Building a Classroom
Learning System
A Toolbox for Teachers
Draft ‘06
Board Of Education
Dr. Charles Haughey
President
Ms. Sharon W. Cox
Vice President
Mr. Steve Abrams
Ms. Valerie Ervin
Mrs. Nancy Navarro
Mrs. Patricia B. O’Neill
Mr. Gabe Romero
Ms. Sarah Horvitz
Student Member
School Administration
Dr. Jerry D. Weast
Secretary-Treasurer, Board of Education
Superintendent of Schools
Mr. Larry Bowers
Chief Operating Officer
Dr. Frieda K. Lacey
Deputy Superintendent of Schools
Mr. John Q. Porter
Deputy Superintendent for Strategic Technologies and Accountability
Building a Classroom Learning System
A Toolbox for Teachers
Resource Book for Teachers
Copyright © 2006 Montgomery County Public Schools
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, distributed,
or transmitted in any form or by any means, whether electronic, mechanical, photocopy, recording, or any
other, without the prior permission of the Montgomery County Public Schools, except for brief quotations
consistent with a fair use under United States copyright law.
Requests for information should be sent to
Dr. Michael Perich, Systemwide Coordinator Continuous Improvement
Office of the Chief Operating Officer
Montgomery County Public Schools
850 Hungerford Drive, Rockville, MD 20850
Michael_P_Perich@mcpsmd.org
2
Building a Classroom Learning System
A Toolbox for Teachers
Sharon Hawkins
Sherwood ES Baldrige Quality Academy Teacher
Sharon_E_Hawkins@mcpsmd.org
301-924-6885
Fran Morris
Waters Landing ES Baldrige Quality Academy Teacher
Frances_J_Morris@mcpsmd.org
301-353-8508
Ed Ragan
Tilden MS Baldrige Quality Academy Teacher
Edward_H_Ragan@mcpsmd.org
301-881-3295
This resource was created as a supplement to My Job, Your Job, Our Job: Building a Classroom
Learning System. This resource has been designed to support all MCPS educators who visit the Baldrige
Quality Academies. Our intention is to have each participant walk away with samples/examples of
practical, user friendly quality tools that can be easily deployed in their classrooms.
This resource was created under the direction and leadership of Dr. Michael Perich, Coordinator of
Systemwide Continuous Improvement.
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4
Building a Classroom Learning System
A Toolbox for Teachers
I. Why Baldrige?
A. Introduction……………………………………………………………………...…………………………….7
B. Testimonials…………………………………………………………………………………………..………8
C. Supportive Data……………………………………………………………………………………..………..9
II. Baldrige Background
A. Baldrige Basics…………………………………………………………………………….……………….11
B. Baldrige Core Values………………………………………………………………………………………12
C. Baldrige Categories………………………………………………………………………………………..14
III. Classroom Culture
A.
B.
C.
D.
E.
F.
G.
Building the Classroom Culture…………………………………………………………………………...15
Displaying Our Classroom Culture…………………………………………………….………………….15
Ground Rules………………………………………………………………………………………………..16
Core Values………………………………………………………………………………………………….17
Mission Statement……………………………………………………………………..……………………18
My Job, Your Job, Parents’ Job, Our Job…………………………………………………………….….20
Quality Tools Used Quickly to Collect Stakeholder Input…………………………...………………….23
1. Affinity Diagram……………………………………………………………………………….….24
2. Consensogram………………………………………………………………………………...…25
3. Issue Bin…………………………………………………………………………………………..29
4. Light Voting………………………………………………………………….……………………30
5. Looks Like, Sounds Like, Feels Like………………………………………………….……….31
6. Plus/Delta………………………………………………….…………………………..………….33
7. Survey………………………………………………….……………………………………….…35
H. Personal Reflections: Self-Monitoring Tool……………………………………………………..………..37
IV. Shared Accountability
A.
B.
C.
D.
E.
F.
Building a System of Classroom/Shared Accountability………………………..………………………39
Setting Goals……………………………………………………………………………………….…….…39
Sample Goals……………………………………………………………………………………………….40
Planning for Action………………………………………………………………………………………….43
Displaying Data……………………………………………………………………………………………..50
Using Graphs to Display Data……………………………………………………………………………..51
1. Bar Graph……………………………………………………………………………...…………..52
2. Control Chart………………………………………………………………………………………53
3. Histogram…………………………………………………………………………………………..54
4. Line graph……………………………………………………………….…………………………55
5. Pareto Chart……………………………………………………………………………………….56
5
6.
7.
8.
9.
10.
11.
Pie Graph……………………………………………………………………………………….….57
Radar Chart………………………………………………………………………..………………58
Run Chart…………………………………………………………………………….…………….59
Scattergram………………………………………………………………………………………..60
Tally Chart………………………………………………………………………………………….61
Target Graph………………………………………………………...…………………………….62
V. Student Accountability
A. Developing Data Notebooks or Folders…………………………………………………………………..63
B. Elementary Sample
C. Secondary Sample
VI.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
Quality Tools
Plan, Do, Study, Act…………………………………………………………………………………………65
Linkages Chart for the Essentials of Baldrige-Guided School Improvement Planning…..………….67
Action Plan………………………………………....………………………………………………………. 68
Bone Diagram ………………………………………………………………………………………...…….70
Checklist…………………………………………….……………………………………………………….72
Fishbone Diagram…………………………………………………………………………………………..73
Five Whys……………………………………………………………………………………………………75
Flow Chart………………………………………………………………………………………..………….77
Force Field Analysis………………………………………………………….…………………………….79
Four Quadrant Diagram……………………………………………………………………………………81
If…Then…………………………………………………………………..………………………………….83
Interrelationship Diagram………………………………………………….……………………………….85
Ladder………………………………………………………………..………………………………………87
Lotus Diagram………………………………………………………….……………………………………89
Morphing……………………………… ……………………………..……………………………………..91
ORID………………………………………………… ………………………………………….…………..93
Parking Lot…………………………………………………………………………………………………..95
Problem Statement…………………………………………………………………………………………97
VII. Resources
A. Baldrige Processes to Meet PGS Standards and Framework Expectations…………………………99
B. Personal Reflections: Self-Monitoring Tool………………………………………………………….…102
C. Additional Resources……………………………………………………………………………………..103
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INTRODUCTION
Welcome to the Baldrige Quality Academy!
Three MCPS Baldrige Quality Academies have been established to provide teachers and staff with a
hands-on approach for understanding how to develop a Baldrige-based Classroom Learning System.
Baldrige is a way of focusing our efforts to help all students become independent learners, make good
decisions, solve problems, and take responsibility for their learning.
What is Baldrige?
The Baldrige Education Criteria for Performance Excellence is a management system for continuously
making improvement in all that we do. The criteria are made up of eleven Core Values and seven
Categories that enable us to self-assess, make informed decisions, get results, and focus on continuous
improvement. The criteria also help students become independent learners and assume more
responsibility for their learning.
Why Baldrige?
Baldrige enables all of us to continuously improve. MCPS has adopted the Malcolm Baldrige Criteria for
Performance Excellence as the continuous improvement model for all schools and offices because:
It is the best current research in organizational development that describes what it takes to make
school districts, schools, and classrooms get better.
It helps us develop systems which are well-defined, well-designed, and well-deployed processes
that help the organization/classroom achieve its’ mission and goals.
It has a reputation for rigor and results among numerous school systems across the nation.
It uses a systems approach for performance excellence and continuous improvement focused on
academic success for all students.
It is not an add-on and is closely aligned with the Framework for Improving Teaching and Learning,
The Skillful Teacher, and the Professional Growth Systems.
It helps to build Classroom Learning Systems by engaging students in the process.
IT WORKS and is working in many of Montgomery County public schools.
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Testimonials
Wow! I am so excited about how the Baldrige Tools have helped my students become more accountable
for their education. I will never teach without using the Baldrige Processes. I could be the Baldrige poster
child.
Janet – Middle School
Baldrige has made me a stronger teacher. It gave a name to processes I was already using, and it
increased my “bag of tricks”. The difference is, now I reach for those tricks first!
Melissa – Elementary School
I used a Plus/Delta today for my weekly reflection paper. I usually focus on content with a short mention
about process. So today I worked solely on this Baldrige process. It really opened my eyes for
improvement for next week.
Diane – High School
I love how the Baldrige Quality Tools have helped my students realize how important their education is. If
and when I ever leave MCPS and go to another school system that does not use Baldrige, I will continue
Baldrige on my own.
Jan – Middle School
Baldrige Quality Tools give my students a sense of ownership in the classroom. By using the Quality Tools
consistently, my students have taken responsibility for their own learning and, in turn, have suggested
using the tools when they see the need.
Megan – Elementary School
I returned to my school and used several of the Baldrige Quality Tools with my students. What a difference
they made in the attitude of my students. They now feel that they have input of what happens in their class.
Emmanuel – High School
The consistent use of Baldrige Quality Tools has shown me how to become a more effective instructor and
communicator. My students feel a part of the classroom climate and have a say in how to improve both
academically and socially.
Somer – Elementary School
The PDSA is my favorite Quality Tool. We use is consistently to assess classroom behaviors. Since using
the PDSA, the classroom behavioral infractions have drastically decreased.
Claudia – Middle School
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Supportive Data
MCPS began its Baldrige journey in 2000. Since then, progress has been made in student
achievement. Here is a sampling of the data that shows some of our progress.
