Sponsored by the Colorado Department of Education

Unified Improvement Planning: School Level

Sponsored by the Colorado Department of Education

Introductions

Center for Transforming Learning and Teaching

Julie Oxenford O’Brian Mary Beth Romke

www.ctlt.org

CDE Representatives

Brad Bylsma John Condi Wendy Dunaway Judy Huddleston

Erin Loften Lisa Medler Adena Miller Jennifer Morgan

Norms

The standards of behavior by which we

agree to operate while we are

engaged in learning together.

Page 3

Introductions Introduce yourselves to the folks at your

table:Name/Role

One question you have about Unified Improvement Planning

Select top two questions from your table to share.

Today’s Purpose

Ensure you are prepared to facilitate

your school –level planning team in data analysis as a critical

component of completing the school

level unified improvement plan.

One in a series of CDE sponsored sessions on UIP. . .

1. School Level Support for Schools assigned a Priority Improvement or Turnaround Plan under state accountability

2. District Level Support for Districts with schools assigned a Priority Improvement or Turnaround Plan Under State Accountability

3. District Level Support for Districts Accredited with Turnaround or Priority Improvement plans under state accountability or identified for improvement under ESEA, including Titles I, IIA and/or III

4. Using the Unified Improvement Plan for Title I Requirements (Webinar Only)

Today is. . .

First day of two sessions focused on school-level planning.

Focused on Section III: Data Analysis. Day two will focus on Section IV: Action

Planning.

Materials

How you participate. . .

Participating from three perspectives:LearnerFacilitatorPlanner

Supporting School Planning Note Catcher

OutcomesEngage in hands-on learning

activities and dialogue with colleagues.

Complete readings.

Facilitate processes

locally.

• Understanding the key elements and processes embedded in the UIP Template

• Recognize unique requirements of TA and PI schools

• Gather and organize data for planning.

• Develop major components of Section III of the UIP:– Significant Trends– Prioritized Needs– Root Causes– Data Narrative

• Apply the UIP Quality Criteria (school level).

Activity: Progress Monitoring Go to Progress Monitoring page 5. Re-write the learning targets for day one in your own

language. Describe what these learning targets mean to you. Create a bar graph which describes where you currently

believe you are in relationship to each of learning target.

Learning Target

I don’t know what this Is

I need more

practiceI’ve

got It

I can apply it in a new

wayReflections

Understand the processes Embedded in the UIP..This means:Describe what we need to do to engage in improvement planning

Agenda

Unified Improvement

Planning

Turnaround and Priority

Improvement

Identifying trends & priority needs

Developing your data

analysis plan

Completing the Data Narrative

Root Cause Analysis

Purposes of Unified Improvement Planning

Support school and district use of performance data to improve student learning.

Transition from planning as “an event” to planning as “continuous improvement”.

Provide a mechanism for external stakeholders to learn about schools/district improvement efforts.

Reduce the number of required improvement “plans”. Align improvement efforts within schools and districts. Meet state and federal accountability requirements.

Theory of Action: Continuous Improvement

FOCUS

What School Planning Requirements will the Unified Improvement Plan Meet? State accountability Title I

Improvement Plan for schools on improvement, corrective action or restructuring

Targeted Assistance Plan* Schoolwide Plan*

* some requirements may need to be included as addendums for Targeted Assistance and Schoolwide Plans.

Planning Terminology Colorado Accountability

Terminology Planning Terms:

Performance Indicator Measure Metric Root Cause Major Improvement

Strategy Action Step Interim Measure Implementation Benchmark

How will you ensure local stakeholders can: Explain the relationships

between these terms. Describe the difference

between an interim measure and an implementation benchmark.

