pdca a powerful process for schools - wet...
TRANSCRIPT
PDCA –
A Powerful Process
for Schools
The session will begin shortly.
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Welcome
Thank you for joining the webinar
Hawaii Department of Education
Office of Curriculum, Instruction and Student Support
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Hawaii’s Five RTTT Pillars
Improved Student
Outcomes
Data for School Improvement
Longitudinal Data System
Balanced Scorecard
Data Governance
Using data to inform instruction
Common Core Standards
Career & College Ready Diploma
Curriculum Framework
Common Instructional Materials
Formative Assessments
Interim Assessments
Summative Assessments
STEM
Focused support on
lowest-performing schools
-
Zones of School
Innovation
•Flexibility
•Great teachers and great
leaders
•Remove barriers to
learning
Performance-based
evaluation system
New Teacher Induction &
Mentoring
Incentives
Leadership development
Alternative pathways
Systems of Support to enable schools to do their best work – reprioritize and reorganize State resources;
establish Human Resources Unit in Zones of School Innovation; automate
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Webinar Agenda
• Brief Overview of the PDCA Process
• A Model of the PDCA Process at Aloha
School
• Question and Answer Session
What does the Plan Do Check Act process look like at
the school level?
How can the Plan Do Check Act process work for me
and my school?
Essential Questions
Please Note
“PDCA in Data Team” webinar on Tuesday, December
13, 2011 goes into greater detail about the PDCA
process.
To view past webinars go to the Standards Toolkit
(http://standardstoolkit.k12.hi.us/index.html) website.
Click on "Enter Common Core Standards", then click
on "PD & Webinar Schedule", find the event that is
listed for the respective date and click on the "Enter
Webinar" link.
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Plan
Plan what you want to accomplish over a period of time and what you might do or need
to get there
Do
Implement the potential solution
Act
Act to get the greatest benefits from the changes
Check
Check whether changes are achieving the desired results or
not
PDCA
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Aloha School Plan
Actual school implementation
Modifications made to some process parts
Purchased program
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PLAN:
Identification & Analysis
• Select the problem to be analyzed
• Clearly define the problem
• Establish a precise problem statement
Identify the need
• Identify potential causes of the problem
• Collect and analyze data related to the problem
• Verify or revise the original problem statement
• Identify the root cause of the problem
• Collect additional data if needed to verify root causes
Analyze the data
• Set SMART goals for the problem-solving effort
• Establish criteria for selecting a solution
• Generate potential solutions that will address the root cause
• Select a solution
• Plan the implementation of the solution
Develop solutions
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PLAN: Identification & Analysis
(Aloha School Plan)
• Data Team: Principal, Curriculum Coordinator, Grade Level Teachers
• Historically low math scores in all grade levels
• Disadvantage students (35% of population) not making AYP on HSA Math
• What can we do to address our students’ low performance in Math?
• How do we get our students to score higher on the HSA Math?
Identify the Need
Select the problem to be analyzed
Clearly define the problem
Establish a precise problem statement
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PLAN: Identification & Analysis
(Aloha School Plan)
• Surface findings based on teacher articulation:
• Geometry and Measurement are the weak strands
• Automaticity is on a decline
• Number Sense is on a decline
• Teachers not strong in certain math strand areas
• Certain strands not being taught with depth and fidelity
• Challenger Math does not provide enough practice for students
• Not enough time to re-teach the strands to students failing in each area
• Hong Kong Math: students could do the drawings, however, they could not connect to the concrete and abstract phase
Analyze the Data
Identify potential causes of the problem
Collect and analyze data related to the problem
Verify or revise the original problem statement
Identify the root cause of the problem
Collect additional data if needed to verify root
causes
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PLAN: Identification & Analysis
(Aloha School Plan)
• Analysis of last year’s HSA Math strand
data, DSI data, MATH8 test data & classroom formative and summative assessment data
• How do we increase students’ mathematical understandings and proficiencies?