9
10
Baldrige Basics
Facts about Baldrige
Designed to help American business and industry gain a competitive edge in the global market
Built around eleven Core Values/Best Practices and Seven Categories
Created in 1987 for business and adapted for educational use in 1998
Named posthumously for former Secretary of Commerce, Malcolm Baldrige
What the Criteria Do
Reflect current best thinking on organizational practice
Provide a means for self-assessment to help organizations evaluate how well they are doing
Provide a dynamic framework for continuous improvement and planning
Baldrige in Education
The education version of the Criteria, the Baldrige Education Criteria for Performance Excellence, was created in
1998 to create schools and classrooms that lead to quality learning for all students.
Baldrige Helps Schools Assess Themselves
The school assesses itself by asking:
How well are all students doing?
How can we improve the learning of all students?
How do we know what’s working and not working?
Are there systems in place?
The school also looks at other factors that impact student achievement such as:
What are the levels of satisfaction and dissatisfaction of students, parents, and teachers?
How well does the leadership of the school communicate with stakeholders and monitor the progress of all
students?
Does the school have goals in place and action plans to achieve those goals?
How well and how often does the school collect and analyze data? How is that communicated to the
community?
What resources, including opportunities for training, does the school have in place to support student
achievement?
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Baldrige Core Values
The Baldrige Core Values or Best Practices are the foundation for the Baldrige Criteria and are essential for a
results-oriented organization focused on performance excellence. These Core Values/Best Practices must be applied
and integrated at all levels of the organization. In a school setting, the evidence for Core Values/Best Practices
should be demonstrated in daily actions at the school, classroom, and student level.
Visionary Leadership
Visionary Leadership occurs when there is a shared vision and visible commitment of all stakeholders to the
principles and practices of continuous improvement and performance excellence.
Learning-Centered Education
Learning-Centered Education occurs when the school’s goals/objectives and actions support student learning and
the current and future needs of students.
Organizational and Personal Learning
Organizational and Personal Learning occurs when there is a well-executed approach enabling staff and students to
participate in personal learning and continuous improvement processes.
Valuing Faculty, Staff and Partners
Valuing Faculty, Staff and Partners occurs when staff and stakeholders' input, shared decision-making, on-going
development, and collaboration are valued and enhanced.
Agility
Agility occurs when there is the desire and the ability for faster and more flexible response to student and stakeholder
needs.
Focus on the Future
Focus on the Future occurs when there is an understanding of the expectations of next level teachers, of the
community, and of employers so that students can prepare for a future point in time.
Managing for Innovation
Managing for Innovation occurs when stakeholders are supported in creating meaningful change in programs or
processes that create new value for student achievement.
Management by Fact
Management by Fact occurs when data is used to drive decisions, inform instruction, or to evaluate key processes
and results.
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Public/Social Responsibility and Citizenship
Public Responsibility and Citizenship is the belief in group norms and values and the practice of good citizenship,
understanding that it is the school’s role to model these values as members of the community.
Focus on Results and Creating Value
Focus on Results and Creating Value occurs when there is a focus on results and those actions that create value in
attaining results.
Systems Perspective
Systems Perspective occurs when processes are planned, aligned and implemented systematically and systemically
to increase the likelihood of reaching targeted goals.
See My Job, Your Job, Our Job Appendix B pp. 55-58
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Baldrige Categories
The Baldrige Categories are linked to create an integrated management system that enables organizations to focus
systematically and systemically on performance excellence and continuous improvement. This integrated
management system works at the district, school, and classroom levels.
Leadership
The Leadership Category examines how the school's leadership [system] addresses the school's values, directions,
and performance expectations as well as the focus on students and stakeholders, monitoring student learning,
Communicating schools’ values and goals, staff empowerment, innovation, agility, and organizational learning.
Strategic Planning
The Strategic Planning Category examines how the school develops strategic goals/objectives and action plans. The
category also focuses on how the chosen strategic objectives and action plans are deployed and how progress is
measured.
Student and Stakeholder Focus
The Student and Stakeholder Focus Category examines how the school determines the academic needs of students.
The category also focuses on how the school builds relationships with students and stakeholders, and determines
the key factors that lead to student and stakeholder satisfaction, preferences, and expectations.
Measurement, Analysis and Knowledge Management
The Measurement, Analysis, and Knowledge Management Category examines how the school selects, gathers,
analyzes, manages, and improves its data, information and knowledge assets.
Faculty and Staff Focus
The Faculty and Staff focus Category examines how the school's work system and staff learning,
satisfaction, and motivation enable staff to develop and utilize their full potential in alignment with the
school's overall goals/objectives and action plans. This category also focuses on the school's efforts to
build and maintain a work environment and staff support climate conducive to performance excellence and
to personal and organizational growth.
Process Management
The Process Management Category examines the key aspects of the school’s process management, including key
learning-centered processes for the schools instructional programs and key support processes that create value for
all stakeholders.
Organizational Performance Results
The Organizational Performance Results Category examines the school’s performance and improvement in key
areas—student learning results; student- and stakeholder-focused results; and staff and leadership results. The
category also focuses on performance levels relative to those of comparable schools.
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Building the Classroom Culture
Purpose: The culture in a Baldrige-based Classroom builds a system of shared responsibility,
accountability, shared decision-making, and problem solving.
Benefits of building a Baldrige-based Culture:
Expectations are identified and communicated
Trust is established
Students focus on learning
All stakeholders are engaged in the learning process
Students are increasingly willing to take risks
Students share in making decisions about their classroom systems
Students have increased ownership/buy-in
Students and parents are aware of progress
Displaying Evidence of Our Classroom Culture
Purpose: The culture display is the foundation of the data center. The data center provides a central
location where the mission statement, ground rules, core values, and responsibilities are posted. These
classroom expectations and beliefs serve as both a visual reminder and a springboard for class
discussions.
Bulletin Board Display
Classroom
Ground Rules
Our Classroom Mission Statement
My Job
Your
Job
Parents’
Job
15
Our
Job
Our Core Values
Ground Rules
Purpose: Ground rules are the foundation from which an organization operates. Ground rules are the
“bottom line” expectations that all stakeholders agree upon and are committed to abiding by.
Ground rules should be:
1. Written as a team: The brainstorming technique or affinity diagram may be used to elicit all
stakeholder input. “Less is sometimes more”. The team can prioritize each response by doing a
light or weighted vote. Developing criteria or indicators for each ground rule helps everyone to
understand which behaviors support as well as conflict with the group’s determined ground rules.
2. Posted: Posting the ground rules reinforces the groups’ expectations.
3. Reviewed: By consistently reviewing the ground rules, teachers and students set the stage for
learning. Many disruptions and/or behavioral problems are avoided when the group revisits the
ground rules daily, weekly, and/or prior to a lesson/class period.
4. Revised: Ideally, one would expect that the ground rules become so engrained and internalized
that a visual reminder is no longer necessary. Some groups find that many initial “rules” may be
deleted while certain situations call for additional ground rules. The important part is that the
ground rules be a living, breathing document that is consistently reviewed, analyzed, and revised,
and used to monitor and re-direct inappropriate behaviors.
5. Monitored and discussed when violated: What happens when a group member or several
group members are violating the determined ground rules? There are several strategies that may
be used:
Simple reminders
Create awareness by collecting data and sharing results with group
Completing a Force Field Analysis to determine possible reasons
Develop a PDSA
Develop a list of consequences and celebrations
Sample Ground Rules
Be Respectful
Speak kindly
Treat others as
you would like
to be treated
Be Responsible
Have materials
ready
Complete
assignments
Follow school
rules
Actively Participate
Share ideas
Be an active
group
member
Do our share
of the work
Pay attention
Follow Group Norms
Raise our hands
Be on time
Clap when
appropriate
See My Job, Your Job, Our Job pp. 7-9
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Core Values
Purpose: Core values maximize the opportunities for continuous improvement and performance excellence
in a Classroom Learning System. They are the foundation for building a positive classroom culture. As
students integrate Core Values into the everyday life of the classroom, their ability to become coproducers of
and accountable for their learning is greatly enhanced.
Core Values should be:
1. Written as a team: The brainstorming technique or affinity diagram may be used to elicit all
stakeholder input. “Less is sometimes more”. The team can prioritize each response by doing a light or
weighted vote.
2. Posted: Posting the core values reinforces and reminds the class of what they value.
3. Reviewed: By routinely referring to the core values, teachers and students set the stage for learning.
Classroom decisions in regards to instruction, behaviors, and procedures should reflect the class’s core
values.
4. Revised: The important part is that the core values be a living, breathing document that is
consistently reviewed, analyzed, revised as necessary, and used as tools to reinforce best practices.
Sample Acrostic Display of Core Values
We as the class of 2009:
Celebrate success
Offer support to others
Respect others
Evaluate and analyze our data
Value everyone’s input for decision-making
Appreciate and value others’ opinions
Learn from our mistakes
Use data to plan for instruction
Establish class ground rules together
Solve problems using PDSA and other Baldrige quality tools
See My Job, Your Job, Our Job pp. 14-17
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Mission Statement
Purpose: Mission statements enable the group to focus on results, help to create common goals and
aligned actions, and create a sense of teamwork and shared responsibility.
A mission statement:
Helps to align actions
Provides a purpose statement
Motivates students
Defines clear expectations
Reinforces purpose, goals and measures
Acts as a foundation from which goals and data collection/analysis evolve
Possible Lesson Sequence
1. Read a short story or excerpt from a book that illustrates how the character set goals,
worked toward reaching his goal, and ultimately persevered.
