Poster Session

The 2017 Carnegie Summit features over 75 posters that represent a range of improvement efforts taking place across the world. Poster presenters will be sorted by one of the four strands (Applications of Improvement Science in Education, Networks in Practice, Improvement Leadership and Culture, and  Sponsor Posters) and have also been tagged with the following key words: Equity, Higher Education, Literacy, Measurement/Evaluation, Policy, Professional Development, Research, Scaling, STEM, Student Agency, and Teaching.

Applications of Improvement Science in Education

(1) AACTE Black and Hispanic/Latino Male Teaching Initiative: Increasing Recruitment and Retention through Improvement Science

AACTE organized a Black and Hispanic/Latino Male Teacher Initiative NIC to focus on new ways of increasing recruitment and retention of men from historically underrepresented populations into teaching. The NIC has identified nuanced issues not readily apparent at the system level which will be featured in a conceptual framework paper in 2017.  (Equity, Research, Teaching)

Amanda Lester, Associate Director for Member Engagement and Support, American Association of Colleges for Teacher Education (AACTE)

(2) Building Quality Improvement and Innovation in Early Education Programs: The Fresno Language Project

Early childhood education programs face challenges that improvement science can meet. The Fresno Language Project Network includes practitioners, coaches, and administrators from three organizations. It is collaboration with the Early Learning Lab to improve and assess teacher professional development approaches for dual language learners. (Literacy, Professional Development, Scaling)

Christine Sciarrino, Director of Early Childhood Practice and Innovation, Early Learning Lab
Kimberly Boller, Senior Advisor for Learning and Innovation, Early Learning Lab and Senior Fellow, Mathematica Policy Research
Deanna Mathies, Executive Officer of Early Learning, Fresno Unified School District
Maria Ceballos Tapia, Program Manager, Early Learning Department, Fresno Unified School District
Hedy Andersson, Program Manager of Community Initiatives, Early Learning Lab
Catherine Atkin, Executive Director, Early Learning Lab

(3) Career Connection: Providing Equal Access to Meaningful Career Paths

Many young people see little connection between school and their interests and aspirations. Career Connection’s aim is to address this problem through six learning experiences offered in and out of school that provide youth with the opportunity to work with professionals in local communities and across geographies on their career interests. (Equity, Student Agency, Teaching)

Dr. Michael Golden, CEO, Educurious
Jane Chadsey, VP School Solutions, Educurious

(4) Developing Teacher-Leadership by Employing an Improvement Science Framework for Organizational Problem Solving

This poster presentation illustrates how to create a culture of collaborative leadership to engage in school improvement initiatives by detailing the different ways teacher-leaders learn to apply the key improvement science frameworks of causal systems analysis, driver diagrams for depicting change ideas, and implementing Plan-Do-Study-Act cycles to gauge improvement efforts. (Professional Development, Teaching)

Mrs. Rebecca D. Ensley, Principal, Jackson County Early College/ Doctoral Candidate (Ed.D), Western Carolina University Educational Leadership
Dr. Robert Crow, Ph.D., Associate Professor of Educational Research in Educational Leadership at Western Carolina University

(5) Establishing Baselines and Measuring Change: Approaches Used in a University's Large Introductory STEM Courses

Continuous measurement is a foundation of successful change efforts. This crucial relationship is illustrated through examples of measurement and change in large undergraduate introductory STEM courses, iterated over multiple years. The presentation covers how changes were measured, what achievements were revealed, and what challenges to sustainability can be expected to surface over time. (Higher Education, Measurement/Evaluation, STEM)

Stephanie Pulford, Associate Director, Instructional Research & Development, UC Davis Center for Educational Effectiveness

(6) Expanding the Definition of Student Success: Measuring MESH in the Classroom

This poster highlights a few of TransformEd’s major projects that involve measures of mindsets, essential skills, and habits.  Each project illustrates how teachers are using formative data to inform their practice. (Measurement/Evaluation, Research, Teaching)

Richard Fournier, Director of District Partnerships, Transforming Education

(7) Going Beyond Fidelity: Adaptive Implementation as a School Improvement Approach

In education, we adapt and adjust. Practitioners tweak, accommodate, and implement strategies, yet have limited methods for documenting, assessing, and learning from these changes. We created Adaptive Implementation (AI) to address these issues. AI features a cycle that collects and evaluates changes and adaptations made during the school improvement process. (Policy, Research, Scaling)

Ryoko Yamaguchi, President, Plus Alpha Research and Consulting
Laureen Avery, Director, UCLA Center X Northeast Region
Jason Cervone, Project Director, UCLA Center X

(8) Improving Academic Outcomes in Math for Over-Age, Under-Credited Students

This poster will share interventions using improvement science in math classes at a transfer high school in New York City with the aim of increasing regents exam scores in Algebra. We will share our change idea ramps and improved outcomes. (Policy, Student Agency, Teaching)

Amanda Crowell, Improvement Coach, Eskolta
Lainey Collins, Director, North Queens Community High School
Lynette Lauretig, Senior Director, Multiple Pathways

(9) Learning Partners Program: Improvement Science and Interschool Collaboration in the New York City Department of Education

The Learning Partners Program (LPP) leverages the rich reservoir of expertise in New York City’s public schools. First launched in May 2014 at 24 schools, LLP is now in its third full year with 190 schools. It supports collaboration among improvement teams at each school to build their capacity to develop initiatives that can improve outcomes for all students. This poster provides examples of how schools and school groups are taking their ideas from seed to scale – from small pilots to school-wide initiatives – through LPP and shows how this process can be scaled to other schools and districts. (Equity, Professional Development, Scaling)

