Problem-Solving Driver System: Dramatic Improvement in Student, Teacher, and Leader Performance

1. These materials were produced with Title I, Part A funds and are in the public domain.

2. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

3. Problem-Solving Driver System Ann LaPointe, MI Excel Statewide Field Team

4. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

5. Session Description How does utilizing a structured inquiry-based approach to facilitating data conversations support districts in their quest to meet organizational goals? Join other practitioners from across the state in learning how to install a specific process for facilitating effective data conversations that establishes a spirit of inquiry and positions the analysis of multiple measures of data at the heart of the exploration and action plan development.

6. Session Outcomes Participants will: • Develop understandings of the Problem-Solving Driver System; • Connect the Problem-Solving Driver System to systemic reconfiguration; • Deepen understandings of how to plan for ensuring a district's Problem-Solving Driver System goes to scale.

7. Connector – With an Elbow Partner . . . Brainstorm your definitions and/or characteristics of: How might you define Problem-Solver Driver System?

8. Problem-Solving Driver SystemWhy? “Data driven change requires the commitment and perseverance of individual practitioners sustained by the focused efforts of the whole school community.” ~Laura Lipton and Bruce Wellman

9. Problem-Solving Driver SystemPurpose This system provides a specific process for facilitating effective data conversations that establishes a spirit of inquiry and positions the analysis of multiple measures of data at the heart of the exploration and action plan development.

10. Problem-Solving Driver SystemPurpose • Ensure that there is a common tool/protocol for data conversations • Ensure that the protocol drives the installation of district systems and routines • Guide the work of the District and Building Networks • Provide a consistent and convenient structure for data conversations within every system in the Blueprint to ensure effective problem identification, causation, and action. • Develop practical structures for using data to focus a group’s attention and energy, and • Utilize a repertoire of tools for developing productive group learning, planning, and problem-solving using data

11. Problem-Solving Driver SystemEvidence of Practice • Establishes high-performing groups for data collection, analysis, and action planning. What might high-performing groups look, sound, and feel like when in action?

12. Problem-Solving Driver SystemEvidence of Practice Which Blueprint component(s) might we need to ensure effective problem identification and problem solution? Evidence of Practice: • Uses data conversations within every system in the Blueprint to ensure effective problem identification and problem solution.

13. Problem-Solving Driver SystemEvidence of Practice 3. Uses all three phases of the data conversation/ problem-solving protocol. Those phases are: 1. Activate and Engage 2. Explore and Discover 3. Organize and Integrate.

14. Problem-Solving Driver SystemEvidence of Practice Phase 1 – Activate and Engage . . . What do we expect to see in the data? What might this phase look, sound, and feel like when in action?

15. Problem-Solving Driver SystemEvidence of Practice Phase 2 – Explore and Discover . . . What do we actually see in the data? What might this phase look, sound, and feel like when in action?

16. Problem-Solving Driver SystemEvidence of Practice Phase 3 – Organize and Integrate . . . What are the possible causes for this problem AND what are we going to do about these causes? What might this phase look, sound, and feel like when in action?

17. Problem-Solving Driver SystemEvidence of Practice • Uses multiple measures of data (demographic, achievement, process, and perception) where appropriate to effectively and accurately guide decision making.

18. Problem-Solving Driver SystemEvidence of Practice • Establishes meaningful action plans based on data conversations to successfully and positively impact student achievement and to drive the Blueprint installation process at the district, building, and classroom levels. • Uses the data conversation process to identify system-, building-, and classroom-level issues and selects the appropriate triangulated data sets to investigate the identified issue or question. • Invites appropriate participation from stakeholders in data conversations.

19. Problem-Solving Driver SystemEvidence of Practice Data Literacy is . . . Data Use is . . . the ability to collect, analyze, communicate, and use multiple measures of data to continuously improve all aspects of the learning organization, especially teaching and learning. the ability to transform data into information and then into action to improve all aspects of the learning organization. Data use will not happen on its own. An organizational shift away from a singular focus on compliance, toward a true commitment to improvement through a shared vision is required” Bernhardt, V.L., (2013). Data analysis for continuous school improvement, 3d edition. Larchmont, NY: Eye on Education.

20. Problem-Solving Driver SystemPlanning for At-Scale Installation Begin with the end in mind • Assessment Tool (Perception) • Installation Observation Tool • Installation Artifact Review Tool

21. Problem-Solving Driver SystemPlanning for At-Scale Installation • What data conversation tool will we use throughout the district to hold data conversation? • What procedures or processes will be used to ensure consistent use of the protocol at scale? • How does the District Network ensure that the problem-solving protocol goes to scale? • What do we need to accomplish right away? • What professional learning is needed for the problem-solving protocol to be implemented? • What is the timeline for action?

22. Wrapping it up . . . Review your original definition of the Problem-Solver Driver System. • What thinking might you add to your definition? • What do you want to be mindful of when installing the PSDS? Make eye contact with someone from across the room. • Share something that you want to be mindful of when installing the PSDS • Share something that you’re most excited about when the PSDS is at-scale in your district.

23. References Bernhardt, V.L., (2013). Data analysis for continuous school improvement, 3d edition. Larchmont, NY: Eye on Education. DuFour, R., & Marzano. R.J. (2011). Leaders of Learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press. Lipton, L. & Wellman, B, (2012). Got data? Now What? Creating and leading cultures of inquiry. Bloomington, IN: Solution Tree Press.

24. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

25. These materials were produced with Title I, Part A funds and are in the public domain.