Examples: Corduroy, The Little Engine that Could, The Giving Tree, Chicken Soup for the
Teenage Soul, Mia Hamm: Winners Never Quit
2. Discuss (use a strategy) or define key qualities/characteristics that impacted the
character’s ability to reach his goal (list ideas).
3. Ask students to identify qualities/characteristics that successful students have (list ideas).
4. Pose the following questions: Who are we (qualities, values, beliefs)? Why are we here
(generally)? What do we want to accomplish (specifically)? How will we make it
happen (systems, processes, plans)?
5. Use the affinity tool for questions “Who are we?” and “Why are we here?”
6. Use the brainstorming technique and weighted voting for “What do we want to
accomplish?” and “How will we make it happen?”
7. Create a class rough draft using ideas from post-it notes and/or brainstorming/prioritizing
list.
8. Wordsmith document and present to class.
9. Ask for additions, edits, and/or revisions.
10. Have each student and teacher sign the mission.
11. Review the mission routinely to remind everyone that all have a common mission.
Additional idea
Ask parents to respond to the same questions either at Back to School Night or as a homework
assignment. Include these ideas in the mission statement
See My Job, Your Job, Our Job pp. 18-21
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Mission Statement
Who are we?
What do we want to
accomplish?
Why are we here?
How will we make it
happen?
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My Job, Your Job, Parents’ Job, Our Job
Purpose: This activity allows all stakeholders to determine and clarify their roles and responsibilities involved in student learning. Once the jobs
are defined, the chart is posted and used as a constant reminder that all members are held accountable for the agreed upon jobs.
Determining the Jobs:
Ask students to brainstorm jobs for which they think they should be responsible (an affinity diagram may be used).
Have students suggest jobs for which they believe the teacher is responsible.
Encourage students to determine jobs for which they think their parents should be responsible.
Create a group chart.
Add and/or delete ideas.
Use the chart as a reminder and springboard for discussion.
My Job (Student)
Come to school prepared
Pay attention
Actively participate
Have materials ready
Stay on task
Complete homework
Complete classwork
Your Job (Teacher)
Parents’ Job
Teach us so that we
understand
Have materials and
resources available
Guide us when we need
help
Give us feedback
Show us what we need to
do in order to improve
Come to school prepared
Communicate with our
parents
Make sure that we have
school supplies
Help us with assignments
Read with us
Get us to school on time
Make sure we are well fed
Take us to the doctors
Communicate with our
teachers
Listen to us
Spend time with us
Our Job (Together)
Do our personal best
Listen to each other
Respect each other
Help each other
Be honest
Know our jobs and be
responsible for doing them
Hint: Some teachers use this strategy at “Back to School Night” and have the parents fill out the My Job, Your Job, Our Job
chart. Often the teacher, parents, and students sign the charts.
See My Job, Your Job, Our Job pp. 11-12
20
My Job, Your Job, Parents’ Job, Our Job
My Job
Your Job
Our Job
21
Parents’ Job
My Job, Your Job, Parents’ Job, Our Job
My Job
Your Job
Parents' Job
22
Quality Tools
Used To Quickly Collect Stakeholder Input
Quality Tools develop our process thinking skills which enable us to better problem-solve, build risk-free
environments, offer input, analyze, synthesize, and make decisions.
Affinity Diagram: When we need to get information from everyone in a quick and organized way, an
affinity diagram just might be the tool. Asking for input and then having participants write their idea/ideas
on post-it notes is an ideal way of gathering information. Once ideas are posted, leaders may then sort and
group responses based on their affinity or similarities.
Consensogram: Consensograms help us determine how people feel and/or what they know. It also
enables teachers to base their plans on the needs/perceptions of their students. Consensograms may act
as a springboard for instruction and/or a culminating activity after a unit of study and prior to the test.
Issue Bin: Have we ever had situations where a student’s needs/wants or concerns have not been
addressed because this would interfere with the scope and sequence of our planning and teaching? If so,
an issue bin is an ideal way of validating and identifying individual needs. The issue bin allows for an
instructional “flow”, yet offers a vehicle for students’ personal attention.
Light Voting: This strategy allows everyone in the group to have an equal voice and moves the decisionmaking process along quickly. The number of votes each student has is equal to the number of items
divided by three.
Looks Like, Sounds Like, Feels Like: This strategy helps the group to imagine and communicate
expectations for their learning environment. Posting and reviewing the chart reinforces beliefs and values .
Plus/Delta: Using the plus/delta is a quick and easy way teachers may evaluate the lesson, the activity,
and/or the day. Simply posing two questions, “What worked?” and “What opportunities do we have for
improvement?”, allows the teacher and students to work together in building a quality educational learning
environment.
Survey: (“Short and Sweet”) the best surveys are focused. Surveys pose questions that will lead to
specific information based on specified items. Often, organizations determine their survey questions once
generic/soft data is gathered. For example, several students might communicate that the weekly
vocabulary quizzes are “too confusing”.
Using this information, one might develop a survey to:
a. Determine if this is the general perception
b. Target possible reasons
c. Develop improvement plans
23
Affinity Diagram
The Affinity Diagram strategy is a way of gathering lots of information and ideas, then categorizing so that groups may discover common levels of
understanding, similar beliefs and/or expectations
Question: What do we need to review for our Spanish 1A Mid-term Exam?
Question: What do we need to review for our Spanish 1A Midterm Exam?
Pastimes
School
Classroom
objects
Telling
time
Ordinal
numbers
Places in
school
Cultural
differences
School
subjects
Conjugating
‘ar’ verbs
Subject
pronouns
Spelling
Pastime
vocabulary
Accent
‘Jugar’ stem
changing verbs
Weather
expressions
Practice spelling
with peers
Food
Getting Acquainted
Describing
vocabulary
Adjective
agreement
Conjugating
‘er’ verbs
Conjucating
‘ser’ and
‘pener’ verbs
24
Conjugating
‘preferir’ verbs
Conjugating
‘ir’ verbs
Cultural
differences at
mealtime
Consensograms
Purpose: Consensograms may be used to collect information about individuals’ perceptions. The leader
poses a question and asks each group member to record his or her thoughts or feelings. Once everyone
has placed their marker on the consensogram, the group analyzes the results and determines the next
steps.
Consensograms can:
Help to determine levels of understanding i.e., “How much do you know about…”
Allow students an opportunity to express their feelings about a certain subject i.e., “How did you
feel about the unit test?”
Provide the teacher with “quick information/data” so instruction can be modified/differentiated.
Help to send the message to students that their ideas, beliefs, and feelings are important and
valued.
Examples
I am proficient at writing a BCR.
Time spent studying for this assessment:
0
Not yet
Getting there
I can teach it
1-10
11-20
(Minutes)
21-30
How prepared for Thursday’s test?
After seeing my report card, I felt…
Help!!!
Somewhat
Totally
25
31+
Consensogram
Question:_________________________________________________________
1
2
3
4
5
6
26
7
8
9
10
Consensogram
Question:________________________________________________________
Always
Sometimes
27
Never
Consensogram
Question:________________________________________________________
28
Issue Bin
Purpose: This quality tool is a vehicle that opens and channels communication in a constructive way.
Using the Issue Bin:
Acknowledges team members’ ideas and questions
Sends the message that all ideas/concerns/questions/needs are valued
Maintains a history of team ideas/questions
Allows meetings to continue without getting “bogged down” over issues/concerns
Examples:
Issue Bin
Issues Related to My
Social Well Being
Where are the
permission slips?
Issues Related to My
Academics
I am going on vacation and
need my homework for
next week.
I don’t
understand the
math.
Can I talk to
you at
recess?
29
Light Voting
Light voting is a tool used to allow everyone in the group to have a voice
in the decision-making process.
Step 1: State the question.
Step 2: Brainstorm a list of ideas.
Step 3: Determine the number of votes per student by dividing the total number of choices by 3 and
rounding to the nearest whole number.
Question: How shall we celebrate our success when we reach our goals?
Activity
Number of Votes
Fifteen minutes of extra recess
xxxxxxxxxxxxxxxxxxxxxxxxxx
Ice cream party
xxxxx
Silent speedball
xxxxxxxx
Foozeball
xx
Extra silent reading time
x
“Who Wants to be a Millionaire” game
xxxxxxxxxxxxxx
Free time
xxxxxxxxxx
No homework one day
xxxxxxxxxxxxxxxxx
Extra computer lab time
xxx
Karoke
xxxxx
30
Looks Like, Sounds Like, Feels Like
Purpose: This quality tool is used to concretely define expectations.
“Looks Like, Sounds Like, Feels Like” should be:
1. Written as a team: A brainstorming technique such as an affinity diagram may be used to elicit
all stakeholders’ input.
2. Posted: Posting this chart helps reinforce the group’s expectations.
3. Reviewed: By consistently reviewing the ground rules, teachers and students set the stage for
learning. Many disruptions and/or behavioral problems are avoided when the group revisits the
“Looks Like, Sounds Like, Feels Like” chart daily, weekly, and/or prior to a lesson/class period.
4. Revised: This strategy may be used several times for different situations. For example, a
teacher may decide to pose these questions regarding their classroom atmosphere and again use
it when discussing expectations for non-classroom behavior or independent work time.
