Baldrige Focus on Students and Stakeholders

"Student and Other Stakeholders" is section 3301-35-04 of the new Ohio Revised Code. This is the section of the Revised Code that describes the required areas of study and related units accumulated for graduation. Section A is the most "Baldrige relevant." This is the section of the Revised Code that now legislates the development and use of systems that solicit and use feedback from a wide range of stakeholders in the district. Sections B, C, D, E and F focus largely on content for the curriculum, units of instruction, requirements for graduation and the like. Dr. Brooks' comments are in italics.

There is a difference between an "event" and a "system." An "event" is not a "system." Many school districts have "events" that invite parents to participate, orient parents who are interested and use parent insights as they consider district actions. But, not very many districts have "systems" in place that may include aligned "events." An effective system includes events that when aligned together inform decision making and are reproducible. More important to the revised code is the matter of awareness. Stakeholders must be aware of the system and be able to describe its structure. If the district superintendent is the only administrator that can describe a particular system, then it is not a "Baldrige Level" system. If the system is not improving outcomes, then it is not a âBaldrige Levelâ system. The county-wide networks like DarkeNet, ShelbyNet and PrebleNet represent infrastructures that can host events and support systems that advance continuous improvement. To the extent that teachers, parents and administrators can describe how these networks are used to continuously improve the system, they become "Baldrige Level" systemic. The creative challenge is how best to adapt these networks to serve the expectations of the new Ohio Revised Code.

"New Features" of the 2001 Operating Standards Student & Stakeholder Expectations & Focus Section 3301-35-04 Ohio Revised Code.

The need for establishing and communicating clear, high expectations for academic performance, attendance, and conduct for all students is emphasized.

Student and stakeholder needs (e.g., one need is to progress through the K-12 educational program and graduate on time) are to be assessed and the results used to structure curriculum instructional and assessment.

Assess student and stakeholder satisfaction/dissatisfaction (i.e., satisfaction is not a measure of likes/dislikes, but whatever educational needs have been successfully addressed).

What is Different in Student and Stakeholder Focus Between the 1983 Minimum Standards and the 2001 Operating Standards for Ohio Schools.

Board of education is now responsible for developing policies governing schools' operations and educational programs, which are consistent with applicable local, state, and federal law and regulations. This is the change that moves the role of the school board from resource allocation to organizational effectiveness.

Job descriptions are not required, however the design of the school should support personal and organizational performance excellence.

Social worker is added to the definition of Educational Service Personnel (ESP).

There are no longer requirements for specific types of support services, e.g. curriculum supervisor and custodial and clerical services. However, districts should design and select those educational and operational support services that it finds necessary to support student services that it finds necessary to support student progress towards meeting objectives assessed by state proficiency tests and locally developed courses of study and create an educational environment conducive to effective teaching and learning.

A planned sequence of observations and evaluation conferences for classified and certified staff are no longer mentioned: however, credentialed staff must be evaluated in accordance with law. Classified staff are to be evaluated at regular intervals( yearly makes some sense anyway.)

200 minutes is still referenced for planning time;however, it is put within the context of providing teachers sufficient time not only for evaluating students and conferencing, but also for designing their work and engaging in team planning.

There is no mention of staff access to a professional library.

The six hour teacher day remains in place.

Instructional materials, including library media and technology, also need to support the district mission, educational goals, and strategic plan.

A safety plan that addresses potential hazards to staff and student safety

Local policy governing the administration of medicines.

Updated references to student Code of Conduct include permanent exclusion.

School Guidance services and space have become student services that support the district's mission, educational goals and operational decisions.

Districts are required to focus on student and stakeholder feedback from groups to inform educational and operational performance.The systemic issue here seems to be in identifying these groups and constructing a system of feedback that informs the asses, plan, do, verify cycle.

The "Student and Stakeholder" Expectations in the 2001 Ohio Operating Standards

3301-35-04 Student and Other Stakeholder Focus

(A) To insure that student and other stakeholder needs are understood and addressed, the school district or school shall:

(1) Establish and communicate clear, high expectations for academic performance, attendance and conduct for all students regardless of gender, race, ethnicity, English proficiency or disability.

