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What I already know

bit.ly/DC1114

Improvement Cycle Green Room 11/14/19

How today’s session connects to the four pillars

Reading Success Pathway 1.0

(RSP 1.0)

Evidence

Based Practice

2.0

(EBP 2.0)

Implementation

3.0

(IMP 3.0)

Improvement

4.0

(IMPR 4.0)

• learn how to use the Improvement Cycle worksheet
• identify common challenges and learn new strategies to facilitate an Improvement Cycle
• practice facilitating Improvement Cycle activities.

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Today we will..

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Our Goals

Shape of the Day

Reflecting on EOY Report

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Introduction to Improvement Cycle Worksheet

Gametime Practice

Daydream Meeting & What is an Improvement Cycle?

Meetings are the best use of my time.

Strongly Disagree

Do not agree or disagree

Strongly Agree

Daydream Meeting

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It must include the following:

1. Data Ladder of Inference
2. Inclusiveness
3. Consensus

Plan:

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Definition:

Plan is when you map out the what, when and how needed to facilitate change in your practices and strategies for improvement in outcomes.

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Meet:

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Definition:

Meet is when you include various stakeholders to discover, analyze, ideate and create using data, experience and intuition to change practices and/or strategies for improvement in outcomes.

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Follow-up:

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Definition:

Follow-up is when you confirm consensus on decisions made, create accountability and execute the change(s) in practices and/or strategies for improvement in outcomes.

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1. Any shifts in thinking?
2. Potential Energizers/ Depleters?

Revisiting the Student Reading Outcome Report

Ollie’s First Improvement Cycle

How can we improve the Student Reading Outcome Report?

Agenda:

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1. I like, I wish, What if
2. Debrief

I like, I wish, What if

Your Task:

1. Go to the wall and write as many statements about the Student Reading Outcome Report using the prompt (I like, I wish, What if) in 3 minutes.

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• Rotate and repeat process with new prompt.

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Purpose:

To generate as many insights as possible about the report.

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I like….because

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• I like that the report expresses student’s growth by starting reading level. I like this because it allows me to see how the different tiers performed in our program.

I wish….because

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• I wish the report had a summary of the bright spots and challenge areas. I would like this because get overwhelmed and I’m unsure where to start with a report this big.

What if…

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• What if the report included our goals for the year next to the outcomes?

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I like, I wish, What if

Your Task:

• Go to the wall and write as many statements about the Student Reading Outcome Report using the prompt (I like, I wish, What if) in 3 minutes.

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• Rotate and repeat process with new prompt.

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Purpose:

Be constructive and unpack the reason.

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Debrief

• Was this an Improvement Cycle?
• Why? Why not?

Improvement Cycle

Worksheet

Plan

Prompts us to define what we hope to change and when we will accomplish it.

Plan

Purpose: Is when we identify where we are in the process. In addition, what and when we will complete in each rung.

Plan

Perspective: helps define the role that the participants will play during the Meet step of an Improvement Cycle. The four stages helps us understand whether we’re in divergent -focus on quantity and all possibilities- or convergent thinking -focused on quality and getting to the root cause- and whether it’s concentrated on the problem or solution.

Plan

Who: Is making sure that we have all the stakeholders associated with the practice and/or strategy involved in the Improvement Cycle. Here we are defining who needs to be involved in Improvement Cycle and at which step.

Plan

Supporting Source(s): prompts us to make sure that we have all the relevant information and resources available for the conversation. This will vary based on the Purpose of the Improvement Cycle and is to help anchor the conversation and/or add to a fuller picture of the area of focus.

Meet

This is when we define the how we’re going to achieve the what.

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This allows us to:

1. Identify where we are in the process and stay on topic during the activity
2. Lean on resources and default to the activity
3. Confirm decisions being made

Meet

Identify where you are in the process and stay on topic, lean on resources/activities, confirm decisions

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Meet

Benefit(s)/Value Add(s): this prompt is making sure that we have clarity of why we are choosing this activity and that it is aligned with what we are hoping to achieve in the overall purpose. It’s naming the value that is created by each prompt and outcome of the activity.

Meet

Instructions: This is a failsafe to make sure that you have clarity around for the activity that you are hoping to facilitate. It’s important to not copy & paste the instructions and to make sure that you understand the meaning and correct any gaps that exist in them. It’s important to test them.

Meet

Time, Materials, and Space Constraints: This is to make sure you have thought it through and identified all the support and requirements to make this activity a success. You can play with alternatives here and creative solutions if everything is not available.

Follow-up

This is where we create the accountability and confirm consesus make sure everything is captured.

Follow-up

What decisions were made?: This is to capture the decisions that are made through out the Improvement Cycle so that you can confirm with the stakeholders involved and inform the stakeholders that were not involved about the decisions made during the process. This gives clarity and allows the opportunity to correct misunderstandings.