5. Monitored and discussed when violated: What happens when a group member or
several group members are violating the determined expectations? There are several strategies
that may be used:
~Brainstorming
~Affinity Diagram
~Light/weighted vote
~Imagineering/Visioning
Looks Like
Directions posted
Quality work posted
Neat and organized
Bright and cheerful
Special areas to work
Kids involved in
projects
The teacher sitting and
meeting with small
groups
Feels Like
Mutual respect
A safe environment
Groups getting along
Happy
A lot of people are
involved in learning
Feels comfortable
Feels like we can be
open and honest
31
Sounds Like
Students working
quietly
Teacher whispering to
students
The sound of the
computer turning on
and off
Pages flipping
Pencils writing
Looks Like, Sounds Like, Feels Like
When I envision the “perfect”__________________________, it:
Looks Like
Sounds Like
Feels Like
32
Process Tips for Plus/Delta
+/∆
Purpose:
This evaluation tool provides a method for continuous improvement for a team. Even in well
operating and efficient teams, the +/∆ evaluation can help the team stretch itself to even higher levels of
performance.
Pluses (What worked well?)
Pluses should identify the things that are working.
Pluses are the items that you want to maintain.
Pluses are the items that you want to strengthen/build upon.
Deltas (What are some opportunities for improvement?)
Identify the things (deltas) that are not working and need to be changed or included.
Deltas should be action oriented and begin with a verb.
Deltas should be specific.
Deltas should be within the realm of possibility.
Deltas should be posted, reviewed, and acted upon as soon as possible.
Hint: Limit the ∆’s to a manageable number to prevent being overwhelmed.
+
Good pacing
Interesting topic
Hands-on materials
Everyone was participating
Good discussions
Lots of people shared ideas
Different activities to choose from
∆
Monitor noise level
Limit sidebars
Slow pace of lesson
Model examples
Check for understanding with new vocabulary
words
33
Plus/Delta
Plus
+
Delta
∆
(What is working that we want to continue?)
(Opportunities for improvement)
34
Survey
Purpose: A survey is used to collect data from stakeholders in order to compare perceptions. Surveys
may be used when a new project is planned, to prove the needs and wants of a group, to determine
improvement strategies, or to evaluate a program.
Surveys:
Can be used with a large or small group
Can provide an overall view
Provide a springboard for change
Help to identify levels of satisfaction
While surveys are the most commonly known method for gathering stakeholder input, other data collection
and analysis tools may be appropriate to use. Many people use the term survey as a generic term for any
attempt to ask for in-put, however there are other methods that may be used to capture stakeholders’
perceptions:
Informal Discussion
Open-ended Inquires
Needs Assessments
Focus Groups
Time-of-Service Feedback
Check List for Planning a Survey:
Determine what data already exists
Determine what information is needed
Describe the purpose and scope of the survey
Determine which tool is the best approach for
gathering and analyzing information
Determine who will be surveyed
Determine when the survey will be conducted
Develop core questions
Test the core questions to make sure they are valid
and reliable
Determine how the survey results will be analyzed
Develop an action plan
35
Picture of Ballot
Scantron Card
Survey
Survey Questions
Strongly
Agree
Additional Comments:
36
Somewhat
Agree
Disagree
Strongly
Disagree
Personal Reflections: Self-Monitoring Tool
Directions: This self-monitoring tool may be used for planning and implementation as you work towards building a Classroom
Learning System using the Baldrige Education Criteria for Performance Excellence.
CLS “Look Fors”
Yes
No
Comments/Future Plans
Ground rules
Consensograms
Issue Bin
Plus/Delta
Affinity Diagram
Surveys
“My Job, Your Job, Our Job”
“Looks Like, Sounds Like, Feels Like
Classroom mission statement
37
38
Building a Classroom System of Shared
Accountability
Purpose of building a Baldrige based classroom of shared accountability: Shared accountability
allows students to take an active role in their education. By analyzing progress, setting goals, and creating
action plans, students are able to evaluate their learning based on the identified standard.
Benefits of building a Baldrige based classroom of shared accountability:
Builds trust and respect.
Goals give direction and purpose.
Enables students to see the connection between their actions and their progress.
Helps students to plan for success.
Helps students to recognize opportunities for improvement.
Provides a concrete and visual reminder.
Allows each student to be part of the solution through process thinking and problem solving.
Provides incentives.
Promotes classroom collaboration.
Provides alignment.
Setting Goals
In the beginning of the school year, students need to know the long-term goals. In the process of
mapping out their plan of action, students develop short-term goals which together lead to attainment.
In addition to short and long term goals, students should be encouraged to consider challenging
themselves by identifying stretch goals.
When working with students to set goals, remember that the goals must be important, within reach,
reasonable, clearly defined, and measurable. They are followed by a clearly defined plan of action.
Some classrooms use “SMART” goals:
Specific goals
Measurable goals
Achievable goals
Relevant goals
Trackable goals
39
Sample Goals
Secondary Writing Example
Long Term Goal
Write a cohesive ECR that
includes a well-developed
introductory paragraph, which
includes an introduction,
supporting details and conclusion
as measured by the MCPS writing
rubric.
Short Term Goal
Write a well-developed
introductory paragraph that
establishes the purpose, speaks
to the audience, and addresses
the topic as measured by the
MCPS writing rubric.
Stretch Goal
Write a well developed, multiparagraph extended constructive
response that addresses all parts
of the rubric as measured by the
MCPS writing rubric.
Primary Writing Example
Long Term Goal
Short Term Goal
Stretch Goal
Write a well-developed paragraph
that includes a hook, a topic
sentence, supporting details, and
a concluding sentence as
measured by the MCPS writing
rubric.
Write a concluding sentence that
summarizes the paragraph as
measured by the MCPS writing
rubric.
Write a well developed, multi
paragraph piece that includes an
introduction, three or more
supporting details, and conclusion
as measured by the MCPS writing
rubric.
Short Term Goal
Stretch Goal
Class Reading Example
Long Term Goal
Read five hundred (20 students x
25 books) books by June 12th.
Finger
With tie
Read forty (20 students x 2
books) books by the end of
September.
Read six hundred (20 students x
30 books) books by June 12th.
Remember: A goal without a measure is a wish!
See My Job, Your Job, Our Job, pp. 26-28
40
My Goal
Name:__________________________
Period______________________
1. My goal is:
________________________________________________________________
________________________________________________________________
2. I will accomplish my goal by:
________________________________________________________________
________________________________________________________________
Assignment/ Mastery Objective
Total Points
Quiz Grades
41
Points Earned
Percentage
Goal Setting
My goal is to: ____________________________________________
I will accomplish this goal by:
The date that I will have accomplished this goal is: ______________
I know that I will have accomplished my goal when: ______________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Student Signature: __________________________________
Parent Signature: ___________________________________
Teacher Signature: __________________________________
42
Math Action Plan
My math goal is:
___________________________________________________
___________________________________________________
___________________________________________________
My improvement plan is:
___________________________________________________
___________________________________________________
___________________________________________________
I will monitor my progress by:
___________________________________________________
___________________________________________________
___________________________________________________
Student Signature: ___________________________________
Parent Signature: ____________________________________
Teacher Signature: ___________________________________
43
Writing Action Plan
Name: __________________________
Current Stage: _______
What are some areas in writing that I need to improve?
_________________________________________________________
_________________________________________________________
_________________________________________________________
What are my goals?
_________________________________________________________
_________________________________________________________
_________________________________________________________
These are the steps I will take to reach my goals:
_____________________________________
_____________________________________
_____________________________________
How can my parent and teacher help me to reach my goals?
_________________________________________________________
_________________________________________________________
_________________________________________________________
44
My Academic Goal for 7th Grade World Studies
I, ________________________________, plan to earn a
grade of _____ in my world studies class for the second marking period, November 3, 2004 - January 24,
2005.
Students who want to improve their grade, maintain a high grade, or improve their understanding and ability
in world studies may consider one or more of the following:
Improving attendance
Completing all homework
Taking steps to make sure that they understand the material. These steps may include studying
with classmates and using MAP to ask the teacher for clarification.
Reviewing class work on a regular basis (daily)
Using “Before, During and After” reading strategies when reading/studying text material.
Using mnemonic devices to help remember ideas
Rewarding themselves for achieving good grades
Finding strategies to stay focused during class
Socializing less in class
Having all materials for class
Improving the organization of their notebook
Getting more sleep on school nights
Think about the items on this list. Which of these pertain to you? Is there some other strategy that can
help you achieve your goal?
The actions I plan to take in order to obtain my goal are:
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Remember, only you can make a difference in your grades. With hard work, determination, and
commitment, you can meet your goal and be highly successful.
Student Signature _______________________________
45
Name: ____________________________
Date: _____________________________
Interim Grade Evaluation – 2nd Marking Period
My goal for my 2nd quarter grade in world studies is: ______
My 2nd quarter interim grade in world studies is:
______
Circle the correct choice:
I did meet my academic goal for the second quarter.
I did not meet my academic goal for the second quarter.
I earned my grade because:
____ I completed all assignments.
____ I came to class prepared to learn.
____ I participated actively and cooperatively during all class activities.
____ I paid attention and followed directions.
____ I used study strategies to prepare for quizzes and tests.
____ I kept my notebook organized.
____ I was rarely absent or late for class.
____ I used my assignment notebook every night.
____ I looked up my assignment on the homework board.
_____ I did not complete all assignments.
____ I was not prepared with some or all of my assignments.
____ I did not write my homework in my assignment notebook every day.
____ I was often late or absent from class.
____ I was frequently unprepared for class…paper, atlas, pen or sharpened pencils.
____ I did not contribute in a positive way to class discussions.
____ I did not use active study strategies to prepare for quizzes or tests.
____ I did not take responsibility for my own learning.
What I can do to reach my goal in world
studies:_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
46
Review of My Academic Goal for 7th Grade WS
I, ________________, planned to earn a grade of _____ in my world studies class for the second
marking period, Nov. 3 – Jan. 24, 2005. My grade was ________.