Page 7

SMART Goals

Strategic Measurable Attainable Research-Based Time-Bound

Performance Management

• Performance Indicators (Strategically identified, research-based areas for Improvement)

• Measures (What we will use to measure)

• Metrics (How we will use the measure)

• Expectations (Attainable levels of performance)

• Targets (How good is good enough by when)

Colorado Unified Planning Template for SchoolsMajor Sections of the Template (Page 21)

I. Summary Information about the school

II. Improvement Plan Information

III. Narrative on Data Analysis and Root Cause Identification

IV. Action Plan(s)

Basic Steps in Improvement Planning

IV. Action Planning

III. Narrative on Data Analysis and Root Cause Identification

I. Summary Information about the school

II. Additional Information

Timeline August 15th – SPF Reports and initial plan type

assignments released to districts. October 15th – district submits accreditation categories

and case for revising plan type assignment if appropriate. November 15th – Final plan type assignments. January 15th – Priority Improvement, Turnaround and

schools on improvement for Title I submit plans to CDE. February and March – state review, feedback to schools

and revision April 15th – plans submitted for publication on

schoolview.org

Submission Process for School Plans

Plans due: January 17 and April 15, 2011 Use Tracker to submit improvement plans Each district identifies a lead submitter for

improvement plans (respondent form) Training for the lead submitters will be available

(e.g., online resources, Webinars) Targeting mid-November to have the Tracker

open to accept improvement plans

Features of Tracker Currently used for ESEA monitoring (i.e., desk monitoring,

documentation for onsite reviews) System is password protected. District controls who has

access to system. Districts upload and organize evidence (documents). CDE can access districts’ documents and provide feedback. CDE will pre-populate criteria questions. Only districts that

must submit in January will be able to access the instruments for the necessary programs.

File cabinet arranged so that one plan will be linked to multiple programs (if needed).

Key Planning ResourcesResource1. Quality Criteria

for Unified Improvement Plans (school level)

2. Unified Improvement Plan Examples (elementary and secondary, turnaround)

Uses Provide a “target” for plan

developers for Section III and Section IV plan elements.

Serve as the basis for plan review (district leaders, school accountability committees, local school boards, state department staff, state review panel)

Examples of what might be included in each section of the plan.

Agenda

Unified Improvement

Planning


Improvement



analysis plan


Root Cause Analysis

State Distribution of Schools by Preliminary Plan Type Assignment

Page 27Page 45

School Turnaround is a dramatic intervention in a low-performing school that both produces significant achievement gains within two years and prepares the school for long-term transformation into a high-performance organization. – Mass Insight

Restructuring means making major, rapid changes that affect how a school is led and how instruction is delivered. Restructuring is essential to achieving rapid, dramatic improvements in student learning – Learning Point Associates

DRAMATIC CHANGE

Dramatic change for “persistent low-performance”

This idea is not new. . .

Comprehensive School Reform Designs (New American Schools Development Corp. & IASA)

School Restructuring (NCLB)

School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 -- January 2009 amendments –turnaround, transformation, restart or closure.

Colorado SB09-163 Educational Accountability Act: Turnaround and Priority Improvement .

Incremental vs. Dramatic Change

Work with your table. Select a recorder.

Using a flip chart page create a t-chart

Brainstorm examples of incremental changes

Brainstorm examples of dramatic changes

Incremental

Dramatic

Reviewing Turnaround Options Work with a partner. Take out “Turnaround

Options,” page 49.

Silently read one row in the chart (individually).

When each partner has completed a row, look up and “say something.” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text.

Continue until you complete all of the rows in the chart.

Title I Requirements If your school also receives Title I funding,

additional planning requirements will apply . . .Schoolwide Title ITargeted Assistance programson improvement, corrective action or

restructuring

Quality criteria for school UIPs

Review NCLB Restructuring Options, page 48 How do the NCLB restructuring options compare to

the Colorado Turnaround Options?

Necessary for Dramatic Change A clear vision. What will the school look like when the restructuring

process is completed? An empowered leader, a change agent, who can maintain a focus

on the vision, motivate members of the school community, plan, communicate, and persist in keeping the change process on track.