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Follow-up

What were major themes, concerns & parking lot items?: This is naming and calling out the other opinions, experiences and comments that are not captured in the decisions made. It’s to express that people were heard and that the concerns and wonders are on your radar.

Follow-up

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Finish Incomplete Rungs: We always want to make sure that an Improvement Cycle is starting and ending with a decision that is targeting continuous improvement. We stop at a rung other than Decide, the value and insights that we are hoping to find will be lost.

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Follow-up

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Sanity Check: the list is a failsafe to make sure that the momentum and potential success does not stay contained. This to-do list is really focused

Debrief

• Biggest shift in thinking?
• Energizers/Depleters?

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What you know

now:

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bit.ly/DC1114

What we are looking to practice:

1. Identify where you are in the process & stay on topic
2. Lean on resources/activities
3. Confirm Decisions

Practice Drills:

Facilitating the Meet step

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• Be prepared for the grey areas
• Listen and acknowledge the room as a way to reset
• Work in teams and step in for one another

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How might we identify where we are in the process & stay on topic?

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• Use instructions for restarts
• Balance the energy in the room through group accountability
• Reference and anchor visuals, instructions, and purpose as support

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How might we lean on resources & activities?

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• Identify all perspectives and communicate the decision made
• Keep decisions transparent (list openly)
• Practice collaborative decision making processes (dot voting, polls, etc.)

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How might we confirm decisions?

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Step 1 (10 minutes)

Your Task:

Review Plan and understand how to leverage the preparation in the practice. Ask us questions!

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Purpose: To become more familiar with the worksheet and identify what pieces to leverage throughout the activity.

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Prepared Activities

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1. Group 1: Discovery: Assisters & Resistors
2. Group 2: Creation: Targeting
3. Group 1 (or 3): Discovery: Assisters & Resistors
4. Group 2 (or 4): Creation: Targeting

Step 2 (60 minutes)

Your Task:

Practice facilitating the activities in groups. Focus on and emphasize getting the value out of the activity.

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Purpose: To become more familiar with the worksheet and prepare to practice

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Prepared Activities

1. [Facilitator] Facilitating (10 minutes)
2. [Audience] Feedback (3 minutes)
3. [Facilitator] Response (2 minutes)

1. Identify where you are in the process/Stay on Topic

2. Lean on Resources/Activities

3. Confirm Decisions

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Roles

Facilitator Audience

Assisters & Resisters

Assisters & Resisters

1. Generate a list of the Assisters: people or things that can help make the idea a reality or a success. Be sure to share your site

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• Generate a list of the Resistors to an idea: people or things that can hinder the progress of the idea, things that limit the idea from smoothly moving forward. Be sure to share your site

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How might we improve our process for assessing students?

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Target

100%

of Goal Expectations

80% of Goal Expectation

60% of Goal Expectation

Target

60%

80%

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100%

1. Give each option to a participant and have them vote on the target based on how close it will accomplish the goal. As a starting point.

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• Identify what pulls each solution toward the goal, capture it on a sticky note and add it to the idea.

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• With the same option, have them explore what pushes each solution away from the idea, and seek to overcome these problems. You may move solutions on the target to reflect amendments and changes to ideas.

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• Repeat for process for each option

Target

How might we make sure teachers have data to support classroom instruction?

100% of Goal Expectation

80% of Goal Expectation

60% of Goal Expectation

Assisters & Resisters

Assisters & Resisters

• Generate a list of the Assisters: people or things that can help make the idea a reality or a success. Be sure to share your site

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• Generate a list of the Resistors to an idea: people or things that can hinder the progress of the idea, things that limit the idea from smoothly moving forward. Be sure to share your site

​

How might we improve our process for assessing students?

​

&

Target

100%

of Goal Expectations

80% of Goal Expectation

60% of Goal Expectation

Target

60%

80%

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100%

• Give each option to a participant and have them vote on the target based on how close it will accomplish the goal. As a starting point.

​

• Identify what pulls each solution toward the goal, capture it on a sticky note and add it to the idea.

​

• With the same option, have them explore what pushes each solution away from the idea, and seek to overcome these problems. You may move solutions on the target to reflect amendments and changes to ideas.

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• Repeat for process for each option

Target

How might we make sure teachers have data to support classroom instruction?

100% of Goal Expectation

80% of Goal Expectation

60% of Goal Expectation

Debrief

• Biggest shift in thinking?
• Energizers/Depleters?