Circle the correct statement:
I met my academic goal for the 2nd marking period.
I did not meet my academic goal for the 2nd marking period.
I earned my grade because:
(Circle those that apply)
I complete all assignments.
I met all due dates and deadlines.
I came to class prepared to learn.
I was prepared for class with all my materials: paper, pen, and atlas.
I participated actively and cooperatively during class activities.
I used active study strategies to prepare for tests/quizzes.
I kept my notebook organized.
I was absent no more than 2 days for the marking period.
I used my assignment notebook every night.
I looked up my assignments online on the homework board.
I did not complete all assignments.
I handed in work late or past the due date or deadline date.
I was absent more than 5 times this marking period.
I was frequently unprepared with my assignments.
I did not contribute in a positive way to class activities.
I did not write my homework in my assignment notebook every day.
I did not use active strategies to prepare for tests and quizzes.
I did not come with pens, pencils, or paper every day.
I did not take responsibility for my own learning.
Other: ______________________________________.
I, ____________________, plan to earn a grade of _____ in my world studies class for the third marking
period, January 25 – April 7, 2005.
The actions I plan to take in order to obtain my goal are:
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
______________________________________________
Remember, only I can make a difference in my grade. With hard work, determination, and commitment, I can meet my
goal and be highly successful.
47
Name:____________________________________________
Date: ____________ PD: _______ Marking Period: _______
Report Card Reflection and Goal
Directions: On the opposite page, mark an “X” on the section of the circle graph that reflects your final
grade. Mark an “X” on the appropriate rating you earned for your Learning Skills areas (Participation and
Assignment Completion). **Reflect on your progress for this Term. Select and complete one item below in
each section that best represents your progress, thoughts, and goals.
Learning Skills Codes: C = Consistently; O = Often; S = Sometimes; R = Rarely
I. Final Grade (Select one and complete)
_____ I am pleased with my overall grade for this Term because:
_____________________________________________________________________________________
_________________________________________________________________________________
_____ I am not pleased with my overall grade for this Term. I intend to improve my overall grade by taking
the following actions:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
II. Learning Skills: Participation – “P” (Select one and complete)
_____ I am pleased with my rating in “P” because: ______________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_____ I am not pleased with my rating in “P”. I intend to improve my rating by taking the following actions:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
48
III. Learning Skills: Assignment Completion – “AC” (Select one and complete)
_____ I am pleased with my rating in “AC” because: ___________________________________________
_____ I am not pleased with my rating in “AC”. I intend to improve my rating by taking the following
actions:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
“Actions” Ideas:
Attend MAP frequently and before assessments
Complete all HW everyday
Have all materials ready to begin class on time
Complete all CW on time
Pay attention and actively listen
Ask questions in class to seek clarification
Actively engage in the lesson
Follow written and oral directions
Copy all information and show all work as directed
Seek accuracy on all assignments
Seek help from peers, parents, friends
Maintain an organized binder with all materials, assignments, resources, notes, etc.
Accurately copy all assignments and check assignment book each night
Make-up all work on time
Use all resources such as the TMS “HW BOARD”, MAP offered, etc.
Prepare for and participate in “Retake Quiz”.
Parent Signature: __________________________________
Comments:
49
Displaying Data
Purpose: The data center provides a central location where the mission statement, goals, core values
and classroom data are posted. Posted data is classroom/group data, not individual student data. This
focal area communicates grade level expectations and performance results. In addition, ground rules, the
My Job, Your Job, Our Job chart, and classroom mission statement are displayed as both a visual reminder
and a springboard for class meeting discussions. These tools communicate the shared commitment to
learning and continuous improvement. Once the mission is posted, it is time to begin setting goals and
collecting data. The data wall becomes a tool where the teacher and students discuss results, analyze
performance, solve problems, and make decisions using quality tools.
Our Classroom Data Center
Classroom
Ground Rules
Our Classroom Mission Statement
My Job
Your
Job
Parents’
Job
Our Core Values
Our
Job
Goal
Goal
Goal
Goal
Data
Data
Data
Data
Data
Data
Data
50
Data
Using Graphs to Display Data
Bar Graphs can be used to compare one data point to another. The bars show changes in magnitude.
Control Charts are used to focus on acceptable limits of the process. They help define which variations
are common and which ones are special (and in need of attention). In a control chart, the control limits are
set according to the data collected. The Upper Control limit (UCL) is approximately three standard
deviations above the mean, and the Lower Control Limit (LCL) is approximately three standard deviations
below the mean.
Histograms are bar graphs that reflect a moment in time. They provide specific details that are hidden by
class averages.
Line Graphs, also known as run graphs, are used to show information that change continuously over time.
A continuous line is drawn between the data points and shows change in direction. Several variables, each
with its own line, can be shown on a single graph.
Line Plots are created by marking values above a number line. The number of marks indicates how many
times each score occurred. Line plots show outliers, clusters, and gaps.
Pareto Charts are used to discriminate between the vital few and trivial many. Data on a Pareto chart is
graphed from largest to smallest.
Pie Graphs show a comparison of component data elements against the whole.
Radar Charts are used to identify trends and patterns. They show the gaps between the categories.
Radar charts are also known as spider charts.
Run Graphs, also known as line graphs, are used to show information that change continuously over time.
A continuous line connecting the data points shows changes in direction. Several variables, each with its
own line, can be shown on a single graph.
Scattergrams, or scatter plots, show trends through the distribution of the points comparing two variables.
They can be used to explore relationships.
Tally Charts are marks collected in labeled columns on a grid as the information is collected. They are
one of the easiest ways to record data.
Target Graphs provide a concrete visual of the targeted goal. Data can be placed in the bands around the
center.
51
Bar Graph
Homework Completion: Research Project
30
25
20
Number of Students
15
Completed Homework
Did not Complete Homework
10
5
0
1
2
3
Class Periods
4
5
First Marking Period
BCR Scores
30
Number of Students
25
20
3
2
15
1
0
10
5
0
Week 1
Week 2
Week 3
Week 4
Week 5
Weeks
52
Week 6
Week 7
Week 8
Week 9
Control Charts
My Sight Word Recognition Data
35
30
Number of Words
Number of Sight Words
25
20
Series1
15
10
5
0
Series1
September
November
January
March
May
June
8
15
18
20
25
30
Months Tested
Transition Time Between Math Class
20
18
16
Number of Seconds
14
12
10
8
6
4
2
0
Monday
Tuesday
Wednesday
Days of the Week
53
Thursday
Friday
Histogram
Jim's Mile Run Times
18
17
16
15
14
13
11
10
9
8
7
6
5
4
3
2
1
0
Week Week Week Week Week Week Week Week Week Week Week Week Week Week week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Week Week Week
16
17
18
Weeks
Basic Addition and Subtraction Facts
27
24
Number of Students Meeting Expectation
Time in Minutes
12
21
18
15
12
9
6
3
0
Twos
Threes
Fours
Fives
Twos-Fives
Sixes
Sevens
Addition and Subtraction Fact Quiz
54
Eights
Nines
Sixes-Nines Twos-Nines
Line Graph
Timed Basic Facts Test (Class Average)
100
90
80
Percentage Correct
70
60
50
Series1
40
30
20
10
0
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
Week Seven
Week Eight
Weeks
Timed Basic Facts Test (Class Average)
100
90
Number
of Facts
Percentage
Correct
80
70
60
50
Series1
40
30
20
10
0
Week One
Week Two
Week Three
Week Four
Week Five
Weeks
55
Week Six
Week Seven
Week Eight
Pareto Chart
Errors in Writing
100
90
80
70
Frequency
60
50
40
30
20
10
0
Periods
Commas
Apostrophies
Quotation Marks
Subject-Verb
Agreement
Capitalization
Pronouns
Type of Error
Class Interruptions Week of January 9, 2006
50
45
40
35
Frequency
30
25
20
15
10
5
0
Call Outs
Sidebars
Late Bus Students
Tardy Students
Type of Interruption
56
Announcements
Messengers
Visitors
Pie Graph
Number of Words Typed in One Minute: Period One
zero-Ten
Eleven-Fifteen
Sixteen-Twenty
Twenty one-Twenty five
Twenty six-Thirty
Thirty one-Thirty Five
Thirty Six +
Grades: Weekly Math Quiz
A
B
C
D
57
Radar Chart
How Well Are We Following Our Ground Rules?
Show Respect
100
90
80
70
60
50
40
30
20
10
0
Follow Directions
Work Quietly
Ou
Listen to the Speaker
Monday
Tuesday
Wednesday
Keep Your Body to Yourself
Number of Mrs. Fry's Students
Who Recognize the Upper Case Letters
(as of November 1)
A
Z
Y
18
B
C
16
14
X
D
12
W
E
10
8
V
F
6
4
U
G
2
0
T
H
S
I
R
J
Q
K
P
L
O
M
N
58
Run Chart
Individual Sit-ups Per Minute
45
42
40
39
40
37
35
35
31
28
Number of Sit-ups
30
26
23
25
20
15
10
5
0
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week
Reading Progress
350
318
302
300
284
Class Total Reading Recovery Levels
269
251
250
232
203
200
171
136
150
102
100
81
50
0
August
September
October
November
December
January
Months
59
February
March
April
May
June
Scattergram
Third Grade: Unit One Quiz 1 Data
0-50%
60%
70%
80%
90%
100%
Gather and organize data
from a variety of sources
Organize and display data
using tables, pictographs,
and bar graphs using the
appropriate scale.
