Transcript Using PDSA to Improve Math - CRCSD

Part II
The Baldrige Model of
Performance Excellence
Prepared for:
The Cedar Rapids Community Schools
Board of Education
July 26, 2004
Baldrige
In the Classroom
If a visitor came to a classroom that
was using the Baldrige approach to
continuous improvement…
they would see…
• The classroom mission statement
• Classroom goals and measures and data
indicating progress
• +/Delta from the previous day/class
• Action plan for the day
• Chairs/desks/tables arranged to support
collaborative work in achieving classroom
goals
Mission Statements define a
purpose for the teacher, students,
parents, and other key
stakeholders of the learning
environment.
They would also see…
• The school mission and the school goals
• Grade-level/course standards in kidfriendly language
• Regular class meetings during which goals
are reviewed, progress is shared, ideas for
improving the classroom learning system
are shared
• Evidence of the use of quality tools
Examples of Quality Tools
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•
Histogram
Consensogram
Lotus Diagram
Force Field Analysis
Fishbone Diagram
Radar Chart
Pareto Diagram
•
•
•
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•
•
Brainstorming
Flow Chart
Plus/Delta
Check Sheet
Affinity Diagram
Light Voting
Scatter Diagram
They would hear…
• The teacher talking to students about what’s important
• The students talking to the teacher about how we can
work together to achieve what’s important
• Students talking to the teacher about their personal goals
and action plans
• Students asking their teacher for assistance in achieving
their personal goals
• Students talking to students about class and personal goals
and strategies for achieving them
They would also see…
• Students talking to visitors about the classroom
learning system, the class mission, goals and
measures
• Student-led conferences with parents
to share progress toward learning
goals
• Students and their teacher
utilizing PDSA to solve real
classroom problems
What Is PDSA?
• Plan
• Do
• Study
• Act
P-D-S-A
• Is a step by step method of scientific
problem solving
• Is designed to assist teams/individuals
improve a process
• Is based on data collection and
analysis
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Using
PDSA to
Improve Math
Define the System
• Students entering 4th grade did not
demonstrate mastery of their multiplication
facts.
• We created a project statement of purpose:
To improve multiplication facts of the 4th
graders as measured by the number of errors
made on weekly multiplication timed tests.
Define the System
We created an Operational Definition with 2
quality measures:
1. The number of errors on weekly tests
2. Students’ attitudes toward multiplication
facts
Define the System
To help define the system:
• A Check Sheet would be used to measure
what factors were missed most frequently.
and
• A Radar Chart would be used to measure
how they felt about each of the factors 1 –
12.
Check Sheet Example
10/16
10/23
10/30
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Assessing the Situation
• The class added the tallies from the check sheet
and then made a Pareto Diagram to show which
factors were the hardest for the students.
• The class then looked at how each student marked
the Radar Chart regarding how well they felt they
knew their multiplication facts. All of these scores
were then averaged for a class Radar Chart. We
will do this again after we have tried out our
improvement theory.
Assessing the Current Situation
Pareto Diagram
Radar Chart
Analyze the Cause
• We worked together as a class to determine
what could be causing us to not be able to
do better on our weekly timed math tests.
• We made a Fishbone (also called a Cause
and Effect Diagram) to help us list and talk
about the areas which may be preventing
the class members from doing their best.
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Analyze Causes –
Fishbone (Cause and Effect)
Improvement Theory
If students study the math facts which are
most difficult for them by using their
flashcards for at least 20 minutes every day
after school, then students will see an
increase in the percentage of correct
problems on weekly timed tests.
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Trying Out the
Improvement Theory
While we were trying out our Improvement
Theory, we collected new information on a
check sheet which asked for the same kind
of information that was collected when we
were trying to Assess the Current Situation.
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Study the Results
• As a class we looked at the information
which was collected when we were trying
out our improvement theory.
• We took the new information and added it
to the Pareto Diagram so we could see
where we improved and where we need
more work.
Study the Results – Pareto
Radar Chart - Revisited
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Standardize the Improvements
• As a class we made a flow chart which
would help students know what to do if they
became stuck while studying their facts at
home or at school.
• Students had two copies of this flow chart,
one at home and one at school so they
would always know what to do.
Standardize the Improvements – Flow Chart
Flow Chart
on Learning Multiplication Facts
Look at the
Problem
Try Ag ain...
Think about how many g roups of the number
you can make. Example:
7 X 8 If you had 7 differ ent gr oups with 8 tallies
in each g roup what would the answer be?
Write down
your answer
Work throug h
your pr actice
pr oblems in
the same way
Have
someone in
your family
check your
work
Yes?
Keep going
Are the
pr oblems
cor rect?
Start working
with the next
hig hest factor
Continue with
this flow char t
until you have
master ed all
of the
multiplication
facts.
End
NO?
Plan for
Continuous
Improvement
Standardize
Improvements
Define
the System
ACT
PLAN
Study
The
Results
STUDY
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
Plan for Continuous Improvement
– Affinity Diagram
Students worked on creating an Affinity Diagram
to help show what factors students were still
feeling unsure about knowing.
The notes from the Affinity Diagram were shared
with the class, and the class brainstormed ideas
as to how they could improve on the factors that
were still giving some students in the class
difficulties.
As a class we took the factors which were still
difficult for some and analyzed the causes and
then made a new plan of improvement.
Repeat the Cycle
• Plan
• Do
• Study
• Act
August 16, Part III…
Baldrige and the Board…
Shipley and Associates:
A Guide for Practitioners – Using the
Baldrige Approach for School
Improvement and Performance
Excellence