Title 1 Coordinators’ Meeting November 29, 2018 LDNE Title 1 Coordinators’ Meeting November 29, 2018 The following presentation was created by M. Tantawi of Federal and State Programs (FSEP)

Objectives Understand how to use Root Cause Analysis Processes and Tools 5 Whys Protocols Fishbone Diagram Driver Diagram

Comprehensive Needs Assessment 1. Conduct the Annual SPSA Evaluation 2. Analyze data and identify the underlying issues using Root Cause Analysis Tools and Processes 3. Identify focus areas of need

What is Root Cause Analysis? The deepest underlying cause(s) that, if dissolved, would result in elimination or substantial reduction of the symptom(s) -Preuss, P.2003. Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems. New York: Routledge

Purpose & Process for Root Cause Analysis Purpose of Root Cause Analysis Root cause analysis is a strategy to thoroughly examine practices, processes, and routines to determine their impact on outcomes. It answers the “Why?” behind each identified area of improvement.

Root Cause Analysis Tools 5 Whys Protocol Fishbone Diagram Driver Diagram

5 Whys

(General Underlying Cause) 5 Whys Problem Statement Why? Cause # 1 (General Underlying Cause) Why? Cause # 2 Why? Cause # 3 Why? Cause # 4 Why? Cause # 5 (ROOT CAUSE) *Each underlying cause should be followed by the question “Why” until you reach the Root Cause

5 Whys Activity The 5 Whys place mat includes: A Problem Statement at the top and 5 “Cause” boxes The 5 “Cause” boxes start with the most general underlying cause (box # 1) and end with the Root Cause (box # 5) Each underlying cause is followed by the question-Why? The response to the Why question will be the next underlying cause. Continue to ask Why until the Root Cause is found. The sentence strips represent a problem statement (area of need) and underlying causes that explain the reasons for the problem Green Strip = Problem Statement Blue Strips = 5 Whys Underlying Causes Sample A Red Strips = 5 Whys Underlying Causes Sample B Directions: Pair up with someone next to you Take out the Problem Statement (Green Strip) and the Underlying Causes Sample A (Blue Strips) Read the Problem Statement (Green Strip) and place it in the Problem Statement box then ask yourself-Why? Decide which underlying cause is the most general statement and place that in the box labeled “ Cause # 1” then ask yourself-Why? Organize the four remaining blue strips in order so that the causes build on each other after each “Why” question until you reach the fifth box, which should be the ROOT CAUSE

5 Whys: Root Cause Math Samples Sample A- Symptom: Students in Grades 3-5 are not meeting/exceeding standards on the Math SBAC Why Students are not learning and applying math concepts Students are not engaged during math instruction Math Teachers lack instructional strategies and pedagogy to provide adequate instruction The majority of teachers in Gr. 3-5 are inexperienced and lack adequate PD The school leadership team did not provide sufficient PD on math during the school year Sample B- Symptom: Students in Grades 3-5 are not meeting/exceeding standards on the Math SBAC Why Students do not have enough time to reinforce math foundational skills during class time Students have difficulty completing homework assignments and parents lack the resources to assist them Students do not have sufficient access to technology resources to practice for the SBAC Assessment Teachers lack time and resources to provide class intervention for at-risk students Teachers lack adequate time to analyze data and plan differentiated class instruction

Fishbone Diagram The purpose of a Fishbone Diagram is to understand a problem at a deep level before trying to solve it.

Fishbone Generation Protocol Write the problem in one sentence. Brainstorm causes – Ask five “Whys?” Share and categorize causes. Post and reflect. Debrief.

Fishbone Diagram Template Lesson Planning/PD/Data Analysis Classroom Instruction Interventions During & After the School Day Building Parent Capacity Problem Statement (Area of Need) To use this template, please go to “File” and “make a copy”. Then name it and go to “File” and “Move to folder” to place it into your organization’s folder. *These templates were created by the Carnegie Foundation for the Advancement of Teaching and Learning.

Fishbone Diagram Activity The Fishbone Diagram contains: The Problem Statement (area of need) The SPSA Focus Areas: Lesson Planning/PD/Data Analysis Classroom Instruction Interventions During & After the School Day Building Parent Capacity Directions: Pair up with your partner Place the Problem Statement (Green Strip) from the 5 Whys activity in the box labeled Problem Statement on your fishbone diagram Categorize the 5 Whys sentence strips (Blue & Red) into the appropriate category based on the SPSA focus areas listed above Some categories might have more than one “Why” cause while others might only have one cause. The strips do not have to be placed in a particular order as long as they are categorized by SPSA focus area

Fishbone Diagram Sample Lesson Planning/PD/Data Analysis Classroom Instruction Interventions During & After the School Day Building Parent Capacity Math Teachers lack instructional strategies & Pedagogy to provide adequate instruction Students do not have enough time to reinforce math foundational skills during class time Students are not learning and applying math concepts The majority of teachers in Gr. 3-5 are inexperienced and lack adequate PD The school leadership team did not provide sufficient Math PD Students do not have sufficient access to technology resources to practice for the SBAC assessment Teachers lack adequate time to analyze data and plan differentiated instruction Students are not engaged during math instruction Students in Grades 3-5 are not meeting/exceeding standards on the Math SBAC Teachers lack time and resources to provide class intervention for at-risk students Students have difficulty completing homework assignments and parents lack the resources to assist them To use this template, please go to “File” and “make a copy”. Then name it and go to “File” and “Move to folder” to place it into your organization’s folder. *These templates were created by the Carnegie Foundation for the Advancement of Teaching and Learning.

