CQI Framework - DS Version

The Framework for Continuous Quality Improvement in Gwinnett County Public Schools

Page |2 TABLE OF CONTENTS Overview………………………………………………………………………………………………………….3 Goals for framework…………………………………………………………………………………………3 Historical Perspective……………………………………………………………………………………….4 Continuous Quality Improvement in GCPS……………………………………………………….5 The Core Principles of Continuous Quality Improvement………..…………………….…8 Infographic: Core Principles of CQI Checklist……………………………………………………13 Components and Indicators: Continuous Quality Improvement………………………14 Infographics: Components/Indicators/Developmental Stages…………………………15 CQI Self-Assessment Tool – Developmental Stages………………………………………….16 Glossary…………………………………………………………………………………………………………..21 Appendices………………………………………………………………………………………………………25 References……………………………………………………………………………………………………... The Framework for Continuous Quality Improvement in Gwinnett County Schools

Page |3 OVERVIEW GOALS FOR FRAMEWORK Continuous Quality Improvement, or 1. The framework clearly and CQI, is the management philosophy precisely identifies and defines adopted by Gwinnett County Public the components necessary to Schools. Underlying this philosophy are affect continuous improvement. the essential policies, processes, and infrastructures essential for the 2. Indicators for each component continuous improvement of programs define at a deeper level of detail and practices found throughout the how the components are school district. CQI embodies the belief implemented throughout that tomorrow can always be better programs and practices. than today, and that as a world-class, high-performing school district, our 3. A common set of terminologies “systems are continually analyzed and and beliefs critical to the mindset improved” (Rummler, G., Brache, A., of continuous quality 2012, p. 214). As a practicing quality improvement is established and organization, it behooves us to look embraced by all stakeholders. continuously at our processes and structures and how they impact our 4. The principles and beliefs of people, and to eliminate variance continuous quality improvement between departments and individual is embedded in all aspects of the schools in order to improve outcomes school district. for all stakeholders. Continuous quality improvement stresses the value of all of HISTORICAL PERSPECTIVE our customers, both internal and external, and of the paramount The formal pursuit and management of importance of engaging each of them in quality in the 20th century traces back the improvement process. to Walter Shewhart’s statistical process control models from the 1920’s and 1930’s. Shewhart demonstrated that employees could track variation in processes and product output on a chart, which allowed them to fine tune work as it was completed. Such an approach not only produced superior products, but also empowered The Framework for Continuous Quality Improvement in Gwinnett County Schools

employees to learn more about their Page |4 work and to be accountable for it. Shewhart’s theory of quality control post-war rebuilding process. His time in emphasized a three-step process of Japan led to further adaptation of the specification, production, and improvement process and the Plan-Do- inspection, which became known as the Check-Act cycle. The continuous Shewhart cycle. Shewhart’s student and improvement process, known in Japan colleague, W. Edwards Deming, further as Kaizen, took hold and permeated all refined the concepts, which eventually areas of Japanese industry. found their way into quality Improvement practices, including Just management philosophies such as total in Time and continuously refined TQM quality management (TQM), and then to efforts, fostered high levels of success in modern versions of continuous quality Japanese industry, spurred innovation, improvement. Deming modified the and led to Japanese products becoming Shewhart cycle into a four-step process synonymous with quality. Continuous “with quality of product and service as improvement models continued to the aim” (Moen, R. and Norman, C. 2010, benefit Japanese industries and p. 25). organizations such as Toyota, which created the Toyota Production System, for decades to come. “Eighty-five percent of the reasons for “The job of a leader is to failure are deficiencies in the systems and accomplish the transformation of processes rather than the employee. The role of management is to change the the organization.” process rather than badgering individuals to do better.” W. Edwards Deming W. Edwards Deming After spending considerable time advising and training statisticians, scientists, engineers, and manufacturers, Deming was revered in post-World War II Japan. Through the application of TQM principles, Deming’s work helped to expedite the Japanese The Framework for Continuous Quality Improvement in Gwinnett County Schools

