The Path Towards Continuous Improvement: Practices Necessary to Support Data Based Decision Making

1. The Path Towards Continuous Improvement: Practices Necessary to Support Data Based Decision Making Margie McGlinchey; Ph.D. Kim St. Martin; M.A. June 15, 2010

2. Changing on Purpose New practices do not fare well in existing organizational structures and systems When systems change is being considered there is often the hope that it can be layered onto the existing structures with people picking up extra responsibilities. In fact, organizational change is required. New and innovative ways of work do not fare well in existing structures, you need to develop new structures, new positions, and new job functions at multiple levels. Transformation is not like plug and play devices for a computer, it is more like changing operating systems while downloading delicate files. When systems change is being considered there is often the hope that it can be layered onto the existing structures with people picking up extra responsibilities. In fact, organizational change is required. New and innovative ways of work do not fare well in existing structures, you need to develop new structures, new positions, and new job functions at multiple levels. Transformation is not like plug and play devices for a computer, it is more like changing operating systems while downloading delicate files.

3. Innovations and Systems EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION

4. Innovations and Systems EXISTING SYSTEM EFFECTIVE INNOVATIONS ARE CHANGED TO FIT THE SYSTEM EXISTING SYSTEM IS CHANGED TO SUPPORT THE EFFECTIVENESS OF THE INNOVATION EFFECTIVE INNOVATION

5. Changing on Purpose People, organizations, and systems Cannot change everything at once (too big; too complex; too many of them and too few of us) Cannot stop and re-tool (have to create the new in the midst of the existing) Cannot know what to do at every step (we will know it when we get there) Many outcomes are not predictable (who knew!?)

6. Improvement Cycles PDSA (plan, do, study, act) Cycle Rapid – Cycle Problem Solving Practice Improvement Transformation Zones PEP-PIP Cycle (policy enabled practice – practice informed policy) Usability testing

7. Plan – Decide what to do Do – Do it (be sure) Study – Look at the results Act – Make adjustments Cycle – Do over and over again until the intended benefits are realized Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.

9. Plan – Innovation core components Do – Selection, training, coaching Study – Fidelity, outcomes Act – Make adjustments Cycle – Do over and over again until fidelity is reached in a reasonable period of time Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.

10. Sometimes PDSA cycles are going on in small ways inside an organization and in ways that feed into the larger improvement processes. The results of any one PDSA cycle not only lead to a repeat of the cycle for further improvement but also inform and feed into other cycles of improvement in the organization. Many of us engage informally in these cycles as we think through and test out hypotheses informally. How many of you have tried to get to know a new leader, a new board member, or even a new family receiving services. We form an opinion about the person, we make a plan to get to know them better, we engage in behavior and we evaluate how effective our behavior was in communicating, getting to know, helping to inform that person. Sometimes PDSA cycles are going on in small ways inside an organization and in ways that feed into the larger improvement processes. The results of any one PDSA cycle not only lead to a repeat of the cycle for further improvement but also inform and feed into other cycles of improvement in the organization. Many of us engage informally in these cycles as we think through and test out hypotheses informally. How many of you have tried to get to know a new leader, a new board member, or even a new family receiving services. We form an opinion about the person, we make a plan to get to know them better, we engage in behavior and we evaluate how effective our behavior was in communicating, getting to know, helping to inform that person.

11. Plan – Coaching methods Do – Frequency, intensity, duration Study – Time to reach fidelity for the past 20 teachers/ staff Act – Revise coaching methods to shore up weak areas Cycle – do over and over again as conditions and people change forever more Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.

12. Transformation Zones A “vertical slice” of an organization or system Small enough to be manageable Large enough to include nearly all of the relevant aspects of the current system Operations in the TZ allow strengths and problems to “rise to the surface” Reality-based, in the moment Coalesce resources – human, financial and technological – for mutual benefit

13. “If you wish to make an improved product you must already be engaged in making an inferior one.” Jacobo A. Varella American Psychologist, 1977 Transformation Zones

14. Transformation Zones Make use of an innovation in practice (operationalize, fidelity, outcomes) Establish implementation supports (work on practical Drivers and Stages) Engage leaders in the PEP-PIP improvement cycle to align system components and functions Create capacity and momentum for larger scale changes After producing the Broad Plan in a brief form, you will have the opportunity to learn to put one of your “next right steps” into a Plan, Do, Study, Act format. We want to help you think about some concrete next steps to motivate and guide you when you return home. In just a moment we will do some work together on the Plan, Do, Study, Act cycle. And finally, after you have hurt your brain, you may have some ideas about the support you need from your colleagues as members of the Learning Community, or information and guidance you want from the NCWLI faculty or from other TA resources that we may be able to access on your behalf.After producing the Broad Plan in a brief form, you will have the opportunity to learn to put one of your “next right steps” into a Plan, Do, Study, Act format. We want to help you think about some concrete next steps to motivate and guide you when you return home. In just a moment we will do some work together on the Plan, Do, Study, Act cycle. And finally, after you have hurt your brain, you may have some ideas about the support you need from your colleagues as members of the Learning Community, or information and guidance you want from the NCWLI faculty or from other TA resources that we may be able to access on your behalf.

