PDCA A Powerful Process for Schools - Wet...

PDCA –

A Powerful Process

for Schools

The session will begin shortly.

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Welcome

Thank you for joining the webinar

Hawaii Department of Education

Office of Curriculum, Instruction and Student Support

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Questions will be addressed during Q & A at the end of the

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This session is being recorded.

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Hawaii’s Five RTTT Pillars

Improved Student

Outcomes

Data for School Improvement

Longitudinal Data System

Balanced Scorecard

Data Governance

Using data to inform instruction

Common Core Standards

Career & College Ready Diploma

Curriculum Framework

Common Instructional Materials

Formative Assessments

Interim Assessments

Summative Assessments

STEM

Focused support on

lowest-performing schools

-

Zones of School

Innovation

•Flexibility

•Great teachers and great

leaders

•Remove barriers to

learning

Performance-based

evaluation system

New Teacher Induction &

Mentoring

Incentives

Leadership development

Alternative pathways

Systems of Support to enable schools to do their best work – reprioritize and reorganize State resources;

establish Human Resources Unit in Zones of School Innovation; automate

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Webinar Agenda

• Brief Overview of the PDCA Process

• A Model of the PDCA Process at Aloha

School

• Question and Answer Session

What does the Plan Do Check Act process look like at

the school level?

How can the Plan Do Check Act process work for me

and my school?

Essential Questions

Please Note

“PDCA in Data Team” webinar on Tuesday, December

13, 2011 goes into greater detail about the PDCA

process.

To view past webinars go to the Standards Toolkit

(http://standardstoolkit.k12.hi.us/index.html) website.

Click on "Enter Common Core Standards", then click

on "PD & Webinar Schedule", find the event that is

listed for the respective date and click on the "Enter

Webinar" link.

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http://standardstoolkit.k12.hi.us/index.html

Just another process?

Plan Do

Check Act

Plan

Plan what you want to accomplish over a period of time and what you might do or need

to get there

Do

Implement the potential solution

Act

Act to get the greatest benefits from the changes

Check

Check whether changes are achieving the desired results or

not

PDCA

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Aloha School Plan

Actual school implementation

Modifications made to some process parts

Purchased program

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PLAN:

Identification & Analysis

• Select the problem to be analyzed

• Clearly define the problem

• Establish a precise problem statement

Identify the need

• Identify potential causes of the problem

• Collect and analyze data related to the problem

• Verify or revise the original problem statement

• Identify the root cause of the problem

• Collect additional data if needed to verify root causes

Analyze the data

• Set SMART goals for the problem-solving effort

• Establish criteria for selecting a solution

• Generate potential solutions that will address the root cause

• Select a solution

• Plan the implementation of the solution

Develop solutions

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PLAN: Identification & Analysis

(Aloha School Plan)

• Data Team: Principal, Curriculum Coordinator, Grade Level Teachers

• Historically low math scores in all grade levels

• Disadvantage students (35% of population) not making AYP on HSA Math

• What can we do to address our students’ low performance in Math?

• How do we get our students to score higher on the HSA Math?

Identify the Need

Select the problem to be analyzed

Clearly define the problem

Establish a precise problem statement

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(Aloha School Plan)

• Surface findings based on teacher articulation:

• Geometry and Measurement are the weak strands

• Automaticity is on a decline

• Number Sense is on a decline

• Teachers not strong in certain math strand areas

• Certain strands not being taught with depth and fidelity

• Challenger Math does not provide enough practice for students

• Not enough time to re-teach the strands to students failing in each area

• Hong Kong Math: students could do the drawings, however, they could not connect to the concrete and abstract phase

Analyze the Data

Identify potential causes of the problem

Collect and analyze data related to the problem

Verify or revise the original problem statement

Identify the root cause of the problem

Collect additional data if needed to verify root

causes

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(Aloha School Plan)

• Analysis of last year’s HSA Math strand

data, DSI data, MATH8 test data & classroom formative and summative assessment data

• How do we increase students’ mathematical understandings and proficiencies?

