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Rapid Inquiry-Driven Change Cycle (RICC) aka “Quick Wins”
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Transcript of Rapid Inquiry-Driven Change Cycle (RICC) aka “Quick Wins”
Rapid Inquiry-Driven Change Cycle (RICC)
aka “Quick Wins”
COSA Principals ConferenceOctober 22,2012
Nanci Schneider, Senior AdvisorEducation Northwest
To provide an introduction to the Rapid Inquiry Change Cycle
To briefly explain the four parts of the RICC
Purpose of this session:
School Improvement—Old Way
School Improvement—New Way
Research-based, action-oriented school improvement process
Process that provides quick wins Collaborative model with principal and leadership team
10-12 week cycle Schoolwide model
What is a RICC?(Rapid Inquiry Change Cycle)
Characteristics of a RICCImprovements that are:• Made collectively• High priority/high impact• Manageable • Tightly focused on a solution• Often built on what teachers are
already doing• Part of a cycle that gets repeated
Key Actions to SPUR Change
p. 1
What barriers have kept previous efforts from succeeding?
System Conditions
Communication and widespread participation
Clarity of roles and responsibilities
Feedback, recognition, and celebration
Mutually supportive and trusting relationships
Collaborative learning and inquiry
Collective mindsets conducive to school change
Attention to shared purpose and focus for the whole school
Expanded definition of family
engagement and community
collaborationAttention to shared purpose and focus
for the whole schoolRepresentative participation
Culturally responsive environment
Team structures
Contractual flexibility
Schedule and use of time
Resource allocation
Policies
Classroom resources
Systematic and systemic processes
Sociocultural Structural & Procedural Family/Community
RICC focuses squarely on improving teaching and learning conditions; the remaining conditions either support or hinder those efforts. p. 2.4
Principal
Leadership team
Professional learning team
Classroom teacher
Classroom teacher
Classroom teacher
Professional learning team
Classroom teacher
Classroom teacher
Classroom teacher
Sample RICC CycleGroup Week PurposeLeadership team (LT)
1 Learn process; examine data; establish goals and root causes, and provide solution options for staff review (stages 1 & 2)
All staff 2 Agree to goals, root causes, instructional solution, and pre/post assessments; administer pre-assessments this week
LT 3 Plan to lead implementation and monitoring (stage 2)
PLTs 3 Analyze assessments; begin implementation (stage 3)
PLTs 4-10 Review data; reflect on and refine implementation LT 7 Check-in conference call with RICC coachPLTs 10 Plan to administer post-assessment this weekPLTs 11 Analyze data; reflect on results and overall
implementation LT 12 Reflect, celebrate, and plan forward (stage 4)All staff 12 Reflect, celebrate, and plan forward
Stage One: Set the Focus
Key Activities: Stage One
• Set common vision• Examine data to determine priority• Determine root causes• Set goals
Key Actions: Stage One
• Set common vision – Identify a focus of inquiry (i.e., a broad student learning problem based on assessment results)
• Examine data to determine priority• Determine root causes• Set goals
Is your specific learning challenge right for a RICC?
Essential Pervasive High impact If addressed, likely to lead to exciting
success
Example 1
The percentage of students schoolwide who can cite specific textual evidence to support their conclusions about the meaning of a complex informational text (desired learning) will increase by 50 percent (how many) as measured by indicators from the Oregon Reading Scoring Guide applied to classroom work samples (performance/evidence).
Additionally, the percentage of students who score at 1 or 2 (performance/evidence) in this skill (desired learning) will decrease from 20 percent to no more than 5 percent (how many).