Page |5 A 1980 documentary featuring the Superintendent for Personnel for the work of Deming, “If Japan Can…. Why school district. Can’t We,” introduced the work of continuous improvement to American In 1994, Mr. Wilbanks introduced to the industry, allowing the principles of TQM and kaizen to emerge in the United Superintendent’s Cabinet the States (The W. Edwards Deming Institute, 2020). Deming’s work continuous quality improvement continued next with American industry. process and an implementation plan for In 1993, Deming offered a further refined improvement tool, the Plan-Do- integrating the Quality Philosophy in Study-Act model, to encourage the processes of learning and improvement GCPS. In addition to training on the core in organizations. Both cycles remain principles and tools of the CQI process, highly utilized by practicing quality organizations today. the district’s senior management team was introduced to GCPS’ philosophy, vision, and strategic goal for quality. Additionally, leaders studied Quality Action Teams (Cross-Functional Action Teams) as a tool for making improvements, learning their structure, processes, and responsibilities. Senior team members pledged their commitment to the district’s philosophy, strategic vision, goal, and objective for quality, and in 1995, GCPS’ Continuous Improvement Plan was launched (Quality Certified Leader, 1996). Continuous Quality Improvement “Our strategic vision for quality is to internalize the concepts, principles, and in Gwinnett County Public Schools strategies of our quality philosophy as the way we do business in each division, Gwinnett Technical Institute, under the leadership of J. Alvin Wilbanks, department, school, and work unit in President of the institute at that time, the school system.” created and implemented a curriculum for quality improvement in the early GCPS Strategic Vision for Quality: Continuous 1990s. Mr. Wilbanks also served concurrently as the Assistant Improvement Plan FY-95 The Framework for Continuous Quality Improvement in Gwinnett County Schools

Implementation of the plan engaged the Page |6 district’s senior management team, division and department leads, and local successfully implemented improvement school leadership teams in ongoing initiatives (Antrim, March 6, 2020). professional development and training to ensure the Continuous Quality District and local school leaders Improvement mindset and its processes employed corporate principles of CQI, were utilized with fidelity across the blending them with best practices for district. As a practicing quality instructional and educational organization, GCPS’ approach to leadership. “Educators were constantly continuous improvement concentrated scrutinizing student achievement data on “improving the quality of our for indicators of student performance processes, our people, and the service levels to shorten performance gaps we provide to our customers” (Quality within student populations” (Simmons, Certified Leader, 1996). The core 2004, p.36). principles and tools of CQI – including Cross Functional Action Teams -- The CQI process gathered increased became the primary levers with which strength and momentum when Mr. the district faced change and Wilbanks met leaders from the Brazosport, Texas, Independent School District and brought their model for continuous improvement back to Gwinnett County. The Framework for Continuous Quality Improvement in Gwinnett County Schools

Page |7 Brazosport mirrored GCPS in many ways; a growing district with rapidly changing demographics and socioeconomics, it recognized the need to meet and to get ahead of these changes through a process of continuous quality improvement and adaptation. Aware of the turnaround Brazosport experienced as a result of its improvement work, Wilbanks provided the charge of enhancing GCPS’ CQI model to include key tenets of the Brazosport model. In 2001, GCPS leaders formed a partnership with representatives of the Brazosport improvement model, Patricia Davenport and Gerald Anderson, and began the work of fulfilling Mr. Wilbanks’ charge. Davenport and Anderson began an in-depth relationship with GCPS, providing extensive training to district and local school leaders. A GCPS cross-functional action team noted that the “the eight-step process that originated in the Brazosport Independent School District was found to contain all of the most essential factors that research and practice shows impact student achievement and successfully close gaps” (Simmons, 2004, p.37). The district piloted its version of the Brazosport eight-step improvement process with its Title I schools in 2002. In 2003, Davenport and Anderson returned to assist in implementing the eight- step improvement process in all GCPS schools (Kennedy, April 9, 2020). Data from Gateway testing allowed the district to identify its highest performing teachers from across the district, to celebrate them, and to gather their best practices into the Persistently Successful Teachers initiative (Kennedy, April 9, 2020). These efforts, combined with use of the Plan-Do- Check-Act tool and ongoing professional learning and training, fortified GCPS’ AKS/CQI model, which is still utilized in schools and classrooms across the district today. As stated in its Strategic Goal for Quality, GCPS’ application of continuous quality improvement as the way it performs its core business propels the The Framework for Continuous Quality Improvement in Gwinnett County Schools

