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Indian Education Department and Indian Education Committee Retreat

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Title: Indian Education Department and Indian Education Committee Retreat


1
Indian Education Department and Indian Education
Committee Retreat
  • Using A Continuous Improvement Systems Approach
    to Accomplish Our Goals

2
Desired Outcomes
  • To understand the data from the Parent Survey and
    the research on effective practices
  • To review/revise the mission of the IED and IEC
  • To review the goals as presented in the JOM
    proposal
  • To increase knowledge in the use of the PDSA
  • To develop action plans for HSLs, RTs, IEC

3
Planning Session Agenda
  • Review of Last Meeting
  • Presentation of Parent Survey Results
  • Review of the Data (Results)
  • Review of Goals
  • PDSA Training
  • Action Planning
  • Next Steps

4
Setting the Stage
Workshop tools…
5
Plus from Last Meeting
  • Connect everything so well to IED
  • Reinforced my learning of Baldrige
  • Learn and buy in to the PDSA more more each
    time I do Baldrige training
  • A new start to a new year
  • The staff development was more enlightening since
    it was presented more from a global view- made
    more sense
  • Learned a lot from listening to others and
    talking with others
  • Enjoyed presenters explanation
  • The activities are fun. Can we have more in April?

6
Delta from Last Meeting
  • More time to move about, better lighting
  • Follow-up Baldrige retreat should be sooner
  • Keep side conversations down
  • I would like a handout of the power point
  • Need to stick to the timeframe

7

Used to gather large amounts of information and
consolidate data into groupings based on
relationships.
An affinity diagram was used with parents to
define stakeholder expectations at the beginning
of the school year.
8
Setting the Stage
More workshop tools…
Using one red dot per chart, indicate your
current level of understanding on a scale of 1-10
for each key concept.
9
Alignment
Baldrige or A Systems Approach Basics

What do we have to do well together?
How will we know if were getting better?
Unclear and unfocused (and overwhelmed!)
10
Baldrige or A Systems Approach Basics
Alignment
ALIGNMENT
  • IED/IEC Strategies
  • Instructional
  • Non-Instructional

Random Acts of Improvement
11
Alignment
Baldrige or A Systems Approach Basics
  • IED/IEC Strategies
  • Instructional
  • Non-Instructional

Aligned Acts of Improvement
12
LINKAGES
Linkages
At least its only flat on one side!
13
Baldrige or A Systems Approach Basics
Linkages
Students
Parents
Volunteers
Teachers
Administrators
District School Support Staff
Smart and effective school districts, schools,
departments, organizations make sure theyre not
driving with a flat!
14
Leadership
Baldrige Basics
Strategic Planning Goals Measures
Student/ Stakeholder Focus
Performance Results
Human Resource Focus
Process Management
Information Analysis
CORE VALUES
Adapted from BiE IN Baldrige Model
15
Baldrige or A Systems Approach Basics
The Barbell Factory
8 Willing Workers Add or delete one part OR
pass the whole thing on when it comes to you. 1
Boss Make barbells. Faster. Make more
barbells. 1 Inspector General Rework or
meets specifications.
Quota 5 barbells in 3 minutes.
16
Workbook page 8
Baldrige Basics
What is the effect of trying to fix one chair
when we really need to fix the system? Whats
the long-term effect of the system on the
workforce? What role does leadership play in
improving systems? What is the impact of poorly
communicated stakeholder specifications?
The Barbell Factory
17
Baldrige Specifics
A Systems Approach Using the Baldrige Criteria
is… A measure of parts and connections. How
effective are the parts? How effective are the
connections between the parts? A blueprint for
building effective, well-connected parts. A
process for determining which parts and which
connections add value and which do not.
What are the implications for the IEU and the IEC
school support services?
18
Parent Survey Results
  • Presented by Research, development, and
    Accountability

19
Data Analysis Process
  • What is here to celebrate?
  • What is this data telling us?
  • What is this data not telling us?
  • What implications are there for our work?

20
SMART Goals
  • Specific
  • Measurable
  • Aligned to Standards or Learning Requirements (or
    some other requirement)
  • Results Focused (relative)
  • Time Framed (timely)

21
Mission
  • We are committed to enhancing and supporting
    educational opportunities while respecting
    language and cultural perspectives so that
    students can achieve personal and academic
    success by working together with the school and
    community.