15. PEP-PIP Cycle Policy enabled practice (PEP) Practice informed policy (PIP) The PDSA cycle in slow motion Monthly instead of hourly, daily cycles Bigger issues where agreement (issues, solutions) and certainty (if this, then that) are not apparent

16. Recommended citation: Fixsen, D. L., Blase, K. A., Naoom, S. F., Van Dyke, M. & Wallace, F. (2007, November). An introduction to implementation, program change, and systems transformation. Presentation to Michigan’s Integrated Improvement Initiatives, Office of Special Education and Early Intervention Services, Lansing, MI.Recommended citation: Fixsen, D. L., Blase, K. A., Naoom, S. F., Van Dyke, M. & Wallace, F. (2007, November). An introduction to implementation, program change, and systems transformation. Presentation to Michigan’s Integrated Improvement Initiatives, Office of Special Education and Early Intervention Services, Lansing, MI.

17. Usability Testing Getting ready to scale up in a Transformation Zone The use of larger samples under more representative conditions Test the innovation with a more diverse group Test the implementation methods with a more diverse group

18. Usability Testing 4 or 5 “typical users” to try out the current version of the implementation methods and the innovation Fix the problems from the first “trial” Repeat with a new group of 4 or 5 typical users Fix the problems form the second “trial” After 4 or 5 “trials” you should have most of the problems solved

19. Usability Testing Each “trial” finds about 80% of the problems with that version Fixing the problems is a problem – is it the innovation or implementation? That is why fidelity data are so important (the “do” part of the PDSA cycle) High fidelity and poor outcomes = an innovation problem Low fidelity = an implementation problem

20. Activity

21. Back to the Building… Let’s shift focus to systems we have in place at the building to embed data based decision making into our continuous improvement cycles for reading.

22. Evaluation of Core/Strategic/Intensive Reading Programs Assuming we share a common goal of teaching all students to read… Are we developing reading support systems for all students? Are we improving reading outcomes at each grade level and across time? These are the questions that we need to continually ask ourselves as a school leadership team and school staff. As a leadership team your role is to make sure that time is allocated at all levels of the system for a focused and strategic conversation about specific student outcomes and action planningThese are the questions that we need to continually ask ourselves as a school leadership team and school staff. As a leadership team your role is to make sure that time is allocated at all levels of the system for a focused and strategic conversation about specific student outcomes and action planning

23. As the building leadership team, we have three tasks: Answer the question about how we are doing across the whole school and across time-at all tiers, for all students. Identify improvements to celebrate with the staff Identify what systems and procedures need to be in place to support each grade level in the development of a collaborative plan to address the needs of each and all students.

24. First: The Celebration! Review student performance data at every grade level. Is there an upward trend from fall to winter to spring? Across years, is there an upward trend? Do we have more successful students this year than we did last year? (“goesupness”-Roland Good) A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.

25. Activity With your partner discuss the following questions: What information if any, is typically shared at each grade level in celebration? What does the celebration consist of? Who?, What?, When?, Where? Is the information integrated with your School Improvement Plan and evaluation of your School Improvement Plan? The PET document in participant handout packet is printed on Yellow paper After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done The PET document in participant handout packet is printed on Yellow paper After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

26. Setting Our Sights on Bigger Goals Through the Problem Solving Process Problem Identification Problem analysis Plan Implementation Plan Evaluation

27. Problem Identification What are the standards? (goals, benchmarks, etc.) What is the actual performance? Is the performance acceptable? Example: Histograms

