Community & State Leads Convening Test Poll Questions Please go - - PowerPoint PPT Presentation

OPENING PLENARY

Community & State Leads Convening

Please go to www.slido.com and enter the event code #GLR Which GLR conferences have you attended (choose all that apply)?

• 2012 in Denver
• 2015 in San Francisco
• 2016 in Washington, DC
• 2017 in Denver

Who is in the room? Funder/Partner/GLR Community Lead?

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Test Poll Questions

Polling Question

Please go to www.slido.com and enter the event code #GLR

How confident are you that a critical mass of low-income children in your community have real access to the services and supports for which they are eligible and need, and are provided those services and supports in a manner that is properly sequenced and at the appropriate dosage and duration?

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Ralph Smith Managing Director Campaign for Grade-Level Reading

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Ron Fairchild Director GLR Support Center

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Momentum Continues to Build!

More than 380 communities in 44 states across the nation, as well as the District of Columbia, Puerto Rico, the U.S. Virgin Islands and Canada — with 4,100+ local organizations and 450+ state and local funders, including 191 United Ways.

What GLR Network Communities Want…

• Access to local research projects, case studies and evaluations that are

not currently part of any conventional research literature or clearinghouse (what’s working, why and under what conditions)

• Support in driving down the high cost of trial and error and the

acquisition costs associated with replicating and aligning the most promising and proven programs, strategies and practices

• Assistance in finding peers and partners who can help answer common

questions through both facilitated and unmediated connections

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Networked Learning

Someone, somewhere has figured it out. The GLR Network is large enough, diverse enough and effective enough to serve as a powerful, shared asset. “Make the GLR Communities Network work for us.”

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Networked Learning

Harness our collective experience, knowledge and wisdom and help the GLR Network communities achieve bigger and better outcomes:

• Gain Insight
• Strengthen Collaboration
• Benchmark Progress
• Improve Performance

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Improvement Science

Get better at getting better. Close the gap between what we know and what we do routinely. Make quality improvement cycles more visible and transparent. Focus on disciplined inquiry using the BINGO matrix.

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draft

Aspirations

Well-documented evidence of:

• The “network effect” and “good ideas going viral”
• The GLR BINGO matrix being used as a strategic guide for

bigger, better outcomes in school readiness, school attendance, summer learning and grade-level reading

• Co-development and co-ownership of the GLR knowledge

enterprise

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380+ GLR Communities Networked for Impact & Improvement

Aspirations

By December 2019, at least 200 GLR communities are participating in the GLR Learning for Impact & Improvement System.

• Sharing stories and data
• Benchmarking progress and driving improvement
• Identifying and activating local GLR Learning & Data Partners

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Local GLR Learning & Data Partners

Primary users of the system who nurture the habits, relationships and culture that will foster a sense of shared ownership of the GLR Campaign’s collective knowledge enterprise. Responsible for the robust and reciprocal engagement of the community lead, local coalition partner organizations and team members in learning with and from other communities in the GLR Network.

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Roles & Responsibilities of the GLR Learning & Data Partner

• 1. Maintains local community profile information (demographic

information; organizational partners; individual members) and keeps it up-to-date on at least a monthly basis.

• 2. Documents and shares the best examples of their local GLR

coalition’s work products and strategies for the intentional adaptation and adoption by other communities. Offers insights on the most significant successes and failures experienced by the community.

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Roles & Responsibilities of the GLR Learning & Data Partner

• 3. Collects, assembles and aggregates relevant data and stories

from other GLR Network communities that are most useful and relevant for the local coalition. Utilizes and contributes content to various channels and collections offered by the GLR Support Center.

• 4. Monitors and posts comments and responses to questions from
• ther communities and team members on the GLR Learning
• System. Proactively develops core areas of expertise and builds

a following on the GLR Learning System.

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Roles & Responsibilities of the GLR Learning & Data Partner

• 5. Directs attention of local coalition to resources posted by other

communities; encourages local partners to share insights within the community and across the GLR Network.

• 6. Writes Bright Spots, completes online GLR Community Self-

Assessment and shares results from local evaluation efforts.

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Roles & Responsibilities of the GLR Learning & Data Partner

• 7. Facilitates and coordinates direct, sustained engagement with other

GLR communities around topics of mutual interest.

• 8. Utilizes the GLR Learning System to strengthen collaboration

between and among members of the local sponsoring coalition.

