Problem of Practice Workshop

June 9-10, 2014

WelcomeDr. Elizabeth Clark

Comments from SuperintendentDr. Darrell Brown

Data Review and DiscussionDavid Holland

Review Learning PlatformDr. Elizabeth Clark

BISD Alignment Model

BISD Learning Platform

BISD Learning Platform

Learning expectations for studentsTeachers deeply understand the content,

context, and cognitive requirements of the standards

Teachers explicitly communicate learning expectations so students clearly understand

and can take ownership over their own learning

Teachers design learning tasks that closely align to the content, context, and cognitive

requirements of the standards

Teachers and students monitor learning toward achievement of standards

Best Practice Strategies and Structures

Average Percentile

Point Gains on Student

Achievement Tests

Authentic Student Tasks and Products

The focus is on what students are actually doing each day

The work students do causes them to engage in the content, context, and

cognitive rigor of the standards

Students are able to demonstrate understanding of the connection between

the standards and their work tasks and products

Feedback based on student performance

Mostly formative and reflective

Triangulation of data: numerical, descriptive, observational feedback

Timing and efficiency of assessments

Feedback from teacher, peers, and self-reflection throughout the learning cycle

1. Ensure that the curricular standards are taught

2. Have a strong core instructional delivery system (Tier 1)

3. Implement appropriate interventions (Tier 2 & 3) with fidelity

4. Use data in a continuous improvement process (PLC) for making instructional decisions

In Birdville ISD, this translates to leaders doing the following:

BISD’s Additional Question: Explicit Focus on Instruction

Review District Problem of Practice and Rubric for Establishing Learning Expectations

Donna Solley

BISD’s Problem of Practice

Walkthrough data indicate that not all teachers post

learning expectations in their classrooms, which

suggests that student learning may not be clearly

aligned with the curriculum standards.

Steps in Developing a Campus Problem of Practice

Lorene Ownby

Based on your prior knowledge and reviewing the information that Dr. Clark shared with you about Problem of Practice…

make a headline on an index card.

Problem of Practice

•Focuses on instructional core;

•Is directly observable;

•Is actionable;

•Connect to a broader strategy of

improvement (school, system);

•Is high-leverage (if acted on, it would make

a significant difference for student learning).

Brainstorm Possibilities

What are some possible problem of practice ideas? Brainstorm with a shoulder partner. List as many ideas as you can in 3 minutes.

Keep in mind examples must:•Focus on instructional core;

•Be directly observable;

•Be actionable;

•Connect to a broader strategy of improvement (school, system);

•Be a high-leverage (if acted on, it would make a significant difference for student

learning).

5 Whys-Example

Example: Students are not able to write critically to communicate their thinking and learning. Talk through this problem by asking WHY.

Steps for a P.o.P.

Problem: Students are not able to write critically to communicate their thinking and learning.

Theory of Action (what are we doing about it?)If ___________________ and if _________________________ and if ________________________then ____________________.

Guiding Questions (what questions guide our work?)

Example

Three Keys of a P.o.P.

•Problem What are we working on? – based on data

•Theory of Action What are we doing about it?

•Guiding Questions What questions guide our work?

Based on your data:

What is the greatest problem or barrier standing in the way of academic achievement or progress on your campus?

Write your thought on a post-it note before you discuss with your table. When you are finished, affinity diagram these. (Put like ideas together.)

Decide on your problem:

Choose the problem for your campus that fits the definition of a POP:

•Focus on instructional core;

•Be directly observable;

•Be actionable;

•Connect to a broader strategy of improvement (school, system);

•Be a high-leverage (if acted on, it would make a significant

difference for student learning).

Biggest Barrier:

Why do you consider this your biggest problem or barrier?

How do you get to the root cause of this problem?

Use a continuous improvement tool:5 Whys

5 Whys

Steps for a P.o.P.

Problem (what are we working on – based on data)

Theory of Action (what are we doing about it?)If ___________________ and if _________________________ and if ________________________then ____________________.

Guiding Questions (what questions guide our work?)