28. MiBLSi Cohort 4: Middle-of-Year Kdg Phoneme Segmentation Fluency* Benchmark Goal: The benchmark goal is for all children to have established phonemic awareness skills of 35 to 45 on Phoneme Segmentation Fluency by the end of Kindergarten or the beginning of First Grade. Middle Status: In the middle of Kindergarten, students should be able to identify initial sounds of words with confidence. Final and medial sounds may still be difficult. Students with scores of at least 18 correct sounds per minute are likely to achieve the end-of-Kindergarten goal.        62% (n=908) Low Risk   Students scoring 18 or more sounds per minute in the middle of Kindergarten are likely to achieve the benchmark goal if provided with effective phonemic awareness instruction. For these students, progress toward benchmark goals should be checked at the end of Kindergarten to ensure adequate growth.        23% (n=342) Some Risk   Students scoring between 7 and 17 sounds per minute in the middle of Kindergarten are at some risk for difficulty achieving the phonemic awareness goal. Additional instructional support in phonemic awareness may be needed to achieve the end-of-Kindergarten benchmark goal. Progress toward benchmark goals should be monitored monthly.        14% (n=207) At Risk   Students scoring below 7 sounds per minute in the middle of Kindergarten are at risk for difficulty achieving the phonemic awareness goal. For students with scores in this range, intensive intervention in phonemic awareness may be needed o achieve the end-of-Kindergarten benchmark goal. Progress toward benchmark goals should be monitored at least every 2 weeks. Note: Split bars where the bottom part indicates "at risk" and the top part indicates "some risk" or where the bottom part indicates "some risk" and the top part indicates "low risk" are used when the cutoff scores for "at risk" or "some risk" occur in the middle of a score range. The number of students is indicated by the size of the part. Benchmark Goal: The benchmark goal is for all children to have established phonemic awareness skills of 35 to 45 on Phoneme Segmentation Fluency by the end of Kindergarten or the beginning of First Grade. Middle Status: In the middle of Kindergarten, students should be able to identify initial sounds of words with confidence. Final and medial sounds may still be difficult. Students with scores of at least 18 correct sounds per minute are likely to achieve the end-of-Kindergarten goal.        62% (n=908) Low Risk   Students scoring 18 or more sounds per minute in the middle of Kindergarten are likely to achieve the benchmark goal if provided with effective phonemic awareness instruction. For these students, progress toward benchmark goals should be checked at the end of Kindergarten to ensure adequate growth.        23% (n=342) Some Risk   Students scoring between 7 and 17 sounds per minute in the middle of Kindergarten are at some risk for difficulty achieving the phonemic awareness goal. Additional instructional support in phonemic awareness may be needed to achieve the end-of-Kindergarten benchmark goal. Progress toward benchmark goals should be monitored monthly.        14% (n=207) At Risk   Students scoring below 7 sounds per minute in the middle of Kindergarten are at risk for difficulty achieving the phonemic awareness goal. For students with scores in this range, intensive intervention in phonemic awareness may be needed o achieve the end-of-Kindergarten benchmark goal. Progress toward benchmark goals should be monitored at least every 2 weeks. Note: Split bars where the bottom part indicates "at risk" and the top part indicates "some risk" or where the bottom part indicates "some risk" and the top part indicates "low risk" are used when the cutoff scores for "at risk" or "some risk" occur in the middle of a score range. The number of students is indicated by the size of the part.

29. Setting Our Sights on Bigger Goals Through the Problem Solving Process Problem Identification Problem analysis Plan Implementation Plan Evaluation

30. Problem Analysis Are we confident that the results are accurate? Why is the problem occurring? What else do we need to know about the discrepancy between the goal and the outcome? What information will be used to answer the questions? Summary of Effectiveness PET-R curriculum maps, goals, delivery of instruction, management etc. When you look at percentage also translate to number of students. When you look at percentage also translate to number of students.

31. Setting Our Sights on Bigger Goals Through the Problem Solving Process Problem Identification Problem Analysis Plan Implementation Plan Evaluation

32. Plan Implementation What needs to happen differently so that more students are reaching our reading goals at each grade level? What are the implications for resources, professional development needs, instructional priorities, intervention, communication? What information would be used to answer the questions? PET-R Current hypotheses Summary of Effectiveness Student Data Your current action plan In the fall we developed an action plan with Measurable goals Activities needed to achieve those goals We identified where we wanted to be by spring So, the year is half over, How are we doing? In the fall we developed an action plan with Measurable goals Activities needed to achieve those goals We identified where we wanted to be by spring So, the year is half over, How are we doing?

