Identifying a Problem of Practice and Creating a Theory of Action, K-5/6
Identifying a Problem of Practice
Take about 4 minutes to read “Identifying a Problem of Practice.”
As you read annotate the text
✔ Something you agree what
? Something you have a question about
Something that makes you wonder or think
about something else
X Something you do not agree with
Be prepared to share.
Identifying a Problem of Practice
Share with an elbow partner something you annotated:
✔ Something you agree what
? Something you have a question about
Something that makes you wonder or think
about something else
X Something you do not agree with
Measures of Success
Strategic Planning Process
Sample Planning
2024 DIBELS Composite Levels (BOY/MOY/EOY) - Gr. K-2 SAMPLE DATA
Step 1: Identify the Problem
Individually review the provided school data and answer the following questions:
Based on this data, what is it that we are still trying to solve?
Why?
What changes do we need to make to our core strategy?
Step 1: Identify the Problem Sample
Individually review the provided school data and answer the following questions:
Based on this data, what is it that we are still trying to solve?
How do we ensure all K-2 students are proficient readers (30.9% of Kindergarten to 2nd grade students scored well below basic or below basic)
Why? Reading proficiency is key to future college and career success
What changes do we need to make to our core strategy? Have a finer focus, allow for planning during instructional day, strengthen strategies for teaching foundational skills for differentiated instruction
Step 2: Analyze the Problem and Define Root Cause
Step 1: Identify the Problem
Step 2: Analyze the Problem and Diagnose Causes using the 5 Why’s protocol
Engage in the 5 Whys Protocol to identify the Root Cause of the Problem of Practice.
(Adapt time as needed, to account for time constraints)
Step 2: Analyze the Problem and Define Root Cause Sample
Based on kindergarten to second grade DIBELS EOY data, the POP is 30.9% of Kindergarten to 2nd grade students scored well below basic or below basic, indicating that they are struggling with foundational skills. Since DIBELS is a predictive assessment, the implication is that these students are likely to struggle with fluent reading by the end of second grade and beyond. (EOY 2024: 20.6% WBB, 10.3% BB)
Why are so many students struggling with Foundational Skills?
From Theory to Actions
Step 4: Design the Strategy
Sample K-2 Theory of Action
If delivering differentiated small group instruction is prioritized and time is allowed for collaborating planning in addressing targeted student needs in foundational literacy skills | |
ACTION STEPS |
|
then K-2 students will become fluent automatic readers by the end of second grade, which will be reflected in DIBELS achievement data. | |
Step 3: Develop a Theory of Action
Sample Action Step 1:
Strategies:
We will measure success by…
Analyzing observation data for differentiation during small group instruction, alignment between skill gap and small group work; coherence across classrooms in instructional strategies
Timeframe: Minimum monthly collaboratively planning starting in September; Identify and communicate priorities by end of August.
Find time during the instructional day for collaborative planning and minimize areas of focus to 1-3 related areas
Step 4: Design the Strategy
Step 5: Plan for Implementation
Sample Action Step 2:
Strategies:
1. Provide professional development on specific components of Word Recognition (Foundational Skills) in the CKLA Skills through on site CKLA coaching, and deeper understanding of phonemic awareness through the UFLI 2.0 PD, while modeling best practices, and providing teachers opportunities to practice and apply hands-on strategies.
2. Provide professional development and follow-up support to Interventionists, who will provide coaching support for their school staff focused on effective targeted small group instruction.
4. Provide a library of resources, including lessons, activities, links, videos focused on foundational skills utilizing Schoology Groups, Monthly Newsletter, and LAUSD Website.
We will measure success by…
Monitoring implementation through classroom visitations, classroom observations, participant feedback, and surveys. Monitoring student progress over time using DIBELS and track changes in their performance, focusing on key foundational skills
Timeframe: Every month offer foundational skills PD at least once every month during the on site hours, starting in September; offer additional opportunity outside of hte instructional day at least every other month starting in October
Offer ongoing training sessions, coaching, resources, and support for teachers to ensure they have the skills and knowledge to teach foundational literacy skills effectively.
Step 4: Design the Strategy
Step 5: Plan for Implementation
Sample Action Step 3:
Strategies:
1. Review i-Ready and other formative & diagnostic assessments data to identify trends and areas of concern and patterns over time to determine if certain skills are consistently problematic across assessments
2. Design and implement PD based on the specific areas of need based data analysis to support the PDSA Cycle.
3. Collaborate with region, vendor, and other stakeholders to identify how they might provide ongoing support in progress monitoring, data analysis, small group instruction and potential next steps.
We will measure success by…
Tracking progress monitoring data over time to measure improvements in specific foundational skills. Soliciting needs assessment from all stakeholders.
Timeframe: Progress monitoring every two weeks for students significantly below grade level.
Use i-Ready data and other formative assessments (including DIBELS/Lectura for K-2) to identify specific areas where students are struggling and tailor professional development to address the knowledge gap.
Step 4: Design the Strategy
Step 5: Plan for Implementation
Your Turn
Provide DATA
Include data to use to develop POP and Theory of Action.
Step 1: Identify the Problem
19
Individually review the provided school data and answer the following questions:
Based on this data, what is it that we are still trying to solve?
Why?
What changes do we need to make to our core strategy?
Directions: In pairs, record/chart the response
Step 2: Analyze the Problem and Define Root Cause
Step 1: Identify the Problem
Step 2: Analyze the Problem and Diagnose Causes using the 5 Why’s protocol
Engage in the 5 Whys Protocol to identify the Root Cause of the Problem of Practice.
(Adapt time as needed, to account for time constraints)
Step 2: Analyze the Problem and Define Root Cause (Your Turn)
Based on xxxxxxx, the POP is xxxxxxx, indicating that they are struggling with xxxxxxxx. Since xxxxxxx the implication is that txxx
Why are so many students struggling with xxxxx?
Theory of Action (your turn)
If … and …. by: | |
ACTION STEPS | 1. 2. 3. 4. |
Then… | |
Step 3: Develop a Theory of Action
From Theory to Actions
Step 4: Design the Strategy
Action Step 1:
Strategies:
1.
2.
3.
We will measure success by…
Timeframe
[insert action here]
Step 4: Design the Strategy
Step 5: Plan for Implementation
Action Step 2:
Strategies:
1.
2.
3.
We will measure success by…
Timeframe
[insert action here]
Step 4: Design the Strategy
Step 5: Plan for Implementation
Action Step 3:
Strategies:
1.
2.
3.
We will measure success by…
Timeframe
[insert action here]
Step 4: Design the Strategy
Step 5: Plan for Implementation
Action Step 4:
Strategies:
1.
2.
3.
We will measure success by…
Timeframe
[insert action here]
Step 4: Design the Strategy
Step 5: Plan for Implementation
Follow Up
On xx/xx/xx come prepared to share progress on your action steps.
Bring relevant data/student work/artifacts