COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest.

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Rapid Inquiry-Driven Change Cycle (RICC) aka “Quick Wins” COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest

Transcript of COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest.

Page 1: COSA Principals Conference October 22,2012 Nanci Schneider, Senior Advisor Education Northwest.

Rapid Inquiry-Driven Change Cycle (RICC)

aka “Quick Wins”

COSA Principals ConferenceOctober 22,2012

Nanci Schneider, Senior AdvisorEducation Northwest

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To provide an introduction to the Rapid Inquiry Change Cycle

To briefly explain the four parts of the RICC

Purpose of this session:

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School Improvement—Old Way

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School Improvement—New Way

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Research-based, action-oriented school improvement process

Process that provides quick wins Collaborative model with principal and leadership team

10-12 week cycle Schoolwide model

What is a RICC?(Rapid Inquiry Change Cycle)

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Characteristics of a RICC

Improvements that are:• Made collectively• High priority/high impact• Manageable • Tightly focused on a solution• Often built on what teachers are

already doing• Part of a cycle that gets repeated

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Key Actions to SPUR Change

p. 1

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What barriers have kept previous efforts from succeeding?

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System Conditions

Communication and widespread participation

Clarity of roles and responsibilities

Feedback, recognition, and celebration

Mutually supportive and trusting relationships

Collaborative learning and inquiry

Collective mindsets conducive to school change

Attention to shared purpose and focus for the whole school

Expanded definition of family

engagement and community

collaborationAttention to shared purpose and focus

for the whole school

Representative participation

Culturally responsive environment

Team structures

Contractual flexibility

Schedule and use of time

Resource allocation

Policies

Classroom resources

Systematic and systemic processes

Sociocultural Structural & Procedural Family/Community

RICC focuses squarely on improving teaching and learning conditions; the remaining conditions either support or hinder those efforts.

p. 2.4

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Principal

Leadership team

Professional learning team

Classroom teacher

Classroom teacher

Classroom teacher

Professional learning team

Classroom teacher

Classroom teacher

Classroom teacher

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Sample RICC CycleGroup Week Purpose

Leadership team (LT)

1 Learn process; examine data; establish goals and root causes, and provide solution options for staff review (stages 1 & 2)

All staff 2 Agree to goals, root causes, instructional solution, and pre/post assessments; administer pre-assessments this week

LT 3 Plan to lead implementation and monitoring (stage 2)

PLTs 3 Analyze assessments; begin implementation (stage 3)

PLTs 4-10 Review data; reflect on and refine implementation

LT 7 Check-in conference call with RICC coach

PLTs 10 Plan to administer post-assessment this week

PLTs 11 Analyze data; reflect on results and overall implementation

LT 12 Reflect, celebrate, and plan forward (stage 4)

All staff 12 Reflect, celebrate, and plan forward

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Stage One: Set the Focus

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Key Activities: Stage One

• Set common vision• Examine data to determine priority• Determine root causes• Set goals

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Key Actions: Stage One

• Set common vision – Identify a focus of inquiry (i.e., a broad student learning problem based on assessment results)

• Examine data to determine priority• Determine root causes• Set goals

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Is your specific learning challenge right for a RICC?

Essential Pervasive High impact If addressed, likely to lead to exciting

success

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Example 1

The percentage of students schoolwide who can cite specific textual evidence to support their conclusions about the meaning of a complex informational text (desired learning) will increase by 50 percent (how many) as measured by indicators from the Oregon Reading Scoring Guide applied to classroom work samples (performance/evidence).

Additionally, the percentage of students who score at 1 or 2 (performance/evidence) in this skill (desired learning) will decrease from 20 percent to no more than 5 percent (how many).

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Pre and Post Assessments

Provide fine-grained information on the student learning challenge (i.e., will allow you to accurately determine whether students increase learning in the targeted area)

Are available to use with minimum effort (e.g., common classroom tasks/assessments already in use)

Are available within the time frame of the RICC Are able to be scored within reason and results

can be aggregated schoolwide with relative ease (e.g., use of a common scoring guide)

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Stage 2: Plan for Change

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Plan for Change: Key Actions

• Agree to research-based instructional solution

• Identify system conditions to address• Plan to implement solution• Plan to monitor and adjust RICC

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Research Strategies

Consider …• Instructional practices that the staff is already working

on through professional development or that are part of a broader approach you are already implementing in your school

