ground rules created by students classroom mission statements classroom and student measurable goals...

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?