Problem of Practice Workshop

1. Problem of Practice Workshop June 9-10, 2014

2. WelcomeDr. Elizabeth Clark

3. Comments from SuperintendentDr. Darrell Brown

4. Data Review and DiscussionDavid Holland

5. Review Learning PlatformDr. Elizabeth Clark

6. BISD Alignment Model

7. BISD Learning Platform

8. BISD Learning Platform

9. Learning expectations for students

10. Best Practice Strategies and Structures Average Percentile Point Gains on Student Achievement Tests

11. Authentic Student Tasks and Products

12. Feedback based on student performance

13. In Birdville ISD, this translates to leaders doing the following: Ensure that the curricular standards are taught Have a strong core instructional delivery system (Tier 1) Implement appropriate interventions (Tier 2 & 3) with fidelity Use data in a continuous improvement process (PLC) for making instructional decisions

15. BISD’s Additional Question: Explicit Focus on Instruction

16. Review District Problem of Practice and Rubric for Establishing Learning ExpectationsDonna Solley

17. BISD’s Problem of Practice Walkthrough data indicate that not all teachers post learning expectations in their classrooms, which suggests that student learning may not be clearly aligned with the curriculum standards.

18. Steps in Developing a Campus Problem of PracticeLorene Ownby Based on your prior knowledge and reviewing the information that Dr. Clark shared with you about Problem of Practice… make a headline on an index card.

19. Problem of Practice • Focuses on instructional core; • Is directly observable; • Is actionable; • Connect to a broader strategy of improvement (school, system); • Is high-leverage (if acted on, it would make a significant difference for student learning).

20. Brainstorm Possibilities • What are some possible problem of practice ideas? Brainstorm with a shoulder partner. List as many ideas as you can in 3 minutes. • Keep in mind examples must: • Focus on instructional core; • Be directly observable; • Be actionable; • Connect to a broader strategy of improvement (school, system); • Be a high-leverage (if acted on, it would make a significant difference for student learning).

21. 5 Whys-Example Example: Students are not able to write critically to communicate their thinking and learning. Talk through this problem by asking WHY.

22. Steps for a P.o.P. • Problem: Students are not able to write critically to communicate their thinking and learning. • Theory of Action (what are we doing about it?) • If ___________________ and if _________________________ and if ________________________then ____________________. • Guiding Questions (what questions guide our work?)

23. Example

24. Three Keys of a P.o.P. • Problem • What are we working on? – based on data • Theory of Action • What are we doing about it? • Guiding Questions • What questions guide our work?

25. Based on your data: What is the greatest problem or barrier standing in the way of academic achievement or progress on your campus? Write your thought on a post-it note before you discuss with your table. When you are finished, affinity diagram these. (Put like ideas together.)

26. Decide on your problem: • Choose the problem for your campus that fits the definition of a POP: • Focus on instructional core; • Be directly observable; • Be actionable; • Connect to a broader strategy of improvement (school, system); • Be a high-leverage (if acted on, it would make a significant difference for student learning).

27. Biggest Barrier: Why do you consider this your biggest problem or barrier? How do you get to the root cause of this problem? Use a continuous improvement tool: 5 Whys

28. 5 Whys

29. Steps for a P.o.P. • Problem (what are we working on – based on data) • Theory of Action (what are we doing about it?) • If ___________________ and if _________________________ and if ________________________then ____________________. • Guiding Questions (what questions guide our work?)