Time Agenda Introduction Improvement Science 11:00-11:15 8 th - - PowerPoint PPT Presentation

USING AN INNOVATIVE FORMULA FOR IMPROVEMENT TO

INCREASE 8TH GRADE ON-TRACK RATES

December 10, 2019

JOHN A. DUES & BEN PACHT

Time Agenda

11:00-11:15 Introduction

• Improvement Science
• 8th Grade On-Track

11:15-11:40 Theory of Action & Improvement Principles 11:40-12:10 PDSA Activity 12:10-12:15 Wrap-Up

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LEARNING GOALS

Participants will…

1. Understand on an introductory level improvement science as a problem-solving approach for teams.

2. Use a Plan-Do-Study-Act tool to simulate an intervention design and testing cycle with an

• ff-track 8th grader.

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IMPROVEMENT SCIENCE: AN APPLIED SCIENCE THAT EMPHASIZES INNOVATION, RAPID-CYCLE TESTING IN THE FIELD, AND SPREAD IN ORDER TO GENERATE LEARNING ABOUT WHAT CHANGES, IN WHICH CONTEXTS, PRODUCE IMPROVEMENTS.

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IMPROVEMENT SCIENCE: KEY DIFFERENCES

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• Improvement journey, not PD
• Start with a problem, avoid

“solutionitis”

• Probably wrong, definitely

incomplete

• Start small, learn fast
• Use iterative testing cycles to

generate learning

• Improving results in complex

systems is not primarily about individual competence, but rather it is about designing better processes for carrying

• ut common work problems.

The school is the unit of change and not individual educators.

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WHY IMPROVEMENT SCIENCE? Industry Healthcare Education

WHY 8TH GRADE ON-TRACK?

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• Grades tend to drop in

high school, compared to middle school, by about half a GPA point, and students receiving Ds in the middle grades are likely to receive Fs in high school.

• Freshmen are at a

higher risk than any

• ther school-age group

REFLECTION

• What resonates with you?
• What questions do you have?

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SIX CORE PRINCIPLES OF IMPROVEMENT

Source: Adapted from the Carnegie Foundation for the Advancement of Teaching.

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• SPI serves as the improvement advisor and project manager of 8th

Grade On-Track.

• The on-track indicator system clearly defines the students who are
• ff-track.
• School-Based Improvement Teams meet at least twice per month

with SPI.

• During SBIT meetings, improvement science techniques and tools are

used in order to increase the rate of 8th graders that are on-track for high school readiness.

THEORY OF ACTION

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School-Based Improvement Team: Roles CCA-Dana CCA-Main

Team Lead

Pfander Manendo

Team Members

Denzer Hiram Kowleski McAdoo Petrozzi Sennott Brennan Black Denzer Flynn Lang Manendo

Improvement Facilitator

Dues/ Pacht Dues/ Pacht

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School-Based Improvement Team: Resources to the Team Time (est) Name/Title

Executive Sponsor (Home/District Office)

~1-2 hrs/mo engaging with SBIT as needed

Anstaett/CSO Management Sponsor (Building/Site)

~1-2 hrs/mo to be updated

• n team progress or

support team activities

Barrett/ SD-Main Cook/ SD-Dana Content Expert(s)

~2 hrs/mo communicating with improvement facilitators and teams

n/a Data Analyst / Measurement Specialist

~2 hrs/mo communicating with facilitator and prepping supports/analysis as needed

Pacht (SPI) Petrozzi (Dana) Manendo (Main) Improvement Coach

~1-2 hrs/wk attending meetings and supporting the Team

Dues Approval Team

n/a

Anstaett, Barrett, Dues, Kuhne, Manendo, Pacht, Pfander

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Problem Focus Area Problem Statement Aim

#1: MAKE THE WORK PROBLEM SPECIFIC.

Double the rate of 8th graders that are on-track for high school success by June 2020.

Aim

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• Carefully locating your problem within the larger system of people,

policies, attitudes, and the physical environment in which it resides.

• Teasing out the interconnected factors contributing to the problem.
• Defining the problem from the perspective of the “users”: the kids

and adults directly affected by it.

#2: SEE THE SYSTEM (THAT PRODUCES CURRENT OUTCOMES)

#3: TRACK & MEASURE OUTCOMES

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ON-TRACK INDICATOR SYSTEM

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#4: ATTEND TO VARIABILITY

#5: MAKE THE WORK USER-CENTERED.

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Five Whys: James* GPA Reading Writing Math Attendance OSS On-Track 7th Grade EOY 2.4 B C B 97.0% No 8th Grade Tri 1 2.0 D C C 96.4% No Problem: James was on-track in 6th grade, just under on-track in 7th grade, and off-track in Trimester 1 of 8th grade. 1st Layer Question: Why was James off-track in Trimester 1 of 8th grade? Answer: His reading grade dropped from a B in 7th grade to a D in Trimester 1 of 8th grade. 2nd Layer Question: Why did James' Trimester 1 reading grade drop from a B to a D? Answer: Despite high reading test scores, he has a low homework grade in reading class. James is invited to participate in the Five Whys activity from this point on, including the design of the intervention. 3rd Layer Question: Why do you have a low homework grade in reading? Answer: I do the easy/less time consuming homework (Math, Sci, History) first during Focus period at the end of the day. 4th Layer Question: Why do you do your reading homework last? Answer: I don't like doing my reading homework. 5th Layer Question: Why do you dislike your reading homework? Answer: It is too much work, so I put off doing it until the last possible moment. Root Cause: James dislikes doing his reading homework, and as a result does it last, often on the bus ride to school in the morning. *James is not the acutal name of the student. The name was changed to protect the student's privacy.

#6: RUN PLAN-DO-STUDY-ACT CYCLES

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• Each cycle is a mini-experiment

in which observed outcomes in the Study phase are compared to predictions from the Plan phase and differences between the two become a major source

• f learning and know-how.

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Aspirations for James’s Reading Grade (A/B) Current Performance (D)

Prior to the Five Whys, we didn’t have the know- how needed to help James get back on track.

• On what should James’ PDSA be focused?
• With the learning (this is know-how) gained

from the PDSA Cycle, will we be able to get his reading grade back on track?

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Activity: Getting James On-Track

• 1. Use the root cause discovered

from James’ 5 Whys & Empathy Interview to design the Plan phase of a PDSA cycle.

• 2. Once provided, compare the

Plan phase from James’ actual PDSA to your group’s version.

• 3. Once provided, use the data

from the Plan and Do phases to design the Study and Act phases

• f the PDSA cycle.

LEARN MORE/WRAP UP

• Share your email and we’ll send you the full PDSA

cycle we created for James.

• Learning to Improve Blog
• http://www.schoolperformanceinstitute.org/blog
• Q & A

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FIND SPI ON SOCIAL MEDIA

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Please Like, Follow and Friend SPI on Social Media!

Facebook: School Performance Institute Twitter: USN_SPI LinkedIn: John A. Dues & School Performance Institute SPI Hashtag: #LearningtoImprove

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TEAM

John A. Dues Managing Director Past Ohio School Leader of the Year. Led seven school & nonprofit start-ups. Ben Pacht

• Dir. of Improvement

Founded high- performing UPrep-

• State. Completed LENS

program at BES. Laura Steinmaus Strategy & Ops Mgr Was VP at design firm prior to joining SPI. Leadership Columbus Class of 2014.