Fahrig, R. SI Reorg Presentation: DCSI

Fahrig, R. SI Reorg Presentation: DCSI
06/28/18 Focused Data Analysis © 2018 by the Texas Education Agency

06/28/18 Session Outcomes Participants will learn the process and understand that they will replicate this work back at their campuses with their own data. ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis.

06/28/18 Group Norms ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis. Use technology appropriately Take charge of your learning Participate actively Encourage one another Take care of your needs Training Implementation TIP

Selected Characteristics of an Effective Vision
Imaginable: Conveys a picture of what the future state of the campus will look like Focused: Is concise and clear enough to provide guidance in decision making Communicable: Is easy to communicate and explain Collaborative: Created with input from all in order to establish a sense of ownership Facilitators Note: We will use these characteristics to test the vision statement the team identifies at the end of the session. Review this slide with participants. In the note taking guide, answer reflection question 1: why does a vision statement need to have each of these characteristics? (Another way to think of this: what might happen in your planning if your vision does not have these characteristics?) updated 8/13/18

06/28/18 Additional Criteria of an Effective Vision Imaginable: Conveys a picture of what the future will look like Desirable: Appeals to the long-term interests of employees, customers, stockholders, and others who have a stake in the enterprise Feasible: Comprises realistic, attainable goals Focused: Is clear enough to provide guidance in decision making Flexible: Is general enough to allow individual initiative and alternative responses in light of changing conditions Communicable: Is easy to communicate; can be successfully explained within five minutes ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis.

06/28/18 Vision Statement Attributes 1. Brevity 2. Clarity 3. Abstract and Challenging 4. States the Organization’s Purpose 5. Future Focused 6. Sets a Desirable Goal 7. Matches the Organization’s Success Measures ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis.

06/28/18 Vision Statements Teach for America: One day, all children in this nation will have the opportunity to attain an excellent education. (16) Human Rights Campaign: Equality for everyone (3) Feeding America: A hunger-free America (4) Alzheimer’s Association: A world without Alzheimer’s (4) Oxfam: A just world without poverty (5) National Multiple Sclerosis Society: A World Free of MS (5) The Nature Conservancy: To leave a sustainable world for future generations. (8) Make-A-Wish: That people everywhere will share the power of a wish (10) Habitat for Humanity: A world where everyone has a decent place to live. (10) San Diego Zoo: To become a world leader at connecting people to wildlife and conservation. (12) ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis.

06/28/18 Vision Reflection In your note-taking guide, answer (2 minutes): How can data-driven improvement planning help our campus achieve this vision? Before we begin, let’s take a moment to think about what we need to achieve this year. You brought your vision statement with you today; this vision should drive the improvement planning work that you do this year. Individually, take 2 minutes to answer the first question in your note-taking guide (show Slide 3): How can data-driven improvement planning help our campus achieve this vision? [Potential responses: Answers will vary; planning with data lets us know how far we are from the vision/if we are getting closer to achieving it]

06/28/18 Improvement Planning with Data Say (1 min): We know that we need both a vision AND a plan to get our schools to improve. In order to anchor our plan in data, we are going to begin our planning work with Data Analysis. Individually, take one minute to answer question 2 in your note taking guide (show Slide 4): Why is data analysis the first step in creating the plan? [Potential responses: because it helps us measure how far we are from our targets or from achieving our vision] Say (1 min): Do a quick turn and talk with someone next to you about your answer. (Wait 2 minutes) Say (2 mins): Let’s share whole group. Why is data analysis step one? (Have 1-2 people respond whole group) In your note-taking guide, answer (2 minutes): Why is data analysis the first step in creating a plan?