Page |8 district towards its vision of becoming a system of world-class schools. It has generated positive outcomes for its stakeholders and its communities. The legacy of its commitment to CQI continues. GCPS’ pursuit of excellence is rooted in “a culture that embraces continuous improvement and innovation” (Strategic Direction: 2020-2030, 2020). Faced again with rapid change, an ongoing, persistent adherence to the CQI mindset, along with a renewed enthusiasm for it, will continue to define GCPS as a practicing quality organization. THE CORE PRINCIPLES OF CONTINUOUS QUALITY IMPROVEMENT Organizations and researchers articulate the fundamentals of continuous quality improvement slightly differently, but it generally embodies five principles: Look at the system and its Use data and statistical Employ cross-functional processes. analysis to monitor, teams drawn from measure, and to identify employees, management, and detail problems and volunteers, board members, and even strengths. customers. Empower all stakeholders Focus on both internal to identify problems and and external customers. opportunities for improvement, and to develop and present solutions. The Framework for Continuous Quality Improvement in Gwinnett County Schools

Systems and Processes Page |9 1. CQI is an organic, holistic approach of poor design, unclear instructions, to organizational success where or poor leadership. adaptation and interdependence are 4. Organizations benefit from a pervasive. In a system of world-class “functional interface” between schools, the successes or failures of departments, which allows the work one of school or department affects of improvement to move seamlessly the impact of the entire organization. from one department to another (Rummler, G., Brache, A., 2012, p. 6). 2. Continuous quality improvement is 5. Clear methodology, CQI tools, and pervasive and can be seen across a data-driven decision-making are quality practicing organization. It is used to analyze an organization’s systematic and iterative, “improving results and to facilitate the change all processes that deliver quality process (Anderson, G., Davenport, products and services” that meet 2002, p. 34). “today’s challenges and prepares for those down the road” (Brassard, M., Ritter, D., 2018, p.1). “Even if you’re on the right track, you’ll get run over if you just sit there.” Will Rogers 3. Most problems are found in processes, not in people. A “bad system” always outperforms a “good performer” (Rummler, G., Brache, A., 2012, p. 11). CQI seeks solutions to produce the best outcome, instead of blaming people for problems that arise. In CQI, problems occur because The Framework for Continuous Quality Improvement in Gwinnett County Schools

Data to Monitor and Measure P a g e | 10 1. Practicing quality organizations are and staff needs, “ensures that able to appropriately monitor and corrective action is based on data,” measure systems, processes, and and that necessary “changes are outcomes. “The act of measurement made to the process. People are not should be embedded in day-to-day to be blamed” (Arcaro, 1995, p. 90). work and used to determine whether a change…constitutes an Employ Cross-Functional Teams improvement” (Carver, P., Hironaka, S., Nordstrum, L., Park, S., 2013, p. 4). 1. Quality improvement is the purview of the entire organization, not just 2. CQI employs serial experimentation, senior level management. The also called the scientific method. process of improvement includes all Under this framework, teams levels of internal and external manipulate different variables to see customers involved in the process or what works best. These tests are impacted by its outcomes (Pethel, structured so practitioners can March 13, 2020). capture results and the course(s) of action. 2. Senior level management, including “a ‘sponsor’ or ‘owner’ who can make “If you can’t measure it, you can’t things happen and a Steering Team manage it. What gets measured composed of department heads” gets improved.” whose work lies in the area of change must actively take the lead in the Peter Drucker improvement process (Rummler, G., Brache, A., 2012, p. 176). 3. Statistical methods and tools “help to understand processes, to bring them under control, and then to improve them;” they serve to identify and subsequently eliminate causes of special cause variability (Walton, 1986, p. 97). 4. Statistical analysis determines if a school district meets student, needs, The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 11 3. Organizational leader provide cross- of the agency, children, youth, functional teams with training, their families, and stakeholders charge, direction and purpose, throughout the process” (Continuous egalitarian member status, open Improvement Process, 2009, communication, an enforced Gwinnett County Public Schools). timeline, and the resources 3. Continuous quality improvement necessary to guarantee their yields innovation and productivity (Continuous transformation; the brightest ideas Improvement Process, 2009, come from all corners of a practicing Gwinnett County Public Schools) quality organization. 4. CQI emphasizes the power of shared 4. Practicing quality organizations “put accountability, collective effort and everybody in the company to work efficacy, and decision-making by accomplishing the transformation” consensus within cross-functional (Deming’s 14 Points: Total Quality teams (Carver, P., Hironaka, S., Management Principles, March 16, Nordstrum, L., Park, S., 2013, p. 10). 2020). 5. In a practicing CQI organization, the work and results of cross-functional teams are a source of pride and morale-building and should be rewarded and recognized as such. Empower All Stakeholders 1. CQI is “people oriented.” An investment in continuous quality improvement is an investment in people; in turn, the collective potential of an organization’s stakeholders is maximized. 2. Organizational improvement “is dependent upon the active inclusion and participation of staff at all levels The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 12 Focus on Internal & External Customers 1. CQI organizations and their job performers set goals with specific standards which “reflect their customers’ expectations for product and service quality, quantity, timeliness, and cost” (Rummler, G., Brache, A., 2012, p. 15). “Coming together is a beginning. Keeping together is progress. Working together is success.” Henry Ford 2. Fulfilling the requirements of the customer is paramount; quality is defined by an organization’s ability to continuously meet, and then aim to exceed, the expectations of its customers. 3. CQI yields products and outcomes which enhance the relationship between internal and external customers and quality organizations (Arcaro, 1995, p. 99). The Framework for Continuous Quality Improvement in Gwinnett County Schools

