Can you dig it? ©2013 TCDSS

“ a problem well put is half solved.” -John Dewey “It's so much easier to suggest solutions when you don't know too much about the problem.” -Malcolm S. Forbes "The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year.“ -John Foster Dulles Former Secretary of State ©2013 TCDSS

Data Analysis (What) Needs Assessment (Why) Improvement Plan (How) Implementation and Monitoring TAIS Continuous Improvement Process Problem Framing Action Planning Collecting Data Analyzing Data Celebrating and Sharing ©2013 TCDSS

WHY?

Focus/Need area 5 Whys 2 Circles 10,5,5 ©2013 TCDSS

PROBLEM Average annual attendance for the campus is 88%. ©2013 TCDSS

Control Influence ©2013 TCDSS

Control Influence ©2013 TCDSS

ACTIVITY: Control Influence School is boring Class schedule Have to wear uniforms Have children of their own Education isn’t valued at home No system in place for tracking attendance Homeroom is first period ©2013 TCDSS

ACTIVITY: Control Influence School is boring Class schedule Have to wear uniforms Have children of their own Education isn’t valued at home No system in place for tracking attendance Homeroom is first period ©2013 TCDSS

5 W H Y S ©2013 TCDSS

Problem statement: “ Average annual attendance for the campus is 88%” Consensus: “School is boring.” 1. Why are the students bored at school? --because classes are boring for the students. 2. Why are students bored with their classes? --because students aren't connecting with the material. ©2013 TCDSS

3. Why aren't students connecting with the material? --because students are not finding the classes to be relevant. 4. Why aren't classes relevant to the students? --because the lessons aren't centered around students and their interests. ©2013 TCDSS

5. Why aren't lessons centered around students and their interests? --because teachers don't know how to plan lessons relevant to the interests of the students. ©2013 TCDSS

Teachers lack knowledge and skills needed to plan lessons relevant to the student’s interest.

©2013 TCDSS

Step 1: Locate your problem statement. Step 3: Locate 10,5,5 handout for note taking Step 2: Identify a scribe to record responses on chart paper. ©2013 TCDSS

Step 4: Begin 10,5,5 and record answers on 1 st piece of chart paper. Step 5: Remove 10, 5, 5 chart paper and set aside to be used in next step. Step 6: On 2 nd piece of chart paper have scribe create t-chart. Left side indicates “Control”, right side “Influence”. ©2013 TCDSS

Step 7: Using 10, 5, 5 list, plug answers into T-chart columns as voiced by the team. Step 8: Using the list from the “Control” column, vote on which reason the team will further examine. ©2013 TCDSS

Step 9: Begin 5 Whys protocol using the agreed upon reason from previous step. Record 5 Whys on 3 rd piece of chart paper Step 10: Write last response into “need/focus area” on hand out. ©2013 TCDSS

NEED/FOCUS AREA ©2013 TCDSS

“The scientist is not a person who gives the right answers, he's one who asks the RIGHT QUESTIONS.” -Claude Levi-Strauss ©2013 TCDSS