33. Setting Our Sights on Bigger Goals Through the Problem Solving Process Problem Identification Problem analysis Plan Implementation Plan Evaluation

34. Plan Evaluation How and when will implementation of the plan and effect of the plan be evaluated? What information will the team use? Results and plans from grade level team meetings Progress monitoring assignments and results After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

35. Progress Monitoring Assignments and Progress Review

36. Plan – Decide what to do Do – Do it (be sure) Study – Look at the results Act – Make adjustments Cycle – Do over and over again until the intended benefits are realized Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.Now, let’s turn to a brief overview of the Plan, Do, Study, Act Cycle or PDSA or Deming Cycle, as it is commonly known. PDSA as process evolved from industrial quality control processes. W. Edwards Deming built on an earlier process by Shewhart and then Deming and Juran used the process extensively in post-war Japan and brought their devastated manufacturing and economic system to the forefront of production capacity and quality in a relatively short time. The PDSA cycle is also at the core of the new Breakthrough Initiative in Child Welfare, funded by the Annie E. Casey. The cycle is used for making small incremental improvements as well as for significant ‘breakthroughs’ in performance. Let’s take a brief look at each phase. PLAN refers to detailing the specific objective and the specific processes that will be used to achieve results. DO refers to implementing those processes as intended. STUDY refers to monitoring the process, did we DO the processes as intended and analyzing the outcomes achieved. The ACT in PDSA refers to applying what was learned the process. And the Cycle begins again with a reformulated plan to take the next step in the overall process or to further improve the current process. It is the repeated nature of the process that makes it an effective continual improvement strategy.

37. Activity What data will be reviewed by your school team evaluate progress? What actions will the school leadership team take to increase student achievement? (PD, intervention) What support is needed at grade level meetings to maximize their effectiveness and efficiency ( How often? Action plans?) How will this information be used to support, and integrate with your School Improvement Plan? After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

38. A Continuous Loop This cycle of improvement is adapted from Fixsen and Blasé who wrote the monograph on implementation research. These two levels of the system should continually inform and support each other. At the school improvement level, your role is to create the opportunity for grade levels to do the work most efficiently, by allocating time, assuring that the teams have the skills to adequately function as a grade level team analyze data, and connect this information to improved instructional practices. making sure there is leadership at the meeting, accountability for planning based on student performance. The function of the grade level teams is to communicate needs, particularly as they relate to policy in order to improve practice.This cycle of improvement is adapted from Fixsen and Blasé who wrote the monograph on implementation research. These two levels of the system should continually inform and support each other. At the school improvement level, your role is to create the opportunity for grade levels to do the work most efficiently, by allocating time, assuring that the teams have the skills to adequately function as a grade level team analyze data, and connect this information to improved instructional practices. making sure there is leadership at the meeting, accountability for planning based on student performance. The function of the grade level teams is to communicate needs, particularly as they relate to policy in order to improve practice.

39. Effective Data Driven Meetings (EDM’s): Building Level As mentioned in some of the previous slides, if we want to change the trajectory for our children who are at-risk for reading failure, then a systematic way to review student data, instructional groupings, intervention effectiveness is necessary. Over the course of this training and the next, we will look in-depth at the essential pieces that need to be in place to have effective data driven meetings. Although we are modeling this process for the grade level, EDM’s can and should be used at multiple levels: leadership/SIT level, grade level, individual student level. As mentioned in some of the previous slides, if we want to change the trajectory for our children who are at-risk for reading failure, then a systematic way to review student data, instructional groupings, intervention effectiveness is necessary. Over the course of this training and the next, we will look in-depth at the essential pieces that need to be in place to have effective data driven meetings. Although we are modeling this process for the grade level, EDM’s can and should be used at multiple levels: leadership/SIT level, grade level, individual student level.

40. Why Data-Driven Meetings All staff have a stake in the relentless focus of designing instructional and intervention plans so all students can effectively learn Use of a standard protocol for reviewing data, establishing goals and objectives, strategies, and actions is essential for continuous improvement The needs of our students are great and the range of students’ academics in our classrooms is wide. As educators, it is about being relentless to the degree to which we will find something, anything that will work for our students academically and behaviorally. This means that we are needing to collaboratively engage in the problem-solving process in such a way that we are committed to improving student learning and this is done by focusing on data, creating and evaluating instructional intervention plans that are comprised on clearly established goals, objectives, strategies, and actions for improvement. We are not about meeting for the sake of meeting. The needs of our students are great and the range of students’ academics in our classrooms is wide. As educators, it is about being relentless to the degree to which we will find something, anything that will work for our students academically and behaviorally. This means that we are needing to collaboratively engage in the problem-solving process in such a way that we are committed to improving student learning and this is done by focusing on data, creating and evaluating instructional intervention plans that are comprised on clearly established goals, objectives, strategies, and actions for improvement. We are not about meeting for the sake of meeting.