Improvement teams, generally at both the district and school level. Involvement of the whole school community: faculty, support

staff, parents, community members, and students. Sufficient time to craft a quality plan. A summer is not enough. Small, “quick wins.” Relatively small, simple changes that have

large, quick payoffs and can provide the momentum for more difficult changes.

Wahlbert, H.J. Eds. (2007). Handbook on Restructuring and Substantial School Improvement. Lincoln, NE: Center on Innovation and Improvement.

Steps to prepare for dramatic change Determine who will engage in planning for dramatic

change.

Engage in a comprehensive qualitative review of the district (CADI).

Engage school and community stakeholders (input to the approach)

Establish the district data infrastructure.

Determine a the dramatic change approach.

Define a new vision.

Agenda

Unified Improvement

Planning


Improvement



analysis plan


Root Cause Analysis

Mean

Median

MEDIAN ADEQUATE GROWTH

PercentilePercentage

AdequateGrowth

STUDENT GROWTH PERCENTILE

MEDIAN STUDENT GROWTH PERCENTILE

Mean vs. Median

Percentage vs. Percentile

Percentiles

Percentiles• Range from 1 - 99• Indicate the relative

standing of a student’s score to the norm group. (i.e. how a particular compares with all others)

Growth Percentiles• Indicate a student’s

standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others’ change in scores).

Experiencing Student Growth Percentile

• Using the Student Growth Card, form a group with all of the “students” with the same 3rd grade scale score – academic peers.

• Within your group get in order by 4th grade scale score.

• Turn your cards over and compare your growth percentiles.

Experiencing Median Growth Percentile• Using your Student Growth card, identify your

school (A, B, C, D, E).

• Form a group with others from the same school.

• Put yourselves in order (in a line) by growth percentile.

• Identify the person in the middle (median).

• What is the median student growth percentile for your school?

Adequate Growth

• What is adequate growth?• Based on catch-up and keep-up

growth.

Catching Up

To be considered to be Catching Up:

• The student scores below proficient (unsatisfactory or partially proficient) in the previous year

• The student demonstrates growth adequate to reach proficient performance within the next three years or by tenth grade, whichever comes first.

Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up

95

P ro fi c i e n t

N o t P ro fi c i e n t

7th grade 8th grade 9th grade 10th grade6th grade

55




85

85

P ro fi c i e n t




8080

80

P ro fi c i e n t




7676

7676

P ro fi c i e n t


95



85

8580

80

80

7676

7676

76 is the minimum-this student’s adequate growth value

P ro fi c i e n t




7676

7676

P ro fi c i e n t




7676

7676

5555

55

55

55th percentile growth will not be enough for this student to catch up – her current growth is not adequate.

P ro fi c i e n t

Keeping Up

To be considered to be Keeping Up:

• The student scores at the proficient or advanced level in the previous year.

• The student demonstrates growth adequate to maintain proficiency for the next three years or until tenth grade, whichever comes first.

Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up

12



79 P ro fi c i e n t




25

25

P ro fi c i e n t




3838

38P ro fi c i e n t




50

5050

50P ro fi c i e n t


12



25

25 3838

38

50

5050

5050 is the maximum -this student’s adequate growth value

P ro fi c i e n t




50

5050

50P ro fi c i e n t




50

5050

50

79 7979

79

P ro fi c i e n t79th percentile growth will be enough for this student to keep up – his current growth is adequate.

Median Adequate Growth

AGP Sorted AGPs Median AGP4578993211915567431077

Median Adequate Growth for this school is 55

Search for the middle value…

Adequate growth percentiles for all catch-up and keep-up students

Section III: Narrative on Data Analysis and Root Cause Identification

Four Steps:1. Gather and Organize Relevant Data

2. Analyze Trends and Prioritize Needs

3. Root Cause Analysis

4. Create the Data Narrative

Data Analysis Worksheet (table) Data Narrative for School (text box)

Section III, Step One: Gather and Organize Relevant Data

Consider: “Required reports.” and “Suggested local data

sources” UIP Template, Section III, p 5

Team Discussion: Have you accessed all of the required state reports? To which local data sources do you have access? Highlight all of the “local data sources” that you

currently use.

