Posters

Explore more than 35 posters that represent a wide array of improvement efforts. Learn from and with others in the field who are seeking innovative solutions to shared challenges. Poster presentations are organized in eleven areas of focus, listed below. Click on the areas of focus headings to see the titles, descriptions, and presenters of the related posters.


COVID-19 Response

1. A New Perspective of School Attendance in the UBC Network During the Pandemic

In 2021, the COVID-19 pandemic affected the education of thousands of students. Fundación Oportunidad and UBC Network designed a new perspective on school attendance, focusing on students’ participation in activities both in virtual and in-person modalities in order to keep them connected with schools and prevent exclusion. The poster describes how the network managed to increase participation. (Sponsored by Fundación Educacional Oportunidad)

Pablo Muñoz, Continuous Quality Improvement Director, Fundación Educacional Oportunidad

2. Promising Practices: Scaling Impactful Strategies

A common challenge educators face is a lack of awareness of what schools and teachers are doing outside of their school system that is making a positive impact. For this reason, it is imperative for educators to expand their network and access to other peer resources to accelerate professional growth.Promising Practices: Scaling Impactful Strategies

Brian Hoffner, Director of Science/STEM Resources, Office of the Maricopa County Schools Superintendent
Adrian De Alba, Director of Instructional Leadership Development, Office of the Maricopa County Schools Superintendent
Darcy Moody, Director of Advocacy and Program Development, Office of the Maricopa County Schools Superintendent

3. A Career Development Community of Practice: The Launch Pad

The Cajon Valley Union School District, a K–12 public school district with 17,000 students, partnered with the San Diego Workforce Partnership and the San Diego workforce board to design and deploy a career-center model integrating vocational psychology and labor market information that can serve every child and their parents at the Cajon Valley Middle School. The career center is now being replicated across the other middle schools and elementary schools in the district.

Sarah Burns, Director of Learning, San Diego Workforce Partnership
Ed Hidalgo, Chief Innovation and Engagement Officer, Cajon Valley Union School District
David Miyashiro, Superintendent, Cajon Valley Union School District
Peter Callstrom, CEO, San Diego Workforce Partnership

Data & Measurement

4. Quickly Create Improvement Metrics in 3 Simple Steps

Developing ways to measure improvement often takes a lot of time and effort. Find out how EmpowerK12 helps schools implement a strong measurement plan using a low-lift, three-step toolkit and quickly learn the solid metrics you can use for your own improvement initiative.

Kenli Okada, Managing Director, EmpowerK12
Kristen Wolfe, Senior Data Architect, EmpowerK12

5. How a Data-Equity Protocol Catalyzed an Integrated Theory of Equity Within Hemet Unified & WestEd’s Improvement Journey

Hemet Unified School District and WestEd continued their partnership to build an equity-driven continuous improvement school district. They used a data protocol to spark critical curiosity for how the district’s systems were designed (to produce the student outcomes). The partnership evolved district vision: a laser focus on students furthest from opportunity. Simultaneously, the partnership informed WestEd’s vision of an integrated theory of equity-driven continuous improvement.

Kevin Macpherson, Improvement Specialist, WestEd
Jenn Martin, Assistant Superintendent, Student Services, Hemet Unified School District

6. Investigating the Problem Through Successive Coding Cycles

Successive cycle coding from the 2012 research of Johnny Saldaña supports the translation of qualitative empathy interview data into quantitative data that is useful for systemic change. By focusing on the story of our process in working with a local educational agency, we demonstrate a real-life example of how qualitative data analysis can create an opportunity to engage in multiple discussions centered around potential application of the demonstrated process.

Tacey Rodgers, Director, Assessment, Research, and Evaluation, Solano County Office of Education
Amy Robinson, Program Manager, English Language Development Curriculum and Instruction, Solano County Office of Education

7. Using Tripod Stakeholder Survey Feedback to Drive Systemic Improvement

In this poster, attendees will learn about three school organizations that have successfully implemented Tripod surveys of students, families, and faculty/staff as a part of a strategic plan for system improvements. In each school or district, leadership teams integrated their review of the Tripod survey data to build improvement capacity, demonstrate how the use of measurement and data drives improvement, and build a culture of continuous improvement. The school organizations implemented a variety of surveys—family pulse surveys; diversity, equity, and inclusion surveys of families, faculty/staff, and students; and faculty professional learning environment surveys.