Jennifer Ahaghotu, Senior Director, Learning Partners Program, Office of Interschool Collaboration, New York City Department of Education
Anna Zucker-Johnson, Senior Director of Professional Learning and Knowledge Sharing, Office of Interschool Collaboration, New York City Department of Education

(10) Leveraging Relationships and Data to Advance Equity in School and Life

The Building Assets, Reducing Risks (BARR) Model relies on student data and positive relationships to increase academic performance in secondary students. The poster describes how schools are coached to use data to identify areas of concern, design and implement strategies, and then assess the effectiveness of the innovations. (Equity, Measurement/Evaluation, Professional Development)

Angela Jerabek, Executive Director, BARR Center
Maryann Corsello, Evaluation Director, BARR Center

(11) Middle Grades On-Track: Preparing Students for High School Graduation in the Middle Grades

Success in high school begins in middle school. The Success Project of UChicago Impact designed the On-Track program to teach low-income middle school students how to prepare for high school. This poster explores how the Success Project works with students and school leaders to institute change and to scale this initiative across Chicago.
(Measurement/Evaluation, Research, Scaling)

Grisel Maldonado, Director of College Success, UChicago Impact
Anne Frazier, Assistant Director of College Success, UChicago Impact

(12) My Reviewers: Improve Student Writing & Writing Program Assessment

Designed by faculty at the University of South Florida in consultation with colleagues throughout the United States and Europe, My Reviewers provides teachers and administrators with the tools and resources they need to improve students’ collaboration and writing competencies. An e-learning environment that facilitates feedback on student writing, peer review, team projects, and e-portfolios, My Reviewers provides document markup tools and writing analytics that empower instructors to offer better feedback in less time. It allows instructors, administrators, and students to access personalized, adaptive analytics, in real time, to facilitate student success. (Measurement/Evaluation, Research, STEM)

Joe Moxley, Professor and Director of Composition, University of South Florida

(13) Preparing Highly Qualified Math and Science Teachers for Low-Income Schools through Partnerships

A pilot program produced 193 new teachers in math/science for low-income schools in four years. This poster presentation shows the process for partnering with districts for recruiting, training, and retaining teachers, including mentoring in quality instruction, STEM curriculum, and school climate.  It also identifies challenges, such as passing national content exams and ensuring there are qualified mentor teachers. (Higher Education, STEM, Teaching)

Pamela J. Harris, Ph. D., Assistant Clinical Professor and Executive Director SEED Grant, Arizona State University
Carrie A. Lloyd, Ph. D., Senior Research Analyst, Arizona State University

(14) Seeing the System in a Large Urban k12 School District: System Mapping and Implication for Improvement

Improving student outcomes at scale in an urban school district is a complex and sophisticated endeavor.  Improvement Science provides tools for mapping systems to identify the broken processes that can be addressed using this methodology. This poster demonstrates one approach that utilized system-mapping tools in a large urban school district.

Juli Coleman, Ed.D., Principal-in-Residence- District & School Improvement, San Diego County Office of Education
Dan Wolfson, Ed.D., Senior Director- District & School Improvement, San Diego County Office of Education

(15) Semper ad Meliora, Always Towards Better Things: One School’s Quest for Improvement Through Disciplined Inquiry

In 2016, a small team of teachers addressed the variability of learning experiences through systematically engaging with the core principles of Improvement Science.  The results of this first PDSA iteration spoke volumes. As a result of that success of that methodology, all secondary teaching staff are now engaged in an improvement research project. (Professional Development, Teaching)

Terrie Jones, Deputy Principal – Head of Learning Innovation, Ravenswood School for Girls, Australia
Amy Van Arkkels, Director, Teaching Quality and Ravenswood Institute, Ravenswood School for Girls, Australia

(16) Using Improvement Science to Develop, Test, and Scale Up Psychological Interventions in Schools

An emerging approach to enhance student learning involves motivation interventions that target students’ perceptions of themselves and their school context. In our poster, we will describe our work in Carnegie’s Student Agency Improvement Community and provide one example of an improvement project focused on increasing students’ growth mindset in middle schools. (Research, Scaling, Student Agency)

Thomas Hartka, Post-Baccalaureate Fellow, James Madison University
Kenn Barron, Professor of Psychology, James Madison University
Chris Hulleman, Research Associate Professor, University of Virginia

(17) Using Structured Inquiry and Root Cause Analysis to Propel Rapid Improvement

Structured inquiry is central to rapid and constant system-wide improvement.  This presentation provides an overview of the Columbia Center for Public Research and Leadership’s framework for seeing the system and diagnostically measuring and monitoring pre-conditions, implementation, and outcomes. It also introduces participants to root cause analysis principles and techniques. (Measurement/Evaluation)

Elizabeth Chu, Senior Director, Research, Content, Curriculum, Center for Public Research and Leadership, Columbia University
Jim Liebman, Professor of Law, Columbia Law School and Founding Director, Center for Public Research and Leadership, Columbia University

Networks in Practice

(18) An Intervention Program for the Advancement of Education Among Indigenous People’s Children in the State of Pahang, Malaysia