State Performance Data Sources

School Growth Summary, District Growth Summary

CSAP score reporting

Colorado Growth Model (both public and private)

Student-level CSAP files (from CTB)

Student-level flat files (growth, CSAPA, PSWR) from CEDAR

Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved.

-Victoria Bernhardt

What types of data do we have?• Demographics• Perceptions• Student Learning• School Processes

Student Learning

School Processe

sPerception

s

Demographics

Provides information that allows for the prediction of

actions, processes, programs that best meet the

needs of all students.

Victoria Bernhardt

Victoria Bernhardt

Page 63

For what do you use multiple data sources in UIP?

• To answer questions about performance: – Significant trends – Priority needs?

• To determine why school performance is what it is (root causes)?

• To monitor school progress towards annual targets (interim measures).

• To monitor implementation of improvement strategies (implementation benchmarks).

Performance Measures

Process Measures

Using Multiple Data Sources

• To answer questions about performance: – Significant trends – Priority needs?




Inventory Local Performance Data

• Consider the following tools:– Survey of Assessment Data Example (p. 67)– Survey of Assessment Data Template (p. 68)

• Working with your school team, answer: – Do you know what assessment data sources are

available to your school?– Do you have a comprehensive inventory of available

performance data?

Practice: Drilling-Down into Performance Data

• Consider Data Analysis: Drilling Down, page 69

• Choose a sub-indicator for which your school did not meet state expectations.

• Select questions that would help your school staff to “drill-down” to better understand performance in that indicator area.

Develop a Data Analysis Plan

• Consider the data analysis plan template, p. 79

• Capture critical questions for your team to drill down in one indicator or sub-indicator area.

• Determine what state and local data reports will your team review as part of this data analysis plan.


• To answer questions about performance: – Significant rends – Priority needs)?




If you’re only looking at Student Learning, you’re missing 65% of

the data. – Victoria Bernhardt

Root Cause Analysis Data Needs

• Root cause analysis will require your team to consider types of data other than performance data.

• Consider the SST Evidence List, p. 81

• Do you have access to or could you gather these data for your school?


• To answer questions about performance: – Significant rends – Priority needs)?




Data Sources Calendar• Monitoring progress over time requires your

team to know when different data become available.

• Consider the sample Data Sources Calendar.– What are the benefits of having timing attached to a

survey of available data sources?

– What would you add, delete from this template?

– How will you facilitate organization of your data sources over time?

Page 83

Tools you can useTool Use

Multiple Measures GraphicIdentify what data is needed to answer critical educational questions

Summary of Data IntersectionsIdentify what data is needed to answer critical educational questions

Survey of Assessment Data ExampleBuild background knowledge related to inventorying local assessment data

Survey of Assessment Data TemplateSupport gathering of local assessment data.

Drilling DownSupporting local data analysis

Data Analysis PlanSupporting local data analysis

Data Analysis Plan ExampleSupporting local data analysis

SST EvidenceIdentify possible local process data sources

Data Sources CalendarPrepare to use multiple data sources in improvement planning

Integrating your Thinking

• Take out, Supporting School Planning Notecatcher

• Make notes about your next steps in gathering and organizing data.

• What tools will you use?

Quality Criteria for Unified Improvement Planning

• Choose a partner. Take out: UIP Quality Criteria, Section III

• Read individually the in the table the rows related to data narrative, significant trends, priority needs, and root causes analysis.

• When each partner has completed reading the first row, look up and “say something.” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text.

• Continue until you complete all rows in Section III.