41. Pairing Language and Terms Professional Learning Communities (PLCs) and Effective Data Driven Meetings are one in the same Both involve: Collaboration Data Focus on critical skills Systematic procedures for monitoring student progress Action oriented How many of you are familiar with the term, “Professional Learning Communities?” EDMs and PLCs are essentially the same. They both involve (recite the sub-bullets). As you go back to your staff to discuss and ultimately use this problem-solving model, it is important to pair the language of what folks already know so they do not see this as in addition to but something that integrates with…How many of you are familiar with the term, “Professional Learning Communities?” EDMs and PLCs are essentially the same. They both involve (recite the sub-bullets). As you go back to your staff to discuss and ultimately use this problem-solving model, it is important to pair the language of what folks already know so they do not see this as in addition to but something that integrates with…

42. Problem Solving at Multiple Levels The Continuous Improvement Process can be used at all levels of this model, not just by your building leadership team. The same process can be applied to address the needs of individual students, all the way to the needs identified by MDE and the MiBLSi Project Leadership. The ability to apply this model across multiple levels of a system (and perhaps using different types of data) and for a multitude of different purposes makes it an important tool that will have longevity. Activities at any level are done to support the structure below. The Continuous Improvement Process can be used at all levels of this model, not just by your building leadership team. The same process can be applied to address the needs of individual students, all the way to the needs identified by MDE and the MiBLSi Project Leadership. The ability to apply this model across multiple levels of a system (and perhaps using different types of data) and for a multitude of different purposes makes it an important tool that will have longevity. Activities at any level are done to support the structure below.

43. “Begin with the End in Mind” So before we begin to get into the particulars of effective data-driven meetings, let’s begin with the end in mind. In a moment, you are going to see an example of a grade level EDM. (advance slide to get them ready for what to look for as they watch the EDM)So before we begin to get into the particulars of effective data-driven meetings, let’s begin with the end in mind. In a moment, you are going to see an example of a grade level EDM. (advance slide to get them ready for what to look for as they watch the EDM)

44. Activity While watching the EDM role play, please look for: Pre-skills necessary that allowed the EDM to be successful Focus Similarities and differences from what you currently experience As you watch this example, please make not of the preskills necessary that allowed the EDM to be successful. By preskills, we mean: what did folks need to come to the table having done, knowing, and prepared to do. Think about the focus of the meeting and also think about what currently exists in your school. What are the similarities and what are some of the differences? (Show clip) Please take about one minute to finish your notes and in a moment. One’s and Two’s, compare lists and add any additional preskills and/or thoughts provided by your partners to your working lists. I would like to hear five things that were included in your list. Go ahead and call them out….great that is one great preskill….etcAs you watch this example, please make not of the preskills necessary that allowed the EDM to be successful. By preskills, we mean: what did folks need to come to the table having done, knowing, and prepared to do. Think about the focus of the meeting and also think about what currently exists in your school. What are the similarities and what are some of the differences? (Show clip) Please take about one minute to finish your notes and in a moment. One’s and Two’s, compare lists and add any additional preskills and/or thoughts provided by your partners to your working lists. I would like to hear five things that were included in your list. Go ahead and call them out….great that is one great preskill….etc

45. Did Your List Look Like This? Meeting mechanics Norms Clearly defined roles and responsibilities Focused on data Understanding of an analysis of data prior to attending the meeting Understanding of critical skills for focus and interventions to support skill development Action plan Here is the list that we came up with. It certainly isn’t all-encompassing but here were some of the key points that we identified.Here is the list that we came up with. It certainly isn’t all-encompassing but here were some of the key points that we identified.

46. Purpose of Collaboration “Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively. The collaborative team is the fundamental building block of a PLC.” DuFour, DuFour, Eaker, & Many, 2006 As we move forward in using EDM’s/PLC’s to improve all student learning, the foundation of EDM’s/PLCs is collaboration between all who are working with our students. The needs of our students are far greater than what one individual teacher can provide. We are all about working smarter not harder. That means that leveraging our work by working collaboratively, will begin to create the conditions necessary for there to be high levels of learning for our students. So, let’s talk a bit about what it takes to be a collaborative team. It is one of those concepts that sometimes can be easier said than done. (advance slide for the climate of a collaborative team)As we move forward in using EDM’s/PLC’s to improve all student learning, the foundation of EDM’s/PLCs is collaboration between all who are working with our students. The needs of our students are far greater than what one individual teacher can provide. We are all about working smarter not harder. That means that leveraging our work by working collaboratively, will begin to create the conditions necessary for there to be high levels of learning for our students. So, let’s talk a bit about what it takes to be a collaborative team. It is one of those concepts that sometimes can be easier said than done. (advance slide for the climate of a collaborative team)