Empower ECER Mahkota was Launched by His Royal Highness Tengku Abdullah Ibni Al Haj Sultan Ahmad Shah (Crown Prince of Pahang State) on July 18, 2012. This program focuses on enhancing students’ academic performance; equipping students with adequate knowledge and skills; instilling positive attitudes; and transforming the society mindset to be more independent, positive and entrepreneurial. The program is designed to enhance academic performance among Indigenous People’s students in Kuantan, Pekan and Bera (selected district in Pahang, Malaysia). Student outcomes have significantly improved since the program was implemented.  (Higher Education)

Hazlina Faizal, Senior Assistant Registrar, Universiti Malaysia Pahang
Zainal Bahri, General Manager, UMP Advanced Education

(19) Before the Network: A Statewide Listening Strategy to Define a Common Problem of Practice

Networked Improvement Communities are oriented around a wicked problem, yet there is little discussion about how to identify and define that problem. We employed the Improvement Science principle of being user-centered and asked leaders, teachers, and students throughout the state to describe what worked and what didn’t work. These discussions led to the articulation of a common problem of practice. (Equity, Research, Teaching)

Julie Kallio, Graduate Research Assistant, University of Wisconsin – Madison

(20) Beyond Accountability: Improving the Use of Information to Support Teaching and Learning

In this project, the American Institutes for Research (AIR) is facilitating the work of several districts aimed at moving their educator evaluation systems beyond accountability and into supporting teacher growth. Our work centers on helping the districts design inquiry processes that include using practical measures and facilitating a cross-district community of practice. (Measurement/Evaluation, Professional Development, Teaching)

Mariann Lemke, Managing Researcher, AIR
Cortney Rowland, Senior TA Consultant, AIR
Amy Proger, Researcher, AIR

(21) Beyond Fidelity: Building School Networks to Incubate Innovation

This poster describes the processes used by two large school districts to scale innovations: (1) School innovation teams to conduct continuous improvement cycles, (2) Quarterly cross-district meetings to share cycle results, learn from each other, and make improvements to test in the next cycle, and (3) A district innovation team to sustain the innovation. (Scaling)

Anne Wang, Ph.D., Evaluator, Education Development Center
Frank DeVito, Senior Technical Assistance Specialist, Education Development Center

(22) Building a Blueprint for Collaboration: The NIC Process as a Template for Advancing Clinical Partnerships

The State Alliance for Clinical Preparation and Partnerships NIC was established in 2013 to advance clinical educator preparation. After the State Alliance’s work sunsetted in 2015, its members merged with the AACTE Clinical Practice Commission (CPC) and contributed knowledge gained through the NIC process to advance operationalization of clinical practice. (Policy, Scaling, Teaching)

Christine Smith, PhD, Assistant Dean, School of Education, University at Albany, SUNY
Amanda Lester, Associate Director for Member Engagement and Support, American Association of Colleges for Teacher Education (AACTE)

(23) Constructing a Professional Networked Improvement Community of Promising Practices on a Transdisciplinary Spectrum of Instruction

This poster session will introduce a networked improvement community of practice to support professional learning and leadership to sustain and expand our understanding of language diversity and learning.  Presenters will assist participants in utilizing resources that promote forward shifts in understanding promising practices on a transdisciplinary spectrum. (Literacy, Professional Development, Teaching)

Enrique A. Puig, Director, University of Central Florida
Sandra L. Robinson, Professor, University of Central Florida
Laurie O. Campbell, Assistant Professor, University of Central Florida
Viki Kelcher, Assistant Professor, University of Central Florida
Nicole Olcese, Assistant Professor, University of Central Florida
Andrea Gelfuso, Assistant Professor, University of Central Florida
Jeanette Garcia, Assistant Professor, University of Central Florida
Su Gao, Assistant Professor, University of Central Florida

(24) Getting Better Together: A Networked Approach to the Use of Common Metrics to Improve Teacher Education

This poster highlights how 14 universities collaborated with external partners to develop instruments for collecting common data for program improvement, accreditation, and national benchmarking.  Presenters will discuss how the network sustains collective energy around a shared theory of change and their plans for sharing both the instruments and lessons learned. (Higher Education, Measurement/Evaluation, Teaching)

Robin White, Senior Director, Program and Policy Development, FHI 360
Daria Taylor Paul, Director of Assessment and Research, College of Education, Minnesota State University, Mankato
Stacy Duffield, Associate Professor, North Dakota State University

(25) Helping Families Initiative

The Helping Families Initiative assists communities and families to locate intervention resources and services for young people at risk of committing crimes. HFI also works with schools to reduce truancy, making classrooms and the community safer, and helping to prevent young people from becoming career criminals. (Equity, Measurement/Evaluation, Policy)

John M. Tyson, Jr., Executive Director, Helping Families Initiative, Volunteers of America Southeast
Dr. Michael Lawson, Assistant Professor College of Education, University of Alabama
Dr. Phillip Feldman, President, Project Innovation, Inc.

