1. Department of Instruction, 2011
Message Points
Department of Instruction, 2011
Materials:
sticky notes
Chart paper
Markers
Large fishbone posted on wall
Handouts:
Message points
Front back- PD day agenda and template
3. Root cause packet
Root cause directions and examples
4. Flyer for support dates (last slide)

2. APS educators demonstrate culturally responsive teaching
to ensure student achievement and success

3. Message Points
Assess: Assess student learning to inform instruction and monitor progress for all.
Plan: Plan meaningful lessons with clear objectives.
Teach: Teach for meaning using a rigorous, relevant curriculum and best practices. Connect content to the students’ experience other content areas, and real world applications.
Differentiate: Differentiate content, process, or product to meet student’s interests, needs, and challenges.
Relate: Relate and build relationships with students, parents, colleagues, and community members.

4. Purpose: Message Points
Convey APS value of culturally responsive teaching
Provide a clear focus for teaching and learning
Provide specificity to teaching practices to ensure success for all students

5. Message Points
Process
Department of Instruction and Student Services met to develop message points which align with existing frameworks

6. Message Points Alignment APS Strategic Plan
Danielson’s Framework for Teaching and Learning
Culturally Responsive Teaching Practices
Sheltered Instruction Observation Protocol (SIOP)
Classroom Assessment Scoring System (CLASS)
APS Inventory of Instructional Approaches
Instructional Rounds

7. Use Message Points Provide focus for teaching and learning
Provide focus for curriculum and professional learning
Communicate to all stakeholders instructional values

8. PD Day
Assess
The message point- ASSESS helps us move right into our discussion of the professional development day on October 10. The day will be used to address the key points in ASSESS.

9. Additional Professional Development Day 10/10
Overview
Communications
Expectations
Resources
Support
The rest of our time will be spent orienting you to the outline of the PD day on day, the expectations, resources and support available. While detailed information has been posed on the web page, we will spend our time on specifics of the day.
School leadership teams (principals, assistant principals, lead teachers, etc) will lead the work.
The plan for the day started with the county-wide Planning team consisting of administrators from each level and D of I staff.
The draft of the agenda for the day then was brought to the Barcroft Lead teacher team. They revised it based on the needs of the school. This was an essential step for teacher input in the county-wide implementation for the day.
HANDOUT- agenda- the morning is spent looking at assessment data and root cause so that you can do it at your school…

10. In the outline of the day, time is provided for staff to delve into school data

11. PD Day Pilot at Barcroft
Miriam (5-10 minutes)
Power of the day, using the data and root cause to get at individual student needs, and create actionable plans for instruction for those students.
The opening tone of the day, starting with successes, set the focus and passion

12. Where do I find the information about the day?
Communications
All the information is posted on the APS website- click on staff– then PD Day--

13. Who attends the PD day?
All school-based and central office T-Scale Staff are to attend.
Central office staff E/P Scale Staff and T-Scale staff are expected to attend at an assigned school.
In addition, the following school-based Non-T-Scale staff are expected to attend the professional learning day:
Elementary
Middle
High
Principal x
Assistant Principal
Director, Student Activities
Director, Counseling Services
Coordinator, Student Activities
Instructional Technology Coordinator
Custodian
1/Elementary
1/Middle
1/High
Who attends the 10/10 day?
T-scale school-based and non-school based
Central office staff will be assigned to schools. We will share the list of who is going where so schools know who to expect and CO staff know where to go as PARTICIPANTS.
CO staff will handle the responsibility of the sign in sheets.

14. School Management & Department Plans
Connecting the Dots
PDP
Student
Classroom
Grade level/content area
School Management & Department Plans
SMART Goals Framework
APS Strategic Plan
Again, the focus on ASSESS brings us from a broad perspective to individual students 14

15. Expected Outcomes for the Professional Learning Day for Teachers on October 10:
Increase student achievement
Identify areas of focus for future professional learning
Use data protocols to delve into root cause
Explore the reasons a particular root cause exists
Focus peer collaborative inquiry on achievement and access to advanced classes
Create action plans aligned with school management plans
Assess student learning to inform instruction and monitor progress for all
Use assessment to plan instruction
Explore a wide range of assessment methods
Design assessments that are congruent with instructional goals
Communicate assessment processes and results
Promote students’ self- assessments
What is expected as a result of this day? What difference will it make in my practice?
As Miriam said, we will model for you root cause analysis and talk about how it was done at Barcroft….and model root cause
To start with data I am using a county-wide example, your example might be your own school data…or a particular county-wide set of data drilling down to your school data

