identifying & prioritizing problems of practice december 2014 office of student and school...
TRANSCRIPT
IDENTIFYING & PRIORITIZING PROBLEMS OF PRACTICE
December 2014Office of Student and School Success, OSPI
Travis Campbell, DirectorSue Cohn, School Improvement Specialist
Intended Audience: Superintendents, Principals, Leadership Teams, Success Coaches, and
Educational Service District Leaders
Welcome & Goals Identifying and Prioritizing
Problems of Practice Next Steps with Action Planning Contact Information
Bill Wagner / The Daily NewsMonticello “Success Night”
Agenda
Participants will have clear understanding of:
• The concept of “Problem of Practice.”• The relationship between steps of Assess
Need for Change and Identify Problems of Practice.
• Protocols and tools teams can use to identify Problems of Practice and possible causes.
• Next steps in the action-planning process.
Goals
First Step: Assess Need for Change
Leadership teams engage in two complementary activities: • Collect and analyze data
(Where are we now?)• Complete Current Level of Development
Review (Where do we want to be?)
First Step: Assess Need for Change
Next Step: Identify Problems of Practice
Definitions: Problems of Practice & Root Causes• Problems of Practice:
• Identify specific, pressing concerns related to equality and excellence in student outcomes.
• Anchored in data.• Informed by understanding of evidence-based
practices (Expected Indicators).• Root Causes of Problems of Practice
focus on adult practice (Indicators) relative to student outcomes.
During this step of the cycle, teams explore the following questions:• What is our broad issue or “Problem of
Practice” related to student learning and educator practice?
• What are the barriers contributing to or root causes of this Problem of Practice?
• What could we (teachers, leaders, adults) do differently to ensure that each student is successful?
Complementary Questions
• Focus on the instructional core.• Are directly observable.• Are actionable.• Connect to a broader strategy of improvement.• Are high-leverage and anchored in Turnaround
Principles (e.g., Expected Indicators).• Promote deep learning for both educators and
students.Most importantly, they are something that you care about that would make a significant difference for
student learning if you improved them.
More on Problems of Practice
1. Develop Draft Problem of Practice.2. Unpack Problem of Practice to identify
underlying Root Causes.3. Select highest leverage actions (Expected
Indicators) to address Root Causes and impact Problem of Practice.
Steps to Identify a Problem of Practice
• Engages team in collaborative process.• Enables team to gain a deeper understanding
of the problem and its impact.• Prepares team to analyze the root causes that
underlie the problem.
Time: About 30 minutes
1. Protocol: Develop Draft Problem of Practice
Problem of Practice Protocol
Initial broad issue (Student Outcomes, Educator Practice)
Focusing question(Anchored in Turnaround Principles)
Who is affected by this issue? (Students, Educators)
What do the data say about the focusing question?
Inferences regarding this issue?
Draft problem of practice
State Assessment Data: Special Education Students’ performance on MSP in both Reading and Mathematics is far below that of the district and the state.
Classroom Walkthrough: CWTs are not regularly conducted.
Teacher Observations: Data show inconsistent use of effective Core instructional strategies in classrooms.
Staff Surveys: Most staff feel unprepared to support inclusion in Core classes.
Example: Broad Issue Surfacing in Data
Initial broad issue (Student Outcomes, Educator Practice)
SWD aren’t accessing instruction and curriculum essential for achieving at levels equal to district and state peers.
Focusing questions
Who is affected?
What do data say?
Inferences regarding this issue?
Draft problem of practice
Example: Initial Broad Issue
Example: Focusing QuestionsInitial broad issue
SWD aren’t accessing instruction and curriculum essential for achieving at levels equal to district and state peers.
Focusing questions (Anchored in Turnaround Principles)
• Principle 5: What do our data say…• Principle 4:
• Do SWD receive differentiated core instruction in general education setting?
• What examples of rigor do you see in the work all students are being given? How about SWD?
• What supports do SWD receive from general education teachers? Special education teachers?
• Principle 3: How have we designed the school day…• Principle 2: What PD has been provided…
Who is affected by this issue?
Example: Who is affected?Initial broad issue
SWD aren’t accessing instruction and curriculum essential for achieving at levels equal to district and state peers.
