Transcript Action Research Deployment Teams

Action Research
Deployment Teams
September, 2006
Welcome!
 Housekeeping


Items
Workshop Materials/Binder
Meeting Dates
 How
are things different at your
school this year compared to last
year (in the context of continuous
improvement?)

What kinds of things did you think
about/plan for?
Last Year’s Focus…
 Setting



and Communicating Direction
District Strategic Plan (on a page)
A focus on the School Improvement Plan
(SIP)
4 Quality Levels
 Establishing



structure/common language
Building Leadership Teams (BLTs)
Action Research Deployment
Teams
Quality Liaisons
This Year’s Focus…
 Utilize
the School Improvement Plan
(SIP) to align efforts
 Deeper understanding of PDSA


Practice each step of PDSA
Learn the tools used
 Connect
all employees to School
Improvement Plans and
the District strategic plan
Hoover School Improvement Plan
2006-2007
VISION
Excellence for All
HOOVER MISSION
The mission of the Hoover community is to develop
life-long learners and responsible citizens through continuous
improvement and excellence for all.
CORE VALUES
Customer Satisfaction
Data-Driven Decisions
Learning for All
Teamwork
Visionary Leadership
HOOVER SCHOOL IMPROVEMENT GOALS
Reading Comprehension
During the 2006-2007 school year the number of K-5 students at Hoover who improve
their reading comprehension skills will increase by 5% in each grade level as measured
by the District Benchmark Reading Assessments (LAPO & ERA).
Math Computation
During the 2006-2007 school year, the percentage of students scoring in the high and
intermediate proficiency levels will increase in math computation at Hoover Elementary
as measured by the district math assessments and the ITBS.
Social, Emotional, Behavioral- School Climate
During the 2006-2007 school year, Hoover students in grade 2-5 will increase their level
of student respect based on the Hoover student satisfaction survey.
GUIDING PHILOSOPHY
Continuous Improvement
Action Research Is…
 Professional
Learning Communities
working together to solve problems
 Utilization of the 7 step, data-driven
process of Plan-Do-Study-Act
 Implementation of research-based best
practices/improvement theory based root
causes
 A focus on continuous
improvement by practitioners
closest to the problem
What do we really mean…
Professional Learning
Communities (PLC)
In a professional learning
community, there are deep
collaborative discussions
about current practices that
might be hindering student
academic success.
- DuFour and Eaker
Action Research; The Vehicle
Professional Learning
Communities Use To
Implement Change
ITBS Language Total Scores
This data shows “the big picture”
of language proficiency …
This data “digs deeper” through
sub test areas of language skills…
Vocabulary
This data “digs deeper through disaggregation ”
of student subgroups & non-proficient groups…
Data Review- A
Laser Like Focus!
Vocabulary
Language
Communication
Non-Proficient Subgroups:
•African American
•American Indian
•IEP
•Low Income
Next Steps…
 The
Building Leadership Team
writes a SMART Goal that is
included in the School
Improvement Plan (SIP)
 Then, the Action Research Team
utilizes the PDSA process
to work on the goal
So.. After reviewing vocabulary assessment data,
teachers discuss options at a team meeting and use the
PDSA process
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
They define how they are currently
teaching vocabulary (flowcharts)
Assess
Current
Situation
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)
Teams continue to use the PDSA cycle to make improvements in
the realm of their professional learning community
Members reflect, observe, practice,
receive feedback, gain expertise and
standardize the new vocabulary
instruction practice (new flowchart)
Plan
Continuous
Improvement
Standardize
Improvement
Members monitor student data to
determine effectiveness of
strategies (compare to baseline)
Members coach each other & may go
into each others classroom to
observe and provide feedback
Define the
System
ACT
PLAN
STUDY
Study the
Results
Assess
Current
Situation
DO
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
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
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
Act:
1. Standardize the implementation of researchbased 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
Research
Overview
for
Professional
Learning
Communities
DO
1. 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 Plan
3. Monitor the implementation of research-based best
practice/improvement theory to insure integrity and
fidelity
4. 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
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
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
Act:
1. Standardize the implementation of researchbased 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
Research
Overview
for
Professional
Learning
Communities
DO
1. 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 Plan
3. Monitor the implementation of research-based best
practice/improvement theory to insure integrity and
fidelity
4. 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
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
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
Act:
1. Standardize the implementation of researchbased 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
Research
Overview
for
Professional
Learning
Communities
DO
1. 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 Plan
3. Monitor the implementation of research-based best
practice/improvement theory to insure integrity and
fidelity
4. 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
Plan- Define The System
What
is the current way that
the process is done or
handled?
Tool: Flow Chart
Flow Chart
What is it?
- A picture of any process
- Drawn with standard
symbols representing
different types of activities
- Different styles available:
- Deployment
- Process
Flow Chart
Purpose
- Defines the system