Developing SPSA SMART Goals & Strategies Driver Diagram

SPSA Measurable Objectives (SMART Goals) Specific M Measurable A Achievable R Results-Oriented T Time-Bound

Establishing SMART GOALS Once you have analyzed school wide data and summarized findings you can then develop SMART Goals to address it. Specific: Clear and well defined Measureable: identify a goal that can be measured Ambitious/Achievable: Realistic & lofty goal Results-Oriented: focused on a clear outcome Time-Bound: Specific time frame to reach goal

Driver Diagram Version 1.0 Lesson Planning PD Data Analysis Change Idea (SPSA Strategies) Driver Diagram Version 1.0 Primary Drivers (SPSA Focus Area) Lesson Planning PD Data Analysis SMART Goal (SPSA Measurable Objective) Classroom Instruction Interventions During & After the School Day Building Parent Capacity If we [change idea], that will impact [driver], which in turn will lead to [goal].

Driver Diagram Activity The Driver Diagram place mat includes: The SMART Goal (SPSA Measurable Objective)-Orange Strip Primary Drivers (SPSA Focus Areas) Change Ideas (SPSA Strategies)-Purple Strips Directions Pair up with your partner Take out and read the SMART Goal (Orange Strip) and place it in the SPSA Measurable Objective box. Take out and read the purple strips from the envelope (Change Ideas/SPSA Strategies) Place the Change ideas (SPSA Strategies) in the boxes that correspond to the appropriate SPSA Focus Area

(SPSA Measurable Objective) K- 5 scoring below grade level in math. Driver Diagram Version 1.0 Change Idea (SPSA Strategies) Primary Drivers (SPSA Focus Area) The Instructional Leadership Team will include Math PDs on the Instructional Calendar each semester. Lesson Planning PD Data Analysis Teacher Release Days will be used to conduct data analysis and plan differentiated instruction. SMART Goal (SPSA Measurable Objective) Classroom The percentage of students in Gr. 3-5 meeting or exceeding standards will increase by 10% as measured by the SBAC Math Instruction Teacher Assistants will provide small group math instruction during independent work time. A Computer lab will be utilized to provide targeted math intervention using IXL Math, a digital software license. Interventions During & After the School Day Tutor Teacher X Time will be used to provide math intervention beyond the regular school day (after school, Saturday) for students in grades K- 5 scoring below grade level in math. Building Parent Capacity The Community Representative and Categorical Program Adviser will provide Math Parent workshops to build parent capacity to assist their child with math homework If we [change idea], that will impact [driver], which in turn will lead to [goal].

Ongoing Cycle of Revision

Driver Diagram Version 3.0 Change Idea (SPSA Strategies) Driver Diagram Version 3.0 Primary Drivers (SPSA Focus Area) The Instructional Leadership Team will plan two Math PDs on the Instructional Calendar per semester. The Categorical Program Adviser will provide Tuesday Banded Time math professional development on the following topics : Three-Phase Problem Solving, Talk Moves, ELD and Math Integration. Lesson Planning Teacher Release Day will be utilized to analyze SBAC summative and interim assessment data and plan differentiated instruction for at-risk students. During the first semester meetings will be held in September to review SBAC Summative data and November to review Math IAB data. During the second semester, meetings will be held in March to review the second math IAB data and plan Tier II and Tier III intervention. -20 Teachers x 3 days x $79 per teacher PD Data Analysis SMART Goal (SPSA Measurable Objective) Classroom By June 2019, the percentage of students in Gr. 3-5 meeting or exceeding standards will increase from 45% to 55% as measured by the SBAC Math Teacher assistants will provide small group instruction to at-risk students during independent work time. Small group instruction will include: reviewing basic math facts and computation skills, algebra and expressions, and solving word problems. 6 TAs x $18,145 per TA. Instruction A computer lab will be utilized to provide targeted math intervention using IXL Math, a digital software license. XL math provides students with opportunities to practice a variety of grade level standards aligned math skills including: Algebraic Thinking, Numbers and Operations in Base Ten, Fractions, Measurement, and Geometry. The software is adaptive based on student needs, which allows for differentiated and targeted instruction for at-risk students. -$9 per license x 400 students Interventions During & After the School Day Tutor Teacher X Time will be used to provide math intervention beyond the regular school day (after school, Saturday) for students in grades K- 5 scoring below grade level in math. Intervention will focus on Operations and Algebraic Thinking, Numbers and Operations in Base-Ten, Fractions, and Geometry. The anticipated dates of the intervention will be Oct.-Dec 2019 and Feb.-May 2019. 6 Teachers x 30 hours per teachers x $ 79 h/r Building Parent Capacity The Community Representative and Categorical Program Adviser will provide Math Parent workshops to build parent capacity to assist their child with math homework. Workshop topics will include: Understanding the math Common Core Standards, IXL Math, the SBAC Math Assessment, and Math Practices workshop. If we [change idea], that will impact [driver], which in turn will lead to [goal].

Questions