16. 2011 APS Math Data Example
10 minutes for data example 16

17. Grade 3-5 Math SOL Proficiency Levels
These data show “the big picture” of Math proficiency …
Grade 3-5 Math SOL Proficiency Levels
Grade 3-5 Math SOL Proficiency Levels
90.7 92
86.4
87.3
First let’s look at our elementary math SOL results over the last 4 years.
We see a marked increase in the percentage of students scoring pass advanced (from 53.6 to 68.9) and in the overall rate of students passing the SOLs (from 86.4 to 92.0)
Does this reflect the performance of all our grade students in math?
Source: SOL Extract files as of 8/3/11 (unadjusted) 17

18. Math SOL Pass Rates by Grade Level
These data “dig deeper” to look at math performance by grade…
Math SOL Pass Rates by Grade Level
Let’s look at the results by grade level.
While the passing rates at all grade levels are above 80%, the passing rates in grade 4 have been consistently lower across all 4 years.
Source: SOL Extract files as of 8/3/11 (unadjusted) 18

19. 2011 Math SOL Results by Reporting Category
These data “dig deeper” by looking at strands in mathematics by grade…
let’s take a closer look at our 2011 SOL math results by grade level and reporting category or strand.
Here again, the percentage of students scoring relatively strong in each of these categories is high but consistently lower in grade 4.
Number & Number Sense
Computation & Estimation
Measurement & Geometry
Probability & Statistics
Patterns, Functions & Algebra
Source: SOL Extract files as of 8/3/11(unadjusted) 19

20. 2011 Grade 4 Math SOL Proficiency Levels by Group
These data “dig deeper” through disaggregation by student subgroup population proficiency …
2011 Grade 4 Math SOL Proficiency Levels by Group
Now, let’s take a closer look at the 2011 proficiently levels of grade 4 students in different groups.
Here we see the all too familiar gap between our Asian and White students on one hand and their Hispanic and Black peers. We see similar challenges with our economically disadvantaged students as well as our English language learners and students with disabilities we are especially concerned about the performance levels of this latter group, at 61% passing.
Source: SOL Extract files as of 8/3/11 (unadjusted) 20

21. Economic Disadvantage
These data “dig deeper” through disaggregation of strand for selected subgroups…
2011 Grade 4 SOL Performance for Selected Groups: Percent Students Scoring Relatively Strong
Reporting Category
Black
Hispanic
Economic Disadvantage
LEP
SWD
Number & Number Sense
74.1
75.4
73.8
75.7
63.5
Computation & Estimation
79.1
83.0
80.6
84.0
65.1
Measurement & Geometry
77.9
78.8
74.8
78.5
66.0
Probability & Statistics
69.6
66.2
65.8
57.1
Patterns, Functions & Algebra
74.7
74.0
71.4
75.9
58.0
And now if we look at the relative strengths (shaded in blue) and weaknesses (shaded in yellow) among these selected groups, we see that computation & estimation is generally a strong area for these grade 4 students, that probability and statistics is a weaker area, and that grade 4 students with disabilities are struggling in all areas of math.
And now if we look at the relative strengths (shaded in green) and weaknesses (shaded in yellow) among these selected groups, we see the measurement and geometry is generally a strong area for our students, but that students with disabilities are struggling in all areas of math.
Source: SOL Extract files as of 8/3/11(unadjusted) 21

22. SMART Goal Conclusion…
During the school year, APS will increase the percent of students with disabilities scoring proficient on the grade 4 math SOLs with corresponding improvement in each reporting category
10-11 Actual
Target
Number & Number Sense
63.5
Computation & Estimation
65.1
Measurement & Geometry
66.0
Probability & Statistics
57.1
Patterns, Functions, Algebra
58.0
The power is in the next steps, “How will we do something about this?” What specific actions will we take to address this? How will we measure along the way?
A tool to look at this more in depth is root cause analysis…
Note the difference in the wording; either is fine, depending on your intent:
Increase by 10 percentage points from 72% to 82%
Increase by 10 percent from 72% to ( ) = 79.2%

23. Arlington Public Schools 2011
Root Cause Analysis
Arlington Public Schools
The power is in the next steps, “How will we do something about this?” What specific actions will we take to address this? How will we measure along the way?
A tool to look at this more in depth is root cause analysis…

24. Agenda What is Root Cause? Benefits The Problem Solving Process
Tools: Using the Fishbone and Five Whys
Here is an overview of the session content.
We will review the definition of root cause,
the benefits of performing root cause analysis,
review a recommended problem solving process that contains the root cause analysis step,
provide examples of problems addressed to root cause, and
things to keep in mind when performing this analysis, 24

25. Causes Symptoms Root Causes
Think about root cause at identifying symptoms, to get at the “root” of the problem. Here is a visual that identifies symptoms of disease, when the root cause will need a different solution than just treating the symptom.
Root cause analysis is a great tool for when
You have a problem that doesn’t have an obvious cause
You want to expand your thinking before focusing on a particular cause
There is more than one problem being addressed
A problem has many branches to its complexity
You have tried many solutions that have not achieved your desired results
You are stuck in a complex issue or problem
Induces discussion and reflection around a topic
Often symptoms are dealt with, leading to patches (bandaids) patches require additional resources and create additional work= wasted effort
ROOT Cause the deepest underlying cause that if dissolved would result in improvements
Root Causes

