The 8-Step Continuous

Improvement Model

Presented by Kathryn Carr-LeRoy, Division of Mathematics

and Science Education

The 8-Step Continuous Improvement Model

PDCA Instructional Cycle

PLAN
Data Disaggregation
Calendar Development

ACT

DO
Direct Instructional
Focus

CHECK

Tutorials

Assessment

Enrichment

Maintenance
Monitoring

BRAZOSPORT READING SCORES

98
97
94
9
92
4
82

70
64
6
0
57

Why the 8Step

Improvement

Continuous
Model?

Is based on Best Practices

Provides for continuous monitoring
of performance
Addresses the achievement gap
between all sub groups
Supports Data-Driven Decision
Making

Step 1: (PLAN)
Test Score Disaggregation

Data FCAT and

additional academic
data sources
Identify strong and
weak objective
areas

Prioritize skills
needing
improvement

Analyze the data to

monitor trends in
each core subject
area
Utilize student scores
to identify
instructional groups
Use as a goal setting
document

Disaggregating the Data

By class, schools, feeder

patterns
Grade levels
Proficiency in English
Race
Gender
Quartiles
Socioeconomic status
Course-taking experience
Teacher PD
ESE, Bilingual, and Title I

Classroom
Classroom

Large Scale
Scale
Large

Assessment
Assessment

Assessment
Assessment

Academic Data Sources

Criterion-referenced
assessments:
1. FCAT Sunshine State
Standards Reading,
Writing, Mathematics,
and Science
2. District standards-based
tests Reading, Writing,
Mathematics, and Science

Formative/Summative
assessments
1. FCAT Norm-Referenced
Tests (grades 3-10), and
SAT-9 (grade 2)
2. Chapter and Unit
Assessments
Benchmark, Publisher
authored, Accelerated
Reader assessments

Non-academic data sources

Grade distribution
Retention rates
Suspension
Truancy
Student feedback
surveys
School Climate
Surveys
Attendance records

PD records
Volunteer logs
Parent
Participation logs
Homework logs
Media Center
records

Step 2: (PLAN)
Timeline (Calendar) Development

Develop a school wide timeline that encompasses all

tested benchmarks and that incorporates the MDCPS Testing Calendar (scope & sequence)
Create instructional calendar before the school year
begins
Emphasize weekly targets for instruction on an
ongoing basis and communicate them to all
stakeholders

Step 3: (DO)
Instructional Focus

Using the instructional focus calendar, deliver the targeted

lessons

Lesson Bank can be created by schools

Instructional focus is mandatory; delivery of the content is

Step 4: (Study/Check)
Assessment
After skills have been taught:
Administer assessments

(test frequently

using brief, focused assessments)

Analyze data
Identify problems and/or errors
Identify and share strategies that
are/are not working

Steps 5 and 6: (Act)

Tutorials and Enrichment
Assessment results determine whether or not
a student is in need of additional review or
enrichment

Tutorial
Refocus abilities
to learn the skill
or benchmark

Enrichment
Maintain skills;
continue to learn and
sharpen skills

Step 7: Maintenance

Formal reviews of skills

Intensify focus before the
FCAT

Step 8: Monitor
(Study/Check)

Ongoing, structured grade level,

department, and team meetings
Administrative team leads in monitoring
school wide progress

Finally

Serious focus on SSS

Serious focus on rigorous curriculum
and instruction for all
Serious intervention for those who need
help
Serious accountability
Demonstrated by state assessments