Focusing questions (Anchored in Turnaround Principles)
• Principle 5: What do our data say…• Principle 4: …• Principle 3: How have we designed the school day…• Principle 2: What PD has been provided…
Who is affected by this issue?
SWD, All students, General Education teachers, Special Education teachers
What do the data say about the focusing questions?
• P5: Assessment data for SWD, for All Students• P4, P5, P2: Perceptual data…• P4, P5: Teacher collaboration time to analyze & act
on data• P2: PD offerings and schedule• P1: Observation/CWT data…
Inferences regarding this issue?
Draft problem of practice
Example: What do the data say?
What do the data say about the focusing questions?
• P5: Assessment data for SWD, for All Students• P4, P5, P2: Perceptual data…• P4, P5: Teacher collaboration time to analyze & act on
data• P2: PD offerings and schedule• P1: Observation/CWT data…
Inferences regarding this issue? (Anchored in Turnaround Principles)
• P4: Students not receiving standards-based instruction and curriculum…
• P5: Teachers don’t have dedicated time to analyze & act on data…
• P2: Teachers not receiving PD around… (or they would act on it)
• P1: Leadership not…
Draft problem of practice
Example: What can be inferred?
What do the data say about the focusing questions?
• P5: Assessment data for SWD, for All Students• P4: Observation/CWT data…• P4, P5, P2: Perceptual data…• P4, P5: Teacher collaboration time to analyze & act on data• P2: PD offerings and schedule
Inferences regarding this issue?
• P4: Students not receiving standards-based instruction and curriculum…
• P5: Teachers don’t have dedicated time to analyze & act on data
• P2: Teachers aren’t receiving PD …(or they would act on it)• P1: Leadership not…
Draft problem of practice(Anchored in Student Outcome Data and Educator Practice)
Increasing rigor in classrooms and supporting Students with Disabilities in achieving higher levels of rigorous work.
Example: Draft Problem of Practice
• Protocol 2a: Why, Why, Why• Protocol 2b: Fishbone Analysis
NOTE: Teams use Current Level of Development Review when engaging in these protocols. The Review focuses the analysis on evidence-based
practices (i.e., Expected Indicators) that are observable, teachable, and around which data can be
collected to monitor progress.
2. Protocols: Unpack Problems of Practice to Identify Root Causes
• Relatively quick, informal way to identify root causes of problems.
• Through successive answers to the question “Why?” the data team reaches
agreement on the likely root cause(s) of the Problem of Practice.
Time: About 45 minutes
2a. Protocol: Why, Why, Why?
• Provides structure that enables team to suggest possible causes of the problem under investigation.
• Identifies highest leverage strategies (i.e., Expected Indicators) to address Problem of Practice.
• Supports team to reach consensus on probable root causes.
Time: About 1 hour
2b. Protocol: Fishbone Analysis
Protocol 2b: Fishbone Analysis
Our problem of practice is …
Curriculum
Students
Instruction
School/District Processes
Step 1
Step 2
Step 3
Teams use their Current Level of Development Review to select highest leverage evidence-based practices (Expected Indicators) aligned with their root causes.
Most importantly, select those practices that you care about and
that would make a significant difference for student learning if you improved them.
3. Prioritize Root Causes
Next Step in the Cycle
If we do (ACTION): Provide PD focused on strategies to serve Special Education students in Core
Then we IMPACT: Instructional Practice and teacher capacity to Differentiate Instruction
That RESULTS IN: Improved performance for all students, including students with disabilities. Evidence: Variety of performance and student
growth data Evidence: Data related to changes in educator and
organizational practices.
Next Steps: Select Intervention & Craft S.M.A.R.T. Goals
• Office of Student and School Success (OSSS)• Other OSPI Divisions (e.g., Teaching and Learning)• Educational Service Districts• OSPI Website: http://www.k12.wa.us/ • OSSS Website:
http://www.k12.wa.us/StudentAndSchoolSuccess/default.aspx
Supports and Resources
Student and School Success Contact Information
Andy Kelly, Assistant Superintendent, Student and School Success: [email protected] PH: 360-725-4960
Travis Campbell, Director, Student and School Success: [email protected] PH: 360-725-6503
Indistar® technical assistance:[email protected] PH: 360-725-4960
OSSS website: www.k12.wa.us/StudentAndSchoolSuccess
Thank you!