26. Root Cause Analysis Example
The steps of the Jefferson Memorial were eroding. Ask Why? x 5

27. Root Cause Analysis Example
The steps of the Jefferson Memorial were eroding. Why?
The cleaner used to wash the steps was abrasive? Why did they use an abrasive cleaner?
The cleaner was needed because sparrows were depositing their waste on the steps? Why were the sparrows there?
The sparrows were eating spiders attracted to the memorial? Why were the spiders there?
The spiders were eating a smaller bug? Why were the smaller bugs attracted to the memorial?
The smaller bugs were attracted to the lights used to shine on the monument.
Solution: Turned the lights on 30 minutes later; the cycle was disrupted, the bugs, spiders, and birds moved on and a less abrasive cleaner was needed to clean the steps

28. Handout- Page 1 Look at the root cause handout- top of page 1
What is root cause?
Getting at the heart of an issue….

29. Root Cause and Planning
Once we write our smart goals for schools and departments, then root cause analysis can help us identify priorities, help us prioritize issues

30. Root Cause -Fishbone Tool
There are many tools to get at root cause…. a tool- Fishbone to get at root cause. There are various versions, depending on the source.
(others are: brainstorming, pareto chart, scatter gram, flow chart, run chart, histogram, control charts, tree diagrams)

31. Root Cause and Planning
Restate the SMART Goal as a problem
This becomes the head of the fish
Conduct your Root Cause Analysis
Determine actions you can take to address the Root Causes
These become your priorities

32. How does it work? Focused Method Brainstorming Method
Encourages creative thinking
Everyone participates
Tendency to jump to conclusions
May miss broad areas
Focused Method
Covers all bones thoughtfully
Can quickly lead to causes
Reduces “out of the box” thinking
Difficult to complete in large groups
The best Fishbones use both! Switch back and forth as appropriate.

33. Brainstorming Method
Identify a problem/issue. Share that statement with the group.
Engage in brainstorming about why that issue exists.
Write for 3-5 minutes- one reason why that issue exists per sticky note.
Place the sticky notes on the fish, there is no wrong location!
Group any duplicate notes
Ask “Why” for each of the identified causes.
Brainstorm on sticky notes the possible causes.
Place the notes on the fish, creating smaller branching ‘bones’
Continue asking “Why” until a root cause is determined
Analyze causes and eliminate ideas that do not apply. Clarify the meaning of each idea using the group to refine the ideas.
Rank causes and circle the most likely ones for further consideration and study. The diagram will illustrate the most intensely involved categories, and the group will be able to see that certain potential causes recur through the picture; these are the areas for further investigation. Use the Root Cause Criteria to make sure you have reached root causes.
Investigate the circled causes.
Contain the problem. Make certain that the group (customer in this case) that finds the problem does not see it again!
Assemble a knowledgeable team
Use the 80/20 Rule
Tackle one branch at a time…. this helps keep team’s thoughts organized
Use brainstorming techniques
Don’t disrupt the brainstorm by trying to perfect the flow/diagram!
Stay ½-step ahead of your team when diagramming
Prevent skipping levels or jumping Use Root Cause Analysis for actual or near miss incidents, to prevent recurrence
Maximize effectiveness by gathering the right data and following the approach outlined in this course
Keep the analysis and its documentation as straightforward as possible, to enhance the probability you will continue to use it in the future!
to conclusions 37

34. Focused Method
Identify a problem/issue. Share that statement with the group.
Select one of the bones of the fish. Ask why that bone would create the issue.
Discuss and reach consensus on the primary reason(s) the bone would cause the issue. Stay focused on primary reasons which have large impact. Use the 80/20 rule.
Ask “Why” about each of the answer(s) provided in the first step. Again, stay focused on the primary reasons.
Continue asking why approximately 5 times until you reach a root cause.
Be sure not to cloud thinking with pre-conceived root causes
Do not skip steps, even if they seem ‘obvious’
The goal is to narrow the focus to a point.
Repeat the exercise for the remaining bones. If you have a large group, have each small group do one “bone” or category.
Trim and eliminate causes which you cannot directly control.
Rank causes and circle the most likely ones for further consideration and study. Use the Root Cause Criteria to make sure you have reached root causes.
Investigate the circled causes.

35. Criteria for Root Causes
Would the problem have occurred if the cause had not been present?
Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved?
Will correction or dissolution of the cause lead to similar events?
Other indicators that you have identified a root cause:
Everyone agrees that this is a root cause
The cause is logical, makes sense, is supported by data and provides clarity to the problem
The cause is something you can influence and control
If the cause is dissolved there is realistic hope that the problem can be reduced or prevented in the future.
When is a cause a root cause? These criteria will help you know when you have reached the “root” of the issue.
If no, then it is a root cause. If yes, then it is a contributing cause, keep digging.

