ACT PLAN STUDY DO Plan C ontinuous Im provem ent D efine the System Standardize Im provem ent Study the R esults A ssess C urrent Situation Try O ut Im provem ent Theory A nalyze C auses The Continuous Improvemen t Classroom 4-6-07
Mar 27, 2015
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
The Continuous
Improvement Classroom
4-6-07
Please sit by SIP goal area1.) Find the SIP goal area that matches the Action Research area you work on at school
2.) Only 2 people from each school per table
3.) Each table should have representatives from at least 3 schools
Agenda• Sharing: Implementing the 4
Quality Levels
• Action Research/PDSA (in the classroom)
• Wrap-up/Evaluation
Ground rules created by students
Classroom mission
statements
Classroom and student
measurable goals
Quality tools and PDSA used regularly
The Continuous
Improvement Classroom
Classroom data centers
Classroom meetings
facilitated by students
Student-led conferences
Student data folders
The CRCSD Continuous
Improvement Classroom
Expected Outcomesof the continuous improvement classroom
• Student ownership, responsibility and accountability for learning
• Increased academic achievement
• Customer/student focused
• Results driven
Earlier today you completed the Continuous
Improvement Self-Assessment…
Let’s Reflect!
Sharing• As you reflect upon your progress
with continuous improvement & the 4 Quality Levels…– What were your key accomplishments?
Success stories? Challenges?– What changes did you observe in
achievement, attitude and climate?– What are your plans to continue
implementation? What are your key focus areas for next year?
Why Quality and Why Quality and Continuous Continuous
Improvement?Improvement?Answer: Answer: The World The World is Changingis Changing
The World is The World is FlatFlat ””The long-term opportunities The long-term opportunities
and challenges that the and challenges that the flattening of the world puts flattening of the world puts before the United States are before the United States are profound. profound. Therefore, our ability Therefore, our ability to get by doing things the way to get by doing things the way we’ve been doing them…will we’ve been doing them…will not suffice any more.”not suffice any more.”
Permanent Change!Permanent Change!
Thomas Friedman
Learning From Dramatically
Improved Schools!
What process do they use to improvement their district,
schools and classrooms?
40%
50%
60%
70%
80%
90%
100%
91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00
Reading Test Scores - Brazosport ISD
AfricanAmerican
All Students
Hispanic
White
EconomicallyDisadvantaged
98%96.6%93.9%93.8%92.3%
82%
70%
64%
60%
50%
40%
50%
60%
70%
80%
90%
100%
91–92 92–93 93–94 94–95 95–96 96–97 97–98 98–99 99–00
Writing Test Scores - Brazosport ISD
AfricanAmerican
80%
70%
60%59%57%
98%96.7%95.6%94.1%93.2%
EconomicallyDisadvantaged
Hispanic
WhiteAll
Students
Math - Aldine ISD
93–94 94–95 95–96 96–97 97–98 98–99 99–0030%
40%
50%
60%
70%
80%
90%
100%
AfricanAmerican
White
56.2%
49.4%47.2%42.2%
55.0%
93.5%90.9%89.1%88.1%84. 4%
EconomicallyDisadvantaged
Hispanic
All Students
What The Successes Have in Common
A total systems framework
Aligned processes
Data-driven decisions
Strong leadership
A customer focus
PDSA as “the” improvement process
Why Quality and Why Quality and Continuous Continuous
Improvement?Improvement?Answer: It’s Answer: It’s Research Based!Research Based!
Sharing PDSA / A.R.• Talk about your school’s
PDSA/A.R. efforts this year–Talk about what’s worked well–Talk about areas that your
Action Research team has struggled with
–Data & in-process measures?
An overview of PDSA
PDSA
As a school improvement model
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
After reviewing vocabulary assessment data, teachers discuss options at a team meeting and use the PDSA process
They define how they are currently teaching vocabulary (flowcharts)
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)
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
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
Members coach each other & may go into each others classroom to observe and provide feedback
Members monitor student data to determine effectiveness of strategies (compare to baseline)
Members reflect, observe, practice, receive feedback, gain expertise and standardize the new vocabulary instruction practice (new flowchart)
Teams continue to use the PDSA cycle to make improvements in the realm of their professional learning community
Data Center Examples
Getting Everyone Involved in PDSA &
Continuous Improvement
PDSA
As a classroom improvement model
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
ACT
PLANSTUDY
DO
Plan Continuous
Improvement
Define the System
Standardize Improvement
Study the Results
Assess Current Situation
Try Out Improvement
Theory
Analyze Causes
Plan
Define theSystem
The Problem- Students aren’t waiting to be called on during instruction
Define the SystemFlow Chart
I have an idea
I raisemy hand
Did my teacher call my name?
Blurting out!
Share myidea out loud
no
yes
PlanAssess CurrentSituation
Let’s collect some data to see how our system is currently operating.
Assess the SituationRun Chart- baseline data
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Plan
AnalyzeCauses
Let’s figure out what’s causing the problem
Analyze CausesForce Field Analysis
• Driving Forces
• We have good ideas
• Sometimes we remember
• Restraining Forces
• We get excited
• We have a lot to say
• We forget
• We don’t like to wait
Plan
Try Out ImprovementTheory
Do
Let’s try something different to improve the behavior
DOTry 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.
Plan
Study the Results Do
Study
Let’s see how our theory worked. Did we make improvements?
Study the ResultsRun Chart- Data after trying out our theory
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70
PlanStandardizeImprovement
DoStudy
Act
Plan for Continuous Improvement
If it worked, let’s standardize our improvements.
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Baseline Data (Before)
After (Results)
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?
Continuous ImprovementAcross America – Mountain View, CA
Next Steps!• Continue implementing the 4 Quality Levels in your
classroom– Use the document to plan and guide your efforts
• Seek out other professional development opportunities and classes to learn more
• Network with your colleagues (and your Quality Liaison)
• Spend a few minutes at your table sharing your next steps!