47. Climate of a Collaborative Team Celebrative Focused on mission Action-oriented Risk-taking Accountable Supportive (data is not used to punish) A collaborative team as both a particular climate about it and it also has certain expectations. Let’s talk about the climate. It is celebrative, focused on a mission, committed to action, willing to take risks, accountable to following-through with action, and supportive of one another. One of the most uncomfortable aspects of using EDMs/PLCs sometimes has to do with collectively looking at classroom and student data. It is critical to know that data is not used to punish. I have worked with many principals over the past several years. Once I had a principal contact me about her second grade data. She was concerned that one of her second grade teachers had considerable lower data than her teaching colleagues. The principal wanted to underscore that fact at the meeting. My response: “If you want to destroy any element of collaboration between your teachers, then using data to punish and to make a point will accomplish that task. “ I strongly urged her think otherwise and I am happy to know that the principal made a different decision.A collaborative team as both a particular climate about it and it also has certain expectations. Let’s talk about the climate. It is celebrative, focused on a mission, committed to action, willing to take risks, accountable to following-through with action, and supportive of one another. One of the most uncomfortable aspects of using EDMs/PLCs sometimes has to do with collectively looking at classroom and student data. It is critical to know that data is not used to punish. I have worked with many principals over the past several years. Once I had a principal contact me about her second grade data. She was concerned that one of her second grade teachers had considerable lower data than her teaching colleagues. The principal wanted to underscore that fact at the meeting. My response: “If you want to destroy any element of collaboration between your teachers, then using data to punish and to make a point will accomplish that task. “ I strongly urged her think otherwise and I am happy to know that the principal made a different decision.

48. Before Grade Level Meetings Share data with staff at least a week before meeting so that grade level teachers have an opportunity to think about and process the data. Develop and distribute an Agenda Make sure all individuals related to supporting grade level instruction are invited.

49. Expectations of a Collaborative Team Agenda – roles and responsibilities Norms – agreements and commitments Goals/Objectives – be SMART Data – use for decision-making Action Plan – written, reviewed, and revisited Collaborative teams are expected to be guided by an agenda that has clearly defined roles and responsibilities. The team is guided by norms (agreements and commitments that folks guide our work throughout the meeting), They are expected to establish what we call SMART objectives/goals to narrow our scope in focus our work. Data is used to make decisions rather than opinions and last but not least the collaborative team is expected to commit ideas, intervention plans, strategies to action. The action plans are written, reviewed, and revisited over time. Now, throughout the course of this day, we will discuss these bulleted items in greater detail. Collaborative teams are expected to be guided by an agenda that has clearly defined roles and responsibilities. The team is guided by norms (agreements and commitments that folks guide our work throughout the meeting), They are expected to establish what we call SMART objectives/goals to narrow our scope in focus our work. Data is used to make decisions rather than opinions and last but not least the collaborative team is expected to commit ideas, intervention plans, strategies to action. The action plans are written, reviewed, and revisited over time. Now, throughout the course of this day, we will discuss these bulleted items in greater detail.

50. Four Essential Questions What is it we want our students to learn? How will we know if each student has learned it? What will we do when some students do not learn it? How can we extend and enrich the learning for students who have demonstrated proficiency? What it really boils down to though is four essential questions. What is that we want our students to learn? How will we know if they learn it? What will we do for those who haven’t learned it and how will we extend the learning for those students who have already mastered the skills? As you can see, our focus as a grade level isn’t just about low-performing students; rather, it is about all students.What it really boils down to though is four essential questions. What is that we want our students to learn? How will we know if they learn it? What will we do for those who haven’t learned it and how will we extend the learning for those students who have already mastered the skills? As you can see, our focus as a grade level isn’t just about low-performing students; rather, it is about all students.

51. Agenda Always have an written agenda, distributed well before the meeting. The agenda should contain roles & responsibilities from action plan of previous meeting. As we mentioned earlier, a collaborative team is expected to be guided by an agenda that is written and distributed ahead of time. Within the agenda there should be clearly defined roles and responsibilities of who does what etc…As we mentioned earlier, a collaborative team is expected to be guided by an agenda that is written and distributed ahead of time. Within the agenda there should be clearly defined roles and responsibilities of who does what etc…

52. Examples of EDM Agendas Here is an example of a fall benchmark EDM agenda (advance slide)Here is an example of a fall benchmark EDM agenda (advance slide)