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Nelson Gonzalez Declara Sharon Greenberg Carnegie Foundation for the Advancement of Teaching

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Networked Improvement to Discipline Action and Accelerate Learning Grade-Level Reading Week July 25, 2018

Sharon Greenberg, PhD.

Consultant to the Carnegie Foundation

Carnegie’s Field Building

• Increasingly focused on literacy

improvement

• Tennessee Early Literacy Network
• Early Literacy Meta- Network

Why we need an ELMN—

• After decades of effort, we have

much good research and many good programs and ‘parts’ to build on

• But we haven’t seen the needle move

much

Systemic problem calls for a systems improvement approach:

• Pre-natal through age 8
• Collaboration of educators and healthcare providers

with families

• Domains of physical and mental health, social

emotional learning, oral language and literacy development

• Multiple, diverse communities network and accelerate

learning

• Common aim, improvement theory, measurement

system, methods and tools

Key Features of ELMN (and any NIC). . .

• Common aim: 3rd grade proficiency
• Common theory: Age span, Cross- sectors

and domains, Early identification and mitigation

• Common indicators to anchor and guide

improvement

• Common methods and tools: Fishbones,

Journey Maps, Driver Diagrams and PDSAs

Network Theory that Drives Carnegie’s Work

• When the problem is big and

complex, we can get further faster— accelerate the learning—if we work in disciplined ways across multiple and diverse sites.

How? What are Key Accelerants of a NIC?

• 1. Divide and conquer: Segment the

work

• 2. The multiplier effect: Test the same

changes in multiple contexts

• 3. Some of both
• 4. Build norms for social learning

Reduce chronic absenteeis m from 20% to 5% by June 2019

Early identification and mitigation Consistent and clear definitions and policies Find and remove barriers to consistent attendance Family education and outreach Primary Drivers Possibly wrong; definitely incomplete AIM

How would improvers tackle chronic absenteeism? Here’s what we wouldn’t do:

• Ignore it.
• Blame others (aka parents).
• Say, “That’s not my problem”.
• Go to a conference, learn about a new

program, decide it’s a panacea, fund raise, implement and evaluate two or three years later.

If we stopped here to write

the “pre-mortem” for this great program—the cause

• f death—what would it be?

ERIC Clearinghouse is filled with reports like these:

• The program worked in some places but

not others;

• Overall it performed below expectation;
• Implementation matters; and
• We need further study.

Improvement science offers a new way—

• How would we go about solving the same

urgent problem as improvers?

• I’ll share some tools and examples.
• I’ll model how we’d attack a problem like

chronic absenteeism, and we’ll do some work together.

• We’ll end where we began—considering

some of the affordances of disciplined work in a NIC.

Part 1: During a first, chartering phase, improvers seek to understand the problem before jumping to solutions:

• What is the problem?
• How does the “user” experience the problem?
• What is the system that embeds the problem?
• What can we learn from local data?
• What research is relevant?

What is the problem?

• This seems obvious, but it’s hard to solve a problem

if you haven’t specified what it is:

• When you don’t see all of its complexity;
• How big and embedded it is;
• How far flung; and
• What’s in your control.
• Fishbone Diagrams are a useful tool and a simple

flare process can get you started:

What are all of the reasons you can think

• f for chronic absenteeism in your

community?

• 1 idea per post-it
• Be brief—just enough so we understand
• Write legibly
• Don’t filter: Think in school, out of school, at

home, related to policy, housing, healthcare, safety, transportation, etc.

Try This at Home

• Protocol to quickly share unique ideas
• Cluster and label
• Post
• Gallery walk
• Discuss: What do you see?

Synthesize the post-its: Someone with knowledge of research and practice

• Sorts and clusters across all of the posters
• Labels categories that emerge
• Categories relate to big ideas in the field—

relevant research and applied knowledge

• Maintains language of local participants
• Iterates with local participants: “Does this make

sense and look right to you?”

Categories

PROBLEM STATEMENT

EARLY DRAFT

Suggestion to GLR

• Use a flare process in your communities to draft a

Fishbone for each of your focal problems

• Look for commonalities and differences across

your communities

• See your system!
• See opportunities for shared, disciplined action

and learning!

Understand the problem before jumping to solutions:

• What causes the problem?
• How does the user experience the

problem?

Why focus on the “user”? From Senge:

48

“By the very nature of systems, each of us

• nly sees a part of the system. The

problem is, the part we see is very compelling”.

