IMPROVING A SCHOOL PROBLEM-SOLVING TEAM USING IMPROVEMENT SCIENCE

Abstract

This study examined how the problem-solving team (PST) process at one elementary school could be improved using an improvement science framework to identify and test change ideas. An improvement team analyzed the specific problem with the PST process through a root cause analysis, which consisted of empathy interviews, document reviews, observations, a group brainstorming session, and the collaborative development of a cause-and-effect diagram. A theory of improvement was then developed that framed the problem: the PST was not completing all eight steps of the problem-solving process. To address this, the team organized improvement ideas into a driver diagram, which provides a visual representation of the hypotheses for improvement of the PST process. Next, the team selected and implemented three specific change ideas: (1) a pre-meeting; (2) an initial meeting discussion protocol; and (3) a follow-up meeting discussion protocol. The change ideas were tested and refined through three plan-do-study-act (PDSA) cycles. Data collection and analysis was iterative and ongoing throughout these PDSA cycles and included both qualitative (i.e., observations and participant interviews) and quantitative sources of information (i.e., checklists and participant exit tickets). Results indicated that the introduction of these three change ideas led to a notable improvement in the problem-solving process. Across three PDSA cycles, the total number of problem-solving steps increased from 2.13 out of 8 for baseline cases to 7.75 out of 8 for cases receiving all three change ideas. Moreover, a preponderance of participant interview comments suggested that each of the three change ideas improved the PST’s ability to adhere to the problem-solving process by improving the efficiency and action orientation of team meetings. Data also indicated that there were several contextual factors which impacted the effectiveness of the change ideas, such as the specific context of the student case, the staff involved, and school environment factors. Overall implications for PSTs, as well as recommendations for the school’s next steps for further refinement are discussed.