Continuous Improvement Techniques CIassroom Level (CIT-CL)
Continuous Improvement is the commitment to improving the process and product (learning) in
the educational system. In order to make optimal improvement, the individuals (students) who
have the greatest responsibility for the product (learning) must take on the responsibility.
Forms & Tools
Data Graphs















36 weeks, 1-6 scoring range
36 weeks, 1-8 scoring range
36 weeks, 1-10 scoring range
20 weeks, 1-40 scoring range
15 weeks, 1-25 scoring range
10 months, 1-25 scoring range
15 weeks, 1-50 scoring range
10 months, 1-50 scoring range
10 months, 1-150 scoring range
Entrance/Homework, 1-20, 4 scoring range
On-Task/Daily Effort & Classroom Behavior, 1-20, 4 scoring range
Math Addition Facts - 25 weeks, 20 score
Math Addition Facts - 25 weeks, 50 score
Run Chart, 1.0-4.0
Vocabulary Run Chart - 20 weeks, 6 score
Vocabulary Samples

Sample Vocabulary Terms (used with permission, Marzano Research Lab)
Literature & Reference
Journal Articles

Black, Paul & Wiliam, Dylan: Inside the Black Box: Raising Standards Through
Classroom Assessment, Phi Delta Kappan, October 1998 - with permission

Jenkins, Jerry: Linear Post-it Note Approach to CIT, November 2006

Moss, Connie M & Brookhart, Susan M.: Advancing Formative Assessment in Every
Classroom, Chapter 2: Leveling the Playing Field, ASCD SmartBrief

Schmoker, Mike: Tipping Point: From Feckless Reform to Substantive Instructional
Improvement, Phi Delta Kappan, February 2004

Stiggins, Richard J.: Student-Centered Classroom Assessment (excerpted summary),
Merrill Publishing, 1994
Trainings
The five-day Continuous Improvement training provides educators with practical application
methods, tools and techniques to infuse the theoretical concepts espoused by W. Edwards
Deming, Robert Marzano, Richard Stiggins, Abram Maslow, Fredrick Hertzberg, Joel Barker,
David Langford, Stephen Covey, Howard Gardner, William Glasser, Alfie Kohn, Lee Jenkins,
Mike Schmoker, Richard Dufour, and John Medina in school buildings and classrooms.
Participants will learn how to create a learning culture in the classroom where students take
responsibility for their own learning and behavior. Participants will learn over twenty process
tools which engage and involve students and staff in understanding how their system is
operating and how to improve it. Research will be shared about motivation and elements about
an inclusive learning culture in which students and staff chart their own and the class’ progress.
Standards-based grading, the writing of appropriate learning targets, and the use of learning
matrices will also be discussed.
In buildings and classrooms that have implemented CIT with fidelity and intentionality there has
been a significant improvement in student learning. The focus has changed to a learning
organization which is predicated on mutual respect and dignity for everyone.
Daily Activities for CIT Trainings



Daily Sequence Outcomes - Professional Development
Daily Sequence Outcomes - Team Time PowerPoint
Jeopardy Game
Day 1



Introduction to CIT-CL – PowerPoint
Targets Day 1 – PowerPoint
Profound Knowledge Overview - W. Edwards Deming's Model at the Classroom Level –
PowerPoint
Day 2

Targets Day 2 – PowerPoint
Day 3
Day 4




Why Standards-Based Grading – PowerPoint
Traditional vs. Standards-Based Grading – PowerPoint
Jeopardy Game
Bellingham Standards – PowerPoint
Day 5

Jeopardy Game