(2) Assess the needs of students and other stakeholders and use assessment results to make informed decisions about curriculum, instruction, assessment and goals.

(3) Monitor and analyze its educational offerings, facilities, services and instructional materials to determine their effectiveness in helping students meet performance objectives; and

(4) Continually improve programs and policies to better meet student needs by

(a) Considering input from stakeholders

(b) Monitoring and considering the changing needs and expectations of stakeholders

(c) Regularly conducting stakeholder satisfaction evaluations using objective, reliable methods; and

(d) Comparing the results of stakeholder evaluations to those of benchmark districts or schools.

(5) Communicate to parents on a regular basis information about student attendance, conduct, academic performance and progress.

(B) The school district or school shall implement a district-wide curriculum and instructional program that is characterized by systematic planning, articulation, and evaluation. The district's curriculum shall be developed with input from dialogue with parents, community members and other stakeholders.

(1) Pursuant to sections 3301.07 and 3313.60 of the Revised Code, any such curriculum shall include study of the following subjects:

(a) The language arts, including reading, writing, spelling, oral and written English, and literature.

(b) Geography, the history of the United States and Ohio, and national state and local government in the United States, including a balanced presentation of the relevant contributions to society of men and women of African, Mexican, Puerto Rican and American Indian decent as well as other ethnic and racial groups in Ohio and the United States;

(c) Mathematics;

(d) Natural science, including instruction in the conservation of energy and natural resources;

(e) Health education;

(f) Personal safety and assault prevention in grades kindergarten through six;

(g) Physical education;

(h) The fine arts, including music; and

(i) First aid.

(2) The school districts shall provide for study of the following subjects:

(a) Foreign language

(b) Technology;

(c) Family and consumer sciences, and

(d) Business/economics.

(3) In accordance with Section 3313.602 of the Revised Code, the principles of democracy and ethics will be emphasized and discussed wherever appropriate in all parts of the curriculum for grades kindergarten through twelve.

(4) In accordance with Section 3313.90 of the Revised Code, school districts shall make career and technical (formerly known as vocational) education available to their students.

(5) Courses of study shall define the key components of a district's curriculum and instruction.

(a) A course of study shall be adopted for each subject taught. Each course of study shall:

(i) Comply with the provisions of Section 3313.60 of the Revised Code;

(ii) Align with the district mission, philosophy, educational goals and strategic plan;

(iii) Specify learning and performance objectives;

(iv) Establish a scope and sequence of knowledge and skills to be taught;

(v) Provide a way to assess student progress and the need for intervention;

(vi) Address the various developmental needs of early childhood, middle childhood and adolescent through young adult students;

(vii) Be guided by Ohio's State adopted model curriculum programs, or other curricular models, and objectives assessed by the state proficiency tests; and

(viii) For career and technical courses, be guided by state board approved career and technical core standards and performance measures.

(b) Courses of study shall be reviewed and updated as needed.

(C) The school district or school shall provide every student and parent with opportunities to acquire the knowledge and skills required to:

(1) Meet local course of study objectives.

(2) Receive a diploma or an honors diploma in accordance with Section 3313.61 of the Revised Code.

(3) Receive credits for graduation in compliance with Section 3313.603 of the Revised Code.

(a) Beginning September 15, 2001, the requirements for graduation from every high school shall include twenty-one units earned in grades nine through twelve and shall be distributed as follows:

(i) English Language Arts, Four Units;

(ii) Health, One-Half Unit;

(iii) Mathematics, Three Units;

(iv) Physical Education, One-Half Unit;

(v) Science, Two Units until September 15, 2003and Three Units thereafter, which at all times shall include both of the following

(vi) Biological Sciences, One Unit;

(vii) Physical Sciences, One Unit;

(viii) Social Studies, Three Units which shall include both of the following:

(ix) American History, One-Half Unit;

(x) American Government, One-Half Unit;

(xi) Elective Units, Eight Units untilSeptember 15, 2003and Seven Units thereafter.

(b) Each student's electives shall include at least one unit, or two half-units, chosen from among the areas of business/technology, fine arts, and/or foreign language.