Cait Derneen, Senior Design Principal, Education Elements
Kristen Howell, Partner, Education Elements

8. Co-Developing Practical Measures for Practice-Based Teacher Education

This poster details how three organizations (Raise Your Hand Texas, TeachingWorks, and WestEd) engaged in the co-development of practical measures for use in teacher education. In particular, the presenters detail the development of multi-dimensional measures designed to support teacher educators’ implementation of practice-based pedagogies to teach justice-focused, high-leverage practices.

Erica Boas, Improvement Specialist, WestEd
Jahneille Cunningham, Improvement Specialist, WestEd
Thea Ulrich-Lewis, Program Director, Raise Your Hand Texas
Jason Brasel, Research and Design Specialist, TeachingWorks

Educator Development

9. Centering Equity and Justice in Coaching Through Improvement Science in Response to COVID-19

Coaching in teacher preparation can address equity issues with rising teachers. This poster represents the work of six universities that used improvement science to explore affordances and challenges of virtual contexts in coaching for equity over the two years of the pandemic. We used PDSA cycles to explore peer coaching in university coursework; the traditional pre-conference, observation, post-conference (POP) cycle; and the virtual simulation program Mursion. This poster will address equity and justice in schools and virtual coaching as coaching practices that must be reset to prioritize asset-based approaches and virtuality in teacher education.

Melissa Wetzel, Professor, University of Texas at Austin
Samuel Brower, Clinical Associate Professor, University of Houston
Patsy Sosa-Sanchez, Assistant Dean, EC-6 Programs Coordinator, Assistant Professor of Bilingual/ESL, University of North Texas-Dallas
Maurer Alycia, Associate Professor, Our Lady of the Lake University

10. Building From the Ground Up: "One Team, One Mission, One Community"

Learn about the impact of one Kentucky district’s journey to live their values and create a great place to work. Presenters will share the shift in thinking that led to improved district and community change in teaching and learning, increased communication, leadership capacity, and building greater unity.

Deanna Ashby, Leader Coach, Studer Education
Amy Smith, Superintendent, Hopkins County School

12. Leading the Change: Using Improvement Strategies to Adopt Instructional Materials

The California Curriculum Collaborative, also known as CalCurriculum, has worked with California districts, charter networks, and county offices to design curriculum adoption processes for their local context. This poster highlights successes and challenges and provides a model process that can be replicated in schools to give leaders clear, actionable steps to build improvement capacity in their districts.

Maryia Krivoruchko, Program Manager, Pivot Learning
Shannah Estep, Senior Specialist, Outreach, EdReports
Gavin Reagins, Program Associate, Pivot Learning

13. Reimagining Talent Management Systems: Data and Communication Collide to Inform Systemic Change!

The Arkansas Department of Education, with the Region 14 Comprehensive Center as Westat, is employing a human-centered design approach to reimagine a talent management system rooted in data-driven decision-making. This poster shows how to effectively engage stakeholders through authentic communication that reflects the local systems.

Andy Sullivan, Director of Educator Licensure, Arkansas Department of Education
Sandra Hurst, Director of Educator Effectiveness, Arkansas Department of Education
Sharlee Crowson, Public School Program Coordinator, Arkansas Department of Education
Jenna Scott, Educator Effectiveness Portfolio Manager, Region 14 Comprehensive Center at Westat
Matthew Finster, Educator Effectiveness Expert, Region 14 Comprehensive Center at Westat

14. Building Our Improvement Muscle: Growing School Practitioners’ Improvement Coaching Capacity

During SY 2020–21, Baltimore City Public School’s Secondary Literacy Improvement Network (BSLIC) developed an improvement advisor role to support network leaders in providing weekly improvement coaching support to teachers. Network leaders built this role in order to deepen school-based staffs’ understanding of and expertise with the improvement science methodology.