Interpret and compare
data from tables
pictographs and bar
graphs.
= two students
Conjugating Verbs: Spanish 1 A
100%
90%
80%
70%
60%
0-50%
ar verb
er verb
ir verb
60
jugar verb
Tally Chart
Number of Students Who Brought Their Books to Class
Week of 2/6/06
Monday
Tuesday
Wednesday
Thursday
Friday
Quiz
Decimal Fractions
Retest
A
B
C
D
E
61
Week of 2/13/06
Target Graph
0
1
2
3
MSA Reading - BCR Rubric
Score 3
The response demonstrated an understanding of the complexities of the text.
Addresses the demands of the question
Effectively uses text-relevant information to clarify or extend understanding
Score 2
The response demonstrates a general understanding of the text.
Partially addresses the demands of the question
Uses text-relevant information to show understanding
Score 1
The response demonstrates a minimal understanding of the text.
Minimally addresses the demands of the question
Uses minimal information to show some understanding of the text in relation to the question
Score 0
The response is completely incorrect, irrelevant to the question, or missing.
62
Building a System of
Individual Student Accountability
Developing Data Notebooks or Folders
A data notebook folder could contain the following components:
Mission Statements (School/Classroom/Individual)
Class Ground Rules
Classroom Core Values
Contracts
My Job Chart
Classroom Goals and Action Plans
Individual Goals and Action plans
Graphs and Charts showing individual student achievement
Instructional Objectives
Quality Tool Templates
Parent Communication Forms
Student/Parent Reflection Sheets
Other:
“Quick Check” Resource Sheet
Table of Contents
Student Quizzes
Report Cards
Parent Conference Summary Sheet
Interims
Reading Logs
See My Job, Your Job, Our Job pp. 39-47
63
64
Plan, Do, Study, Act
The PDSA process/cycle was developed for scientists at Bell Laboratory. This model is researched based and has been proven to be one of the best
strategies used by organizations to ensure continuous improvement.
Plan:
State the problem to be solved or
identify the project.
Clarify objectives and goals.
Identify Key players or team
members.
Plan activities/strategies.
Do:
Design appropriate tools.
Do appropriate activities.
Act:
Study:
Study the progress against the
goals and objectives.
See if your plan is working.
Identify and remove road blocks.
Complete action.
Document findings.
Communicate results.
Determine if the plan worked.
If the plan worked, why?
If the plan did not work, why not?
65
See Future Force, pp. 98
Plan, Do, Study, Act
Plan:
Do:
Act.
Study:
66
Linkages Chart for the Essentials of Baldrige-Guided School Improvement Planning up front with the quality tools
The Linkages chart shows the interrelationship and interdependency of all of the Baldrige Categories and Core Values.
Stakeholder Focus
Leadership
“What” questions:
Based on the data:
1. What are the educational needs of all
students and subgroups of students?
2. What are the expectations of students
and stakeholders?
3. What are the levels of satisfaction/
dissatisfaction of students and
stakeholders?
“What” questions:
1. What are the vision, mission, values, and performance expectations of the school?
2. What will be done to communicate the school’s vision, mission, values,
goals/objectives, and performance expectations?
3. What is the monitoring plan for determining what is working and what is not
working?
“How” questions:
1. How does the school determine
student (including subgroups of students)
and stakeholder needs and expectations?
What processes will be used to
disaggregate data?
2. How does the school determine and
build student and stakeholder levels of
satisfactions or dissatisfaction?
Faculty and Staff Focus
“What” questions:
1. What are the professional
development and resource needs of
the staff to implement the school
improvement plan?
2. What is the staff’s level of
satisfaction and dissatisfaction with the
current work systems and school
environment?
“How” questions:
1. How does the school determine the
needs for professional development to
utilize their full potential in meeting the
school’s goals/objectives?
2. How does the school maintain a
work environment and staff support
climate that contribute to the wellbeing, satisfaction, and motivation of all
staff members?
“How” questions:
1. How are the school’s vision, mission, values, and performance expectations
developed, including the participation of all stakeholders?
2. How will the school’s vision, mission, values, goals/objectives, and performance
expectations be communicated to all stakeholders?
3. How is the school’s performance monitored and how is the information used for
continuous improvement?
Strategic Planning
“What” questions:
1. Based on student and stakeholder needs, expectations, and requirements, what
are the measurable, priority school improvement goals/objectives?
2. What are the action plans for the goals/objectives? (who, what, when)
3. What monitoring plan will be used to ensure that the action plans are implemented
effectively?
“How” questions:
1. How does the school engage all stakeholders in the school in the school
improvement planning process?
2. How are action plans developed and monitored?
3 How are Professional Development Plans (PDPs) and actions developed to
support the plan?
Process Management
“What” questions:
1. What are key processes that have been put in place to support and sustain the SIP
goals/objectives and actions within each category?
“How” questions:
1. How are key processes defined, designed, and deployed to support and sustain the
SIP goals/objectives and actions within each category?
2. How have key processes been aligned and integrated to maximize efficiency?
3. How is the PDSA model used for continuous improvement?
4. How are quality tools used to enhance participation and facilitation of processes?
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Performance Results
“What” questions:
1. What summative measures will be
used to establish baseline data and to
determine progress with SIP goals? (e.g.,
student achievement, student and
stakeholder satisfaction, staff training and
well-being, leadership systems,
benchmarking, key processes and
systems)
“How” questions:
1. How well are we doing in achieving our
goals/objectives and action plans?
2. How will our results be used to
improve our school and guide our school
improvement planning process?
Information and
Analysis
“What” questions:
1. What formative measures have
been identified to use along the way to
make sure that we are on the right path
with the actions in each category?
2. What tools are in place to take
corrective and rapid action, if needed?
(e.g., PDSA)
“How” questions:
1. How were formative measures
identified or developed to monitor
progress?
2. How often is data collected,
analyzed, and shared with
stakeholders?
3. How do schools ensure the quality
and availability of needed data and
information?
4. How are the data used for
continuous improvement?
Action Plan
An Action Plan is a tool that individuals and groups use to record tasks that need to be completed in order
to reach targeted goals.
Goal: To complete homework
Who
What
Resources
Student
Bring assignment notebook to class
Student
Copy homework assignment into
notebook
Teacher
Assignment written on board
Homework
Buddy and
Student
When
Pencil
Assignment notebook
Glasses
Pencil
Assignment notebook
Glasses
Chalkboard/chart paper
Every day
Check assignment book for
completeness and accuracy
Assignment notebook
Immediately after
assignment is
recorded
Student
Get signature from teacher
Assignment notebook
Pencil
As leaving class
End of day
Student
Take assignment notebook and
materials home
As soon as seated
in the classroom
Before class
Parent
Provide space and time for
homework completion
Student
Actively complete homework
Assignment notebook
Binder
Homework materials
Table/desk
Light
Materials
Quiet
Materials needed
Student
If confused, get help from parent or
homework buddy
Materials
Phone
Student &
Parent
Have parent check off that
homework has been completed
Completed assignment
Assignment notebook
Each evening
Student
Put completed assignment in binder
Completed assignment
Binder
When completed
Student
Take homework/binder/completed
homework assignment to class
Homework
Binder
Next day
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Each evening
Each evening
during time
established
As needed
Action Plan
Who
What
Resources
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When
Bone Diagram
A Bone Diagram is a planning tool that helps organizations define their current
and desired states. This tool includes the driving and restraining forces of the
Force Field Analysis.
Desired State
-Productive afternoons
-Maximum time on task
-Active Listening
-Excellent work quality
-Organized dismissal
Drivers
Clear expectations
Flow charts
Behavior monitoring charts
Personal responsibility
Clearly defined
consequences
Commitment
Shared responsibility
Group meetings to discuss
progress
Transition Period
Present State
-Chaotic afternoons
-Time off task
-Listening issues
-Poor quality of work
-Disruptive dismissal
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Restrainers
Adverse attitudes
Negative attitudes
Apathy
Poor communication
No pride in work
Do not want to get involved
Expect quick results
Do not want responsibility
Past practice and habits
Bone Diagram
Drivers
Transition Period
Restrainers
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Checklist
Purpose: The purpose of a checklist is to enable one to keep track of progress in completing tasks.
Centers
When Completed
Word Work
Poem
Writing
Listening
Game
Word Wall
Drama
Free Choice
Work Completed With the Substitute Teacher
Subject
None
Some
Warm -up
Reading work
Math work
Writing
Science
Social Studies
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All
Fishbone Diagram
The Fishbone Diagram helps groups to determine root cause. (It does not establish actions to solve the problem.)
Cause
Cause
Students
Teacher
Models skills
Sets
expectations
Well-lit
Horse playing in the
locker room
Misusing the equipment
Have use of entire gym
Not enough equipment
Sidebar conversations
during instructions
PE is
sometimes
unsafe
Unorganized equipment
Faulty equipment
Comfortable temperature
Materials/Resources
Environment
Cause
Cause
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Effect
Fishbone Diagram
Cause
Cause
Effect
Cause
Cause
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Five Whys
The Five Whys helps to drill down and identify the root cause of a problem. The question “Why” is asked
five (or more) times.