(26) Initiating a Cross-Governance Level Networked Improvement Community to Improve Mathematics Fluency Skills for Struggling Learners

In 2015-2016, the Regional Educational Laboratory (REL) Midwest initiated a networked improvement community (NIC) in Michigan to reduce educational inequities in schools with large achievement gaps.  To accomplish this aim, the Michigan Focus NIC convened a diverse set of participants, including state department of education personnel, intermediate school district (ISD) administrators, district administrators, school principals, and REL Midwest researchers. This poster discusses how REL Midwest researchers guided the NIC to make the work problem-specific and user-centered, developed measures to track progress on specified aim statements, and anchored improvement practices in disciplined inquiry. (Equity, Research, STEM)

Amy Proger, Ph.D. Researcher, American Institutes for Research
Brianne Monahan, Research Associate, American Institutes for Research

(27) Innovations for Improving College & Career Readiness in Rural Schools

We present impact and implementation results from a five-year i3 grant evaluation of the Northeast Tennessee College and Career Ready Consortium. The Consortium scaled up local promising practices, including distance and online learning, college partnerships to boost dual enrollment, professional development for teachers, and college and career counseling to students. (Higher Education, Measurement/Evaluation, Scaling)

Christine Mokher, Ph.D., Senior Research Scientist, CNA Education
Christopher Sun, Research Analyst, CNA Education

(28) On-Demand Modules: Redefining Teacher Professional Development

The Sanford Inspire Program believes each child deserves an inspirational teacher, one who possesses excellent instructional and relationship building skills. To that end, we create On-Demand Modules; free, research-based, online professional development for teachers. Each 60-minute micro-course develops teachers’ knowledge, skills, and mindsets around specific elements of inspirational teaching. (Professional Development, Scaling, Teaching)

Brian Nethero, Executive Director – Sanford Inspire Program, Mary Lou Fulton Teachers College, Arizona State University

(29) Problem-Based Enhanced Language Learning: Ensuring 100% Content Accessibility to 100% of Students

This session examines unique components of a teacher preparation program that focuses on teacher candidate instruction and faculty member coaching and support for diverse learners. This innovative approach to teaching and learning is in response to the increasingly diverse population of PK-12 English Language Learners (ELL’s), students with special needs, as well as students who struggle to read at grade level or to meet the rigor of newly adopted science standards. Designed to raise student achievement through curriculum reforms and enhancements, the program teaches pre-service teachers to integrate instructional approaches in project-based lessons that support content and language acquisition. (Equity, Professional Development, STEM)

Wendy Farr, PBELL Grant Director
Bradley Bostick, PBELL Coach

(30) Spreading an Improvement Culture in a Large Organization: A Case Study from Healthcare

How do you get from that first pilot improvement project to a “kaizen” culture where continuous improvement is a way of life across your organization?  This poster presents quantitative data from a hospital on the impact of an organizational infrastructure that supports the spread of scientific improvement. Discussion centers on lessons for application in educational settings. (Measurement/Evaluation, Scaling)

David Yeager, PhD, Assistant Professor, University of Texas at Austin
Tania Lyon, PhD, Director of Organizational Performance Improvement, St. Clair Hospital and Adjunct Assistant Professor, University of Pittsburgh

(31) Supporting Effective Teams: A Move Towards Sustainable NICs

The Rennie Center’s Massachusetts Teaching and Learning Network supports three NICs working to improve instructional practices for 3200 educators. We will provide an overview of the outcomes to date, focusing on how attention to cultural norms, and an emphasis on building committed and trusting teams are essential to effective implementation. (Measurement/Evaluation, Professional Development, Teaching)

Juanita Zerda, Director of Implementation, Rennie Center
Sinead Chalmers, Research and Policy Analyst, Rennie Center

(32) The Learning Forward Redesign PD Community

The Redesign PD Community provides focus, guidance, expertise, and mutual accountability to 22 school systems to make dramatic improvements to their professional development systems.  With those districts representing over 5% of the nation’s public school students, the Community offers a strong path to improving PD at a national scale. (Measurement/Evaluation, Professional Development, Teaching)

Michelle King, Associate Director, Communities, Learning Forward
Nick Morgan, Senior Consultant, Learning Forward

(33) The National UTeach Network: Improving University-Based STEM Teacher Preparation

Learn about the decade-long development of this network of 45 teacher preparation programs into a unified professional network focused on improvement. The UTeach Institute, as network hub, will share information about striking a productive balance between adaptive integration and fidelity of implementation when scaling, as well as strategies for sustaining the network. (Scaling, STEM, Teaching)

Kimberly Hughes, Director, The UTeach Institute, University of Texas, Austin

(34) The Network to Transform Teaching (NT3): Schools Fostering Collaborative Professionalism to Support Student Learning

NT3 is founded on the belief that schools where teachers are supported and encouraged to learn and improve to meet professional teaching standards, are schools that best support the learning and growth of their students. Please stop by to learn about the theory, driver diagram, and network structures that guide our work. (Professional Development, Scaling, Teaching)

Lisa Clarke, Director, Policy and Partnerships, National Board for Professional Teaching Standards

(35) The Story of a Networked Improvement Community’s 10-Year Success – and Counting

The partnership between Santa Rosa County School District in Northwest Florida and researchers from the University of West Florida tells the story of a district’s transformation from satisfactory to an exceptional performance district in reading and STEAM by diligently developing, growing, and sustaining a highly successful 10-year Networked Improvement Community (NIC). (Measurement/Evaluation, Research, STEM)

Carla J. Thompson, Ed. D., Professor, Research & Advanced Studies, & Director, Community Outreach Research and Learning (CORAL) Center, University of West Florida