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P a g e | 14 COMPONENTS AND INDICATORS OF CONTINUOUS QUALITY IMPROVEMENT Adherence to a mindset of continuous quality improvement and to its tools and process within an educational organization serves “as a powerful catalyst for systemic change” and advances “transformation through adopting specific ways of thinking and acting” (Dixon, C.J., Palmer, S.N., 2020, pg. 2). Effectively utilizing CQI requires educational leaders working relentlessly to promote a performance culture within their organization that continuously seeks ways to move towards its goal of high levels of achievement for all students in a more efficient, innovative manner. Leaders build the improvement mindset within their organization through a set of core components and by assuring its alignment to them through a series of key performance indicators. I. VISION On-going, measured professional Articulated vision learning Alignment across key district Mentoring or coaching priorities IV. IMPLEMENTATION II. COMMUNICATION Measurement and monitoring of Engagement of stakeholders programs and practices Evidence of CQI across programs Intensive, individualized support and schools Reporting structures Communication tools and V. SYSTEMS AND strategies SUSTAINABILITY Building leader capacity Frequency of communication Identification of issues and areas Measurement of effectiveness of for improvement communication Management of process III. TRAINING AND PROFESSIONAL LEARNING Evidence of practice Essential training The Framework for Continuous Quality Improvement in Gwinnett County Schools

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P a g e | 16 COMPONENTS/INDICATORS/DEVELOPMENTAL STAGES The following rubrics capture the practices, shown as developmental stages, related to continuous quality improvement by listing the component and indicators and describing levels of practice from beginning to best practice. The rubrics are intended to help staff develop understanding and skill, as well as make dependable judgments about the quality of their continuous improvement work. The rubrics will be used to monitor divisions, departments, and schools through ongoing self-assessment and feedback about progress toward embedding the management philosophy of continuous quality improvement throughout the school district. The Framework for Continuous Quality Improvement in Gwinnett County Schools