Who is the “user”? Depends on the problem—

• Usually the student, but could be teachers, families,

etc.

• To solve problems for users, we need to see the

system from their point of view.

• Building empathy with users’ builds will.
• Looking across multiple users and communities
• ften reveals—a troubled system.

Who are the “users” when the problem is chronic absenteeism?

• Who do we need to learn from, build empathy with and

solve problems for?

1. ____ 2. ____ 3. ____ 4. . . .

Journey maps are a useful tool to learn about users’ experience:

• Example: Journey maps of 3rd grade struggling

readers in 7 districts in TN

• Identify a chatty child
• Review the child’s file
• Interview current and past teachers
• Interview the child
• Write and post your reflections
• Read and comment on each other’s posts
• Look for patterns across posts

Quotes From Journey Maps of TN 3rd graders:

• Review the child’s file:
• “There’s nothing in it.” (District lead)
• “He just bounced around the [RTI] Tiers for years”.

(District lead)

• Interview teachers:
• “She was so quiet I barely even remember her, but I

think she still had trouble with decoding.” (Third grade teacher)

• “He was absent so much! His mom always came to

get his work but I never really talked to her.” (First grade teacher)

Quotes continued:

• Student interview: (Third graders)
• “I’ll be a good reader someday if I just read

the words and practice the sounds.”

• “I like it when the teacher slows down and

explains things so I can understand.”

• “I love, love, love princesses. Pink
• princesses. I read that one princess book

like a million times. I wish I had more princess books.”

Quote’s from the district leads’ “reflections”:

• “Heart breaking—To read each journey map and

then go on the blog and read a whole flood of them”

• “Eye opening—about our children, about their

families, about all the ways our system fails”

• “So insightful—an 8 year old told me what’s

hard and how she’d like to be helped.”

• Galvanizing—”We have got to do better!”

Suggestion to GLR

• Do some journey maps!
• Adapt the protocol to your focal problem.
• Try it first small and see what you learn.

What will you learn if you do journey maps

• f children who are chronically absentee?
• Might they be eye-opening, heartbreaking,

galvanizing too?

• What will you see, in a community, and across

your communities, if you do a number of these?

• Do you think patterns—a system—might

emerge?

• If you ask users what might solve problems for

them, will you hear worthwhile change ideas?

Understand the problem before jumping to solutions:

• What causes the problem?
• How does the “user” experience the

problem?

• What is the system that embeds the

problem?

58

Profound Knowledge

• W. Edwards Deming

Every system is perfectly designed to get exactly the results that it gets

Why do we want to “see the system”? A few thoughts:

And from Senge:

59

“what primarily determines the level of performance is the design of a system, not simply the will, native skill, or attitude of the people who work in that system”

Why systems analysis?

• Systems produce the outcomes we like or don’t

like;

• Complex problems have multiple causes, long

tentacles, and they are embedded in systems and sub-systems;

• Change in one place often causes ripple effects—

unintended consequences potentially good or bad—elsewhere, that we want to anticipate and plan for.

Systems analysis is iterative. In TN:

• We started with a flare process to draft a local Fishbone

1.0

• Student journey maps, and a pattern analysis, helped

us “see the system” that produced unsatisfactory

• utcomes.
• The Fishbone, became more detailed and specified in

response to what we learned from the journey maps.

• The journey maps suggested RTI might be a

problematic sub-system. This motivated an RTI inquiry and synthesis of findings to learn more about this sub- system.

• The RTI inquiry also further specified the Fishbone

Current Fishbone Diagram

62

Profound Knowledge

• W. Edwards Deming

• r American

Teacher induction is weak, inefficient or nonexistent Low expectations for students and teachers Insufficient time for effective teacher collaboration Lack of clear focus & direction about how to teach reading & problem solving – no integrated view Pre-school spots are insufficient; lack of clarity about value of pre-school Discipline Malnutrition, asthma, allergies, autism Neglect, abuse, exposure to drugs, violence and crime, foster care, episodes of homelessness, separation from incarcerated parents, raised by grandparents Developmental delays--social- emotional, oral language and vocabulary, pre-reading skills Don’t know why or how to read, sing, talk, play with their children Don’t prioritize reading; are unreceptive, disengaged, don’t have time Few books, print and writing materials in home A growing number are uneducated and illiterate A growing number don’t speak English Students are behind before they start school