Pre and Post Assessments
Provide fine-grained information on the student learning challenge (i.e., will allow you to accurately determine whether students increase learning in the targeted area)
Are available to use with minimum effort (e.g., common classroom tasks/assessments already in use)
Are available within the time frame of the RICC Are able to be scored within reason and results can
be aggregated schoolwide with relative ease (e.g., use of a common scoring guide)
Stage 2: Plan for Change
Plan for Change: Key Actions• Agree to research-based instructional
solution• Identify system conditions to address• Plan to implement solution• Plan to monitor and adjust RICC
Research Strategies
Consider …• Instructional practices that the staff is already working on
through professional development or that are part of a broader approach you are already implementing in your school
• Strategies you have observed exemplary teachers using • Suggestions from staff on the strategies they have seen
work• Existing strategies that if expanded in consistency or
frequency might have an impact on the challenge• Reliable resources providing guidance on general
research-based strategies
• Narrow your strategy to present to the PLTs
• PLTs choose strategy
Back to Pre and Post Assessments
• Finalize selection of pre- and post-assessments aligned to schoolwide goal and instructional solution
• Administer pre-assessment• Adjust RICC goal based on pre-
assessment data, if needed
Research Best Practice for Implementation
• Be clear about what is known in the research/ literature about how to use this strategy
• Consider district/state guidance (e.g., principles in the Oregon K-12 Literacy Framework)
• Create a summary/short reading for staff that helps teachers understand how to implement:◦ What does this strategy look like when it is correctly
implemented? ◦ What does it look like when it is only partially implemented?
Define implementation expectations
• If the strategy is …◦ Fairly simple, list what teachers and students
should be doing during the RICC ◦ Complex or poorly understood, develop a basic
rubric that defines features of full, partial, and minimal implementation
• Identify critical implementation factors such as grouping, frequency, or use of specific materials
Plan to Monitor and Adjust
1. Outcomes (student achievement)2. Implementation
◦ Classroom use of instructional strategy◦ Intervention ◦ System conditions
Stage Three: Undertake the Change
Undertake Change: Key Actions• Implement, monitor, and adjust
instructional solution
• Implement, monitor, and adjust system supports
Implement What?
Implementation agreements for:• Schoolwide instructional strategy (core
instruction)• Interventions for struggling students• System supports to ensure success of
all strategies/interventions
Monitor What?
Use monitoring plan:1. Implementation of instructional strategy,
interventions for struggling students, system supports
◦ Implementation agreements
2. Student achievement/outcomes◦ Progress toward schoolwide achievement goal using
common classroom assessment data throughout RICC◦ Progress toward intervention goal using
diagnostic/progress monitoring assessments
Implement, Monitor, Adjust—Who?
Leadership team (LT)andPLTsand
Classroom Teachers
Implement, Monitor and Adjust—Classroom Teachers
• Implement strategy using agreements• Collect assessment data• Adjust instruction based on assessment
results and PLT discussions
Implement, Monitor and Adjust--PLTs
Collaborative Meeting Objectives:1. Check adherence to implementation
agreements2. Use student aggregated data and work
samples to problem solve and adjust instruction
3. Communicate progress and the support needed to be successful to the LT
Implement, Monitor and Adjust—Leadership Team
How can the LT get a big picture of schoolwide progress, while PLTs look at progress for their students?Core instruction and intervention strategies• Collect evidence of implementation that is routine, not heroicSystem conditions• Monitor actions in implementation plan for system conditions• Review and attend to support needs that emerge from PLTs
and classroom teachers during implementationImpact on achievement• Create common data templates to make aggregating easy• Schedule time to review as LT and with whole staff
Stage 4: Recharge and Sustain
Stage 4: Key Actions
• Reflect and plan forward• Celebrate success• Communicate results
Reflection:
1. Outcomes in relation to longer term goals
2. Overall implementation3. System capacity and sustainability
Reflect on Outcomes
Analyze data from pre- and post-assessments.• Were you successful in meeting your student
achievement goal? Why or why not? • What is the evidence in your post-
assessment for learning? What gaps remain?• What does that evidence suggest about the
success of your instructional strategy?• How far does the outcome of this RICC get us
to meeting our yearlong goal?
Reflect on Implementatio n
• Did we choose an appropriate strategy to address our specific learning challenge?
• What did we observe/learn about implementing the strategy consistently and in a widespread manner?
• What was the impact of working on the same student learning challenge schoolwide?
• How did teacher practice shift?• In what ways can we refine the work in the
future?
Reflect on System Capacity and Sustainability
Reflect on overall organizational capacity◦ Specific successes that go beyond this RICC◦ Lessons of lasting importance that we learned◦ Sustainability agreements for this RICC◦ Specific recommendations and agreements for
the next RICCRemember to return to the LT assessment of system conditions (Stage 2)
SPUR
• Set the focus
• Plan for Change
• Undertake the Chage
• Reflect, Recharge and Sustain