Amiee Winchester, Continuous Improvement Program Director, Baltimore City Public Schools
Patience Hein, Assistant Principal, Baltimore City Public Schools
Koren Lawson, Lead Teacher, Baltimore City Public Schools
Melanie Everheart, Teacher, Baltimore City Public Schools

15. Controlling Variation in Grade-Level, Standards-Driven Instruction as a Driver to Advance Teacher Improvements in Literacy Instruction and Expectations for Student Achievement

Through support from the Literacy Design Collaborative, teams of teachers instruct students in English Language Arts, Social Studies and Science using LDC Real Works Modules (10–14 hours of reading and responding to texts according to sequences of study) while participating in semester-long, LDC-led Plan-Do-Study-Act cycles that result in the analysis of the student products as an indicator of teacher growth.

Dwight Nolt, Director, District Leadership, Literacy Design Collaborative

Equity, Diversity, & Belonging

17. Case Study: How Racialized Lived Experiences and Culturally Responsive School Leadership Supported School District's Organizational Development in Equitable Practices

School districts and educational institutions are complex systems. The day-to-day experiences within bureaucratic structures such as school districts produce experiences for people of color in which they are made invisible by the exact nature of the bureaucratic rules, mandates, and policies that structure the organization. How can school districts interrupt the culture and practices that perpetuate negative experiences for students, families, and staff from marginalized communities? Learn how equity coaching rooted in organizational learning healed racialized experiences and how culturally responsive leadership created inroads of success for a school district in Salem, OR.

Lisa Collins, Assistant Professor, Lewis and Clark College

18. Early Literacy: Equity in Action Through PVUSD C.A.R.E.S.

The four-year early literacy initiative of Pajaro Valley Unified School District resulted in systemic changes and educational equity for all students. This pilot to scale model, monitored through cycles of improvement, includes job-embedded coaching for K–3 general and special education teachers, instructional staff, and administrators to support systems-thinking mindsets and strong Tier 1 pedagogy.

Michelle Rodriguez, Superintendent of Schools, Pajaro Valley Unified School District
Kasey Klappenback, Assistant Superintendent of Elementary, Pajaro Valley Unified School District
Nicole Marsh, Coordinator Early Literacy, Pajaro Valley Unified School District
Claudia Monjaras, K–12 Curriculum Director, LA & HSS, TK–12, Pajaro Valley Unified School District
Andrea Willy, District Grant Writer, Pajaro Valley Unified School District

20. Listening to Students: The First Step in Building a System of Belonging

Students should be at the center of school systems. Portage (MI) Public Schools has undertaken a cultural transformation as a school system to achieve this aim, starting with focusing on student voice. Hear the story, see the data, and. learn how student guidance informed a process to build a system of belonging.

KK Owen, Leader Coach, Huron Studer Education
Mark Bielang, Superintendent, Portage Public Schools

21. Centering Racial Literacy While Building Improvement Capacity

This poster will highlight the approach of three practitioner-researchers who facilitate professional development and lead ongoing improvement projects that intentionally incorporate racial literacy into learning about continuous improvement practices. It will detail an evolving theory of improvement for facilitating learning on racial literacy and improvement mindsets in different contexts.

Megan MacDonald, Research Assistant and Doctoral Student, Catalyst @ Penn Graduate School of Education
Sarah Gudenkauf, Research Assistant and Doctoral Candidate, Catalyst @ Penn Graduate School of Education
Katie Pak, Director, Special Projects, School District of Philadelphia, Office of Leadership Development

22. Advancing Equity at the Classroom Level: A Teacher Network Model

Need in Deed, a Philadelphia-based nonprofit, has a vision for equitable public education in which students’ lived experiences drive them to be advocates for positive change. The poster describes the teacher network and how it supports teaching practices that center students’ lives and concerns in curriculum and instructional approaches.

Pam Prell, Program Director, Need in Deed
Kyra Atterbury, Program Director, Need in Deed
Wendy-Anne Roberts-Johnson, Executive Director, Need in Deed

23. Centering Equity in Continuous Improvement: MAEC's CI for Equity Resource Hub

The Mid-Atlantic Equity Consortium invites attendees to explore the Continuous Improvement for Equity (CI4E) resource hub, an online tool for embedding equity into every stage of the continuous improvement process. The hub features learning modules and a searchable database of key equity-centered research, guides, and toolkits to prepare practitioners to understand and apply resources.