36. Root Cause -Fishbone Tool
Increase the number of students with disabilities scoring proficient in Probability & Statistics and
Patterns, Functions, Algebra
Now we will try all together…from the data example we just looked at….state the smart goal as a problem statement (or if your table has another issue you wish to address you can do that)
1) Identify a problem/issue. Share that statement with the group.
2) Engage in brainstorming about why that issue exists.
Write for 3-5 minutes- one reason why that issue exists per sticky note.
Place the sticky notes on the fish, there is no wrong location!
Group any duplicate notes
Ask “Why” for each of the identified causes.
Brainstorm on sticky notes the possible causes.
Place the notes on the fish, creating smaller branching ‘bones’
Continue asking “Why” until a root cause is determined
______
For whole group purposes, just learning the tool for the first time, model up to this part (see next slide) by having 4-6 people come up and share their post it, place it on the fish…
Then each small group uses the brainstorm or focused method on the agreed upon school-wide issue. This will serve as practice for when they break up into their grade levels/departments, in which they will use root cause again to dig deep into a grade level or content issue.
____________
Analyze causes and eliminate ideas that do not apply. Clarify the meaning of each idea using the group to refine the ideas.
Rank causes and circle the most likely ones for further consideration and study. The diagram will illustrate the most intensely involved categories, and the group will be able to see that certain potential causes recur through the picture; these are the areas for further investigation. Use the Root Cause Criteria to make sure you have reached root causes.
Investigate the circled causes.

38. Table Groups
Then each small group uses the brainstorm or focused method on the agreed upon school-wide issue. This will serve as practice for when they break up into their grade levels/departments, in which they will use root cause again to dig deep into a grade level or content issue.

39. Reflect What is Root Cause? Benefits The Problem Solving Process
Tools: Using the Fishbone and Five Whys
- definition of root cause,
- benefits of performing root cause analysis,
- Looked at examples of problems addressed to root cause, and
- Identified things to keep in mind when performing this analysis, 43

40. Guiding Questions
What are the 2-3 most critical challenges that my school or grade level or department must tackle?
Who will lead the PD day at my school?
Challenges?
What needs to be done to prepare leadership staff to prepare for the eday?
What action plan will we implement to support the work?
How can school PDP groups align with this process? 44

41. In the outline of the day, time is provided for staff to delve into school data to then make …
Data Review
9:00-10:30 Whole-school data and introduction to protocols
Root Cause Analysis via Fishbone and Five Whys
Collaboration
10:30-12:00 Small group work
Complete a root cause analysis for identified issue
Elementary- vertical teams or grade level and specialists groups
Secondary- content departments (Special Education, Gifted, and other teachers should be assigned content or program groups)

42. Actionable plans.
The template for a plan is suggested, you are welcome to alter it, or as some schools have stated, they have some plan formats…also the plan could take the form of PDPs.

43. Where do I find the information about the day?
Check back often for updates.

44. Additional Professional Development Day 10/10
Expectations
Resources
Support- PD Day Planning for School Leadership Teams (optional)
9/22, 4:00-5:30 Career Center
9/26, 4:00-5:30 Career Center
9/29, 3:30-5:00 Syphax 121
10/3, 3:30-5:00 Career Center
Your teams are invited to attend the support planning sessions individually or as teams. We will review the agenda for the PD day and provide detailed assistance with the root cause part of the presentation.

45. PD Day Agenda
In the outline of the day, time is provided for staff to delve into school data to then make …
Data Review
9:00-10:30 Whole-school data and introduction to protocols
Root Cause Analysis via Fishbone and Five Whys
Collaboration
10:30-12:00 Small group work
Complete a root cause analysis for identified issue
Elementary- vertical teams or grade level and specialists groups
Secondary- content departments (Special Education, Gifted, and other teachers should be assigned content or program groups)

46. Actionable plans.
The template for a plan is suggested, you are welcome to alter it, or as some schools have stated, they have other plan formats…also the plan could take the form of PDPs.

47. Questions?

48. Professional Development Day 10/10/11
Planning for School Leadership Teams (optional)
9/22, 4:00-5:30 Career Center
9/26, 4:00-5:30 Career Center
9/29, 3:30-5:00 Syphax 121
10/3, 3:30-5:00 Career Center
Your teams are invited to attend the support planning sessions individually or as teams. We will review the agenda for the PD day and provide detailed assistance with the root cause part of the presentation.
School leadership team members are invited to attend the support planning sessions individually or as teams. We will review the agenda for the PD day and provide detailed assistance with the root cause analysis section of the presentation.