Michele Brinn, Vice President, Workforce Development Director,
Carolina First Center for Excellence
Tami Miller, Manager, Carolina First Center for Excellence
• Quality Update/Review
• Goal Setting – Pas-T
• Data Notebooks
• Classroom Data Centers
• Student-Led Conferences
W. Edwards Deming
• 96% System - 4% People
• The problem lies within
the system, not the
• “It is not necessary to
change; survival is not
• Involve students in evaluation of their own work for quality
• Encourage them to keep their own quality record so that
would always know exactly where they were.
Not Dropping Out
A slow, progressive dimming of a
student’s belief in himself and his
capabilities, and the gradual
extinguishing of one’s faith in
learning as key to the future
National Dropout Prevention Center
Mission Statements PDSA Lotus Diagram
Affinity Diagram Consensogram Parking Lot
Quality Tool Exchange
Share your best practices using
quality tools with your colleagues
• GIVE an idea – GET an idea
• Jot down one idea per block
• Fill in as many blocks as you
can in 5 minutes!
Student Achievement Goals
• Required PAS-T document – PS 8
• Goal setting form includes specific goal
statement, baseline data, and strategies
• Mid-year & End-of-year results
Track progress using student and class data!
Goal –Setting Form (PS 8)
• Content Area
• Baseline Data – capacity matrix,
• Goal Statement
• Strategies for Improvement – Force Field
Analysis, Fishbone Diagram, Pareto Diagram,
PDSA, flow chart, lotus diagram
• Mid-Year Review – analysis of data notebook,
• End-of-Year Data / Results - analysis of data
notebook, graphs, strategies
• S - specific, significant, stretching
• M - measurable, meaningful, motivational
• A - agreed upon, attainable, achievable,
• R - realistic, relevant, reasonable,
• T - time-based, timely, tangible, trackable
LEADERSHIP: Student name and
class mission statement
Student, What are my academic goals
Stakeholder and objectives? What is my RESULTS:
timetable for completion?
and Market What happened?
expectations of PROCESS:
next unit, grade
level, etc. How will you achieve your
What will you do?
How will you improve
RESOURCES: what you do? ANALYSIS:
Who and What can Data collection and
help you? Be sure analysis to keep you
that you have the
informed as to whether
resources necessary to
achieve your goal. you are on track to meet
Support students as co-producers of their
Helps students organize processes for learning
Contains a student’s mission, goals, and action
plans to support learning.
Why are Data Notebooks Important?
Data notebooks empower students . . .
•To become accountable for their learning.
•Have some control over their pace of learning.
•Motivate themselves to achieve long-range goals.
Data notebooks provide feedback . . .
•Helps the student correct their course of action, as
•Documents progress providing "no surprises" at the
end of each school quarter or semester.
Data notebooks help students
manage their learning . . .
•Students observe short-term gains, a powerful
motivator to achieve long-term goals.
•Students are provided with the means for self-
empowerment and motivation.
Student Data Collection
• Chart academic progress
• Chart attendance
• Chart behavior
• Chart homework and classwork
• Chart Essential Facts quiz results
•class goals and mission
•individual goals for
Student Data easily translates to classroom data!!
What gets measured gets done - Milliken
Data Notebook Tips
1) Don’t start out with too much data.
2) Find a recording process that works for you. Be
open to feedback and improvement. Some
choose 1 time during the day/week for students
to update their notebook.
3) Remember, the students’ notebook will be used
for Student-Led Parent Conferences
so keep them up-to-date.
4) Individual Data Notebooks will be
a direct link to classroom data
How Do I Begin?
Decide the data that needs focus
Students create personal
goals/objectives and action plans.
Students create data charts to
monitor progress of each goal or
Students may include quality tools,
such as force field analysis, to
analyze drivers and restrainers.
Data Notebook Examples
Classroom Data Center
• Graphic representation of continuous improvement
• Class-created ground rules, mission statement, goals,
action plans, names/photos of students
• Charts & graphs that compare performance
projections for classroom goals with current and past
In its most highly developed form, students use the data
center to manage their own learning and truly become
Data Center Examples
Student led conferences reflect the belief that students should be
actively involved in their learning and assume responsibility for
the learning process.
Through student led conference, students become more motivated,
reflective and evaluative. They also become more critical in their
approach to learning.
What Are Student-Led Conferences?
• The student (instead of the teacher) conducts the conference with
his/her own parents
• Student shares his/her data folder which contains documentation of
– Student mission statement
– Student SMART goals
– Charts/Graphs showing progress
toward the goals
– Academic core curriculum and
• The data folder serves as the portfolio of evidence to share with
Orientation Data Folder Goals
• Read your conference letter • Share your mission statement and • Share your goals for the next term
• Share the conference letter with ground rules • Is what you have been doing
your parent(s) • Share your performance graph working well?
• What changes can we make so that
I can continue to improve?
(1-2 minutes) (4-5 minutes) (2-4 minutes)
Future Look Student-led Hands-on Activity
• Review goals with your teacher • Teach your parents how to play
Conference Multiplication Top-It
• Teacher will share upcoming units
and projects for the next term • Using a battery, bulb, and red wire,
have your family light the bulb
(4-6 minutes) (3-5 minutes)
Report Card Introduction Portfolio Samples
• Teacher will ask if there are • Introduce your parent(s) to your • Share the three samples of your
questions about the report card or teacher when she is free to meet work that you plan to add to your
Behavior Expectations Rubric with you portfolio
• Discuss progress • Why did you choose these
samples? Do they support your
(4-6 minutes) (1-2 minutes) goals?
