Transcript Action Research Deployment Teams

Action Research
Deployment Teams
November 29/30, 2006
Please Sit By
SIP Goal Area
Table Tents Indicate Goal Area
Welcome!
 Introductions
around the table
 Sharing PDSA progress
 How are PDSA efforts going at your
school?
 Place a sticky dot in section of
PDSA that represents where you
are at in the process (review the
Action Research Overview PDSA
diagram from session 1/binder)
Where did we
leave off again?
A quick review of
last session
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
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
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
More on “InProcess” Measures
• Assessment of learning Vs.
assessment for learning
–Rick Stiggins
From High Stakes Assessment
to In-Process Measures
• Mistaken Belief: “It’s the adults who
use assessment results to make the most
important instructional decisions…”
• Mistaken Belief: “The most important
decisions are made annually based on
annual high-stakes tests”
What Do Your In-Process
Measures Look Like?
• Talk about what in-process
measures your team is using
• How are things going?
–What is working well?
–What is your team struggling
with?
What are we
doing today?
Continuing the
PDSA Cycle
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
Identifying Root Cause!
• 3 Quality Tools
–Cause and Effect Diagram
–Relations Diagram
–5 Whys
Cause & Effect Diagram
How is it made?
1. Identify the problem.
2. Record the problem statement.
3. Draw and label the main bones.
4. Brainstorm for problem causes.
5. Identify the most likely cause
candidates.
People
Cause
Internal resistance to
change
Worksheets
& games
isolate skills
Sub
Cause
State tests
divided by
content area
State/National
Requirements
Instructional
Materials
Backbone
Time
Teachers have no
knowledge on
how to integrate
Methodology
Low
Integration
of State
Test
Objectives
Across
Curriculum
Areas
Identified
Problem
(effect)
What’s Next?
• After completing the Cause and Effect
Diagram, the Relations Diagram can
help identify root causes
Relations Diagram
Relations Diagram
How is it made?
1. Clearly define the issue or problem.
2. Construct the diagram layout.
3. Analyze the relationships.
4. Count the arrows.
5. Identify the root causes and effects.
6. Study the final diagram.
The Teacher
Was Mean
2/1
1/ 2
•Root causes are those factors or
Some
Problemswhich primarily
aspects of a problem
The Teacher
Students
Physical
Yelled At Us
Were Not
influence otherin
factors
(arrows
out)
Education)
Behaving
3/0
#In / #Out
Some Students Were Not
Listening To The Teacher
0/3
Root Cause Identified
• Once root cause is
identified… it is time to
select a research-based
improvement theory
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
Introduction To
Research-Based
Improvement Theories
NCLB and the Quest for
Scientifically Based Research
NCLB encourages • Instructional strategies shown to be
effective through sound scientific
research.
• Systematic, empirical methods
• Rigorous data analysis
• Meeting the highest standards of
research in your discipline
Iowa Department of Education
Content Network
Best practice research in:
– Reading
– Math
– Science
Pyramid Continuum
LEVEL 5—Gold Standard
Randomly assigning subjects to
treatments yields findings that generate
the greatest confidence in treatment
effect.
LEVEL 4—Strong Evidence
Research designs that do not randomly assign
subjects to treatments. With these designs a
logical rather than a statistical argument is used
to support the validity of the results.
LEVEL 3—Promising Studies
A combination of studies, consistent across time
and subjects, that shows some promise even
though the individual studies do not meet the
requirements for levels 4 and 5.
LEVEL 2—Marginal
These are case studies, conducted by individual
investigators. Such reports are by no means worthless,
but it is difficult to assess the validity and generalizability
of the treatment.
LEVEL 1—No Empirical Evidence
Reports are anecdotal, testimonial, etc.
IOWA Content Network
http://www.iowa.gov/educate/prodev/main.html
ASCD is the Association for
Supervision
& Curriculum Development
• Mission statement: ASCD, a
community of educators advocating
sound policies and sharing best
practices to achieve the success of
each learner.