53. Fall Benchmark EDM Establish/Review Team Norms The Core Program and the Big Ideas What skills are critical at this point in the school year for your grade level? What does your data say (histograms) Are adjustments needed to our core program? Are there any materials/training/support necessary for the core program? Action Plan Sample grade level meeting agenda in the packet that discusses this in more detail You can see that is begins with establishing/reviewing team norms. Contained in those norms (as mentioned earlier) are agreements that the teams commit to and assigned roles and responsibilities. With the fall EDM, our focus is collectively looking at our grade level data in order to identify needs for the core, (advance slide)Sample grade level meeting agenda in the packet that discusses this in more detail You can see that is begins with establishing/reviewing team norms. Contained in those norms (as mentioned earlier) are agreements that the teams commit to and assigned roles and responsibilities. With the fall EDM, our focus is collectively looking at our grade level data in order to identify needs for the core, (advance slide)

54. Fall Benchmark EDM The At-Risk Learners (30 minutes) Who is at-risk (DIBELS Class List Reports to identify students) How much growth is needed and by when? Identify at-risk learners whose difficulty in reading causes an increase in misbehavior Action Plan for Support Students that have similar needs are placed in the appropriate instructional group with the appropriate intervention program Address behavioral challenges concurrently with academics (note this incomplete sentence is a continuation of thought from the previous slide- trainer notes) Identify our at-risk learners, and then creating an instructional plan of support. Although we are practicing this process today with reading, behavior should also be discussed as well. As we already know, academic challenges can trigger behavioral challenges for students. Motivation to work on the skill can also be an issue that presents behavioral challenges as well. For that reason, concurrently with the academic instructional plan, there needs to be a plan to address the behavioral challenges as well. (note this incomplete sentence is a continuation of thought from the previous slide- trainer notes) Identify our at-risk learners, and then creating an instructional plan of support. Although we are practicing this process today with reading, behavior should also be discussed as well. As we already know, academic challenges can trigger behavioral challenges for students. Motivation to work on the skill can also be an issue that presents behavioral challenges as well. For that reason, concurrently with the academic instructional plan, there needs to be a plan to address the behavioral challenges as well.

55. Tips for Establishing Norms Create own State as commitments Review frequently Evaluate semi-annually Focus on a few Address violations Establish a Parking Lot In your packet is a supportive document from “Learning by Doing” (DuFour, DuFour, Eaker and Many, 2006) which talks about the importance of explicit team norms. When we work with schools on creating the systems to support EDM’s we have teachers come to the meeting and collectively, we read the article and then generate a list of norms that we will operate from for the rest of the meeting. I will caution you that one district I worked with disseminated this article PRIOR to the meeting and found that there were a couple of statements that were misconstrued by the teachers and consequently, the rumor mill was buzzing with people thinking that “central office” didn’t think they could function effectively in teams…and the bottom line is folks-we have all been in many meetings. Some have been very productive and focused on action…while others have been uncomfortable, unfocused, and felt as though it was not the best use of time. Is it possible that we have been a part of those types of meetings? Yes or no everyone? Yes. So, by establishing norms, we are reducing the likelihood that our meetings will be unproductive, unfocused, and quite frankly perceived as a waste of time. One of the biggest reasons why PLCs/EDMsIn your packet is a supportive document from “Learning by Doing” (DuFour, DuFour, Eaker and Many, 2006) which talks about the importance of explicit team norms. When we work with schools on creating the systems to support EDM’s we have teachers come to the meeting and collectively, we read the article and then generate a list of norms that we will operate from for the rest of the meeting. I will caution you that one district I worked with disseminated this article PRIOR to the meeting and found that there were a couple of statements that were misconstrued by the teachers and consequently, the rumor mill was buzzing with people thinking that “central office” didn’t think they could function effectively in teams…and the bottom line is folks-we have all been in many meetings. Some have been very productive and focused on action…while others have been uncomfortable, unfocused, and felt as though it was not the best use of time. Is it possible that we have been a part of those types of meetings? Yes or no everyone? Yes. So, by establishing norms, we are reducing the likelihood that our meetings will be unproductive, unfocused, and quite frankly perceived as a waste of time. One of the biggest reasons why PLCs/EDMs