Agenda

Unified Improvement

Planning


Improvement



analysis plan


Root Cause Analysis

Section III: Narrative on Data Analysis and Root Cause Identification

Four Steps:1. Gather and Organize Relevant Data2. Analyze Trends and Prioritize Needs3. Root Cause Analysis4. Create the Data Narrative

• Data Analysis Worksheet (table)• Data Narrative for School (text box)

Reminder: Significant Trends• Include all performance indicator areas.• Include at least three years of data.• Identify where the school did not at least

meet state and federal expectations.• Consider data beyond that included in the

school performance framework (grade-level data).

Reviewing priority need(s)Priority needs are. . .• Specific statements about the school’s performance

challenges • Strategic focus for the school• Description of what is based on analysis of trendsPriority needs are NOT• What caused or why we have the performance challenge• Action steps that need to be taken• Concerns about budget, staffing, curriculum, or instruction• Data interpretation

Priority Need Non-Examples• To review student work and align proficiency levels to the

Reading Continuum and Co. Content Standards

• Provide staff training in explicit instruction and adequate programming designed for intervention needs.

• Implement interventions for English Language Learners in mathematics.

• Budgetary support for para-professionals to support students with special needs in regular classrooms.

• No differentiation in mathematics instruction when student learning needs are varied.

Priority Need ExamplesFor turnaround and priority improvement schools:

• Math achievement across all grade-levels and all disaggregated groups over three years is persistently less than 30% proficient or advanced.

• Median Student Growth Percentiles in reading across all grade levels and all disaggregated groups is below 30 and has declined over the past three years.

• For the past three years, English language learners (making up 60% of the student population) have had median growth percentiles below 30 in all content areas.

Collaborative Inquiry: core of data analysis

Choose a partner. Take out: Guiding Assumptions for Collaborative Inquiry, p. 87.

Read individually one row in the chart. When each partner has completed a row, look

up and “say something.” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text.

Continue until you complete all of the rows in the table.

Be patient and hang out in uncertainty

Don’t try to explain the data

Observe what the data actually shows

No Because

Analyzing Trends and Prioritizing Needs

Because

Steps in Analyzing Data1. Focusing on each indicator area, identify performance

questions.

2. Consider relevant data reports/views.

3. Interact with the data.

4. Look things that pop out, patterns over time (three years).

5. Capture a list of facts statements or observations about your data (identify significant trends).

6. Identify indicator/sub-indicator areas where the school did not meet state/federal expectations.

7. Prioritize your observations in these areas.

8. Re-write priority observations as priority needs.

Practice Analyzing Data1. Refer to your practice data analysis plan.

2. Consider the relevant questions and reports for one indicator/sub-indicator area where your school did not meet state expectations.

3. Interact with the data.

4. Look things that pop out, patterns over time (three years).

5. Capture a list of facts statements or observations about your data (identify significant trends).

6. Prioritize observations.

7. Re-write priority observations as priority needs.

Practice Interacting with data Consider strategies for interacting with data:

Highlight (color coded) based on a legend. Do origami – fold the paper so you can compare

columns. Create graphic representations

Agree on an approach. How will you interact with your data? Plan to include a visual representation (Interacting

with Data Job Aide)

As a group, interact with your data

Analyze Trends1. Review the highlighted data reports

and graphical representations.

2. Look for things that jump out.

3. Identify patterns over time (3-years).

4. List your significant trends.

5. Post to your data wall.

Prioritizing Needs

Vote Consensus Apply Criteria (Prioritizing Need Areas) Your strategies?

Practice: Prioritize Observations1. Prioritize (each table group member votes 2

times for their priority).

2. Restate/rewrite as a need (priority needs). Observations may already be written as needs. If not, reword.

3. Post at least one priority-need to your data wall.

Capturing your Data Analysis in the UIP template

Capture significant trends and priority needs in the data analysis worksheet

Data narrative will include:What data you reviewedThe process in which your team engaged to

analyze the school’s dataThe results of the analysis

Apply Quality Criteria Section III: Significant Trends and Priority Needs Use the Quality Criteria for Unified Improvement

Planning, Significant Trends and Priority Needs

Use your school plan,consider:

How are the significant trends and priority needs similar and/or different from that reflected in quality criteria

How could these sections be improved on this example plan (what they might do next)?


