1. Beginning Action Research Learning Cedar Rapids Community Schools February, 2005 Dr. Susan Leddick

2. What the District Is Doing Teaching teams of teachers and administrators to use the tools and processes of Action Research in order to make improvements in all three levels of the district system. Emphasizing deployment of school improvement plans – carrying out strategies that have significant impact on student achievement. Using Plan-Do-Study-Act (PDSA) as standardized model.

3. Why Action Research? Compatible with adult learning theory Compatible with Iowa Professional Development Model Combines learning and improving Works at any system level, in any setting Research-based; data-driven; system-focused

4. Our Year in Brief – Three Ps Purposes –Develop knowledge and skills for improvement by completing one action research cycle (Plan-Do-Study-Act) –Introduce the Baldrige framework as an organizer for system improvement Preparation –3 training sessions, with support between Presentation –All-district sharing session in April

5. Assignment for February 7 Develop and test improvement theory Maintain data collection and analysis Document the theory test (and collect implementation data) Bring all project data and 2004 CSIP

6. Status Post your work –School improvement goal area –Name of your project –Your baseline data and insights –Your improvement theory –Your result data Assign 2 people from your team who will stay with your project to answer questions

7. Gallery Walk Three rounds – move to another schools posted work … listen to the explanation … pose questions for clarification … note information that might help your team

8. Back Home with Your Team Synthesize the information you have gathered from –Questions asked by visitors –Observing others work Are there actions you should take based on this information?

9. The Guide to Action Research 3Analyze Causes 4 Try Out Improvement Theory 5 Study the Results 6 Standardize Improvement 7 Plan Continual Improvement 1 Define the System 2Assess Current Situation PLAN ACT STUDY DO

10. New Learning Steps Five, Six and Seven of the AR cycle –Interpreting your results –Standardizing –Planning the next improvement cycle

11. Step Five: Study the Results What's this step about? Deciding whether the improvement theory was effective in raising performance. What do I have when I'm finished? analysis of your graph(s)from baseline through theory test, an explanation of why the results turned out the way they did (whether changed or not), other insights and accidental learning. What tools might be useful? Various graphs, research notes, implementation notes

12. Analysis Look for patterns & trends

13. Interpretive Captions Summarize the pattern or trend in a sentence or phrase: –Scores reflect that about half the students are mastering the standard and about half are struggling to understand it. –Scores are trending up for seven weeks in a row.

14. Explain Why…Reflection Explain why you think you got these results. (Whether you see improvement or not!) Go into considerable detail – about 100 words at minimum. This is the place where you learn!

15. Accidental Learning…It Happens! What might you have learned by accident? What other questions does this raise for you?

16. Step Six: Standardize Improvements What's this step about? Making sure that the improvements you have made become a permanent part of how you operate; deciding whether your improvements could help other colleagues, and, if so, how to share the learning. What do I have when I'm finished? revised flow chart, showing how the process works now (after the improvement), plans for training others who use the new process now and in the future, updates to forms, schedules, and other documents used in the process. (Consistency built in.) potential for transferring learning to other colleagues. What tools might be useful? Flow chart, matrix, timeline

17. Why standardize? Perhaps the most blunt and meaningful question one can ask of any research procedures is So what? In other words, Now that we know that there is a higher likelihood of Y if we do X, are we really going to do X or just talk about it? Without replication, accountability is a sterile exercise in reporting and evaluation. -Doug Reeves (2004) -Accountability for Learning

18. What are drivers and barriers to standardizing practices? What would motivate people to want to use someone elses method if it appears to be more successful? What would motivate people to want NOT to use someone elses method if it appears to be more successful?

19. Application Predict some of the implications of standardization for your project. Rely on the comments from the prior conversation.

20. Step Seven: Plan for Continual Improvement What's this step about? Deciding how you will focus your next cycle of improvement, sharing your learning, and celebrating success. What do I have when I'm finished? a plan for your next PDSA cycle, a brief learning summary to share with colleagues, celebration, well earned What tools might be useful? Nominal group technique, matrix, timeline

21. Options for the Next PDSA Once more around the wheel… Shift focus Test in a different context

22. Application Develop the plans for completing steps five, six, and seven of the AR cycle. Assign tasks and timelines.

23. Assignment for April Be ready to show your work …and tell your story.

24. Telling the Story Were working on… and heres how its connected to our school or district plans. Heres how it worked before we made any changes. The flow chart showed us that…. Our baseline data showed us that …. Our most likely cause for past performance was…, so we decided to try to improve by…. We followed our plan, collected data during try- out, and found that…. We learned by accident that …. We wanted to expand the use of the improved way, so we…. We can continue to improve by doing our next PDSA cycle on….

25. The Baldrige Framework How do we communicate the mission? How do we review and use performance data? How well do we plan and deploy our plans? How do we use student and stakeholder Information? Are they satisfied with us? How do we organize and develop our staff? Are they satisfied? How do we manage our learning processes? Our support processes? Are our key results better over time? Better than comparative schools and districts? How do we manage and use our data? How do we share knowledge on effective practices?