Why are our team meetings unproductive?
Answer: We spend too much time talking and sharing stories about things that happen in our
classrooms.
Why do we spend too much time talking about personal things and sharing stories about things
that happen in our classrooms?
Answer: We don’t have a focus for our meetings.
Why don’t we have a focus for our meetings?
Answer: We aren’t organized with an agenda.
Why aren’t we organized with an agenda?
Answer: We don’t have a process for developing an agenda.
Why don’t we have a process for developing an agenda?
Answer: We haven’t taken time to look at our data to assess our
needs.
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Flow Chart Symbols
Task Box
Meeting
Decision Diamond
More information on another flow chart
Report
End
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Flow Chart
Flow Charts enable groups to clearly define, communicate, and monitor multi-step processes.
Writing a Persuasive Paper
Begin researching your topic to
find important information
that will support your position
and weaken the opposing side.
Determine a topic or
argument.
Record research information on
index cards and be sure to
create a bibliography along the
way.
Do you have “expert”
witnesses and/or data
(numbers) to
Support your argument?
YES
Begin your outline. Remember
to save your strongest
argument as the clincher.
Write your first draft. Be sure to
use the rubric/criteria as you write
your paper. Edit/Revise your
paper.
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Write your final draft and proofread.
NO
Continue researching.
Force Field Analysis
Force Field Analysis is a tool used to analyze current behaviors/beliefs that may be “driving” the group to reach the target
goals, and those practices/beliefs that are preventing groups from reaching the goal. Once the preventers have been
identified, action plans may be written to address the issues.
Goal: Score 80% or above on our unit test.
Drivers: What are we currently doing
that is helping us to reach our goal?
Preventers: What is keeping us from
reaching our goal?
Studying before the test
Off task behavior
Paying attention in class
Incomplete work
Taking notes
Irresponsibility
Asking for help
Choosing not to study
Completing our homework
Leaving materials in school
Completing our study packet
Avoiding help
Knowing how to study
Poor attitude
Commitment
Lack of Effort
How do we maintain and strengthen the Drivers?
How do we reduce the Preventers?
Next steps: Action Plan
What needs to be
accomplished?
Complete all homework
assignments
Finishing my study guide
questions
Who will be responsible When will task be completed?
for the task?
Students
Every night
Parents
Students
By next Thursday
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Force Field Analysis
Goal: ________________________________________________
________________________________________________
Preventers
Drivers
How do we maintain and strengthen the
Drivers?
Who
How do we reduce the Preventers?
What
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When
Four Quadrant Diagram
The Four Quadrant Diagram may be used with small groups to determine individual or group perception.
Once areas have been identified, other tools such as the Force Field Analysis, PDSA, and/or Action Plan
may be used to address high resistance/high impact areas. (Please note that other quadrant descriptors
can be used, such as high/low expectations, high/low support, high/low achievement, etc.)
Goal: To implement Baldrige-based Classroom Learning Systems throughout our school.
Where would you place the following?
Setting classroom Ground Rules
Defining “My Job, Your Job,
Parents’ Job, Our Job”?
Using Affinity Diagrams
Using Consensograms
Using Plus/Deltas
Writing a class Mission
Statement
Defining Core Values
Holding Class Meetings
Taking Surveys
Using the PDSA process
Using a Force Field Analysis
Setting class Goals
Creating class Action Plans
Keeping class Data
Posting class Data (no personal
identification)
Setting individual Goals
Using student Data Notebooks
Sharing “Quality Tools I’ve Used”
at staff meetings
Holding Baldrige training
sessions during staff meetings
Attending a Baldrige Quality
Academy
Continuously referring to
classroom Ground Rules, Jobs,
Mission Statement
High Impact
+3
+2
+1
Low Resistance
High Resistance
-3
-2
-1
-1
-2
-3
Low Impact
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+1
+2
+3
Four Quadrant Diagram
High Impact
+4
+3
+2
+1
Low
Resistance
High
Resistance
-4
-3
-2
-1
+1
-1
-2
-3
-4
Low Impact
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+2
+3
+4
If…Then
Then…
If…
Then…
then our neediest students
won’t get the academic
help they need.
If we increase staff
coverage,
If…
then we have
less help in
classrooms.
If we have less help in classrooms,
If…Then is a projection tool used to predict possible consequences that might occur when organizations
are planning for change. It shows predicted “domino” effects of decision making.
Question: How can we reduce office
referrals during recess?
then they will have fewer
opportunities to make
poor choices.
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then students will have
more to do during
recess.
If students have more to do during recess,
If we provide more playground equipment,
If we provide
structured
activities,
If students have limited choices
during recess,
then students will have
limited choices during
recess.
then there will be less
teasing and fewer
arguments.
If…Then
Then…
If…
.
If…
Then…
Question:
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Interrelationship Diagram
An Interrelationship Diagram helps to identify the cause and effect relationship between two factors.
What Factors Contribute to Student Success?
(arrows out, arrows in)
Attitude
(2,3)
Home environment
(5,0)
Opportunities to
feel successful
(2,3)
Student/Teacher
Relationship
(4,1)
Student motivation
(1,4)
Effort
(1,4)
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Interrelationship Diagram
Question:___________________________________________________________________________________________
Factor 1
Factor 6
Factor 2
Factor 3
Factor 5
Factor 4
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Ladder
The Ladder provides a graphic organizer that allows groups to list the steps that will lead them to the
desired state.
Step 5 a. Give an example from the text.
b. Make a connection.
c. Describe the clues you found as
you were reading (inferences).
Step 4
Answer the question!
Step 3 Read the text. Remember to think about
the question being asked as you read.
Step 2 Make sure that you understand what the
question is asking.
Step 1 Read the question before reading the text.
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Ladder
88
Lotus Diagram
The Lotus Diagram is a brainstorming and organizational technique that enables the group to define key concepts as well as all the parts of the whole.
Outline
Mini
Lessons
Oral
Report
Note Taking
Strategy
Bibliography
Outline
Bibliography
Note Taking
Strategy
Mini
Lessons
Research
Report
Format
Oral
Report
Multiple
Resources
6 Traits of
Writing
Multiple
Resources
89
Format
6 Traits of
Writing
Lotus Diagram
90
Morphing
Morphing is similar to the Bone Strategy. This
technique is particularly helpful for those visual
processors. Morphing helps the group to
understand the processes and time involved in
systematic and systemic change.
Students will correctly
solve the problem and
explain why they chose
the problem solving
strategy.
Students will determine which
operation or strategy to use,
choosing from a list of options.
Students will determine
important information
in the text, and will
circle and underline it.
The class will work on
reading
comprehension
strategies.
Current State
65% of the class is unable to
choose an appropriate problem
solving strategy, apply it, and
correctly solve the problem.
91
Morphing
92
ORID
Focused Conversation
Data Analysis
Level of Questions
Purpose
O
To examine the
data
To identify
factual
information
What do you see?
What factual statements
can you make based on the
data?
To encourage
participants to
make connections
To encourage free
flow of ideas and
imagination
To identify
patterns and
determine the
significance or
meaning
To articulate
underlying
insights
What does the data tell us
– what new insights do you
have?
What good news is there
for us to celebrate?
What doesn’t it tell us and
what else might we need
to know?
What areas of need seem
to arise?
What are our proposed
next steps?
What decisions can we
make?
What is our action plan for
moving forward?
Objective Level
R
Reflective Level
I
Interpretive Level
D
Decisional Level
To propose next
steps
To develop an
action plan
To make decisions
To experience
“coming together”
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Questions to Answer
What surprised you?
What encouraged you?
What discouraged you?
How does this make you
feel?
ORID
Data Conversation Step
Your Comments
O
R
I
D
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Parking Lot
The Parking Lot technique is commonly used as a summative evaluation after a lesson or meeting. It incorporates the plus/delta sstragegy with a questions
and future ideas component.
What’s working?
What questions do you have?
The information was valuable.
We were able to spend time planning.
The strategies can be used immediately.
The pacing was excellent.
We don’t feel overwhelmed!
What are the next steps?
Will this take away from instructional time?
What are the expectations?
Ideas (Additions, deletions, and/or
modifications)?
Leadership team will determine scope and sequence for
implementation.
Teams will reach consensus.
Volunteers will make poster templates.
Staff development time will be used for more training.
Example: Feedback from Baldrige Workshop
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Model the mission statement lesson.
Choose three quality tools to focus on.
Parking Lot
What’s working?
What questions do you have?
What are the next steps?
Ideas (Additions, deletions, and/or
modifications)?
96
Problem Statement
The Problem Statement tool enables a group to clearly define a problem. This strategy enables teams to communicate in a
logical, risk-free, and open environment. Once the statement has been developed, teams may work towards solving the problem
using a variety of problem solving/process thinking tools.
Step One: The facilitator introduces the problem to the group. Next, the group brainstorms possible causes. The
group also describes how this problem impacts the organization.
Problem Statement
The greatest amount of office referrals occur during the transition time between
classes. Students who are sent to the office lose instructional time.
Possible Causes:
Not enough adult supervision
Bullying
Horse play in the hallway
Too much time between classes
Expectations have not been clearly
defined and monitored
Impact on the Organization
Students who are sent to the office end up missing too much class. Once students are sent back to
class, they’re behavior is usually disruptive and disrespectful. This impacts the culture in the classroom
and affects the quality of instruction.