being studied
- Gets agreement
- Identifies “value
added” activities
- Identifies “dead
wood” activities”
- Documents changes
to the process
Deployment Flow Chart
How is it made?
1. Define the process
boundaries (starting point /
stopping point).
2. Describe the process in operation.
3. Draw the People Coordinate.
4. List major steps in the process.
5. Draw the flow chart, using symbols
6. Study the flow chart.
Yes
Start
Conduct a
Meeting
Task
Report
Out
No
Make a
Decision
End of
Process
Flow
Chart
Example
Parents
Bed Time
Initiate Bed Time
Procedures
Meet Need So
Kids Are Ready
For Bed
Kids
Begin Bed
Time Routine
Are Kids
Ready
For Bed?
Brush Teeth
Go Potty
NO
Put On P.J.’s
Read Story
Gets Into Bed
Say Prayers
Tuck In Kids
Flow Chart
• Let’s practice the “Flow Chart
tool”
• At your table, create a flow
chart for “the teacher’s lunch
break routine”
–Describe the process and
key steps involved
Team Time!
1. Define the process
boundaries (starting point /
stopping point).
2. Describe the process in operation.
3. Draw the People Coordinate.
4. List major steps in the process.
5. Draw the flow chart, using symbols
6. Study the flow chart.
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
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
Act:
1. Standardize the implementation of researchbased 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
Research
Overview
for
Professional
Learning
Communities
DO
1. 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 Plan
3. Monitor the implementation of research-based best
practice/improvement theory to insure integrity and
fidelity
4. 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
In Process Measures
• Data that can be collected frequently
• How much data is needed? How many data
points?
• Measurement instrument may need to be
created if one is not readily available
• Need an “apples to apples” comparison to
determine if improvement theory worked
• At your table… Brainstorm possible
measures for each SIP goal
Assess The Situation
• Once in-process measures have been
identified and data collected…
• What does the baseline data look like?
– This shows the “current state” of the area
being studied
• Tools: Run Chart &
Pareto Diagram
Run Chart
What is it?
• A line graph (data plotted over
time)
• Looks at the system’s
behavior over time
• Used by teams when gathering baseline data
at the beginning of a PDSA project and again
after the improvement theory has been tried
Estimation Check Sheet
Weekly Class Errors
Strategy
Hour 1 - Mr. Albert
Total
1-6
1
2
3
4
5
6
12-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
Total Errors
32
34
31
32
33
30
192
Number of
Students
28
28
28
28
28
28
Week
28 students
Estimation Check Sheet
Hour 1 - Class Errors
40
Total Number of Errors
35
30
25
20
15
9/12
9/19
9/26
10/3
10/10
10/17
Next… Pareto Diagram
• Pareto’s Law “80/20”
• Run chart = data over time
• Pareto Diagram = discrepancy data
Pareto Diagram
What is it?
- A bar chart which ranks
related measures in decreasing order of
occurrence
- A tool to separate the significant
aspects from the trivial ones
Pareto Diagram
How is it made?
1. Collect the data.
2. Construct a frequency table.
3. Draw and scale the horizontal and
vertical axes.
4. Draw and label the bars for each
category
5. Draw the cumulative percentage line.
6. Review the results of the Pareto.
Pareto Diagram Sample
Collect The Data
Category
Unexcused Absences
Drug & Alcohol Abuse
Tardiness
Illegal Parking
Dress Code Violation
Vandalism
Class Disruption
Fighting & Assault
Total
Total
35
7
47
2
1
2
19
10
123
Construct Frequency Table
Category
Frequency
Cumulative Frequency
1. Tardiness
2. Unexcused Absences
3. Class Disruption
4. Fighting & Assault
47
35
19
10
47
82
101
111
5. Drug & Alcohol Abuse
6. Illegal Parking
7. Vandalism
8. Dress Code Violation
7
2
2
1
123
118
120
122
123
Total
Draw & Scale Horizontal &
Vertical Axes
123
100%
75%
50%
25%
0
0
g
gh
t in
&
tio
n
100
A
ss
A
ul
lc
t
oh
ol
A
bu
Ill
se
eg
al
Pa
rk
in
g
V
D
an
re
da
ss
lis
C
od
m
e
V
io
la
tio
n
&
Fi
is
ru
p
en
ce
s
40
38%
D
A
bs
ne
ss
60
C
la
ss
xc
us
ed
Ta
rd
i
80
D
ru
g
U
ne
Draw & Label The Bars
Draw Cumulative % Line
120
90%
19
20
10
96%
7
98%
2
99% 100%
81%
47
2
0
100%
75%
66%
50%
35
25%
1
0%
Pareto Practice
Area of Focus = Estimation
Estimation Benchmark: Use specific strategies to estimate
computations and to check the reasonableness of computational
results.
Students used check sheet to log scores on weekly 5 point check tests.
These scores are recorded on a class check sheet.
Estimation
Strategies
6 Week total
Addition
6
Subtraction
11
Multiplication
44
Division
64
Application
67
Total
192
Cumulative Frequency Table
Strategy
Frequency
1)
2)
3)
4)
5)
Total
Cumulative Frequency
Estimation
Strategies
6 Week total
Addition
6
Subtraction
11
Multiplication
44
Division
64
Application
67
Total
192
Cumulative Frequency Table
Strategy
Frequency
1) Application
67
2) Division
64
3) Multiplication
44
4) Subtraction
11
5) Addition
6
Total
Cumulative Frequency
131
175
186
192
Estimation Check Sheet Skills
Weeks 1- 6
100%
97%
100%
91%
180
90%
160
80%
120
100
80
35%
60
40
20
70%
60%
50%
40%
30%
20%
10%
67
64
44
11
6
192
0
0%
Application
Division
Multiplication
Item
Subtraction
Addition
Total N
Percentage
Numbe of Errors
This bar represents the total (N) of your pareto.
68%
140
PDSA Tidbits!
• Time to implement/deploy varies by team and
content area
• Doesn’t happen necessarily in a school year
• The entire school doesn’t have to implement
all improvement theories at once
• Multiple grades/departments could be working
on individual aspects of the issue
• Is a PROCESS and a work in progress!
In Closing…
• Workshop Evaluation
• Next steps…
• Focus each PDSA team on the SMART
goal of the SIP
• Consult the PDSA guides for help
• Work on Define the System (Flow Chart)
• Work on Assess the Situation (In-Process
Measures, Run Chart, Pareto Diagram)
• Set and communicate direction!
Action Research
Deployment Teams
September, 2006