Marianna Stepniak, Content Specialist, MAEC
Hugo Nájera, Communications Specialist, MAEC

24. Disrupting Teacher Recruitment Systems to Narrow Equity Gaps in the Border Community of Laredo, TX.

This poster shares the emerging story of the Texas A&M International University improvement network and its work in fostering equity, inclusion, and belonging for teacher candidates from Laredo. Promising network practices include expanding learner pathways, amplifying network initiatives, and fostering a shared narrative to create a “permaculture” of improvement.

Paul Rogers, Associate Professor, UC Santa Barbara
James O’Meara, Dean, Texas A&M International University College of Education
Seth Sampson, Assistant Professor, Texas A&M International University College of Education

25. Leveraging Community Assets in a Networked Improvement Community to Support Housing Insecure and Foster Youth

Leveraging community assets helps prioritize equity and sustainability in community-engaged research. We share experiences from a networked improvement community (NIC) that has identified a shared problem of practice for supporting housing insecure and foster youth within an urban Southern California community. Through stakeholder interviews, presenters found that partners leverage their community cultural assets in varying capacities to support the mental, emotional, physical, and financial well-being of students. Organizational constraints and roles create variance in the assets partners bring to a NIC. This poster will present how practitioners leverage their assets as they collaboratively co-developed change ideas in their NIC.

Verenisse Ponce Soria, Graduate Student Researcher, Orange County Educational Advancement Network (OCEAN), UCI School of Education
Lora Cawelti, Graduate Student Researcher, OCEAN, UCI School of Education
Erica Van Steenis, Postdoctoral Researcher, OCEAN UCI School of Education
Richard Arum, Dean UCI School of Education, OCEAN, UCI School of Education
June Ahn, Associate Professor and OCEAN Faculty Director , OCEAN, UCI School of Education

Higher Education

Hub Activities

27. Lean Back and Rise Up: Restorative Work Rooted in Continuous Improvement

In this poster session, participants will engage with key learnings from Pivot Learning’s three-year journey leading a California-wide education coalition rooted in restorative justice practices and a continuous improvement framework. Stories will also be shared of the restorative work that coalition members are leading across the state. (Sponsored by Pivot Learning)

Nicodemus Ford, Program Manager, Pivot Learning

Improvement Capability

28. Equitable Accessibility to Education for All Students

Using improvement science, the presenters are beginning to close the achievement gap by addressing two of the largest barriers for marginalized students: discipline and uniform instructional interventions. Through restorative practice and individualized learning plans, these two educators are using improvement science as their guide to. move their districts away from the conventional norms that fail to meet the needs of the most vulnerable students and creating educational environments that instead address the needs of all students.

Robert Fitzpatrick, English Teacher/Vice President of the Union, Wilmington University
Capt. Sean Hoggs (Ret.), Teacher Leader, Wilmington University

29. Hiring Boldly: Selecting Leaders to Transform Schools

Leaders often emerge from within organizations as they work their way up to leadership. But sometimes there is a need for a different type of leadership. Boldly hiring outside the safety zone requires strength and a belief in the power of putting the right leaders in the right places to benefit students.

KK Owen, Leader Coach, Huron Studer Education
Sean Dorsey, Superintendent, Zone Leader, Sand Creek Zone, District 49 CO

30. Launching an Embedded Continuous Improvement Coaching Initiative

ImpactTulsa launched a pilot program to support partner capacity-building through a 12-month embedded continuous improvement coaching model. This work focused on supporting an organization to create and utilize a sustainable internal continuous improvement team. This poster shares the approach used, lessons learned, and tools developed.

Julian Himes, Senior Analyst, ImpactTulsa

31. Preparing for Difficult Conversations: The Journey to Build Capacity to Address Equity in Districts

The Region 14 Comprehensive Center and a state education agency spent a year examining how districts can ensure equitable access to effective teachers. Thought companions in this process included regional equity leads tasked with supporting districts with identified equity gaps. The journey included exploring the data fields used to identify districts and examine the quality of the district equity plans. Along the way, presenters developed a shared language and understanding around cultural competency, relevancy, and responsiveness, as well as for tools, resources, and virtual trainings to prepare the equity leads for potentially difficult conversations with their districts.