Analyze the Data

Identify potential causes of the problem

Collect and analyze data related to the

problem

Verify or revise the original problem

statement

Identify the root cause of the problem

Collect additional data if needed to verify root

causes

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Longitudinal Data Systems

(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

Discovery:

Weakest math strand area for most disadvantage

student groups are in geometry and measurement

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MATH8

(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

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(Aloha School Plan)

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Item Response

Report – answers

for each item


(Aloha School Plan)

Discovery

Many students failed the constructed response items

related to problem solving in geometry and

measurement.

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(Aloha School Plan)

• Bring in Challenger Math personnel to do training

• Send teachers to Math PD workshops

• Ask District to provide math PD support

• Provide individual or small group tutoring to students in the specific need areas

• Purchase more supplemental resources for each math strand area

• Purchase a Math Coach position

• Double the math time block

• Purchase a math online program for students

Develop Solutions

Set SMART goals for the problem-solving

effort

Establish criteria for selecting a solution

Generate potential solutions that will

address the root causes

Select a solution

Plan the implementation of the solution

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(Aloha School Plan)

• Professional Development: Mulberry Manipulative (concrete, pictorial, abstract phases)

• Delivered by District Math Resource Teacher

• K-2 and 3-6 to be trained

• Teachers required to teach one lesson following the trainings

• RT support:

• Plan lesson with teacher/grade level

• Debrief with teachers/grade level after the lesson

• In the classroom when teacher is teaching the lesson

• Co-teach with the teacher as needed

Develop Solutions

Set SMART goals for the problem-solving effort


Generate potential solutions that will address

the root causes

Select a solution


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Mulberry Manipulative Planning Sheet for Aloha School

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Mulberry Manipulative Debrief Sheet for Aloha School

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(Aloha School Plan)

• Targeted math strand tutoring (before, during &

after-school) for students in 3-6:

• All classroom teachers tutor 2x or 4x a week after school

• Small group, 45 minutes per after school session, re-teach selected math strand

• CC tutors everyday

• Support services from General Ed and SpEd classroom teachers, Counselor, SSC, FFR, CC, PSAP, EA’s, Librarian, Computer, PE PTT – tutor 2x week

• Criteria for student selection:

• Disadvantage students

• HSA cut scores around or below 300 (+/-15)

• MATH8 below grade level equivalency

• DSI benchmark assessments & classroom formative and summative assessments

• Teacher recommendation

Develop Solutions

Set SMART goals for the problem-solving

effort


Generate potential solutions that will

address the root causes

Select a solution


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(Aloha School Plan)

• Problem Solving Strategies by Design

• Whole school implementation

• One block, Fridays, 8:00 – 8:45

• Pre-assessment at beginning of quarter, Post-assessment at end of quarter

• Pick a strategy and track it

• Use Monitoring Plan Template

• Place in evidence binder

Develop Solutions

Set SMART goals for the problem-solving effort


Generate potential solutions that will address

the root causes

Select a solution


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Problem Solving Strategies by Design

Monitoring Plan for Aloha School

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DO:

Solutions into Actions

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DO: Solutions into Actions

(Aloha School Plan)

Implement the Plan

PD in Mulberry Manipulative

HSA Math Strands Tutoring


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(Aloha School Plan)

Communicate the plan to stakeholders and connect with staff on:

Faculty and Staff meeting in September

Data Team present plan and implementation process

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(Aloha School Plan)

Timeframes, Expectations, Roles & Responsibilities

Full SY for Mulberry Manipulative

September to December for Tutoring Program

Full SY for Problem Solving Strategies by Design

All grade levels for Mulberry Manipulative and Problem Solving Strategies by Design

All Faculty and Staff for Tutoring Program

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CHECK: Monitor the Results During Implementation