Desired State
Students use appropriate behavior in the hallways. All students arrive to class on time and are ready for
learning when the bell rings. There are no office referrals during transitional time between classes.
Step Two: Using the ideas from the brainstormed list, the group determines which behavior(s) they believe to be
the root cause of the problem. Weight voting or a consensogram may be used to help the group reach consensus.
Action plans are written to address problem.
Action Plan
Who
Teacher
Staff Development Teacher
Administrators
Students
What
Teachers will stand outside doorway.
Teachers will document tardy students and
give data to SDT.
SDT will collect and post data.
Administrators will clearly communicate
hallway expectations.
Administrators will sweep hallways and
stairwells.
Administrators will implement discipline policy.
Students will be responsible for following
hallway procedures.
97
When
Before and after each class
Weekly
Before and after each class
Before and after each class
Problem Statement
Problem Statement
Impact on the Organization
Desired State
Who
What
98
When
Baldrige Processes to Meet PGS Standards and Framework Expectations
PGS Standards
Standard I
Teaches students strategies for exerting
effective effort, e.g. time management, study
skills, and use of resources including teacher,
family and peers
Motivates and inspires in all students the
willingness to learn, self confidence, and
or/perseverance
Encourages students to challenge themselves
for personal growth
Promotes students’ social and emotional
development
Encourages students to set their own
academic, social, and extracurricular goals
Teaches students to reflect on and to apply
standards and criteria to their work
Provides prompt and specific feedback to
students on their work and progress toward
goals
Takes responsibility for academic growth and
achievement of all students
Demonstrates/models sensitivity to all students;
treats all students respectfully and equitably
Framework for Improving Teaching and
Learning “Look Fors”
Staff teaches students how to work smart.
Baldrige “Look Fors” in a Classroom
Learning System
Teachers and students use monitoring charts
and graphs to determine time on task,
transitional time, time spent studying, number
of students that completed homework.
Feedback on student work is frequent, specific, Teachers set achievement standards, show
respectful and instructional.
students how to collect and analyze data, and
help students write action plans.
Teachers communicate that, with effort,
Teachers engage students in goal setting and
students can achieve rigorous goals.
allow for personal study and development.
There is a language of giving help.
Teachers model the use of and use quality
There is a language of response to errors or
tools such as the PDSA cycle and Force Field
below standard work.
Analysis to promote continuous improvement.
Students self-monitor their own learning and set Teachers have a process and system in place
personal goals. Students articulate goals,
for developing class and personal goals.
evaluate progress and have access to personal
progress.
Student progress is based on incremental
Teachers have a process in place that allows
rigorous goal setting.
time for students to analyze their performance
results, set goals, and write action plans.
Teachers provide feedback that is regular and
Teachers, parents and students understand the
ongoing.
process for evaluation and know exactly how
grades will be determined.
There are provisions for re-teaching and extra
Teachers/students write mission statements
help.
and routinely evaluate their progress.
The three key messages are evident:
Teachers use quality tools that are engaging,
This is important.
encourage process thinking, and allow for
You can do it.
respectful problem solving.
I won’t give up on you.
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PGS Standards
Standard III
Creates a classroom atmosphere that fosters
students using each other as sources of
knowledge, listening to, and showing respect
for others’ contributions
Communicates the following messages:
You can do it
Effective effort leads to achievement
Promotes positive interpersonal
relationships among students
Builds positive interpersonal
relationships with students
Encourages all students to participate
in class discussions and to take risks in
the learning process
Framework for Improving Teaching and
Learning
Effort based Intelligence appears in
practices, behaviors and structure in the
learning environment
Uses a repertoire of strategies matched to
Evidence of student learning is used in
student needs to avoid and/or address behavior planning, including intervention or acceleration.
problems
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Baldrige “Look Fors” in a Classroom
Learning System
Teachers/students establish ground rules.
Teachers model/teach core values.
Teachers/students define My Job, Your Job,
Our Job.
Teachers use plus/delta.
Teachers give student surveys.
Teachers/students use the PDSA strategy.
Teachers use the fishbone strategy.
Teacher/students write action plans.
Teachers/students use monitoring tools such as
graphs and charts.
Teachers/students use force field analysis.
Teachers/students write class mission
statements that are aligned with the school
mission statement.
Teachers/students use plus/delta.
Teachers/students write action plans.
Teachers/students use the PDSA cycle.
Teachers/students use charts and collect data.
Establishes routines to meet
group/individual needs to maximize
engaged student learning time
Instruction drives the schedule. Maximum
time is spent on academic engagement
Creates a classroom atmosphere for
students and families in which all are
welcomed and valued
Communication to parents and community
about individual student progress exists in
relation to goals.
Communicates academic and/or behavioral
concerns
Communicates positive and/or negative
feedback to families in a timely manner
PGS Standards
Standard IV
Gathers data about student performance
and other relevant information from a
variety of sources
Framework for Improving Teaching
and Learning
Teachers provide feedback to students
about their learning and their work.
Students articulate goals and evaluate
progress.
Develops and communicates clear criteria
for success for student work
Develops and uses a clearly defined
grading system that is consistent with the
MCPS Grading and Reporting Policy and
Regulations
Uses assessment data to ensure that every
student is progressing toward state, local,
and school system standards
Student work is aligned with curriculum
indicators.
Assessment measures are matched to
curriculum indicators.
There is a variety of data sources and
records used to show progress towards
proficiency.
101
Teachers/students develop flow charts.
Teachers/students use lotus diagrams.
Teachers/students use the fishbone
diagram.
Teachers/students use charts and graphs.
Teachers/students plan for instruction
using the linkage chart.
Teachers use consensograms.
Teachers survey parents/students.
Teachers facilitate discussion about group
and personal values and beliefs activities.
Teachers facilitate My Job, Your Job, Our
Job discussions with parents at Back to
School Night.
Teachers post data on data centers.
Teachers communicate student progress
using data notebooks.
Baldrige “Look Fors” in a Classroom
Learning System
Students use data note books that include:
Class/personal mission.
Class/personal goals.
Lists of indicators being assessed.
Lists of assignments, quizzes, and tests that
will be used to assess mastery.
Data on performance results.
Action plans.
Teachers and students plan instruction
using the linkage chart.
Teachers meet collaboratively to determine
baselines, formative and summative
assessments.
Teachers meet collaboratively to analyze
data and determine improvement plans.
Personal Reflections: Self-Monitoring Tool
Building a Classroom Learning System
Directions: This self-monitoring tool may be used for planning
and implementation as you work towards building a Classroom
Learning System using the Baldrige Criteria for Performance Excellence.
CLS “Look Fors”
Yes
No
Ground rules
Consensograms
Issue Bin
Plus/Delta
Affinity Diagram
Surveys
“My Job, Your Job, Our Job”
“Looks Like, Sounds Like, Feels Like”
Classroom mission statement
Classroom goal setting
Classroom data collection
Classroom action planning
Individual goal setting
Individual data collection
Individual action planning
Quality Tools
1.
2.
3.
4.
5.
6.
7.
8.
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Comments/Future Plans
Additional Resources
Academies
Baldrige Quality Academies: Sherwood ES, Waters Landing ES, Tilden MS
MCPS Staff
Staff Development Teachers
Staff Development Specialists
Baldrige Support
Dr. Michael Perich-Coordinator of Systemwide Continuous Improvement
Ms. Sharon Hawkins-Sherwood Quality Academy Teacher
Ms. Fran Morris-Waters Landing Quality Academy Teacher
Mr. Ed Ragan-Tilden Quality Academy Teacher
Ms. Caren Lederer-Office of Organizational Development
Mr. Jerry Perlet-Principal/Sherwood ES
Mr. Bill Poole-Principal/Waters Landing ES
Ms. Karen Rabin-Principal/Tilden Middle School
Ms. Eva Wetten-Retired MCPS Principal
Ms. Joan Carroll-Retired MCPS Director of School Performance
Books
Future Force: Kids That Want to, Can, and Do! McClanahan, Elaine and Wicks, Carolyn. 1993
Pact Publishing
Tool Time for Education: Choosing and Implementing Quality Improvement Tools. Langford
International, Inc. 2001. www.langfordlearning.com
Web Sites
MCPS (www.mcps.k12.md.us) key Search: Baldrige
www.baldrigeineducation.org
“Ordinary Resources, Extraordinary results: Using Baldrige to Achieve Performance Excellence”
www.grand-blanc.k12.mi.us
American Society for Quality: www.asq.org
Koality Kids: www.asq.org/edu/kkid
Georgia O’Keefe Elementary: http://www.okeeffe.aps.edu/Okeeffe_Web/default.html
Jim Shipley & Associates: www.jimshipley.net
Baldrige National Quality Program: www.quality.nist.gov
Create a Graph: http://nces.ed.gov/necskids/graphing/
MCPS Publications
Our Call to Action: Pursuit of Excellence: The Strategic Plan for the MCPS, 2003-2008. MCPS
(2610-04)
Building a Classroom Learning System-My Job, Your Job, Our Job
Building an Organizational Learning System: The Baldrige Principal’s Handbook for Guiding the
School Improvement Process
The Bulletin
2003-2004: Issues 7, 11, 16, 24, 29
2004-2005: Issues 23, 26, 28
2005-2006: Issue 25
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