Karen Gray-Adams, Educator Effectiveness Project Lead, Region 14 Comprehensive Center@Westat
Karen Schroll, Educator Effectiveness Project Expert, Region 14 Comprehensive Center@Westat

32. Networked School Collaboratives to Increase Improvement Capacity of Charter School Leadership Teams

This poster presents the findings of a five-year study to develop school-focused networked learning collaboratives intended to build participant teams’ school improvement capacity through cross-team collaboration, improvement science training, and implementation coaching. This program has been designed to address two primary challenges facing the statewide authorization of charter schools in Colorado. First, a wide variety of school models are represented, including alternative education campuses, dual-language immersion, Montessori, early colleges, and classical school models. Second, the autonomy afforded to charter schools requires that participation in any authorizer-led school improvement programming be voluntary on the part of school leadership.

Jessica Welch, Improvement and Implementation Specialist, Colorado Charter School Institute
Ryan Marks, Director of Evaluation, Accountability, and School Improvement, Colorado Charter School Institute

33. Data Driven Networked Improvement Community

The Bronx Academic Response Team supported five schools in forming a networked improvement community (NIC) with a problem of practice (PoP) being Students with Disabilities and English Language Learners are not receiving effective support through interventions in English Language Arts and/or Mathematics. After identifying the lack of progress monitoring as a cause of the PoP, the NIC implemented a meeting agenda that incorporated the use of a collaboratively developed data analysis protocol and then implemented interventions that were specific to each school. Assistant principals and teachers shared positive responses to the use of the meeting agenda, the interventions, and collaborating as a NIC. Initial data showed positive student outcomes in response to the interventions.

Kaitlyn Reilley, Academic Response Team Specialist, New York City Department of Education

34. What? My change Idea Is Being Shared Across a Network?!?

Attendees will learn how teachers and principals in a networked improvement community worked to develop change ideas, test those ideas in their local context for early promise, and share those ideas across their NIC. From this work, a menu of change ideas developed by the NIC hub became the driver for spread and scale of change ideas and teacher efficacy.

Sofi Frankowski, Chief Learning Officier, Schools That Lead, Inc.

Instruction & Assessment

35. Learning to Read, Reading to Learn, Learning to Respond—Supporting High School Learners

The 4-Step Reading Tool provides students a structure for gathering information and forming conclusions about what they’ve read. The poster describes how our High School STEP Team coaches students around internalizing the tool and empowering them to leverage it when they are engaging with text.

Stephanie Callaway, Lead Teacher for STEP, Colonial School District
Peter Leida, Deputy Superintendent, Colonial School District
Michael Doody, Secondary Science Teacher, Colonial School District
Christina Horstmann, Secondary Social Studies Teacher, Colonial School District
Shelby Borst, Secondary Humanities Teacher, Colonial School District

36. Improving Adolescent Literacy Using Data-Based Inquiry Cycles to Drive Motivation

This poster expands the vision of adolescent literacy By highlighting how the presenters used readership to bring awareness of culturally diverse books with grades 6–12 and evidence-based strategies to authentically foster a love of reading with the goal of increasing literacy achievement for English Learners. Share in the discussion of our continuous improvement journey.

Jenean Bray, Co-Lead, ELA/ELD Curriculum Specialist, Tulare County Office of Education
Tammy Milligan, Co-Lead, ELA/ELD Curriculum Specialist, Tulare County Office of Education
Timothy Budz, ELA/ELD Staff Development and Curriculum Specialist, Tulare County Office of Education

38. Improvement Network Multitasking: Planning-Implementing-Disseminating a PreK–8 STEM Model School

Network challenges and opportunities regarding planning. and implementation transitions are examined for the West Dallas STEM School (WDSS) Project:, which brings together Southern Methodist University, Dallas Independent School District, the Toyota Foundation, and the West Dallas community. Specifically, this poster looks at (1) envisioning and designing a model STEM school; (2) continuous improvement and teacher professional learning; (3) a shared instructional and learner profile; and (4) designing classroom and school learning environments.