Gather the data on the solution

Analyze the data on the solution

Determine the impact on the

problem statement

Summarize what the team learns

Make necessary midcourse changes

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(Aloha School Plan)


Increase tutoring sessions for students Faculty and staff needed to support this initiative


Teacher Articulation

DSI, PSP, FA

HSA Round 1 Results

HSA Round 2 Results

HSA Strand Tutoring Grades 3-6

First semester: September to December HSA Round 1: January

HSA Round 2: March

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(Aloha School Plan)


Everyone needed to be involved in the program Regroup students and reassign

resource tutors as needed


Less students in the tutoring program by HSA Round 2. Students self motivated to do better

Changing the school culture and getting everyone to focus on the students

Determine the impact on the problem statement

Some students need to be removed from the program as data indicated success

By HSA Round 1 students were showing needed gain and could be removed from

tutoring

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(Aloha School Plan)


Teachers altered or changed the lesson during the planning and the debrief sessions

Flexibility in team teaching, co-teaching with RT, and teacher observation supported their efforts


Planning and Debrief Sheet Teacher lesson plan

Professional Development: Mulberry Manipulative

Extensive planning with District Math Resource Teacher

Planned as a grade level

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(Aloha School Plan)


Flexibility in allowing teachers to collaborate with one another in various ways

RT touch bases with CC on results of planning, lesson, and debrief


Teachers felt more confident with extra help available during initial planning

Teachers felt more reassured they were doing it right and doing it well


Teacher receive another powerful instructional practice to implement school wide

Students develop more skills to support their math learning

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(Aloha School Plan)


More students could use the problem solving strategies in their math lessons

Targeted lesson helped teachers focused on one strategy at a time


Monitor Plan Template Student work samples


Develop student thinking skills in math Much need skill for our students

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(Aloha School Plan)


Realization that they had to prioritize certain skills before teaching others

Take a step back and teach foundational skills to students who didn’t have it


Problem solving skill needs to be taught and applied

Students are growing to become more independent thinker


Challenges the higher end students Students no longer just do math, they now think

mathematically

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ACT:

Evaluate the End Results

Identify systemic changes and training needs for full

implementation Adopt the solution

Plan ongoing monitoring of the solution

Continue to look for incremental improvements

to the solution

Look for another improvement opportunity

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ACT: Evaluate the End Results

(Aloha School Plan)

Identify systemic changes and training needs for full implementation

Resource staff to be trained in the Mulberry Manipulative process

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(Aloha School Plan)

Adopt the solution

Continue to use:

Mulberry Manipulative


HSA Strand Tutoring Program

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(Aloha School Plan)

Plan ongoing monitoring of the solution

Data Team will revisit the implementation plan prior to the end of the year and make any necessary adjustments to timeframes, expectations, and roles and responsibilities

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(Aloha School Plan)

Continue to look for incremental improvements to the solution

Collect evidence of teachers’ lessons and student work for the Mulberry Manipulative

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(Aloha School Plan)

Look for another improvement opportunity

Number sense and automaticity

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(Aloha School Plan)

Further Insights: Get out of the box!

“It works! It helps the students! It helps the teachers!

It help the teacher to reflect upon their teaching and change it for the students.”

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PDCA:

A Powerful School Process!

Plan Do

Check Act

Question and Answer

Session

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Question and Answer

Session

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Who is the user of the LDS data? I thought it was

for administrators, not classroom teachers?

How does the data team/learning team process

used at my school connect to the PDCA process

shared on this webinar?

Thank you for joining us!

A recording of this webinar will be posted on the

Standards Toolkit website

(http://standardstoolkit.k12.hi.us/index.html).

If there are any questions, please e-mail:

Dewey Gottlieb, Mathematics Specialist

Monica Mann, Acting Administrator

Petra Schatz, Language Arts Specialist, or

Derrick Tsuruda, Science Specialist

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PDCA A Powerful Process for Schools - Wet...

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