ground rules created by students classroom mission statements classroom and student measurable goals...
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Ground rules created by students
Classroom mission
statements
Classroom and student
measurable goals
Quality tools and PDSA used regularly
The Continuous
Improvement Classroom
Classroom data centers
Classroom meetings
facilitated by students
Student-led conferences
Student data folders
PDSA; The Vehicle PDSA; The Vehicle Professional Learning Professional Learning Communities Use To Communities Use To Implement ChangeImplement Change
Crucial QuestionsCrucial Questions
What do we want What do we want each student to learn?each student to learn?
What evidence do we have of What evidence do we have of the learning?the learning?
How will we respond when How will we respond when some students don’t learn?some students don’t learn?
Students AskStudents Ask
What do I need to know or do?What do I need to know or do?
Where am I now?Where am I now?
How will I get there?How will I get there?
What happens if I struggle?What happens if I struggle?
Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment
Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need
DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning
Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on
student achievement
Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
Action ResearchOverview
for Professional
Learning Communitie
s
Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?
WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?
Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?
Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?
HOW do we know HOW do we know if they have learned it?if they have learned it?
What evidence do we have What evidence do we have of the learning?of the learning?
Long term (What do I need to Know)Long term (What do I need to Know) Short Term (How will I get there)Short Term (How will I get there)
Build confidenceBuild confidence I can learn this!I can learn this!
Track in classroom data centerTrack in classroom data center Students set & track goals in data folderStudents set & track goals in data folder
I can see my progressI can see my progress
Set short term targets that step up to Set short term targets that step up to
long term goal!long term goal!
Classroom SMART GoalsClassroom SMART Goals
Scaffold skillsScaffold skills
Deconstruct into scaffoldingDeconstruct into scaffolding What are the enabling skills?What are the enabling skills?
Reading comprehensionReading comprehension• Main ideaMain idea• Cause & effectCause & effect• SequencingSequencing
PDSA CyclePDSA CycleReviewReview
Try Out Improvement
Theory
Plan For Continuous
Improvement
Standardize Improvements
Describe the current process for addressing the identified area of need. How is it connected to the mission and goals? What is the problem and why are we selecting it? What is the current way this process is done or handled? What are the key measures for this process?
Review data to determine baseline performance in the specific area identified. How big of a problem is it? What data do I have that
show current levels of performance (baseline data) of the area I’m trying to improve?
What do the data tell us? Any new insights?
Review the baseline data, what are the root causes that are producing the results I’m getting? What does research say about how this system could be
improved? Study research-based best practice/improvement theory
addressing areas of need.
Study The Results
Plan for Change How will I sustain the positive
changes? What area will I work on next?
Standardize the implementation How can I incorporate the new
way of doing things to make it part of my regular practice?
How will I communicate/share this best practice/improvement theory?
What staff development is needed?
Assess the impact through data review. Did my improvement theory work? How does this new data compare
to the baseline data?
What is the research-based best-practice/improvement theory? What changes am I implementing? What are the drivers and restrainers? What is my data gathering plan to
see if my improvement theory worked?
Define the System
Assess Current Situation
PLAN
Analyze Causes
ACT
DO
STUDY
PDSA – Key Questions
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
So.. After reviewing vocabulary assessment data, teachers discuss options at a team meeting and use the PDSA process
They define how they are currently teaching vocabulary (flowcharts)
The team determines what other in-process measures they could use to see how students are doing in vocabulary and they collect data (run charts & pareto diagrams) to get baseline
The team reviews the baseline data they collected and discuss root causes for the results they see (cause & effect diagrams & relations diagrams)
Once root causes are identified, each member researches articles and best practices related to vocabulary instruction and submits the best to the group (improvement theory)
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
The team writes an action plan to carry out the improvement theory in their classrooms. Members practice newly-learned strategies (improvement theory), and measure the effectiveness of the strategies
Members coach each other & may go into each others classroom to observe and provide feedback
Members monitor student data to determine effectiveness of strategies (compare to baseline)
Members reflect, observe, practice, receive feedback, gain expertise and standardize the new vocabulary instruction practice (new flowchart)
Teams continue to use the PDSA cycle to make improvements in the realm of their professional learning community
In-Process Measure Example
Estimation Check Sheet Weekly
Class Errors
Hour 1 - Mr. Albert
Strategy 1 2 3 4 5 6
Total1-6
Week12-Sep
19-Sep
29-Sep 3-Oct
10-Oct 17-Oct
Addition 2 2 1 1 0 0 6
Subtraction 2 2 3 1 2 1 11
Multiplication 7 8 7 8 7 7 44
Division 10 11 10 11 12 10 64
Application 11 11 10 11 12 12 67
28 students
Total Errors 32 34 31 32 33 30 192
Number of Students 28 28 28 28 28 28
Estimation Check SheetHour 1 - Class Errors
15
20
25
30
35
40
9/12 9/19 9/26 10/3 10/10 10/17
To
tal N
um
ber
of E
rro
rs
Estimation Check Sheet SkillsWeeks 1- 6
67 64 44 11 6 192
35%
68%
91%
97%100%
0
20
40
60
80
100
120
140
160
180
Application Division Multiplication Subtraction Addition Total N
Item
Nu
mb
e o
f E
rro
rs
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Per
cen
tag
e
This bar represents the total (N
) of your pareto.