Stephanie Knight, Dean, Simmons School of Education and Human Development, Southern Methodist University
Richard Duschl, Executive Director, Caruth Institute for Engineering Education, Lyle School of Engineering Southern Methodist University
Anthony Petrosino, Associate Dean, Simmons School of Education and Human Development, Southern Methodist University
Karen Pierce, Project Director, West Dallas STEM School, Southern Methodist University

39. Using Driver Diagrams to Visualize Stakeholders’ Theories of Improvement in an AP for All Program

The goal of the Advanced Placement for All program is to ensure access to advanced coursework for all students in the school, address systemic inequities in access, and increase the number of historically underrepresented students who experience success in an AP course. The poster will present a case study of an AP for All program adopted in 2017, Including the approach used to develop multiple driver diagrams for a program several years into implementation that represented the collective theory of improvement for the different stakeholder groups of AP teachers, school leaders, and district leaders. The poster will describe the methods used to (1) collect individual theories of improvement, (2) leverage driver diagrams in visualizing collective theories, and (3) engage stakeholders in evaluating the similarities and differences in their theories.

Sarah Gudenkauf, Doctoral Candidate and Consultant, University of Pennsylvania Graduate School of Education

Spread & Scale

40. Year 1: Using Improvement Science to Strategically Identify Change Ideas Within Literacy Coaching

In this work, presenters demonstrated the use of data and measurement to track progress against a well-specified aim or a specific, measurable, attainable, relevant, time-bound (SMART) goal.- The purpose of this study was to identify challenges and ineffective practices in coaching, with the goal of addressing challenges in order continue the growth and spread of the program. This poster addresses this effort’s design and outcome. Specifically, the presenters used the New Teacher Center Kiano platform to gather several different data points, and then they used this data to inform development of change ideas and new drivers. In addition, this poster will surface the complexities of initiating or sustaining improvement efforts, including learning from failures or instances when things did not go as planned.

James Thurman, Blueprint Literacy Coordinator for Literacy Coaching, Baltimore City Public Schools
Zachary Jaffe, Blueprint Literacy Coordinator for Continuous Improvement, Baltimore City Public Schools
Joy Guthrie, Blueprint Literacy Coach, Baltimore City Public Schools

41. Not Another Mandate: Launching a Networked Improvement Community of School-Based Improvers

Networked Improvement work is fundamentally different from much of what teachers typically engage in to improve schools. It can run counter to those who are accustomed to being asked to roll out or implement schoolwide improvement initiatives. This session will address the ways that one hub, Schools That Lead, has gone about recruitment, practitioner support and development, growth of new mindsets, and meaningful connections across more than 50 schools so that improvement becomes part of the school culture instead of another mandate.

Sofi Frankowski, Chief Learning Officer, Schools That Lead, Inc.

System Transformation

42. LEANing In With VSM: A Strategy to an Effective Culture Shift

The Value Stream Mapping tool helped the Louisiana Department of Education bring down the contract approval time and save over 10,420 days in a year. This poster will demonstrate how to analyze the current state and design a future state for a series of events within a process.

Kristin Nafziger, Program Director, Region 14 Comprehensive Center at Westat
Kristen Pugh, Technical Assistance Lead, Region 14 Comprehensive Center at Westat

43. A Career Development Community of Practice: The Launch Pad

The Cajon Valley Union School District, a K–12 public school district with 17,000 students, partnered with the San Diego Workforce Partnership and the San Diego workforce board to design and deploy a career-center model integrating vocational psychology and labor market information that can serve every child and their parents at the Cajon Valley Middle School. The career center is now being replicated across the other middle schools and elementary schools in the district.

Sarah Burns, Director of Learning, San Diego Workforce Partnership
Ed Hidalgo, Chief Innovation and Engagement Officer, Cajon Valley Union School District
David Miyashiro, Superintendent, Cajon Valley Union School District
Peter Callstrom, CEO, San Diego Workforce Partnership