Analyze the Data
Identify potential causes of the problem
Collect and analyze data related to the
problem
Verify or revise the original problem
statement
Identify the root cause of the problem
Collect additional data if needed to verify root
causes
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Longitudinal Data Systems
(Aloha School Plan)
Discovery:
Weakest math strand area for most disadvantage
student groups are in geometry and measurement
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Data for School Improvement
(Aloha School Plan)
Discovery
Many students failed the constructed response items
related to problem solving in geometry and
measurement.
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PLAN: Identification & Analysis
(Aloha School Plan)
• Bring in Challenger Math personnel to do training
• Send teachers to Math PD workshops
• Ask District to provide math PD support
• Provide individual or small group tutoring to students in the specific need areas
• Purchase more supplemental resources for each math strand area
• Purchase a Math Coach position
• Double the math time block
• Purchase a math online program for students
Develop Solutions
Set SMART goals for the problem-solving
effort
Establish criteria for selecting a solution
Generate potential solutions that will
address the root causes
Select a solution
Plan the implementation of the solution
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PLAN: Identification & Analysis
(Aloha School Plan)
• Professional Development: Mulberry Manipulative (concrete, pictorial, abstract phases)
• Delivered by District Math Resource Teacher
• K-2 and 3-6 to be trained
• Teachers required to teach one lesson following the trainings
• RT support:
• Plan lesson with teacher/grade level
• Debrief with teachers/grade level after the lesson
• In the classroom when teacher is teaching the lesson
• Co-teach with the teacher as needed
Develop Solutions
Set SMART goals for the problem-solving effort
Establish criteria for selecting a solution
Generate potential solutions that will address
the root causes
Select a solution
Plan the implementation of the solution
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PLAN: Identification & Analysis
(Aloha School Plan)
• Targeted math strand tutoring (before, during &
after-school) for students in 3-6:
• All classroom teachers tutor 2x or 4x a week after school
• Small group, 45 minutes per after school session, re-teach selected math strand
• CC tutors everyday
• Support services from General Ed and SpEd classroom teachers, Counselor, SSC, FFR, CC, PSAP, EA’s, Librarian, Computer, PE PTT – tutor 2x week
• Criteria for student selection:
• Disadvantage students
• HSA cut scores around or below 300 (+/-15)
• MATH8 below grade level equivalency
• DSI benchmark assessments & classroom formative and summative assessments
• Teacher recommendation
Develop Solutions
Set SMART goals for the problem-solving
effort
Establish criteria for selecting a solution
Generate potential solutions that will
address the root causes
Select a solution
Plan the implementation of the solution
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PLAN: Identification & Analysis
(Aloha School Plan)
• Problem Solving Strategies by Design
• Whole school implementation
• One block, Fridays, 8:00 – 8:45
• Pre-assessment at beginning of quarter, Post-assessment at end of quarter
• Pick a strategy and track it
• Use Monitoring Plan Template
• Place in evidence binder
Develop Solutions
Set SMART goals for the problem-solving effort
Establish criteria for selecting a solution
Generate potential solutions that will address
the root causes
Select a solution
Plan the implementation of the solution
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DO: Solutions into Actions
(Aloha School Plan)
Implement the Plan
PD in Mulberry Manipulative
HSA Math Strands Tutoring
Problem Solving Strategies by Design
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DO: Solutions into Actions
(Aloha School Plan)
Communicate the plan to stakeholders and connect with staff on:
Faculty and Staff meeting in September
Data Team present plan and implementation process
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DO: Solutions into Actions
(Aloha School Plan)
Timeframes, Expectations, Roles & Responsibilities
Full SY for Mulberry Manipulative
September to December for Tutoring Program
Full SY for Problem Solving Strategies by Design
All grade levels for Mulberry Manipulative and Problem Solving Strategies by Design
All Faculty and Staff for Tutoring Program
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CHECK: Monitor the Results During Implementation
Gather the data on the solution
Analyze the data on the solution
Determine the impact on the
problem statement
Summarize what the team learns
Make necessary midcourse changes
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Analyze the data on the solution
Increase tutoring sessions for students Faculty and staff needed to support this initiative
Gather the data on the solution
Teacher Articulation
DSI, PSP, FA
HSA Round 1 Results
HSA Round 2 Results
HSA Strand Tutoring Grades 3-6
First semester: September to December HSA Round 1: January
