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The Continuous Improvement Classroom

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Presentation on theme: "The Continuous Improvement Classroom"— Presentation transcript:

1 The Continuous Improvement Classroom

2 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

3 What I already know about PDSA What I want to learn about PDSA
What is PDSA? What I already know about PDSA What I want to learn about PDSA

4 ACT PLAN STUDY DO Plan Continuous Improvement Define the System
Standardize Improvement ACT Assess Current Situation PLAN STUDY Study the Results DO Analyze Causes Try Out Improvement Theory





9 PDSA; The Vehicle Professional Learning Communities Use To Implement Change

10 ITBS Language Total Scores
This data shows “the big picture” of language proficiency …

11 This data “digs deeper” through sub test areas of language skills…

12 Vocabulary This data “digs deeper through disaggregation ” of student subgroups & non-proficient groups…

13 Data Review- A Laser Like Focus!
Non-Proficient Subgroups: African American American Indian IEP Low Income

14 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

15 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)

16 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

17 In-Process Measure Example

18 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



21 More on “In-Process” Measures
Assessment of learning Vs. assessment for learning Rick Stiggins

22 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” 18:05-24:27

23 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?

24 PDSA in the classroom!

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

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

27 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

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

29 Assess the Situation Run Chart- baseline data

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

31 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

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

33 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.

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

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

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

37 Baseline Data (Before)
After (Results)





42 (Read this first ) In RISD, all schools began to utilize the PDSA model as part of the school improvement planning process.







49 Define the System

50 Assess Current Situation

51 Analyze Causes

52 Try Out Improvement Theory
Resources: 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

53 Study the Results

54 Classroom PDSA Examples
Worksheet X





59 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?

60 Article: Day 4- Hutchinson

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