Take out, Supporting School Planning Notecatcher

Make notes about your next steps to identify significant trends and prioritize needs.

What tools will you use?

Agenda

Unified Improvement

Planning


Improvement



analysis plan


Root Cause Analysis

Section III: Narrative on Data Analysis and Root Cause IdentificationFour Steps:

1. Gather and Organize Relevant Data

2. Analyze Trends in the Data and Identify Priority Needs

3. Root Cause Analysis

4. Create the Data Narrative

Data Analysis Worksheet (table) Data Narrative for School (text box)

Moving up the Data Continuum

Brieter & Light, Light, Wexlar, Heinze, 2004

The Role of Root Cause Analysis

Root Cause Analysis

Priority Needs/Performance Challenges

Action Plan

Root Causes are. . . Statements describing the deepest underlying

cause, or causes, of performance challenges.

Causes that if dissolved would result in elimination, or substantial reduction of the performance challenge(s).

Why. . .

Things we can change and need to change

The focus of our major improvement strategies.

Background: Root Cause Analysis

Why root causes?

Getting past the “symptoms” to an explanation that is worth taking action on.

Read: What is “Root Cause”?, p. 103.

At your table, create a 1 sentence description of “Root Cause” that you will use.

Non-examples of Root Causes

What is NOT a root cause?Student attributes (poverty level)

Student motivation

With your table, identify two explanations that might appear to be root causes but don’t qualify (2 min).

How to engage in Root Cause Analysis Stay open to multiple possibilities.

Keep multiple voices in the conversations.

Generate possible theories of causation (testable explanations).

Dig deeper to organize and integrate our thoughts.

Identify additional data sources to confirm causal theories.

Activity: Data-Driven Dialogue Reading1. Independently, read Organizing and Integrating from

the Data-Driven Dialogue: A Facilitators Guide to Collaborative Inquiry, p. 99

2. Mark passages in the reading according to the following symbols:

= Got it. I know or understand this

! = This is really important or interesting.

? = I don’t understand this or this does not make sense.

3. At tables, shares ?

4. Other members provide feedback

Steps in Root Cause Analysis1. Identify questions about the priority need.

2. Generate explanations (brainstorm)

3. Categorize/ classify explanations

4. Narrow (eliminate explanations over which you have no control)

5. Prioritize

6. Get to root cause(s)

7. Validate with other data





5. Prioritize



Activity: Brainstorm Explanations

1. Write your priority need on a flip chart.

2. Brainstorm testable explanations for your priority need.

3. Formulate as many explanations or theories of causation as possible

4. Post those on your data wall





5. Prioritize



Background

Read: Levels of Root Cause, p. 109 Do a “whip around” at your table, sharing

one key ideaCan you categorize the explanations you

identified by level?

What is helpful about this?

Practice: Categorize your Explanations

Options:Fishbone Diagram (tool), p. 111Diagnostic Tree (tool), p.113Re-labeling (on your flip chart)

Consider the fishbone and diagnostic tree tools.

As a group, select one strategy. Categorize/organize your explanations.

Steps in Root Cause Analysis1. Identify questions about priority need(s)




5. Prioritize



Activity: Deepening our Thinking1. Take out “Narrow Your Explanations”, p. 115

2. Cross out any explanation which the school cannot influence or control (student characteristics).

3. Eliminate additional explanations which fail to meet the following criteria:

It derives logically from the data

It is an explanation, not just an opinion

It is plausible, it could be verified or tested

4. Prioritize your remaining explanations (getting down to at most two).

5. Clarify the language, if needed, for your priority explanations.

Steps in Root Cause Analysis1. Identify questions priority needs




5. Prioritize



Practice: Getting to Root Causes1. Use the 5 Whys -- Root Cause Identification

Form, p. 117.

