PDSA - CI

PDSA created PEE (Proficiency, Efficiency and Engagement!)

Practice so that the process goes from Awareness to Awkwardness to Automaticity!

PDSA is based in 4 questions:

1. How do you know what students need to know and be able to do next week?
2. How do you know if they've learned it?
3. What will we do if they haven't learned it?
4. What will we do if they already know it or can do it?
   

PDSA Process (found on www.ga.oea.org):

1. Plan - Plan on all instructional timelines: year, semester, quarter, month, week, day (What do we want our students to learn?)
2. Do - Instructional Focus (Curric, Student Engagement, FA)  (How do we want our students to learn? What do we want students to learn?)
3. Study - Assessment and Data Disaggregation  (How will we know if they learned it?)
4. Act/Adjust - Based on data, define new objectives/groups
5. Do - Tutorials (What do we do if they didn't learn it?)
6. Do - Enrichment (What do we do if they learned it well or already knew it?)
7. Do - Maintenance (What do we do with students who learned it and need more practice?)
8. Study - Progress Monitoring

PDSA - Pieces of the Process:
Learning Objectives = Content Standards

• What are you expected to learn this year - STANDARDS
• Can you tell me one really important thing in this class that we need to learn this year?
• What are you learning this year and why are you learning it?
  

Strategic Learning Goals = Choose one to focus as measured by.. MAP or PAWS

• What is the learning goal for this class?
• How will you measure your goal?
• How will you and your teacher know you are learning what you need to learn?
  

Strategic Learning Chart = Chart progress made toward SLG (monthly/quarterly)

• What does proficient mean? What % of our students are meeting defined levels of proficiency? What % are not? Is there an upward trend? A downward trend? Or is it stable?
  
• Do you know where the class started compared to where you need to be?
• What do the results tell you about the learning in your class?
• Can you explain this graph?
• BIG PICTURE
  

Mission: Your mission should inspire action, determine behavior, and fuel motivation.

• Mission should answer 3 questions: Why are we here? What do we have to do well together? How will we make that happen?

• Reflect on your mission: How do you support the class mission? How do you use the class mission? Does it set direction? Does it help to redirect behavior?
  

Norms: (norms of behavior and/or ground rules)

• set the stage for teamwork
• create a safe zone for all members
• provide for orderly functioning
• recognize opinion and places that we have good data  (Can we come up with good data?)

Weekly-ish PDSA Cycle:

Plan:

• What is your learning goal? What is your class learning this week?
• Use DATA to determine - Map Curric Ladders can help
  
• REMEMBER: DECLARATIVE knowledge takes 4 experiences and PROCEDURAL knowledge takes 20-24 practice sessions.
  
• Is the learning target aligned to grade level standards?
• Is it clear to students? Would a picture or "anchor paper" help?
• Is the skill attainable in 5-8 days of instruction?
• Does the measure match the learning target? How will you know you learned it?
  
• Is it clear to the student how well they have to perform on the measure to be counted as "proficient"?
• Have you considered your subgroups?
  

Do: Design strategies and instruction that will make the learning objective happen!

• Choose High Yield Strategies (For ideas and consideration, read Marzano's article "Setting the Record Straight on 'High-Yield' Strategies"): cooperative learning; setting objectives and providing feedback; generating and testing hypothesis; questions, cues, and advanced organizers; development of Academic vocabulary; identify similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; non-linguistic representation...
  
• Choose ELL strategies and Consider SIOP
• What strategies seem to help kids learn in your class?
  
• What Reading Strategies will you include?
• What Writing will students do?
• What role will Student Talk play in their learning?
• Are the activities listed clearly enough for students to understand & be able to reflect about when they get to the +/delta in STUDY?
• Are activites/strategies listed or are there many behaviors (listen, pay attention) listed?
• Do the activities match the learning target?
• Do the activites represent high-yield instructional strategies? (See Marzano's article above)
• Are these activities diverse enough to meet a variety of learning styles?
• Have all the activities been listed, so that valid conclusions about what worked can be determined at the end of the cycle?
• Will the students have had enough practice by the time proficiency on the target is measured?
• Do the activities gradually release so that the student has the opportunity to observe the teacher, to work in groups or with partners, and finally to practice the skill independently?
  

Study: How effective are our strategies? Study alone or with professional learning communities

• Is there a chart plotting "% proficiency"?
• Is the chart clear for students?
• Is there a +/delta demonstrating a "sort" of the activities used - reflection of which activities helped learning and which activities must be improved or were not effective.
• Is the +/delta done WITH students?
• Can students explain the graph of weekly learning results to me?
• REMEMBER: analyze the learning PROCESS based on the learning results
• Questions to ask: which lessons? what is the impact of lesson? what was the degree of implementation? what was the frequency? HOW did you do it?
  
• CELEBRATE success - make sure celebrations are 3 minutes or less, cheap or free, and fun!
• 
  
• DATA Analysis ~ Ask these questions: What is the question we're trying to answer? What do the data seem to tell? What don't the data tell us? (Is there anything else we need to know?) What strengths are indicated? What opportunities for improvement (ofi) are indicated? Which strategies appear to be most effective? Why?
  
• DATA Analysis ~ More specific questions: Which content area or group or grade level shows the strongest growth? Which sub-group is of most concern? Have any groups dropped in performance levels? Do any groups show stable performance but no improvement? Are there any individual classrooms making more progress than other similar classrooms? Have the data over time shown real change? Do you have enough data to see if any group or content area is showing consistent improvement over time? What recommendation for action would you make based on the data?
  

Act:

• Is the ACT an action plan for DO for the following week?
• Does it represent how the DO must be modified to help more students learn?
  
• What changes to the DO did you make for next week?
  
• Does it reflect how students and the teacher think "we" learn best?