22
Mission Development
  • Why are we here?
  • What do we have to do well together?
  • How will we make it happen?

23
Does the current mission statement drive the work
of the IED/IEC?
Get up and find someone you havent talked to
today and spend 5 minutes discussing this
question.
24
Do we need to revise the mission statement?
25
Leadership
Baldrige Basics
Strategic Planning Goals Measures
Student/ Stakeholder Focus
Performance Results
Human Resource Focus
Process Management
Information Analysis
CORE VALUES
Adapted from BiE IN Baldrige Model
26
1.0
Leadership
Who is the Leader of the system?


2.0
Goal
3.0
7.0
What is your defined goal which will lead to
meeting the identified requirements and how are
you going to measure progress toward the goal?
What are your action plan steps?
Aim
Results
What is purpose or focus as determined by key
stakeholder/customer requirements?
What are the results that you expect from your
actions?
What data will you track on a day to day, week to
week basis to monitor whether daily actions are
value add to reaching the goal?
5.0
6.0
Processes
Human Resources
What will you and the workers do to achieve
the goal? How will you measure whether what you
are doing is working or not? How will you
improve the process on a regular basis? How will
you involve the workers in the PDSA?
What do you need to do to support the workers,
i.e training, reward/recognition, environment,
etc.?
4.0
What do you know about performance in this area?
How is the system doing? Are you making
progress? How do you manage the data for positive
instructional change?
4.0 Info and Analysis
Core Values
27
1.0
Leadership
Daisy Thompson


2.0
Goal
3.0
7.0
Achievement, Attendance, Parent Communication
Aim
Results
Mission, Federal, State, District requirements,
IEC recommendations, Survey Results
Increases in Student Achievement, Attendance, and
Parent Communication
Defined in your action plan
5.0
6.0
Processes
Human Resources
Action Plans for Department Leadership, HSLs,
RTs, IEC Reporting on measurement of
goals Communication process with IEC
Training, Support, Recognition, Materials,
Creating a work environment that supports the
goals
4.0
What do you know about performance in this area?
How is the system doing? Are you making
progress? How do you manage the data for positive
instructional change?
4.0 Info and Analysis
Core Values
28
1.0
Leadership
Indian Education Committee Leadership


2.0
Goal
3.0
7.0
To increase the number of parents who are
knowledgeable about the services provided by the
Department To increase the knowledge of the IEC
about the work of the Department
Aim
Results
Increases in the number of parents who are
knowledgeable Increase in the knowledge of the
IEC
Advice to Department based upon parent/community
input Support the parent communication goal
Information about the Department from the
Director and staff Regular reports on the
goals Opportunities to meet with parents Clarity
about roles in personnel and information
management
5.0
6.0
How many parents have we communicated with? What
have I learned about the department?
Processes
Plan for communicating with parents Plan for
learning about the department Plan for
communicating with the Director
4.0
What do you know about performance in this area?
How is the system doing? Are you making
progress? How do you manage the data for positive
instructional change? HOW DO YOU KNOW WHAT IS
ACCURATE INFORMATION?
Core Values
29
(No Transcript)
30
Workbook page 14
Improving the Classroom Learning System
6 Steps to Improvement
PLAN
  • Validate the need for improvement
  • Clarify purpose, goals, and measures
  • Adopt and deploy an approach to continual
    improvement
  • Translate the approach to aligned action
  • Analyze results
  • Make improvements

DO
STUDY
ACT
Repeat the cycle
31
Workbook page 14
Improving the Classroom Learning System
6 Steps to Improvement for the Classroom
PLAN
  • How are we doing? How do we know?
  • Why are we here? What do we need to do well
    together? How will we know how were doing?
  • How will we work together to get better?
  • What will we do differently?
  • What happened?
  • What are we going to do with what we learned?

DO
STUDY
ACT
Do it all again!
32
PDSA FORMAT
33
Action Planning
34
Reporting Out
35
Next Steps
  • Did all of your important issues get discussed,
    identified, talked about?

36
Plus/Delta
37
Improving District and School Support Systems
We have worked together to…
develop a department/office mission statement.
translate stakeholder expectations into goals
and measures.
understand our customers/ stakeholders and their
requirements.
monitor our performance results.
create a work environment that supports
department/office goals.
collect and analyze the data needed to guide
department/office decision making.
identify and improve the processes needed to
achieve our goals.
38
Plus/ Delta
  • What worked for you about today?
  • What could be improved about today?
  • Public and private plus/delta
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