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P a g e | 21 GLOSSARY A practicing quality organization requires a shared competency of essential terms. The following glossary is developed for use within Gwinnett County Public Schools’ management philosophy of Continuous Quality Improvement. It is developed from multiple sources for the purpose of ensuring the formation of a common language among organizational stakeholders. Shared comprehension of the operational definition of each term ensures an organizational understanding of its precise meaning and the ability to communicate effectively. A common set of definitions limits misunderstandings, and therefore variation of processes and outcomes, within quality organizations. *Affinity Diagram – a tool used to organize information (used with brainstorming) Alignment – synchronization of improvement process with organizational objectives, goals, vision, and mission Calibration – comparison of processes and outcomes to an exemplar and to customer needs in order to detect variation *Cause and Effect Diagram – quality tool used to execute root cause analysis of organizational problems/shortcomings (also referred to as a fishbone diagram) Common Cause Variation – inherent results of regular, normal fluctuations in systems and processes comprising approximately 97% of all variance Continuous Quality Improvement (CQI) – a mindset of constant improvement; systems are continually analyzed and improved to ensure customer needs are met; CQI is the quality philosophy of Gwinnett County Public Schools Cost of Poor Quality – the cost and long-term impacts of failing to meet customer expectations Cross-Functional Action Team – improvement team comprised of members from various divisions and all categories of staff; charged with completing the continuous improvement process for system-wide concerns or problems Culture (Organizational) – system of values, beliefs, and behaviors inherent in an organization. Senior management must ensure a productive, consistent culture. The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 22 Customers – all stakeholders, both internal and external, associated with an organization; customers receive outcomes in the form of products, services, or information from the organization *Deming’s 14 Principles – Deming’s key principles for achieving organizational transformation and constancy of purpose and improvement *Five Why’s – iterative, questioning tool used for root cause analysis of a problem Flow – an efficient, progressive movement of inputs and processes from the planning phase to their outputs being ready for customers *Flow Chart – a visual representation of a process’ timeline and key steps *Histogram – quality tool which provides a visual representation of variance in a data set Just in Time – system of training designed to enhance participants’ level of knowledge and skill by focusing on and delivering applicable staff development at the optimal time and in the optimal amount Kaizen – Japanese term for iterative, unending betterment; continuous improvement Key Performance Indicators – statistical measure of an organization’s success in a particular area of focus Mission Statement – an articulation of organizational purpose, reflective of the values and priorities of the organization Muda – Japanese term for waste, typically resulting from variance or a misuse of resources Operational Definition – a common, communicable meaning of a concept that determines how the concept is measured and applied *Paretto Diagram – quality tool built on the principle that 80% of an organization’s problems are caused by only 20% of its contributing sources *PDCA (Plan-Do-Check-Act) – a systematic, 4-step quality improvement process The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 23 PQO (Practicing Quality Organization) – an organization with unity of purpose, a customer focus, clear quality measures, and an emphasis on processes, people, and positive results Process – combination of people, resources, culture, and protocols; produces outcomes Process Improvement – actions taken to improve a process’ effectiveness and/or efficiency Process Management – the continuous monitoring of processes; a review and either a renewal or revamping of a process based on its effectiveness Quality – the ability of an organization to regularly meet and then exceed customer expectations Quality Management – the responsibility of senior management to assure quality is achieved by monitoring and measuring structures, processes, and resource allocation Quality Philosophy – statement of organizational belief about quality, how it is generated, and its expected results Root Cause Analysis – data-driven protocol used to determine the source of a problem, its solution, and the assurance that it will not re-occur Senior Management – team of individuals at the highest level of an organization, tasked with monitoring the day-to-day performance, and improvement, of it Silo Effect – a lack of cooperation, communication, and information between different parts of an organization Special Cause Variation – causes of variance generated by special circumstances not part of daily norms; comprising approximately 3% of all variance Standardization – the use of common processes, systems, and measures across an organization Statistical Control - Use of data and statistical analysis to monitor, measure, and to identify and detail problems and strengths The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 24 Strategic Planning – the initial stage of the PDCA cycle; the development of organizational goals, strategies and processes through data Sub-Optimization – a cost of poor quality and silo effect; condition where one unit of an organization excels but not for the benefit of the organization as a whole System – interconnected group of people, processes, or items connected by a common purpose TQM (Total Quality Management) – management philosophy of organization-wide commitment to constant improvement through better processes and adaptability Tools of Quality – tools used by organizations to allow the visualization, understanding, and improvement of its processes Variation – difference in quality between outcomes due to their inputs or processes Vision Statement – a statement of an organization’s desired state * = see appendices The Framework for Continuous Quality Improvement in Gwinnett County Schools

P a g e | 25 APPENDICES Affinity Diagram: tool used to capture the results of brainstorming, research, or team discussion and to categorize them based on shared traits. Image courtesy of https://moqups.com/templates/business-strategy/affinity-diagram/ Cause and Effect / Fishbone Diagram: tool used to identify the root causes for an identified problem Image courtesy of https://www.mywordtemplates.org/diagram/template1604.html The Framework for Continuous Quality Improvement in Gwinnett County Schools