• Strategies you have observed exemplary teachers using • Suggestions from staff on the strategies they have seen

work• Existing strategies that if expanded in consistency or

frequency might have an impact on the challenge• Reliable resources providing guidance on general

research-based strategies

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• Narrow your strategy to present to the PLTs

• PLTs choose strategy

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Back to Pre and Post Assessments

• Finalize selection of pre- and post-assessments aligned to schoolwide goal and instructional solution

• Administer pre-assessment• Adjust RICC goal based on pre-

assessment data, if needed

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Research Best Practice for Implementation

• Be clear about what is known in the research/ literature about how to use this strategy

• Consider district/state guidance (e.g., principles in the Oregon K-12 Literacy Framework)

• Create a summary/short reading for staff that helps teachers understand how to implement:◦ What does this strategy look like when it is correctly

implemented? ◦ What does it look like when it is only partially

implemented?

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Define implementation expectations

• If the strategy is …◦ Fairly simple, list what teachers and students

should be doing during the RICC ◦ Complex or poorly understood, develop a basic

rubric that defines features of full, partial, and minimal implementation

• Identify critical implementation factors such as grouping, frequency, or use of specific materials

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Plan to Monitor and Adjust

1. Outcomes (student achievement)2. Implementation

◦ Classroom use of instructional strategy◦ Intervention ◦ System conditions

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Stage Three: Undertake the Change

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Undertake Change: Key Actions

• Implement, monitor, and adjust instructional solution

• Implement, monitor, and adjust system supports

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Implement What?

Implementation agreements for:• Schoolwide instructional strategy (core

instruction)• Interventions for struggling students• System supports to ensure success of

all strategies/interventions

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Monitor What?

Use monitoring plan:1. Implementation of instructional strategy,

interventions for struggling students, system supports

◦ Implementation agreements

2. Student achievement/outcomes◦ Progress toward schoolwide achievement goal using

common classroom assessment data throughout RICC◦ Progress toward intervention goal using

diagnostic/progress monitoring assessments

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Implement, Monitor, Adjust—Who?

Leadership team (LT)andPLTsand

Classroom Teachers

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Implement, Monitor and Adjust—Classroom Teachers

• Implement strategy using agreements• Collect assessment data• Adjust instruction based on assessment

results and PLT discussions

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Implement, Monitor and Adjust--PLTs

Collaborative Meeting Objectives:1. Check adherence to implementation

agreements2. Use student aggregated data and work

samples to problem solve and adjust instruction

3. Communicate progress and the support needed to be successful to the LT

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Implement, Monitor and Adjust—Leadership Team

How can the LT get a big picture of schoolwide progress, while PLTs look at progress for their students?

Core instruction and intervention strategies• Collect evidence of implementation that is routine, not heroicSystem conditions• Monitor actions in implementation plan for system conditions• Review and attend to support needs that emerge from PLTs

and classroom teachers during implementationImpact on achievement• Create common data templates to make aggregating easy• Schedule time to review as LT and with whole staff

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Stage 4: Recharge and Sustain

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Stage 4: Key Actions

• Reflect and plan forward• Celebrate success• Communicate results

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Reflection:

1. Outcomes in relation to longer term goals

2. Overall implementation3. System capacity and sustainability

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Reflect on Outcomes

Analyze data from pre- and post-assessments.• Were you successful in meeting your student

achievement goal? Why or why not? • What is the evidence in your post-assessment

for learning? What gaps remain?• What does that evidence suggest about the

success of your instructional strategy?• How far does the outcome of this RICC get us

to meeting our yearlong goal?

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Reflect on Implementatio n

• Did we choose an appropriate strategy to address our specific learning challenge?

• What did we observe/learn about implementing the strategy consistently and in a widespread manner?

• What was the impact of working on the same student learning challenge schoolwide?

• How did teacher practice shift?• In what ways can we refine the work in the

future?

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Reflect on System Capacity and Sustainability

Reflect on overall organizational capacity◦ Specific successes that go beyond this RICC◦ Lessons of lasting importance that we learned◦ Sustainability agreements for this RICC◦ Specific recommendations and agreements for

the next RICC

Remember to return to the LT assessment of system conditions (Stage 2)

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SPUR

• Set the focus

• Plan for Change

• Undertake the Chage

• Reflect, Recharge and Sustain