(36) The Strategic Data Project: Making Data Part of Your Culture

The Strategic Data Project (SDP) is a network of more than 200 analysts from more than 90 agencies, making it the most expansive and sophisticated network of data analysts in the field of education. The Project seeks to build data capacity in education organizations by recruiting, selecting and placing data fellows in organizations and, over the course of two years, training them to use analytical tools to uncover evidence that will help them figure out what works. Fellows build data infrastructure, use data to diagnose problems, predict outcomes for students and teachers, and influence policymakers to intervene based on the data. (Measurement/Evaluation, Policy, Professional Development, Research)

Alison Segal, Partnerships Manager, The Center for Education Policy Research (CEPR) at Harvard University

(37) Will. Power. and NIC Mindfulness: William Paterson University’s Commitment through Partnerships to Diversify Educator Preparation

We will demonstrate how William Paterson University’s participation in AACTE’s Networked Improvement Community provided the impetus for us to become “NIC mindful” and engage our campus and community in addressing the shortage of Black and Latino males in the teaching profession. (Equity, Higher Education, Teaching)

Dorothy Feola, Associate Dean, College of Education, William Paterson University
Sharon Leathers, Director, Holmes programs, College of Education, William Paterson University

(38) Wondering Whether Your Ed Tech Is Having an Impact? How the RCE Coach Can Help

The Ed Tech Rapid Cycle Evaluation Coach is a web-based tool that helps school districts evaluate how they use education technology to make better, more informed decisions and improve student outcomes. This poster session how the RCE Coach works, who it’s designed for, and what type of information it provides. (Measurement/Evaluation, Research)

Erica Snow, Learning Analytics Lead Scientist, SRI International
Alexandra Resch, Associate Director and Senior Researcher, Mathematica Policy Research

Improvement Leadership and Culture

(39) A Fresh Look at Continuous Improvement in a Complex Distributed University Environment

Stanford University’s Central Finance group and the School of Humanities and Sciences dean’s office partnered in 2016 to experiment with a fresh look at a continuous improvement model. The pilot aligned key performance metrics, a targeted and user-centered staff training tool and networked improvement communities built around business processes. (Higher Education, Measurement/Evaluation)

Rocco Cappalla, Quality (Finance) Manager, Financial Management Services, Stanford University
Ellie Maldonado, Planning Director, School of Humanities and Sciences, Stanford University

(40) Accelerating a Leadership Culture: A Case Study from the Nation’s Most Innovative University

This poster will showcase a truly immersive leadership experience that will fundamentally challenge the status quo and build a culture of leadership in higher education. This initiative demonstrates the need for a multi-faceted, robust, and unique leadership design to elicit true change and improvement. (Higher Education, Professional Development, Scaling)

Dr. Minu Ipe, Senior Knowledge Enterprise Architect and Senior Fellow of Leadership and Institutional Design, Arizona State University
May Busch, Senior Advisor and Executive in Residence, Arizona State University

(41) An Integrated Approach to Continuous Improvement and Systems Change

Several New England districts use continuous improvement as a process to support systems change. They do this through system alignment mapping of student-centered learning innovations across different levels of the system where teachers, administrators, and central office leaders test change practices in improvement cycles and district teams build individual and collective capacities that facilitate culture shifts. (Professional Development, Scaling)

Eliza Fabillar, Senior Project Director, Education Development Center
Frank DeVito, Senior Technical Assistance Specialist, Education Development Center

(42) Building a Shared Narrative Across Coalitions of Stakeholders to Transform Teaching

The Kentucky Network to Transform Teaching (KyNT3), a state site of the NT3, attributes success to impact, efficiency, and spread of a statewide coalition of diverse stakeholders. Learn how stakeholder groups have evolved during the first three years of our NIC with a focus on shared narratives. (Equity, Higher Education, Teaching)

Suzanne Farmer, Site Director, Kentucky Network to Transform Teaching

(43) Building Improvement Capacity of Early Career Professionals: Lessons Learned from Carnegie’s Post Baccalaureate Fellowship Program

The Carnegie Foundation’s Post Baccalaureate Fellows share what they learned about building improvement capacity of early career professionals by challenging participants to reflect on their organizations’ improvement journeys. Presenters discuss pedagogical strategies for deepening learning with Improvement Science, describe their collaborative development process, and share lessons around promoting greater resolve for learning improvement. (Measurement/Evaluation, Professional Development)

Angel (Xiao) Bohannon, Post-Baccalaureate Carnegie Math Pathways Fellow, Carnegie Foundation for the Advancement of Teaching
Nicholas Zurlo, Post-Baccalaureate Student Agency Improvement Community Fellow, Carnegie Foundation for the Advancement of Teaching

(44) Data Meetings and Practices that Drive Everyday Decision Making

This poster introduces more fluid approaches and versions to meetings seeking to nudge capacity building that drives everyday data-driven decision making. The key elements of this presentation include practices in the environment, professional development planning and execution, and the embedded daily routine. (Measurement/Evaluation, Professional Development)

Andrew Waters, Director of REAL Kids, Harlem RBI & DREAM Charter School
Joseph E. Luesse, Director of Evaluation and Research, Harlem RBI & DREAM Charter School

(45) Engaging Families to Improve Student Success During the Transition to High School

This presentation summarizes findings from a collaborative continuous improvement initiative aimed at increasing family engagement during the critical transition to high school.  It shares results of the partnership’s cycle of inquiry process around family engagement that is taking place at both the district and school levels. (Equity, Professional Development, Research)

