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

U SING AN INNOVATIVE FORMULA FOR IMPROVEMENT TO INCREASE 8 TH GRADE ON - TRACK RATES JOHN A. DUES & BEN PACHT December 10, 2019

Time Agenda Introduction  Improvement Science 11:00-11:15  8 th Grade On-Track 11:15-11:40 Theory of Action & Improvement Principles 11:40-12:10 PDSA Activity 12:10-12:15 Wrap-Up 2

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 off-track 8 th grader. 3

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. 4

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IMPROVEMENT SCIENCE: KEY DIFFERENCES   Improving results in complex Improvement journey, not PD systems is not primarily about  Start with a problem, avoid individual competence, but “ solutionitis ” rather it is about designing  Probably wrong, definitely better processes for carrying incomplete out common work problems.  Start small, learn fast The school is the unit of change  Use iterative testing cycles to and not individual educators. generate learning 6

WHY IMPROVEMENT SCIENCE? Industry Healthcare Education 7

WHY 8 TH GRADE ON-TRACK?  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 other school-age group 8

REFLECTION  What resonates with you?  What questions do you have? 9

SIX CORE PRINCIPLES OF IMPROVEMENT 10 Source: Adapted from the Carnegie Foundation for the Advancement of Teaching.

THEORY OF ACTION  SPI serves as the improvement advisor and project manager of 8 th Grade On-Track.  The on-track indicator system clearly defines the students who are off-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 8 th graders that are on-track for high school readiness. 11

School-Based Improvement Team: Roles CCA-Dana CCA-Main Pfander Manendo Team Lead Denzer McAdoo Brennan Flynn Hiram Petrozzi Black Lang Team Members Kowleski Sennott Denzer Manendo Dues/ Dues/ Pacht Pacht Improvement Facilitator 12

School-Based Improvement Team: Time (est) Name/Title Resources to the Team ~1-2 hrs/mo engaging with Anstaett/CSO Executive Sponsor (Home/District Office) SBIT as needed ~1-2 hrs/mo to be updated Barrett/ Cook/ Management Sponsor (Building/Site) on team progress or SD-Main SD-Dana support team activities ~2 hrs/mo communicating n/a Content Expert(s) with improvement facilitators and teams ~2 hrs/mo communicating Pacht (SPI) with facilitator and prepping Data Analyst / Measurement Specialist Petrozzi (Dana) supports/analysis as needed Manendo (Main) ~1-2 hrs/wk attending Dues Improvement Coach meetings and supporting the Team n/a Anstaett, Barrett, Approval Team Dues, Kuhne, Manendo, 13 Pacht, Pfander

#1: MAKE THE WORK PROBLEM SPECIFIC. Double the rate of 8 th graders Problem Focus Area that are on-track for high school success by June 2020. Problem Statement Aim Aim 14

#2: SEE THE SYSTEM (THAT PRODUCES CURRENT OUTCOMES)  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. 15

#3: TRACK & MEASURE OUTCOMES ON-TRACK INDICATOR SYSTEM 16

#4: ATTEND TO VARIABILITY 17

#5: MAKE THE WORK USER-CENTERED. Five Whys: James* GPA Reading Writing Math Attendance OSS On-Track 2.4 B C B 97.0% 0 No 7th Grade EOY 2.0 D C C 96.4% 0 No 8th Grade Tri 1 Problem: James was on-track in 6th grade, just under on-track in 7th grade, and off-track in Trimester 1 of 8th grade. Question: Why was James off-track in Trimester 1 of 8th grade? 1st Layer Answer: His reading grade dropped from a B in 7th grade to a D in Trimester 1 of 8th grade. Question: Why did James' Trimester 1 reading grade drop from a B to a D? 2nd Layer 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. Why do you have a low homework grade in reading? Question: 3rd Layer Answer: I do the easy/less time consuming homework (Math, Sci, History) first during Focus period at the end of the day. Question: Why do you do your reading homework last? 4th Layer Answer: I don't like doing my reading homework. Question: Why do you dislike your reading homework? 5th Layer 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. 18 *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  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 of learning and know-how. 19

Aspirations for James’s Reading Grade (A/B) 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 Current his reading grade back on track? Performance (D) 20

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 of the PDSA cycle. 21

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 22

FIND SPI ON SOCIAL MEDIA 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 23

TEAM John A. Dues Ben Pacht Laura Steinmaus Strategy & Ops Mgr Managing Director Dir. of Improvement Was VP at design firm Past Ohio School Founded high- Leader of the Year. performing UPrep- prior to joining SPI. Led seven school & State. Completed LENS Leadership Columbus Class of 2014. nonprofit start-ups. program at BES. 24