HSA Round 2: March
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Make necessary midcourse changes
Everyone needed to be involved in the program Regroup students and reassign
resource tutors as needed
Summarize what the team learns
Less students in the tutoring program by HSA Round 2. Students self motivated to do better
Changing the school culture and getting everyone to focus on the students
Determine the impact on the problem statement
Some students need to be removed from the program as data indicated success
By HSA Round 1 students were showing needed gain and could be removed from
tutoring
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Analyze the data on the solution
Teachers altered or changed the lesson during the planning and the debrief sessions
Flexibility in team teaching, co-teaching with RT, and teacher observation supported their efforts
Gather the data on the solution
Planning and Debrief Sheet Teacher lesson plan
Professional Development: Mulberry Manipulative
Extensive planning with District Math Resource Teacher
Planned as a grade level
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Make necessary midcourse changes
Flexibility in allowing teachers to collaborate with one another in various ways
RT touch bases with CC on results of planning, lesson, and debrief
Summarize what the team learns
Teachers felt more confident with extra help available during initial planning
Teachers felt more reassured they were doing it right and doing it well
Determine the impact on the problem statement
Teacher receive another powerful instructional practice to implement school wide
Students develop more skills to support their math learning
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Analyze the data on the solution
More students could use the problem solving strategies in their math lessons
Targeted lesson helped teachers focused on one strategy at a time
Gather the data on the solution
Monitor Plan Template Student work samples
Problem Solving Strategies by Design
Develop student thinking skills in math Much need skill for our students
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CHECK: Monitor the Results During Implementation
(Aloha School Plan)
Make necessary midcourse changes
Realization that they had to prioritize certain skills before teaching others
Take a step back and teach foundational skills to students who didn’t have it
Summarize what the team learns
Problem solving skill needs to be taught and applied
Students are growing to become more independent thinker
Determine the impact on the problem statement
Challenges the higher end students Students no longer just do math, they now think
mathematically
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ACT:
Evaluate the End Results
Identify systemic changes and training needs for full
implementation Adopt the solution
Plan ongoing monitoring of the solution
Continue to look for incremental improvements
to the solution
Look for another improvement opportunity
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ACT: Evaluate the End Results
(Aloha School Plan)
Identify systemic changes and training needs for full implementation
Resource staff to be trained in the Mulberry Manipulative process
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ACT: Evaluate the End Results
(Aloha School Plan)
Adopt the solution
Continue to use:
Mulberry Manipulative
Problem Solving Strategies by Design
HSA Strand Tutoring Program
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ACT: Evaluate the End Results
(Aloha School Plan)
Plan ongoing monitoring of the solution
Data Team will revisit the implementation plan prior to the end of the year and make any necessary adjustments to timeframes, expectations, and roles and responsibilities
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ACT: Evaluate the End Results
(Aloha School Plan)
Continue to look for incremental improvements to the solution
Collect evidence of teachers’ lessons and student work for the Mulberry Manipulative
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ACT: Evaluate the End Results
(Aloha School Plan)
Look for another improvement opportunity
Number sense and automaticity
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ACT: Evaluate the End Results
(Aloha School Plan)
Further Insights: Get out of the box!
“It works! It helps the students! It helps the teachers!
It help the teacher to reflect upon their teaching and change it for the students.”
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Question and Answer
Session
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Who is the user of the LDS data? I thought it was
for administrators, not classroom teachers?
How does the data team/learning team process
used at my school connect to the PDCA process
shared on this webinar?
Thank you for joining us!
A recording of this webinar will be posted on the
Standards Toolkit website
(http://standardstoolkit.k12.hi.us/index.html).
If there are any questions, please e-mail:
Dewey Gottlieb, Mathematics Specialist
Monica Mann, Acting Administrator
Petra Schatz, Language Arts Specialist, or
Derrick Tsuruda, Science Specialist
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