(D) School districts shall and nonpublic districts may provide students with the opportunity to acquire knowledge and skills through post-secondary enrollment options in accordance with the provisions of Chapter 3365. of the Revised Code and Chapter 3301-44 of the Administrative Code.

(E) Districts shall provide for an assessment system that aligns with their courses of study and includes:

(1) Regular assessment of student performance;

(2) Guidelines for using assessment results for instruction, evaluation, intervention, guidance, and grade promotion decisions;

(3) Written policies and procedures regarding the participation of students with disabilities;

(4) Ongoing professional staff development that teaches accepted standards of practice in the selection, administration, interpretation, and use of assessments;

(5) Multiple and appropriate assessments that shall be used to measure student progress;

(6) Assessment practices that, when used to qualify students for graduation, promotion or special programs or services, conform to current professional standards for reliability and validity; and

(7) Sharing information with parents, students, and the community regarding assessment purposes and results.

(F) Student achievement shall be monitored according to established procedures

(1) Student progress reports shall be provided to parents on a regular basis. Parents shall be notified of problems with student achievement, conduct attendance in a timely manner. Parent-Teacher conferences may be one method of providing this information to parents.

(2) Student cumulative records shall be maintained, and student records shall be safeguarded according to Sections 1347.99 and 3319.21 of the Revised Code and The Family Educational Rights and Privacy Act, 20 USC 1232g.

(3) Criteria for decisions on student promotion and retention shall be in accordance with sections 301.0711, 3313.60, 3313.608, 3313.609, 3313.01 of the Revised Code.

(4) Student admission, placement, and withdrawal shall be processed according to established procedures.

(a) Admission of students to kindergarten and grade one shall be in accordance with Section 3321.01 of the Revised Code.

(b) Grade placement and units of credit shall be accepted from students transferring from any school in the State of Ohio that meets the requirements of Chapter 3301-35 of the Administrative Code; and from any out-of-state school approved by a state department of education or the equivalent for schools attended in another country.

(5) Requirements for awarding credit, including credit for study abroad, to students who successfully complete courses in grades nine through twelve shall be in accordance with Section 3313.603 of the Revised Code; and

(a) Shall specify that a fractional unit of credit be awarded on a proportional basis for a course that meets less than the minimum one hundred twenty hours required for one credit unit:

(b) May permit more than one unit of credit to be awarded on proportionate basis for a course that meets more than one hundred twenty hours;

(c) May permit students below the ninth grade to take advanced work for credit; and

(d) Shall specify that units of earned English, Language Arts, Mathematics, Science, and Social Studies that are delivered through integrated academic and technical instruction are eligible to meet the graduation requirements of Section 3313.603 of the Revised Code.

(6) Diplomas shall be issued to students who complete graduation requirements in accordance with Sections 3313.603, 3313.60, 3313.611, and 3313.612 of the Revised Code.

What is the Relationship Between "Customers" in the Private Sector and "Stakeholders" in Your School orSchool District?

The Business Criteria for Performance Excellence use the generic term "customer" to reflect the users of products or services. Customers of the school are groups and/or individuals who receive or use a product or service of the school.

Internal customers are people within the school while external customers are those outside the school. The core product for a school is the learning that teachers and students work together to produce. Examples of internal customers include: other teachers, grade levels, departments, support staff, school administrators and students. Examples of external customers of learning as a product include: receiving schools, employers, and the community.

The commitment to student and stakeholder focus in Section 3301-35-04 of the Revised Code requires evidence of systemic methods for building positive relationships between students, parents, other schools and the community as well as for determining their needs, expectations and requirements. Although market place success depends heavily upon user preference, other stakeholders must be considered as well when setting overall organizational requirements. Stakeholders' requirements are of two types: (1) requirements that need to be reflected in your organization's educational services ( i.e. parents might request services related to their children's educational program); and (2) requirements of the stakeholders themselves ( i.e. parents might request special meeting times with the school to accommodate their work schedules). Successful operation of an organization may depend on satisfying environmental, legal, and other requirements. Thus, meaningful criteria need to incorporate all relevant requirements that organizations must meet to be successful.

