Action Research Deployment Teams November 29/30, 2006.

Action Research Action Research Deployment TeamsDeployment Teams

November 29/30, 2006November 29/30, 2006

Please Sit By Please Sit By SIP Goal AreaSIP Goal Area

Table Tents Indicate Goal AreaTable Tents Indicate Goal Area

Welcome!Welcome! Introductions around the tableIntroductions around the table Sharing PDSA progressSharing PDSA progress How are PDSA efforts going at your How are PDSA efforts going at your

school?school? Place a sticky dot in section of Place a sticky dot in section of

PDSA that represents where you PDSA that represents where you are at in the process (review the are at in the process (review the Action Research Overview PDSA Action Research Overview PDSA diagram from session 1/binder)diagram from session 1/binder)

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

A quick review of last A quick review of last sessionsession

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.

More on “In-Process” 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





of need



student achievement



for Professional

Learning Communitie

s

Identifying Root Cause!

• 3 Quality Tools–Cause and Effect Diagram

–Relations Diagram

–5 Whys

Cause & Effect DiagramHow 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 InstructionalMaterials

State/NationalRequirements

Methodology

Low Integration

of State Test

Objectives Across

Curriculum Areas

Internal resistance to change

Lack

of

know

ledg

eLac

k of

in

form

atio

n

Teachers have no knowledge on how to integrate

Time

Worksheets & games isolate skills

State tests divided by content area

Identified Problem (effect)

Backbone

Prim

ary

Cau

sal

Cat

egor

ies

Cause

Sub Cause

What’s Next?

• After completing the Cause and Effect Diagram, the Relations Diagram can help identify root causes

Relations Diagram

Relations DiagramHow 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.

Problems in Physical Education)

The Teacher Was Mean

Some Students Were Not Listening To The Teacher

The Teacher Yelled At Us

Some Students Were Not Behaving

#In / #Out

2 / 1

3 / 0

0 / 3

1/ 2•Root causes are those factors or

aspects of a problem which primarily influence other factors (arrows out)

Root Cause Identified

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





of need



student achievement



for Professional

Learning Communitie

s

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 EducationContent 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

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.”

http://www.ascd.org/portal/site/ascd?ascdnavitem=/Educational%20Leadership/Archived%20Issues&journalMgmtId=b7e6e4534ef9e010VgnVCM1000003d01a8c0RCRD&javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX

ASCD• “ASCD SmartBrief is a FREE daily news

briefing delivered directly to you through e-mail. 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/

http://www.smartbrief.com/ascd/

National Science Teachers Associationwww.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/6-12/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• Your friendly math facilitator

Learning From Dramatically

Improved Schools!

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%


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%


Hispanic

All Students

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 When school districts apply the principles and the principles and

techniques of continuous techniques of continuous improvement over time, improvement over time,

positive and lasting positive and lasting changes in all parts of the changes in all parts of the system (including student system (including student

learning) are dramatic.learning) are dramatic.

Why Quality and Why Quality and Continuous Continuous

Improvement?Improvement?Answer: It’s Answer: It’s Research Based!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

Date post:	27-Mar-2015
Category:	Documents
Upload:	benjamin-mcallister
View:	216 times
Download:	1 times

Action Research Deployment Teams November 29/30, 2006.

Documents