Assisters & Resistors:

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Helpful for:

• Discovery

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Benefits:

Get a picture of who or what is helping and/or hindering the stakeholders in the implementation of the idea

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Instructions:

1. For the area of focus, ask the group to generate a list of the Assisters: people or things that can help make the idea a reality or a success
2. Generate a list of the Resistors to an idea: people or things that can hinder the progress of the idea, things that limit the idea from smoothly moving forward

3 “I”s (Influence, Importance, Imagination)

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Helpful for:

• Analysis
• Creation

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Benefits:

Helps evaluate whether a goal, wish, challenge, or opportunity is appropriate for you or your group to address. Used to help formulate an addressable Challenge.

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Instructions:

• Do we have Influence over the challenge? Can we impact change in this area?
• Is the challenge of Importance to us? Is it within the scope of our work?
• Does the challenge require Imagination? Does it prompt new thinking or innovation?
• Did we answer yes to all three?

Stick ‘Em Up: Brainstroming

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Helpful for:

• Discovery
• Ideation

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Benefits:

• Offers versatility for working with groups
• Equalizes the room - allowing all groups member to give input
• Promotes creative collaboration
• Increase speed & efficiency

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Instructions:

• Start with challenge or question that will be resolved
• Use Sticky Notes & Markers
• Write one idea per sticky note in headline form (2-5 words). Do not go into detail!
• Write Legibly! Others will need to read what you’ve written.
• Call out your idea once you’ve written it or when you hand it in.
• Keep an ear open for what others are calling out. If a build on someone else’s idea occurs to you, write it down. If not, just move on with your own thinking.
• Remember, the more ideas the better!

Targeting

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Helpful for:

• Analysis
• Creation

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Benefits:

• Helps compare a current state of affairs to an ideal state and to identify what needs to happen in order to reach that goal

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Instructions:

• Draw a target.
• Put each solution generated by the participants on a sticky note
• Have them define the Ideal outcome(s), i.e., the bull’s eye, for the area of focus
• Have them evaluate each solution based upon how close they come to the ideal. Physically place each option on the target relative to how close they come.
• Have them identify what pulls each solution toward the ideal
• Have them explore what pushes each solution away from the idea, and seek to overcome these problems. You may move the solution on the target to reflect this additional thinking.

2 Minute Drill

Follow-up

Highlight what you follow-up with

Meet

Facilitate a section of it for 2 minutes

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Plan

A mock Improvement Cycle

Choose one of the following options for shape of day

ENTER TITLE

Example template for incorporating multiple images & text.

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These photos can be customized by dragging them in, resizing (from corners of pic) to match placeholder images. Then, simply delete the placeholder image.

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Images from nearly every RC project/effort are saved on Box under PICTURES and then the project title.

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Explain Relevancy to Role

• Identify the components of an effective Vocabulary Lesson
• Coach and prepare feedback for SLIs
• Practice first 4 vocabulary lessons

Our Goals

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Option #1

Use this slide and update icons to give audience an arc of the day

• How to administer i-Ready test
• Ensure completion of assessment
• Reset a rushed assessment
• Be prepared to handle common scenarios

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What we’ll learn today...

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Option #3

Use this slide and update icons to give audience an arc of the day

Activity, Breaks, Reflection

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REFLECTION

Find your group/seating assignments

Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Table 3: Carmen Blackmon, Tiffany Williams, Lucretia Small

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Projector Screen

Find your group/seating assignments

Engagement/Participation slides

Screenshot any handouts you want audience to reference

Core Visuals: Content Slides

Break it down

Clear Purpose

Models

Examples

Engaging

Feedback

Practice

Scaffolds

Explicit Instruction Practices

Describes what student will do

Requires high levels of response/interaction from students

Breaks down skill into clear steps

Provides a model of the skill

Uses multiple examples/nonexamples

Provides immediate affirmative and/or corrective feedback

Provides multiple opportunities for practice

Scaffolds (supports) instructions and fades supports

Use red Xs, circles, or arrows to help focus audience on what you’re looking at.

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Tools in Your Kit

• Vocabulary Lesson Plan
• Tier 2 Vocabulary
• CSAW Feedback Worksheet
• Explicit Instruction 8 components
• Structure of an Explicit Instruction Lesson with Examples/Non-Examples

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Wraps up with resources we have

How today’s session connects to the four pillars

Reading Success Pathway 1.0

(RSP 1.0)

Evidence

Based Practice

2.0

(EBP 2.0)

Implementation

3.0

(IMP 3.0)

Improvement

4.0

(IMPR 4.0)

AP added this slide to the template. We talked about wanting this in all the trainings. I updated the EI practices picture too.

1. Take 5 minutes to review and explore the End of Program report. - bit.ly/ReadCLTDC
2. Think about what you like, what you wish it had, and suggestions to improve it.

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Gallery Walk & Dot Stickers

Your Task:

• Take 5 minutes to walk around the room and review what people have written in each section
• Place dot stickers on a statement that resonates with how you feel. (2 dots stickers per prompt)
• Debrief

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Purpose:

Identify the big bodies of work

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