Martha Abele Mac Iver, Johns Hopkins University
Bernardo J. Ruiz, Director of School Family Partnerships and Equity and Race Relations, Seattle Public Schools

(46) Evaluating Principal Effectiveness in Ensuring Equity and Responsiveness to Students

The “Diversity Responsive Leadership Measure” identifies policies, processes and practices that school principals should be expected to effectively implement. The DLRM can be used as a framework for evaluating principal performance and it can serve as a guide for the professional development of school leaders. (Equity, Measurement/Evaluation, Professional Development)

Maureen Costello, Director, Teaching Tolerance, Southern Poverty Law Center
Willis Hawley, Professor of Education and Public Policy, University of Maryland

(47) Faculty Development: Evidence-based and Faculty-driven

When discussing faculty development, attendance and participation are always hot topics. This poster presentation will showcase the faculty development program at the Fashion Institute of Technology in the State University of New York system, and demonstrate how this multi-faceted, popular program is successfully serving FIT’s faculty and the students they teach. (Higher Education, Professional Development, Teaching)

Elaine Maldonado, Professor, Director of Faculty Development and Center for Excellence in Teaching, Fashion Institute of Technology, State University of New York

(48) Growing Instructional Leadership Capacity in San Francisco Unified School District High Schools

The goal of this research practice partnership was to learn how SFUSD directors could strengthen instructional leadership in high-poverty schools by providing support for principals and Instructional Leadership Teams (ILTs). Findings from this study led to expanded district support for ILTs and targeted support for principals in leading ILTs. (Equity, Professional Development)

Elizabeth Leisy Stosich, Research & Policy Fellow, Stanford Center for Opportunity Policy in Education
Han Phung, Director of Principal Leadership & Support for High Schools, San Francisco Unified School District
Davina Goldwasser, Director of Principal Leadership & Support for High Schools, San Francisco Unified School District
Pablo Villavicencio, Deputy Chief, Innovation, Oakland Unified School District

(49) Improvement Audits: Advancing Improvement Research Among Educational Leaders

Tells the story, to date, of the design and development of an instructional intervention–called an improvement audit–focused on aligning doctoral research with the core principles of improvement and design development logic. Next steps in the continuing design process are presented. (Higher Education, Professional Development, Research)

Rick McCown, Professor of Education, Pierre Schouver, C.S.Sp. Endowed Chair in Mission, Duquesne University

 

(50) Improvement Science Ambassadors: Catalyzing Change in the New York City DOE Central Office

New York City is engaging educators at all levels to drive improvement across schools, strengthening a culture of improvement. Learn how we started small by investing in 13 ambassadors out of a central division of 700 employees to catalyze improvement in the nation’s largest school district. (Policy, Professional Development, Scaling)

Courtney Smith, Senior Director, Continuous Learning, New York City Department of Education
Julie Leopold, Executive Director, Continuous Learning, New York City Department of Education

(51) Increasing Postsecondary Outcomes of New York City’s Most Vulnerable Students: A Model for School Improvement

Preparing struggling high school students for postsecondary success remains a critical challenge for schools. This poster describes a new professional learning model that is having remarkable results in schools where 100% of the students are off-track. A unique blend of research-based professional learning practices, the model strategically interweaves site-based, job-embedded coaching for leaders and teachers with a multi-year, innovative community of practice. (Equity, Professional Development, Teaching)

Eve Bois, Director, Multiple Pathways, Office of Postsecondary Readiness, New York City Department of Education
Dixie Bacallao, Director of Instructional Coaching, reDesign

(52) Increasing Quality and Reducing Variability: A Systems Approach to Strategic Alignment

The Sublette County School District 1 partnership with McREL International has resulted in improved results and strategic alignment of multiple district processes focused on increasing quality and reducing variability at all levels of the organization, including: strategic planning, district and school level leadership, evaluation processes, and instructional practices. (Professional Development)

Matthew Seebaum, Senior Director – Human Capital & Leadership, McREL International
Jay Harnack, Superintendent, Sublette County School District #1

(53) Leadership is a Team Sport: The Impact of Collective Inquiry in Fairfax County

During the 2015-16 school year, Fairfax County Public Schools partnered with Battelle for Kids to support the growth of 14 schools facing the greatest challenges. See how a learner-centered systemic approach to leadership leveraged teacher agency, used qualitative data to bring clarity and focus, and impacted student learning outcomes. (Measurement/Evaluation, Professional Development, Teaching)

Dr. Denise A. Snowden, Senior Director, Battelle for Kids

(54) Leading Together: The Game Changing Practice of Building Relational Trust in Schools

The quality of adult relationships within a school community has the biggest impact on school improvement. “School change cannot occur without high levels of relational trust,” (Bryk et al, 2010). Learn about this proven K12 resource and its strategies and practices that shift the deep cultural norms that block school improvement. (Professional Development, Teaching)

Deli Moussavi-Bock, Program Director, Center for Courage & Renewal
Terry Chadsey, Executive Director, Center for Courage & Renewal

(55) Making Change Happen: Remember That Process Matters, Too

This is the story of four project teams and how they tackled three major organizational pain points.  Each project was focused on improvements in the experience of the Institute by students, clinical education partners, and newly hired employees.  To achieve the outcomes, process was carefully balanced with outcome. (Higher Education, Measurement/Evaluation, Professional Development)

Paulette Di Angi, PhD, RN, CPHQ, Director of Institutional Effectiveness and Associate Professor of Inter-Professional Studies, MGH Institute of Health Professions