What Do Your In-Process Measures Look Like?
• Give some examples of “in process” measures?
• How would you use them in…–The Data Center
–Student Data Folders
–PDSA Efforts?
Plan
Define theSystem
The Problem- Students aren’t waiting to be called on during instruction
Define the SystemFlow Chart
I have an idea
I raisemy hand
Did my teacher call my name?
Blurting out anyway
Share myidea out loud
no
yes
PlanAssess CurrentSituation
Let’s collect some data to see how our system is currently operating.
Assess the SituationRun Chart- baseline data
0
10
20
30
40
50
60
70
Plan
AnalyzeCauses
Let’s figure out what’s causing the problem
Analyze CausesForce Field Analysis
• Driving Forces
• We have good ideas
• Sometimes we remember
• Restraining Forces
• We get excited
• We have a lot to say
• We forget
• We don’t like to wait
Plan
Try Out ImprovementTheory
Do
Let’s try something different to improve the behavior
DOTry Out Improvement Theory
• IF we try hard to remember to raise our hands, and hang the run chart in a place we can all see to help us remember,
• THEN, we will remember to raise our hands before we speak instead of talking out.
Plan
Study the Results Do
Study
Let’s see how our theory worked. Did we make improvements?
Study the ResultsRun Chart- Data after trying out our theory
0
10
20
30
40
50
60
70
PlanStandardizeImprovement
DoStudy
Act
Plan for Continuous Improvement
If it worked, let’s standardize our improvements.
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
Baseline Data (Before)
After (Results)
Classroom PDSA Classroom PDSA ExamplesExamples
Classroom PDSA Classroom PDSA ExamplesExamples
Short Form - PDSA Cycle
Define The System Background Information/Customer Focus
(What is the purpose of the system?) Process Diagram (Parts of the system?) Flow Chart (Diagram the current process) Measures (To determine current level of
performance & gauge future improvements) Data Gathering Plan Collect data according to the plan
Assess The Situation Create a Run Chart (Using data
collected from the data gathering plan) Pareto Diagram- (Identify key culprits
of the problem- the 80/20 rule)
Analyze The Cause Cause & Effect Diagram (Focusing on
key culprits- data from the Pareto Diagram) Relations Diagram (if several causes seem
to exist- use this tool to find root cause) Create an Improvement Theory based on
the identified root causes (using data from the relations diagram or cause & effect diagram)
Plan Continuous Improvement Display PDSA Story Board Publish recommendations for all Create data gathering plan to make sure the
new system continues to work effectively
Try Out Improvement Theory Force Field Analysis (To anticipate road
blocks or barriers to the proposed change) Action Plan (The road map to carrying out
the improvement theory) After designated period of time of
implementing the theory or treatment, collect data again (Using the same measures and plan identified in “Define The System”)
Study The Results Compare the data collected (after
the improvement theory was implemented) to the baseline data
Determine if improvements have been made. If so, tweak the process, standardize & communicate
Standardize Improvements Create flow chart (representing the
improved changes to the process) Communicate changes to all
S.M.A.R.T. Goal: In ____ weeks, _________, will __________________________________________ as measured by the attached rubric.
1
2
3
Baseline Week 1 Week 2 Week 3 Week 4 Score Date
1 2 3
Sharing• How could you involve students
in the PDSA process in your classroom?–What are the “probletunities” that
students could help solve?–How could data folders and data
centers help involve students in PDSA?