Certified day-care is absent or insufficient

Transience/student mobility Chronic absenteeism Tardiness Para-professionals and day-care providers need content knowledge and specific training Instructional coaches need to be knowledgeable about reading and focused on instruction Pre-service teachers don’t learn how to teach reading Doing it the way we’ve always done; Hanging onto

• ld habits

No one owns the problem Resistance to new ideas Apathy, lack of urgency Lack vision Insufficient time for collaboration with social workers, Head Start staff, etc. Insufficient time for lesson planning Meeting all mandated time requirements not possible Insufficient time for professional development Schedules aren’t flexible to implement change Insufficient time for all subjects, all students Need to consider grade retention rates as a system failure How do you translate data into action? Time requirement for RTI negatively impacts Tier 1 instructions Confusion about how/if all assessments fit together to accelerate student proficiency Teachers unsure what data to look at; many different test generating disconnected bits of info Unclear how to target instruction to meet individual student needs Unclear whether the programs in use actually accelerate student learning Coherence with Tier 1 Standards unclear Lack of know-how to guide core instruction/RTI Little/no district or school discussion of non-negotiables for learning How to manage too many competing instructions Weak or inexperienced teachers assigned to k – 2 Leadership sometimes too tight Other times too loose Leaders need to be lifelong learners Leaders need rigor and structure Teachers avoid difficult conversations w/ parents; grades don’t align with test data Teachers don’t know what developing a good reader grade-by-grade level looks like Teachers need coaching/PD Uneven access to classroom libraries Reliance on basal, ineffective materials and methods Definition of proficiency at grade 3 unclear ELL’s needs & assets are not known or met

Many children fail to read well by grade 3

Growing poverty means children come to school with Student's school behaviors impact learning Pre-K programs are problematic Preparation and training is inadequate General attitudes, beliefs and expectations Parents may not be able to support children’s reading Core Instructional concerns RTI System concerns Leadership concerns include Time constraints

Limited home/community literacy experiences Unaddressed health/ mental health needs Lack of goal alignment with kindergarten

Suggestion to GLR:

• Investigate the system and sub-systems

that embed chronic absenteeism in and across your communities.

• Follow the trail and be open to looking

wherever the inquiry leads.

Understand the problem before jumping to solutions:

• What causes the problem?
• What is the system that embeds the problem?
• How does the “user” experience the problem?
• What can we learn from local data?

It’s all about variation!

• What:
• Look for patterns and variations in current data and

retrospectively.

• “See” when children fall off the tracks.
• Corroborate or question what you’ve learned from

Fishbone, Journey Maps, other inquiry processes.

• Why:
• Pinpoint sub-groups or even individual students.
• Get ideas about when and where to intervene.
• Determine who to solve problems for first (and next).
• Build your theory about how to improve your system.

Understand the problem before jumping to solutions:

• What causes the problem?
• What is the system that embeds the problem?
• How does the “user” experience the problem?
• What can we learn from local data?
• What can we learn from relevant research?

Why learn from research?

• Some is applied and relevant.
• Some is evidence-based—it worked

somewhere for someone, under some set of conditions.

• Take advantage of what we know, but as an

improver, think about how it might apply, or need to be adapted, to your context—your students, your teachers, your families, your community and its resources, etc.

How to bring in research knowledge:

• Engage researchers in your problem:
• What practices have an evidence base?
• What practices show timely, measurable results?
• What practices worked elsewhere, for whom,

under what conditions?

• Given what I can tell you and show you about my

context and community and our priorities, what do you think might be high leverage for us to test here?

Part 2: Building a working theory of improvement

• When we believe we understand the problem,

the system that produces it, the user’s perspective, what we can learn from analyzing

• ur own data, and how research might be

informative, we’re ready to develop an aim and a working theory of improvement which we can test—

Possibly wrong; definitely incomplete

Primary Drivers

• WHAT you’ll focus on
• 3 to 5 drivers
• Similar grain size
• High leverage
• Evidence based
• Reason to

believe

• Bang for buck

(80/20)

• Within control

Reduce chronic absenteeism from 20% to 5% by June 2019

Early identification and mitigation Consistent and clear definitions and policies Find and remove barriers to consistent attendance Family education and outreach Primary Drivers AIM

Possibly wrong; definitely incomplete

Reduce chronic absenteeism from 20% to 5% by June 2019 Early identification and mitigation Consistent and clear definitions and policies Find and remove barriers to consistent attendance Family education and outreach Primary Drivers AIM Secondary Drivers Target families

• f children at

risk for chronic absenteeism

Secondary Drivers:

• Specific leverage

points in the system that impact primary drivers

• Norms, processes,

practices, structures, etc.

