1. The Continuous Improvement Classroom
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

2. PDSA; The Vehicle Professional Learning Communities Use To Implement Change

3. Crucial Questions What do we want each student to learn?
What evidence do we have of the learning?
How will we respond when some students don’t learn?

4. Students Ask What do I need to know or do? Where am I now?
How will I get there?
What happens if I struggle?

5. What do we want students to know? Identify areas of
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
What do we want students to know?
Identify areas of
strength and weakness?
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
HOW do we know
if they have learned it?
What do they know?
What have they learned?
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
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)
What evidence do we have
of the learning?
Most effective/best practice
teaching and learning strategies?
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
Have they learned it?
What do we do if they don’t?
How do we respond if they don’t?

6. Set short term targets that step up to
Classroom SMART Goals
Set short term targets that step up to
long term goal!
Long term (What do I need to Know)
Short Term (How will I get there)
Build confidence
I can learn this!
Track in classroom data center
Students set & track goals in data folder
I can see my progress
Refer to Q1 – what do we want students to know

7. Scaffold skills Deconstruct into scaffolding
What are the enabling skills?
Reading comprehension
Main idea
Cause & effect
Sequencing

8. PDSA Cycle Review

11. So.. 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)

12. 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)
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
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

13. In-Process Measure Example

14. Estimation Check Sheet Weekly Class Errors
Hour 1 - Mr. Albert
Strategy 1 2 3 4 5 6
Total
1-6
Week
12-Sep
19-Sep
29-Sep
3-Oct
10-Oct
17-Oct
Addition
Subtraction 11
Multiplication 7 8 44
Division 10 12 64
Application 67
28 students
Total Errors 32 34 31 33 30
192
Number of Students 28

17. What Do Your In-Process Measures Look Like?
Give some examples of “in process” measures?
How would you use them in…
The Data Center
Student Data Folders
PDSA Efforts?

18. Once teachers became familiar with using the PDSA cycle, they began to use it in the classroom with students.

19. The Problem- Students aren’t waiting to be called on during instruction
Define the
System
Plan

20. Define the System Flow Chart
I have
an idea
I raise
my hand
Did my
teacher call
my name? no
Blurting out
anyway
yes
Share my
idea out loud

21. Let’s collect some data to see how our system is currently operating.
Assess
Current
Situation
Plan

22. Assess the Situation Run Chart- baseline data

23. Let’s figure out what’s causing the problem
Plan
Analyze
Causes

24. Analyze Causes Force 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

25. Let’s try something different to improve the behavior
Plan Do
Try Out
Improvement
Theory

26. 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.

27. Let’s see how our theory worked. Did we make improvements?
Plan
Study
Study the
Results Do

28. Study the Results Run Chart- Data after trying out our theory

29. If it worked, let’s standardize our improvements.
Plan for
Continuous
Improvement
Standardize
Improvement
Act
Plan
Study Do

30. Baseline Data (Before)
After (Results)

31. Classroom PDSA Examples

33. Individual Student PDSA

35. 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?