Math Success for All - 2 - Evaluating Practice

Evaluating Practices for Providing Access to ALL Students to Core Instruction and Rigorous Standards

About This Unit:

This unit is designed to connect the needs students have in accessing core instruction and rigorous standards in math to a process for teams to use to analyze data to support improving practices.

Goals

At the conclusion of this unit, participants will be able to:

Use data to analyze problems through the lens of Improvement Science. Participants will receive guided practice to:
- Review local data and implement protocols to look at the data through a “ladder of inference”, develop a “problem of practice” statement, and develop an aim for improving practice.
- Based on a “problem of practice”, implement protocols to determine root causes for the problem.
- Delve deeper into the root cause of a problem by using protocols to determine what may potentially be driving the problem and begin to use that information to brainstorm change ideas.
Describe the elements of an MTSS system currently in place at the site, and implement a protocol for looking at a process within their system for providing supports to individual students.
Examine which service delivery options they are utilizing and evaluate their effectiveness in promoting high quality, equitable, and accessible core instruction that map toward college, career and civic life preparedness.

Big Ideas

To address inequities, we must first analyze data and identify a specific problem to address. Any future plans to address the problem must then be based in a systems perspective which identifies the root causes of the problems and the drivers which can impact the identified issue.
A plethora of prevention and intervention supports exist for all students in systems that utilize a Multi-Tiered System of Support (MTSS) mindset and structure. These supports must also be available for students with disabilities (SWD) and integrated with the additional supports available to them in the continuum of services.
A range or continuum of service delivery options should be available that can utilized effectively, however, the way in which these options are designed and delivered can either promote or hinder the provision of accessible adaptations.
IF MTSS is not designed with care and inclusivity at the forefront, the processes involved in these systems can hinder SWD from accessing all available supports. These processes must be examined regularly and evaluated for effectiveness within a continuous improvement cycle of inquiry.

1 - The Why

Unit 2 - Evaluating Practice

3 - UDL and Math

4 - Strategies for Inclusion

5 - Admin

Unit 2 Google Folder

Unit 1&2 Workbook

Unit 2 Overview Handout

Link to Canvas Commons Course 1 (Units 1&2)

Module 7 - Determining Root Causes of Problems

FMIP Module 2 - seg 3 stripped

Brene Brown on Blame

Empathy Interview Protocol

Optional Reading: Green Dot Public Schools

Fishbone Diagrams

Fishbone Examples

Optional Reading: Equity Alliance - Distinguishing Difference from Disability

Module 8 - Developing an Aim

FMIP Module 2 - seg 5

AIM statement protocol

Module 9 - Change Ideas

FMIP Module 2 - seg 4 stripped

Driver Diagram

Blank Driver Diagram

Driver Diagram Protocols

Change Ideas

Informational Article - Impact/Effort Prioritization

Call to Action

Idea #1

As a school site, dig into research regarding your problem of practice. What do other experts regard as the underlying causes of low math achievement for SWD? What have other organizations tested to increase math achievement for SWD?

Idea #2

Use a prioritization matrix to prioritize your change ideas in an Impact/Effort matrix. Be cautious that you do not over-estimate impact or under-estimate effort. Additionally, check to make sure that those items which are low effort / high impact are not dependent on other items which are high effort. Easy big wins are important, but so is chipping away at hard projects.

Idea #3

As a school site, how could you positively affect your collaborative practices? Review the Collaborative Practices Inventory and identify some change ideas that would increase collaboration between SPED and GenEd teachers. Do a PDSA cycle (module 7&8) on one of these change ideas.