Student
Learning
Processes
Operational
Class and Student Data &
Information
Operational
Below the Line
 Jim Shipley & Associates, 2003
CORE VALUES
Adapted from BiE IN
Baldrige Model
name
1
2
9
3
name
6
name
name
Assessing the Classroom Learning System
Classroom Resource Guide page 15
What is Category 6.0 Management of Classroom
Processes?
Why is it important?
What would it look like in action?
 Jim Shipley & Associates, 2003
Assessing the Classroom Learning System
Classroom &
Student
Learning
Processes
Georgia O’Keeffe Elementary
Albuquerque, NM
 Jim Shipley & Associates, 2003
Assessing the Classroom Learning System
Batesville Middle School
Classroom &
Student
Learning
Processes
 Jim Shipley & Associates, 2003
PLAN
DO
• Implement action
• Carry out the plan
STUDY
• What data do we have?
• What data is needed?
• What data do we look at?
• To impact improvement –
results must be assessed.
ACT
• What does the data tell us?
(Interpretation)
• What have we learned?
• What do we do?
(Adjust S.M.A.R.T.)
• Act upon we we’ve studied to
make a decision – CHANGE
THE PROCESS!
Assessing the Classroom Learning System
Classroom &
Student
Learning
Processes
Silent Reading Rubric
Dayton Public Schools
 Jim Shipley & Associates, 2003
Assessing the Classroom Learning System
A kindergarten teacher uses a +  to evaluate reading/writing workshop.
Classroom &
Student
Learning
Processes
Azalea Elem. School
St. Pete, FL
 Jim Shipley & Associates, 2003
Getting Started – The Work Core
The Work Core is where
the work of achieving the
learning goals happens.
Students as
Co-Producers of
Learning
Classroom &
Student Learning
Processes
Operational
Below the Line
 Jim Shipley & Associates, 2003
Workbook page 6
Continuous Improvement Cycle
(PDSA)
PLAN
Identify improvement
opportunity, collect baseline
data and plan the change
ACT
DO
Adopt the change or
abandon the change
Implement the change
and collect data
STUDY
Analyze the results
Workbook page 17
Assessing the Classroom Learning System
6 Steps to Improvement
PLAN
DO
•
•
Validate the need for improvement
Clarify purpose, goals, and measures
•
Adopt and deploy an approach to continual
improvement
Translate the approach to aligned action
•
STUDY •
ACT
•
Analyze results
Make improvements
Repeat the cycle
 Jim Shipley & Associates, 2003
Conowingo Elem.
QuickTime™ and a TIFF (Uncompr ess ed) decompressor ar e needed to see this picture.
What is PDSA?
Plan-Do - Study- Act
A Concept for Continuous Improvement
Also known as Six Steps to
Improvement
A way to get students involved in the
learning process
Helps to increase student achievement
Can help improve your classroom
learning system
Assessing the System
6 Steps to Improvement for the Classroom
PLAN
DO
STUDY
ACT
How are we doing? How do we know?
Why are we here? What do we need to do well
together? How will we know how we’re doing?
How will we work together to get better?
What will we do differently?
What happened?
What are we going to do with what we learned?
Do it all again!
Source: Jim Shipley & Associates, Inc
.
Cecil County Public Schools
Classroom Video Examples
PLAN
What do students need to know and be
able to do? Based on your data, what is
an area that needs to improve?
Examples:
•Solve multi-digit addition and subtraction problems
•Identify chemical properties and reactions
•Count to 100
•Use correct capitalization and punctuation
•Analyze cause and event
Charlestown Elem.
Bainbridge Elem.
DO
What will we do to learn this?
•Identify key learning processes that will help
the class learn (activities, strategies, etc.)
•What is the teacher’s job?
•What are the students’ jobs?
Try it out and see how it goes.
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
Study
Study what happened.
•Look at your data
•Based on what you chose as your measure
in the PLAN step, how did the class do?
•Are your results better?
•Is the class showing improvement?
•Do a plus/delta the learning that lead to the
data
Cherry Hill Middle School
Bainbridge Elem.
Elkton Middle School
North East High School
Act
What will you do with what you’ve learned?
•If you saw improvement, keep what’s working.
•If no improvement, create a new plan.
This part can become your DO for the next cycle.
Act
We studied our results for: _____________
__ We improved.___ We did not improve.
Next week students will do the following things differently:
Next week the teacher will do the following things differently:
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
Bainbridge Elem.
Charlestown Elem.
Getting Started – The Work Core
Classroom PDSA
PLAN
DO
Workbook page 33
Classroom &
Student
Learning
Processes
1. Share test or finished product results.
2. Determine how many students have demonstrated
mastery of all critical content. Post these data –
by number of, not name!
3. Use a +  to evaluate all learning opportunities.
4. Develop a plan for dealing with the ’s in the next
learning cycle. Post the plan. Do the plan.
STUDY 5. Study what happened.
ACT
6. Make improvements based on what was learned.
Source: Jim Shipley & Associates, Inc
.
Do it all again!
Getting Started – The Work Core
PDSA for the Learner
PLAN
DO
STUDY
ACT
Students as
Co-Producers
of Learning
1. How am I doing? How do I know?
2. Why am I here? What do I need to do well?
How will I know how I’m doing?
3. What will I do to get better?
4. What will I do differently? What’s my plan
for action?
5. What happened? Did I improve?
6. What am I going to do with what I learned?
Source: Jim Shipley & Associates, Inc
.
Do it all again!
Once they have mastered the
process, Goal Setting and PDSA
can also be used individually by
students to achieve even greater
success.
Everyone
Every Way
Every Day