Action Research Deployment Teams March, 2007. Agenda Team reflection Completing the PDSA cycle Team planning for continuous improvement.

Action Research Action Research Deployment TeamsDeployment Teams

March, 2007March, 2007

AgendaAgendaTeam reflectionTeam reflectionCompleting the PDSA cycleCompleting the PDSA cycleTeam planning for continuous Team planning for continuous

improvementimprovement

Reflection…Reflection…Thinking about PDSA as a Thinking about PDSA as a

school improvement model this school improvement model this year…year… What has worked well?What has worked well? What did you learn?What did you learn? What would you do differently What would you do differently

next year?next year?

Where did we Where did we leave off again?leave off again?

A quick review of A quick review of last sessionlast session

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





of need



student achievement



for Professional

Learning Communitie

s





of need



student achievement



for Professional

Learning Communitie

s

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.





of need



student achievement



for Professional

Learning Communitie

s

Identifying Root Cause!

• 3 Quality Tools–Cause and Effect Diagram

–Relations Diagram

–5 Whys

Relations Diagram





of need



student achievement



for Professional

Learning Communitie

s

Root Cause Identified

• Once root cause is identified… it is time to select a research-based improvement theory

• Consult books, articles, web sites, Curriculum Facilitators and other resources

What are we doing today?

Completing the PDSA Cycle





of need



student achievement



for Professional

Learning Communitie

s

Research Based Strategies• Research Based Strategies

• NCTM (National Council of Teachers of Mathematics)– Research & Standards

• Elementary and Middle School Mathematics– By John A Van De Walle– Professor Emeritus, Virginia Commonwealth

University, Mathematics Education Consultant

Implement the Improvement Theory

• If we… model and practice with contextual estimation problems a minimum of 30 minutes a week

• Then we…. will see an increase in the correct application of estimation skills

• As measured… by the weekly estimation check tests

Implement the Improvement Theory - Key Tools

Force field Analysis • Driving & Restraining

Forces• When opposing forces are

equal no change can occur.

• Driving forces must be stronger than restraining.

• For a desired change, discuss ways to diminish or eliminate the restraining forces.

Force Field Analysis

Desired Change:

Driving Forces

Restraining Forces

Actions To Be Taken:

Status (complete or in-progress)

Person Responsible

Due Date

John Friday 10/20

Carrie Friday 10/20

All Friday 10/20

All

March 23rd and ongoing

Sue Friday 10/20

All 24-Oct

All December 5th

Begin Improvement Theory

Resume Check tests

Check Everyday Mathematics for contextual estimation problems

Look through Math Boxes for the possiblity of using with a little alteration

Create a bank of contextual application estimation problems

Develop to propose time schedule to include 30 minutes of practice per week for purposes of discussion

SMART Goal: During the 06-07 school year, students will accurately answer application estimation check test questions correctly 95% of the time.

Action Plan

Task/Activity

Call Bonnie Spaight regarding the GUESS boxes

Action Plan Example





of need



student achievement



for Professional

Learning Communitie

s





of need



student achievement



for Professional

Learning Communitie

s





of need



student achievement



for Professional

Learning Communitie

s





of need



student achievement



for Professional

Learning Communitie

s





of need



student achievement



for Professional

Learning Communitie

s

Next Steps?

Continue improving math estimation

Or

Select another area for improvement?

Discussion Items - Planning• SIP update process

– Gather information from SIP goal teams– Update SMART goal/actions if needed

• Rotation of leadership team (BLT, QL, ARDT)

• How to look at data?– Over time – Cohort groups– Sub groups)

Growth in National Grade EquivalentCoHort Group - Regular Education Students

I TBS Testing Fall of 2002-2003-2004

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Comprehension Language Total Math Total Computation

ITB

S

Nati

on

al G

rad

e E

qu

ivale

nt

Expected growth is 2 years.

Percent of Students ProficientI TBS Reading Comprehension

Grade X 2002-2003-2004-2005

82.2 81.7

84.583.5

50

60

70

80

90

100

2002 2003 2004 2005

Perc

en

t P

rofi

cien

t IT

BS

Team TimeTeam Time Use the Use the

planning toolplanning tool Determine next Determine next

stepssteps Ready to update Ready to update

the SIP?the SIP? Leave with a Leave with a

plan!plan!

Share Some Highlights…Share Some Highlights…Be prepared to share some of Be prepared to share some of

the highlights of your team the highlights of your team discussiondiscussion Were there any particular items Were there any particular items

that the team struggled with?that the team struggled with? Were there any “a ha” moments?Were there any “a ha” moments? How complete is your plan?How complete is your plan?

Next steps…• Use the “Organizing and Planning for

Continuous Improvement” tool • Prepare to update your SIP (next session

team time will be given)• Set and communicate direction!

• Please complete the table evaluation for today’s session

Action Research Deployment Teams March, 2007. Agenda Team reflection Completing the PDSA cycle Team planning for continuous improvement.

Documents

improvement theory b

implementation of research

study research

impact of research

school improvement

student achievementact

student learningstudy

student assessment results