Education organizations also must respond to a variety of requirements- all of which need to be incorporated into the Education Criteria. The adaptation of the Business Criteria to education includes a specific approach for defining key student requirements. The approach selected distinguishes between students and stakeholders for purposes of clarity and emphasis. Stakeholders include parents, employers, other schools, communities, etc. To further clarify the requirements related to students, the requirements for current student are often separated from those of future students. Requirements for current student are more concrete, specific and immediate; determining the requirements of future students is part of an organization's planning, and needs to take into account changing student populations and changing requirements that students must be able to meet. A major challenge organizations face is "bridging" between current student needs and the needs of future students. This requires an effective learning/change strategy.

What is Baldrige Student and Stakeholder Focus in Your District?

District systems are shaped to establish and communicate high expectations for all students regardless of gender, race, ethnicity, English proficiency or disability.

When designing curriculum and instruction, the district systemically focuses on student learning and understanding the needs of students.

The district or school has systems in place that provide every student with opportunities to acquire knowledge and skills required to meet local course of study objectives and receive a diploma or an honors diploma in accordance with Section 3313.61.

The district has in place systems that support the evaluation of student and stakeholder satisfaction/dissatisfaction to continually improve programs.

Key "Student and Stakeholder Focus" Questions to Use as Quality Reflective Tools.

1) How do you maintain an awareness of key general and special needs and expectations of current students?

2) How are these needs determined, aggregated, and analyzed?

3) How do you monitor student utilization of offerings, facilities, and services to determine their influence upon active learning, satisfaction, and development?

4) How is information on student segments and/or individual students developed for the purposes of engaging all students in active learning?

5) How do you learn from former, current and future students to determine and anticipate changing needs and expectations?

6) How do you keep listening and learning methods current with educational service needs and directions?

How is Baldrige Student and Stakeholder Focus Evaluated ?

There are two categories and five levels of performance. The two categories are:

1) We collect and use school data and information to guide decision making.

2) We use data to compare school performance to other schools in the district and state.

The five "levels of performance" for each of the two categories are:

1) Our district has not yet developed a specific approach to meet each criteria requirement. (1 point)

2) Our district has developed approaches that are consistent with Best Practices and are rarely implemented on a consistent basis in most schools. (2 points)

3) Our district approaches are widely implemented. They are sometimes implemented systematically in a few schools (3 points)

4) Our district approaches are usually systemic in most schools. Critical system connections exist between this category and all other quality categories. (4 points)

5) Our district approaches have had regular cycles of improvement. (5 points)

Thus, there is a maximum of 10 points that can be accumulated in this category because there are two categories X five points per category.

Baldrige "Student And Stakeholder Focus" in the Classroom.

The classroom teacher incorporates student requirements in the development of improvement objectives for the classroom.

The classroom teacher uses next grade/level/course expectations as a basis for classroom goals.

The classroom teacher has provided for building and maintaining positive student relationships.

The classroom teacher regularly assesses the levels of student satisfaction and dissatisfaction as a means of identifying improvement opportunities

Student and Stakeholder Focus Summed Up

Student and Stakeholder Focus looks at how the school systematically seeks to understand the needs of students, both current and future, and the needs of its stakeholders. The category stresses the importance of relationships between the school and its various stakeholders and the methods used to listen, learn and adjust to meet stakeholders requirements. Stakeholder needs, expectations and requirements define the aim and purpose of the school. Without a clear understanding of these requirements, the school may focus its resources and attention on things that are not as important to the customers of the school.

It is my personal and professional feeling that the systematic determination of individual learner styles i.e.Gardner's Multiple Intelligences is not done in schools and if it were done by an individual teacher there is no way for that information to accumulate and be useful in later grades. If teachers took the first two weeks of school to determine how the learners in their classes learned best with some combination of questionnaires, direct observation, interview, test or parent survey, then they would have better data to shape large group and individual instructional design.

I also feel that collaborative learning networks like DarkeNet, ShelbyNet and PrebleNet are incredibly powerful systems for assessing faculty, colleague and parent needs. These county-wide, ESC supported networks are extraordinary systems for the regular assessment of stakeholder needs and interventions to support students, faculty, staff, parents and the community.

Baldrige Educational and Support Programs Management