Come to Share your
your Data Folder. Share Ask
conference Review Goals Portfolio questions
with your At-home Tests about the
parents at reading graph Other report card.
Fill out the Discuss
Conference conference any other
Ends comment sheet. concerns
Student-led Conference Flow Chart
• Accountability for their learning
• Evaluating their own progress
• Builds self-confidence and self-esteem
• Builds communication & critical
• Increases amount of
information to the parents
• Learn more about their
students learning and skills
• Active participants in their
• Less stress; more relaxed
• Less confrontational
• Places responsibility on student and parent
• Increased parent communication
Student work should show . . .
• Multiple processes and skills
• State standards
• Emphasize process as well as quality
• Examples of “real” work
AFTER THE CONFERENCE
• Analyze the parent and student feedback
• Create a plus delta
• Share your photos and findings with CFCE
Continuous Improvement Tutorials:
•Power point presentations
teachers from partner QUALITY TIPS September 2008
A Brief Introduction . . .
schools “We’ve taught you that the
earth is round,
That red and white make pink,
And something else that
In mid-June, I began my journey as manager of the Carolina First
Center for Excellence. Although new to the position, I have been a
“quality” teacher for many years. In my first teaching assignment in
matters more – Greenville County Schools, I was part of the pilot program for
We’ve taught you how to continuous quality improvement and received outstanding training from
CFCE. The implementation of continuous quality improvement not only
–Pictures of Quality Tools
Excerpt from Dr. Seuss’ transformed the way I taught, but changed the way I viewed my role
Hooray for Diffendorfer Day? as an educator. I moved from a teacher-centered classroom to a
culture of student accountability, responsibility, and continuous
from your classrooms
Upcoming Events: Currently SC certified in Elementary Education, Highly Qualified Middle
and Secondary Social Studies with class experience in elementary,
Sept. 3 Sue Cleveland Elem. middle school, high school, and alternative school, I served the last two
years as an ADEPT Evaluator with the Mentoring and Evaluation Office
Sept. 8 Hope Academy
for Greenville County Schools. I look forward to sharing your journey
Sept. 10-22 Lee Jenkins as you implement continuous quality improvement in your classrooms.
Seminar Remember you are the most decisive element in the classroom. Please
–Upcoming dates and
share your best practices and photos for future Quality Tips
Sept. 17 Summit Drive Elem. publications. Please join us on September 23 at our first User’s Group
of the school year related to problem-solving using PDSA!
Sept. 22 Greenville High
Best wishes for a spectacular 2008-2009 school year!
Sept. 23 User’s Group –
Manager, Carolina First Center for Excellence
Sept. 24 Bethel Elementary
Sept. 25 Northwest Middle
The Essential Facts System
In Permission To Forget and Nine Other Root Causes of America’s
Frustration with Education, Lee Jenkins states that educators are held
accountable for students’ long-term memory as measured by
– All-Time Bests
standardized exams and performance. Students are too often held
accountable for their short-term memory as measured by chapter tests
and Friday quizzes on the current week’s curriculum. Sound familiar?
Carolina First Center for Excellence While there is importance to short-term memory skills, it should not be
Greater Greenville the purpose of formal schooling.
Chamber of Commerce
24 Cleveland Street The Carolina First Center for Excellence is very excited to bring you the
Greenville, SC 29601 Essential Facts System for Grades 1 – 8 for use in your classrooms!
Classroom teachers from Greenville County Schools worked diligently
For more information, please to align the Essential Facts for core academics and related arts to
contact us at 864-239-3743 or
South Carolina State Standards. The Essential Facts System
combines information in question/statement form and as capacity
Submit your photos and success stories! Share your best practices!
CFCE Users’ Group Meetings
TOPIC / FOCUS DATE LOCATION
PDSA: Turning Problems into September 23, CFCE
Using Quality in the Related Arts October 30, 2008 Ellen Woodside
Continuous Improvement using The November 20, Fountain Inn
Essential Facts System 2008 Elementary
Manage Your Classroom with January 22, 2009 Bethel
Continuous Quality Improvement Elementary
It’s a Small World: Making the Connections February 24, 2009 Taylors
with Quality, PAS-T, and Learning Focused Elementary
Using Quality in the Special Needs March 19, 2009 Hope Academy
Celebrating Continuous Improvement: April 21, 2009 CFCE
There are two gaps that we must work to close:
the first is the achievement gap, the second is the
gap between what we know and what we do.
By taking care of the second, we will close the first.
Continuous Improvement Capacity Matrix
System Aim: Knowledge: Comprehension: Application: Analysis & Synthesis: Evaluation:
Use data driven practices and I apply this concept to solve I can break this concept into I foresee application
I’ve heard of this I understand this
student/staff feedback tools at problems and solicit student a variety of different uses to often and plan for
concept. concept and can feedback/involvement in meet my needs and develop
the school, classroom and opportunities to use this
demonstrate my various ways in my new applications for my
student level to drive classroom. classroom beyond examples concept in my classroom.
continuous improvement and *Use occasionaly shared during training. *Use Regularly
achievement of goals at all *Some evidence in *Use Regularly *Evidence in classroom
levels. classroom *Evidence in classroom
Mission statements provide
purpose and drive daily X
1. Complete your Capacity Matrix in your packet.
2, Add up your marks for each of the categories:
Parking Lot Knowledge, Comprehension, Application,
Analysis & Synthesis, and Evaluation.
Consensogram: 3. Fill in your totals on the Matrix Information poster
as you leave.
3 4 5 2 0