2. Choose someone to be the recorder and to write one priority explanation at the top of the worksheet.

3. Begin the process of asking “why” and identifying “because” for your explanation, following the directions on the form.

4. Circle your “root cause” explanation(s).

Practice: Are we at “root cause(s)” Ask the key questions for identifying a root

cause of your explanations Would the problem have occurred if the cause had

not been present? Will the problem reoccur if the cause is corrected or

dissolved? Will correction or dissolution of the cause lead to

similar events? Make revisions to your root cause explanation if

needed.

Steps in Root Cause Analysis1. Identify questions about priority needs




5. Prioritize

6. Get to root cause

7. Validate with other data.

What additional information do we need to validate our “root cause” explanations?

Demonstrating the thinking. . .Priority Need Explanations Questions to

ExploreData Sources

School’s reading scores in grades 4 and 5 have declined for 3 years.

K-3 is using new teaching strategies, 4-5 are not.

What strategies are primary vs. intermediate teachers using ?

Curriculum materials and Instructional plans for each grade.

Less time given to direct reading instruction in 4-5

How much time is devoted to reading in primary v. intermediate grades?

Daily schedule in each grade level.

More ELL students in grades 4 & 5

Is there a difference between ELL and other students scores?

NWEA results disaggregated by ELL status.

Activity: Validating Our Theories

1. Use the “Validating with Data” job aide to identify additional data needed to verify your explanations, p. 119

2. Identify at least two additional data sources that could help validate your explanation.

3. Post a list of your additional data needs to your data wall.

Data Wall ChartPriority Need:

Root Cause Explanation:

Questions to explore:

Data sources:

Quality Criteria for Unified Improvement Planning Review: UIP Quality Criteria, Section III, Root Cause

Analysis. Consider:

To what degree do the root causes in your school’s plan meet the quality criteria?

How could these root causes be improved?

Tools you can useTool/ Resource UseOrganizing and Integrating, Generating Theory (Wellman, 2004, p. 47-50)

Building background knowledge for identifying root causes

What is root cause? When is a cause a root cause? (Preuss, 2003)

Build background knowledge on root causes

Root Cause Questions Spur thinking for brainstorming

Levels of Root Causes Support categorizing root causes.

Diagnostic Tree Support organizing and categorizing root causes.

Fishbone Diagram (Blank) Brainstorming in categories

Narrowing Explanations (CTLT, 2009) Apply criteria to eliminate explanations that are not actionable

The five why’s Deepen thinking about root causes

Validate with Data (CTLT, 2009) Identify additional data sources to use to validate root causes


Take out, Supporting School Planning Notecatcher

Make notes about your next steps to identify root causes.

What tools will you use?

Agenda

Unified Improvement

Planning


Improvement



analysis plan


Root Cause Analysis

Data Narrative Tells the story of the school’s data.

Describes the process in which the school planning team engaged to identify trends, priority needs and root causes.

Identifies data that was analyzed

Provides a Description of: Trend Analysis and Priority Needs Root Cause Analysis Verification of Root Causes

Generating a Data Narrative1. Identify critical elements of the data narrative

2. A small group (or individual) generate a draft of data narrative based on data analysis and root causes analysis notes.

3. Reach consensus among all planning participants that the narrative:

tells the “data story” for the school.

meets state criteria

4. Revise data narrative as needed.

Before we meet again

Complete Section III: Data Analysis Bring:

Data Analysis WorksheetData Narrative

Your Feedback!!! Written:

Take out several sticky notes. Identify additional support needs (one per sticky note) For the parking lot

+ the aspects of this session that you liked or worked for you. The things you will change in your work or would change

about this session. ? Questions that you still have Light bulb: ideas, a-has, innovations

Oral: Your current thinking

Documents

Sponsored by the Colorado Department of Education