56. Roles/Responsibilities: Critical Piece in the Process Moderator – facilitates meeting content and flow according to agenda Norms monitor – ensures adherence to the agreed upon meeting commitments Time keeper – keeps meeting moving toward action plan Data keeper – organized individual who makes sure the appropriate data is available Scribe – takes notes during the meeting especially regarding action plan With establishing team norms comes establishing roles and responsibilities. Here are some roles/responsibilities that are commonly assigned. (read through the ones provided). Notice there is a monitor of norms. It is important that there is some accountability to adhering to the norms that were established. Funny story of a former staff member of mine: she wanted to be the norms monitor. So, collectively with staff she laughed about her role and asked them how they wanted her to make note of deviations from the norms. The staff wanted her to throw a crumpled piece of paper at them! It was a funny way of managing a rather uncomfortable task! I also want to give a nod to the role of the moderator or you might call it the facilitator. Until the staff feel comfortable with this process, I would strongly encourage the principal to be the facilitator. I have worked with districts who have called me in to assist with fine tuning their EDMs because they feel they are not going well (partially because the staff continues to be resistant to meeting, using data, and committing to action). 99% of the time, the principal is not attending the meetings and the literacy coach has been assigned the role to lead this process. It put the coach in a sometimes uncomfortable situation. Remember, colleagues are should not be made to hold their peers accountable. If there is resistance in using the EDM process, then the principal has to confront that resistance. Active principal involvement is crucial! Another option is using your ISD external coach. Because this process was new to our building, I used my external coach to model the process (3 cycles worth) and then he became a silent observer who provided the team with feedback. The external coach slowly phased himself out of the process but played an essential role in the beginning.With establishing team norms comes establishing roles and responsibilities. Here are some roles/responsibilities that are commonly assigned. (read through the ones provided). Notice there is a monitor of norms. It is important that there is some accountability to adhering to the norms that were established. Funny story of a former staff member of mine: she wanted to be the norms monitor. So, collectively with staff she laughed about her role and asked them how they wanted her to make note of deviations from the norms. The staff wanted her to throw a crumpled piece of paper at them! It was a funny way of managing a rather uncomfortable task! I also want to give a nod to the role of the moderator or you might call it the facilitator. Until the staff feel comfortable with this process, I would strongly encourage the principal to be the facilitator. I have worked with districts who have called me in to assist with fine tuning their EDMs because they feel they are not going well (partially because the staff continues to be resistant to meeting, using data, and committing to action). 99% of the time, the principal is not attending the meetings and the literacy coach has been assigned the role to lead this process. It put the coach in a sometimes uncomfortable situation. Remember, colleagues are should not be made to hold their peers accountable. If there is resistance in using the EDM process, then the principal has to confront that resistance. Active principal involvement is crucial! Another option is using your ISD external coach. Because this process was new to our building, I used my external coach to model the process (3 cycles worth) and then he became a silent observer who provided the team with feedback. The external coach slowly phased himself out of the process but played an essential role in the beginning.

57. Activity After seeing example EDM agendas, identify a grade level to begin this process Develop an agenda that will be used for the meeting Who will facilitate establishing norms for your grade level meetings? Identify roles and responsibilities Given the information presented, you will have an assignment to practice this process. Right now, in an effort to get you prepared for this, we ant you to identify a particular grade level that you will try this process out on. Develop an agenda for that meeting. Feel free to refer back to the example agenda provided. Identify who will be the facilitator? Principal, external coach? How/who will establish norms? How will you use the DuFour article? And last but not least, think about roles and responsibilities. Given the information presented, you will have an assignment to practice this process. Right now, in an effort to get you prepared for this, we ant you to identify a particular grade level that you will try this process out on. Develop an agenda for that meeting. Feel free to refer back to the example agenda provided. Identify who will be the facilitator? Principal, external coach? How/who will establish norms? How will you use the DuFour article? And last but not least, think about roles and responsibilities.

58. Grade Level Supports on Website The MiBLSi website has material for supporting Grade Level TeamsThe MiBLSi website has material for supporting Grade Level Teams

59. Considerations Using data for decision making involves complex skills and trusting relationships-both are equally important Make sure you have knowledgeable individuals who can analyze data Make sure you create a safe environment The more you know, the more you can support Remember the Implementation Drivers!

60. Activity How will the Building Leadership Team communicate and support the planning work that needs to happen at each grade level? How will the results of each grade level meeting be communicated to and monitored by the Leadership team?

61. Next Steps It is helpful to have a guidance document for getting started in the beginning of the year Checklists help you remember important things in the midst of multiple competing activities, like launching a new school year!

62. Activity Take a few minutes to review the checklist for starting the year right… Would any of these steps on the checklist help to address your “worries” The Starting the School Year Right Checklist in participant handout packet is printed on White paper After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done The Starting the School Year Right Checklist in participant handout packet is printed on White paper After a mouse click, the following statement will appear as a prompt: Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

63. Thank You! Margie McGlinchey, Co-director Michigan Integrated Behavior Learning Support Initiative (MiBLSi) margiemcglinchey@mac.com Kim St. Martin, MiBLSi Lead Technical Assistance Provider kimstmartin@me.com MiBLSi Website: http://www.cenmi.org/miblsi/Home.aspx