Possibly wrong; definitely incomplete

Reduce chronic absenteeism from 20% to 5% by June 2019 Early identification and mitigation Consistent and clear definitions and policies Find and remove barriers to consistent attendance Family education and

• utreach

Primary Drivers AIM Secondary Drivers Target families of children at risk for chronic absenteeism Change Ideas Home Visits Info letters home Text messages Phone calls

Changes:

• Specific work practices or

interventions

• An alteration to how work gets

done or

• A new practice

Part 3: Testing in a NIC

• Once you’ve got a change idea, use a PDSA

process—Plan Do Study Act—to test it.

• In a NIC, you can segment the testing so

different communities test different changes to learn about all of them, or all of your communities can test the same change to see how it works in different contexts and under different conditions.

PDSAs:

• Small, rapid cycle tests to improve processes or

practices.

• “Improved” means more reliable, effective, efficient.
• Practical measurement(s)—specific to each PDSA—

is key to knowing if you got an improvement.

• PDSAs are initially scoped small and fast when you

don’t yet know how they’ll work; they’re low risk.

• It usually takes multiple PDSAs, or a PDSA ramp, to

improve a process.

• It usually takes improvement to multiple change

ideas, or a change package, to move a driver.

• PDSA and “test” are interchangeable terms

The PDSA process is a guide for learning

PLAN DO ACT STUDY

What specifically are we trying to accomplish? What changes might we introduce? Why do we think the changes will be an improvement? How will we know that the changes are an improvement?

Tool: The PDSA Cycle

PLAN

• What’s your change?
• Your prediction?
• Your measure?
• Your plan to test?

DO

• Execute test
• Collect data,

document

• bservations

STUDY

• Compare results

to prediction

• What did you

learn?

ACT

• Next steps:

Adapt, adopt, abandon

@2009 API

Prediction for this change: Aim of this change: The Change: Measurement for this change:

PLAN: DO: STUDY: ACT:

Abandon Adapt Adopt (Who, what, where, when, how)

Problem:

P-D-S-A Ramp

@2009 API

Hunches, theories, ideas Changes that ACTUALLY result in measurable improvement A P S D

Very small scale test Test under varied conditions Wide-scale tests of change Implementation Spread

A P S D A P S D A P S D A P S D A P S D

Understanding/collect data 1 family 5 families Families at 1 grade level

Change ideas can come from:

• Applied research and applied researchers
• Improvement experts
• “Front-line workers”—teachers, counselors,

interventionists, administrators, bus drivers, etc.

• “Users”—Students, parents, guardians, etc.
• In a NIC, multiple communities have a

multiplier effect; they give you access to more ideas (and more contexts to test).

PDSAs need measures!

• To answer the question: How will you know if

change is an improvement?

• PDSA measures are practical, in-the-moment,

intuitive, make sense.

• They depend on knowing your baseline and aim,

and being able to generate quick data, from rapid and multiple PDSA cycles, that can be tracked to see if you’re progressing toward aim.

• Run charts that visually track the data are a great

improvement tool.

Run chart before and after a change was tested

Let’s develop some change ideas!

• The urgent problem is chronic absenteeism.
• Nationally 7 million students miss 3+ weeks of school

each year.

• Chronic absenteeism correlates with poverty.
• It predicts weak reading skills, lagging social emotional

development, higher rates of retention and truancy, and dropping out of high school.

Planning PDSAs

• Work with 2 or 3 tablemates.
• Plan a first PDSA for one of my change ideas (home visits, info letters

home, text messages, phone calls) or generate your own.

• Skim fact sheet to learn more and perhaps trigger some change ideas.
• Use the PDSA template.
• Fill in the PLAN part of the template, including your measure(s).
• Keep your PDSA small and fast.
• Time permitting, plan how you will track results—draft your run chart.
• Time permitting, predict the ramp of PDSAs that might follow the first
• ne.
• Ask for help as needed!

Suggestions to GLR to discipline action and accelerate learning

• Common aim, theory of improvement, system of

measures, tools and methods

• Commitment to social learning—writing, posting,

reflecting, commenting on each other’s work

Networked Improvement to Discipline Action and Accelerate Learning

Sharon Greenberg, PhD.

Consultant to the Carnegie Foundation sharong930@gmail.com