(56) Mentoring Principal Leadership: A Virtual Approach

The Arizona Ready-for-Rigor project supported school administrators with job-embedded professional development. This mentoring approach harnessed the power of virtual connections, providing principals and assistant principals with high-quality, timely feedback on their delivery of leadership team meetings, evaluations, and post-conferences to increase the effectiveness of site-level leadership and improve student achievement. (Measurement/Evaluation, Policy, Professional Development)

Sarah Saltmarsh Ed.D, Instructional Coach, Arizona State University
Malissa Chavez-Thibault, Ed.D, Instructional Coach, Arizona State University

(57) NYC DOE Teacher Career Pathways Program

The New York City Department of Education (NYCDOE) and United Federation of Teachers (UFT) hold a common belief that by extending educators’ skills beyond their individual classroom, teachers can be powerful levers of change for school communities. The NYCDOE and UFT gave new form to this belief through the 2014 UFT-DOE teacher contract, which established differentiated career pathway roles for New York City’s teachers — the Model and Master Teacher positions. During the spring of 2015, this investment in Teacher Career Pathways (tcp) was expanded through the conception of an additional role, the Peer Collaborative Teacher. Teachers leaders in tcp learn to become leaders in their classrooms and schools by building trust, expertise, and a collegial environment. (Policy, Professional Development, Teaching)

Anne Williams, Senior Director, New York City Department of Education
Amy Way, Executive Director, New York City Department of Education

(58) Project-Based Learning Virtual Instructional Coaching Networked Improvement Community

This poster will detail how the Virtual Instructional Coaching Networked Improvement Community project used improvement science practices to build trusting relationships between instructional coaches and teachers,  to model responsive developmental practices by coaching the coaches, and to integrate the virtual coaching sessions into teachers’ other feedback systems as much as possible. (Professional Development, Research, Teaching)

Andrew Krumm, Senior Education Researcher, Center for Technology in Learning, SRI International
Jared Boyce, Education Researcher, Center for Technology in Learning, SRI International

(59) Respecting the Past as a Culture is Transformed

Johnson & Wales University has stayed true to its mission of being a career focused institution for over 100 years.  Through strategic planning, the institution has grown from a small business school to a diverse university enrolling over 15,000 students and boasting a world-renowned culinary arts programs.  JWU recognizes that strategies to bring faculty and resources together for the critical work of improving teaching and learning are essential to transform the university.  Key factors include faculty and student engagement and evidence-based practices.  JWU’s strategy to honor the past with ideas for cultural transformation is all about the storytelling. (Higher Education, Measurement/Evaluation, Professional Development)

Lily S. Hsu, Ed.D., Vice Provost, Johnson & Wales University

(60) Social-Emotional Learning and The Transition to High School

The poster will highlight a study that examined the structure and implementation of a Summer Bridge program to support students’ transition to high school.  It specifically focuses on how a deeper awareness of teachers’ social-emotional competency supports students’ own social-emotional learning and their connection to high school. (Equity, Research, Scaling, Teaching)

Laura Hallberg, Ed.D., Adjunct Faculty, Touro University, California

(61) Teaching Writing Skills in High School Science: Improvement Science as a Vehicle for Teacher Collaboration and Development

Since 2014, the Knowles Science Teaching Foundation’s Project ASCENT has leveraged teacher networks and improvement science to improve outcomes for students.  This poster highlights the work and findings of a group focused on literacy skill building in high school science classrooms. (Equity, Literacy, Professional Development, STEM, Teaching)

Heather Haines, Science and Technology/Engineering Department Chair, Newton North High School; Senior Fellow, Knowles Science Teaching Foundation

(62) The Emergence of the LAUSD Cultural Proficiency Network

The presentation depicts the journey of the Cultural Proficiency Network in Los Angeles Unified School District (LAUSD). This collaborative effort of the Associated Administrators of Los Angeles, ACSA Equity Committee, and the LAUSD Professional Learning and Leadership Development Branch, illustrates the employment of improvement science to support schools leaders in creating equitable and accessible education for all. (Equity, Professional Development, Research, Teaching)

Delia Estrada, Local Options Oversight Committee, LAUSD
Marco A. Nava, Administrative Coordinator, LAUSD
Ileana M. Dávalos, Director, LAUSD
Michelle Barker, Administrative Coordinator, LAUSD
Martha V. Cortes, Program and Policy Development Coordinator, LAUSD
Jonathan Lesser, Program and Policy Development Specialist, LAUSD

(63) Using Continuous Improvement Approaches to Achieve Scale: Implications for Depth, Spread, Ownership, and Sustainability

The National Center on Scaling Up Effective Schools is focused on understanding how to scale and sustain effective practices. By both enacting a new approach to scaling and studying how principles of this approach contribute to successful scaling, we provide knowledge about how improvement science may lead to meaningful educational change.
(Research, Scaling)

Marisa Cannata, Research Assistant Professor, Vanderbilt University
Stacey Rutledge, Associate Professor, Florida State University

Sponsor Posters

(64) CNA Education: Translating Research into Action for Student Success

CNA Education explores factors directly influencing student success. This poster features published research on college and career readiness for rural northeast Tennessee students and the impact of Appalachian culture on college enrollment rates. It also spotlights gender and racial disparities in engineering education participation, chronic absenteeism, and teacher evaluation. (Equity, Measurement/Evaluation, Research)