• http://www.ascd.org/portal/site/ascd
Educational Leadership Magazine
• “As legislators contemplate reauthorizing and
revising the No Child Left Behind Act (NCLB),
the authors in this issue of Educational
Leadership offer the following
recommendations: use multiple assessments to
inform instruction; design valid accountability
measures for schools; support teachers with
resources and training; make sure regulations
don't have the unintended consequence of
limiting the curriculum; and, finally, consider
how NCLB is affecting the students - it is
meant to help.”
ASCD
• “ASCD SmartBrief is a FREE daily news
briefing delivered directly to you through email. Each ASCD SmartBrief takes you
straight to the most salient news and trends
affecting education today. This FREE service
will help you break through the information
overload and provide quick, easy-to-read
summaries of top news in areas important to
you.”
• http://www.smartbrief.com/ascd/
National Science Teachers Association
www.nsta.org
State Approved Research Based Strategies
Web Resources for Reading/Thinking Strategies
Excellent starting point:
• http://www.netc.org/focus/strategies/
PreP Prereading Plan
• http://literacy.kent.edu/eureka/strategies/prep.pdf
• http://www.justreadnow.com/strategies/prep.htm
Advanced Organizer
• http://scied.gsu.edu/Hassard/mos/2.10.html
• http://www.glnd.k12.va.us/resources/graphicalorganizers/
• http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm
Anticipation Guides
• http://www.indiana.edu/%7el517/anticipation_guides.htm
• http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/anticipation%20guide.htm
Mathematics - Great Resources
•
•
•
•
•
•
•
•
•
National Council of Teachers of Mathematics
NCTM Principles and Standards (free)
Curriculum Focal Points (free)
Journals (some articles are free down loads)
Iowa Council of Teachers of Mathematics
State meetings
State contacts
AEA contacts
U.S. Dept. of Math and Science Professional
Development Reports
• Math Forum
• Ask Dr. Math
Learning From
Dramatically
Improved Schools!
Reading Test Scores - Brazosport ISD
98%
96.6%
93.9%
93.8%
92.3%
100%
White
90%
80%
70%
82%
All
Students
Hispanic
African
American
70%
64%
60%
60%
50%
50%
40%
91–92
Economically
Disadvantaged
92–93
93–94
94–95
95–96
96–97
97–98
98–99
99–00
Writing Test Scores - Brazosport ISD
100%
All
Students
90%
80%
80%
70%
70%
60%
98%
96.7%
95.6%
94.1%
93.2%
White
Hispanic
Economically
Disadvantaged
African
American
60%
59%
57%
50%
40%
91–92
92–93
93–94
94–95
95–96
96–97
97–98
98–99
99–00
Math - Aldine ISD
100%
93.5%
90.9%
89.1%
88.1%
84. 4%
Whit
e
Hispanic
90%
80%
70%
60%
50%
40%
30%
All
Students
56.2%
55.0%
49.4%
47.2%
42.2%
93–94
African
American
Economically
Disadvantaged
94–95
95–96
96–97
97–98
98–99
99–00
What The Successes
Have in Common
 A total systems framework
 Aligned processes
 Data-driven decisions
 Strong leadership
 A customer focus
 Implementation of PDSA
When school districts apply
the principles and
techniques of continuous
improvement over time,
positive and lasting changes
in all parts of the system
(including student learning)
are dramatic.
Why Quality and
Continuous Improvement?
Answer:
It’s
Research Based!
Next steps…
• Ensure that you’ve completed work on
Define the System (Flow Chart and Assess
the Situation (In-Process Measures, Run
Chart, Pareto Diagram)
• Once baseline data has been collected
(in-process measure), identity Root Cause
(Cause & Effect Diagram and Relations
Diagram), ready for improvement theory
• Set and communicate direction!
Team Time &
Table Evaluation