Transcript Introduction to the Continuous Improvement Classroom

The Continuous
Improvement Classroom
PDSA
Ground rules
created by
students
Classroom
mission
statements
Quality tools and
PDSA used
regularly
The
Continuous
Improvement
Classroom
Classroom
meetings
facilitated by
students
Student-led
conferences
Classroom and
student
measurable goals
Classroom data
centers
Student data
folders
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
What is PDSA?
What I already know
about PDSA
What I want to learn
about PDSA
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
Assess
Current
Situation
PDSA; The Vehicle
Professional Learning
Communities Use To
Implement Change
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
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
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”
The Problem- Students aren’t waiting to
be called on during instruction
Define the
System
Plan
Define the System
Flow Chart
I have
an idea
I raise
my hand
Did my
teacher call
my name?
yes
Share my
idea out loud
no
Blurting out
anyway
Let’s collect some data to see how
our system is currently operating.
Plan
Assess
Current
Situation
/20
31
4/
03
1/2
00
3
4/
2/2
00
3
4/
3/2
00
3
4/
4/2
00
3
4/
5/2
00
3
4/
6/2
00
3
4/
7/2
00
3
4/
8/2
00
3
4/
9/2
4/ 003
10
/20
0
4/
11 3
/20
0
4/
12 3
/20
03
3/
Assess the Situation
70
Run Chart- baseline data
60
50
40
30
20
10
0
Let’s figure out what’s
causing the problem
Plan
Analyze
Causes
Analyze Causes
Force Field Analysis
• Driving Forces
• Restraining Forces
• We have good
ideas
• Sometimes we
remember
•
•
•
•
We get excited
We have a lot to say
We forget
We don’t like to
wait
Let’s try something different
to improve the behavior
Plan
Do
Try Out
Improvement
Theory
DO
Try 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.
Let’s see how our theory worked.
Did we make improvements?
Plan
Study the
Results
Study
Do
00
3
00
3
00
3
00
3
5/
9/
20
03
5/
11
/2
00
3
5/
13
/2
00
3
5/
15
/2
00
3
5/
17
/2
00
3
5/
19
/2
00
3
5/
7/
2
5/
5/
2
5/
3/
2
5/
1/
2
Study the Results
Run Chart- Data after trying out our theory
70
60
50
40
30
20
10
0
If it worked, let’s standardize our
improvements.
Plan for
Continuous
Improvement
Standardize
Improvement
Act Plan
Study
Do
00
3
00
3
00
3
00
3
5/
9/
20
03
5/
11
/2
00
3
5/
13
/2
00
3
5/
15
/2
00
3
5/
17
/2
00
3
5/
19
/2
00
3
5/
7/
2
5/
5/
2
5/
3/
2
5/
1/
2
/2
0
Baseline Data
40
(Before)
20
4/
03
1/
20
4/ 03
2/
20
4/ 03
3/
20
4/ 03
4/
20
4/ 03
5/
20
4/ 03
6/
20
4/ 03
7/
20
4/ 03
8/
20
4/ 03
9/
2
4/ 003
10
/2
4/ 003
11
/2
4/ 003
12
/2
00
3
31
70
3/
70
60
50
30
10
0
60
50
40
30
20
10
0
After
(Results)
Define the System
Assess Current Situation
Analyze Causes
Try Out Improvement Theory
Resources:
www.ldonline.org/article/5759?theme
www.justreadnow.com/strategies
www.prel.org A focus on Vocabulary
Paynter, Diane E., Elena Bodrova, and
JaneK.Doty. For the Love of Words:
Vocabulary Instruction that works.
Jossey Bass Press, California.
2005.
Study the Results
Classroom PDSA
Examples
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?
Article: Day 4- Hutchinson