Dr. Christine Mokher, Senior Research Scientist, CNA Education
Mr. Christopher Sun, Researcher, CNA Education
Ms. Liza Cordeiro, Senior Advisory, Marketing, CNA Education
Ms. Patricia Kannapel, Senior Research Scientist, CNA Education

(65) Identifying Effective Student-Centered Learning Practices Via a Networked Improvement Community (NIC)

AIR is supporting a NIC to: 1) develop a menu of teaching practices that promote key elements of student agency; 2) determine which practices may more effectively meet students’ needs, particularly the most disadvantaged students; and 3) use individual students’ agency data to make decisions about future student-centered teaching practices. (Equity, Student Agency, Teaching)

Carrie Scholz, Senior Researcher, American Institutes for Research
Tori Cirks, Senior Researcher, American Institutes for Research

(66) Project ASCENT: Achieving STEM Course Effectiveness through Networked Teachers

Project ASCENT is Knowles Science Teaching Foundation’s (KSTF) first major effort to bring teachers’ considerable professional knowledge and skills to bear on a problem that has broad and deep consequences for the U.S.: too few students are successful science, technology, engineering and/or mathematics (STEM) learners at the high school level.
(Professional Development, STEM, Student Agency, Teaching)

Nicole Gillespie, Executive Director, Knowles Science Teaching Foundation
Heather Haines, Science and Technology/Engineering Department Head, Newton North High School

(67) Quality Improvement Approach Reduces Chronic Absenteeism in Chile

Chronic absenteeism – defined as missing 10% of a school year or more – is associated with poor academic outcomes.  In 2014, the professional development program Un Buen Comienzo reduced chronic absenteeism in 80 preschools in Chile by 20%, by combining quality improvement methods and strategies to reduce absences. (Professional Development, Research)

Carolina Valdivieso, Communications Director; Fundación Educacional Oportunidad
Marcela Marzolo, Executive Director, Fundación Educacional Oportunidad

(68) School Improvement and Innovation Pathways

Grounded in the five components of McREL’s What Matters Most framework, our school innovation pathways offer a focus for continuous improvement that leverages the power of job-embedded learning and a desire to move from intervention to innovation in professional practice and system leadership. (Measurement/Evaluation, Professional Development, Research)

Dale Lewis, Executive Director, McREL International
Kris Rouleau, Consulting Director, McREL International

(69) The Better Math Teaching Network: Testing, Refining and Sharing Student-Centered Teaching Strategies

The Better Math Teaching Network is a collaboration of New England high school math teachers, instructional leaders, and continuous improvement researchers who are working to create classrooms that are more strongly student-centered. We will describe how we formed the network, and share current findings and future plans for the network.
(Professional Development, STEM, Teaching)

Kirk Walters, Managing Researcher, AIR
Toni Smith, Senior Researcher, AIR
AIR presenting on behalf of Nellie Mae Foundation

(70) The Intersection of Learning, Improvement, and Data

This poster will highlight lessons learned from across a diverse array of projects and address the role that improvement science can play within evaluation studies, primary research, and technical assistance. (Measurement/Evaluation, Research, STEM)

Andrew Krumm, Senior Education Researcher, Center for Technology in Learning, SRI International
Jared Boyce, Education Researcher, Center for Technology in Learning, SRI International

(71) The Parallel Application of Improvement Science in Systemic Professional Learning

This poster shows the parallel application of improvement science in a professional learning organization and in the districts it serves.  It demonstrates the organization’s use of the overarching improvement science principle of “seeing the system that produces the current outcomes” to guide systemic work within the organization and the districts.
(Professional Development, Scaling, Teaching)

Belle Faust, PhD, Executive Director of Innovation & Evaluation, PEBC
Joyce Joyce, MEd, Executive Director of Education, PEBC

(72) Using Improvement Science to Understand and Address Racial Opportunity Gaps in Mathematics

Our poster documents an R&D effort around teacher learning and district formative assessment focused on confronting the racial opportunity gap in mathematics. Improvement science is an inherent component of PD design and refinement, as well as instrument development. Our work also helps teachers use the principles of improvement science to address systemic equity issues. (Equity, Measurement/Evaluation, Professional Development)

Eden M. Badertscher, Senior Project Director and Co-PI, EDC

(73) Who is Who in your Network: Using SNA to Examine Levels of Trust

Identifying prominent education leaders in a community is easy, but finding the people trusted to roll up their sleeves and get the work done is more difficult. Our poster describes the strategy and process used to identify Kansas City’s unsung heroes in education. (Equity, Measurement/Evaluation, Research)

Edith Gummer, Education Research Director, Ewing Marion Kauffman Foundation
Karen Stephenson, Researcher, Netform

(74) William T. Grant Foundation: Focus Areas and Grant Programs

This poster uses a grid to provide general information about the Foundation, our two focus areas, and three grant programs. Briefly, we support high-quality research that is relevant to policies and practices that affect the lives of young people ages 5 to 25 in the United States.  We fund research that increases our understanding of programs, policies, and practices that reduce inequality in youth outcomes, and research that identifies, builds, and tests strategies to improve the way research-based evidence is used to benefit youth. We currently have two grant programs:  research grants and William T. Grant Scholars. A third, new program, will be announced and described in this poster. (Equity, Policy, Research)

Vivian Tseng, Vice President, Program, William T. Grant Foundation