06/28/18 Key Idea Say (1 min): (show Slide 5) Key Idea: Analyzing our data as a first step lets us know exactly what we need to plan for and how much we need to accomplish. Analyzing data first tells us where we are now and how much we need to do to get to where we want to go. Training Implementation TIP

06/28/18 Objectives Say (5 mins): (show Slide 6) Today, you are going to practice doing 2 things so that you can return to your campus ready to conduct your own Data Analysis: Identify why a campus did not meet standard and where the performance gaps are Write data-driven problem statements and annual goals on which to base improvement planning We will look at a couple of case studies to determine why these actions are important for planning, and then we will practice using tools to conduct a sample data analysis. Identify why a campus did not meet standard and where the performance gaps are Write data-driven problem statements and annual goals on which to base improvement planning

06/28/18 Identifying Key Actions for Data Analysis: Case Study A Say (1 min): Before we practice doing a data analysis, let’s look at two case studies from sample campuses to identify what the key actions for data analysis are. We are going to look at two case studies. (Show Slide 7) Pull Case Study A from your packet. Individually, read the case study and answer the questions in your note taking guide. Take 10 minutes for this. What actions did Campus A take to determine why they didn’t meet standard? [Potential answers: reviewed the data used to create accountability rating from the performance reporting website] What actions did the campus take to identify where their performance gaps are? [Potential answers: determined why they didn’t meet standard by looking at each domain by grade level and content area] What is the purpose of the problem statement and annual goal? [Potential answers: tells you where you are and what you need to do to meet standard] How will these actions set them up for successful improvement planning? [Potential answer: the campus will focus on the data/areas that show that they are underperforming; will be able to track progress toward goal more easily] Say (1 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (5 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) Read the case study. In your note-taking guide, answer (10 minutes): What actions did Campus A take to determine why they didn’t meet standard? What actions did the campus take to identify where their performance gaps are? What is the purpose of the problem statement and annual goal? How will these actions set them up for successful improvement planning?

06/28/18 Key Idea Say (3 min): (show Slide 8) Key idea: Knowing why you didn’t meet standard and where the performance gaps come from keeps you focused on planning actions that will close those gaps. Knowing why you didn’t meet standard and where the performance gaps come from keeps you focused on planning actions that will close those gaps. Training Implementation TIP

06/28/18 Improving Practices: Case Study B Say (1 min): (show Slide 9) Let’s look at another campus. This campus missed the same accountability targets, but they took a different approach to their data analysis. Individually, read the case study and answer the two questions in your note taking guide. Take 7 minutes for this. Why might Campus B’s Problem Statement/Annual Goal lead to a less effective plan? [Potential answers: they aren’t aligned to state accountability targets, they are not measurable] What steps would you recommend campus B take to improve their problem statement/annual goal? [Potential answers: narrow the data sources, maintain focus on state accountability targets] Say (1 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (5 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) Read the case study. In your note-taking guide, answer (7 minutes): Why might Campus B’s Problem Statement/Annual Goal lead to a less effective plan? What steps would you recommend Campus B take to improve their Problem Statement/Annual Goal?

06/28/18 Key Idea Say (2 min): (show Slide 10) Key idea: Campuses that focus on why they did not meet standard, identify where the performance gaps are, and write data driven problem statements are set up for more effective improvement planning. Campuses that… focus on why they did not meet standard, identify where the performance gaps are, and write data-driven problem statements …are set up for more effective improvement planning. Training Implementation TIP

06/28/18 Identifying Data Trends Say (2 mins): (show Slide 11) Now we are going to practice conducting a data analysis and writing data-driven problem statements and annual goals. You are going to work with your campus team on a sample set of data. (Facilitator note: if a campus team has more than 4, divide them into groups of 4-5.) Take out your Data Analysis Guided Discussion packet. This worksheet is meant to help teams uncover performance gaps and synthesize data into problem statements and should be used when you return to your campus to conduct your own data analysis. Use the sample data packets on your table to complete the worksheet. You will also answer the two reflection questions on the slide in your note-taking guide. Take 20 minutes. (Facilitators note: during this time, circulate among tables to ensure that participants are using the worksheet correctly) Domain 1: Teams should start by looking at the content areas, student subgroups, and performance levels. [Conversations should be taking place around the achievement by content area and student groups. To understand the grade level breakdown for each content area, the campus will use the student performance report that lists students’ individual results.] Domain 3: Teams look at the Closing the Gaps table. The first table will help the campus with an overview of Domain 3. The second table provides a break down actual achievement numbers for Domain 3. [Conversations should be taking place around the Academic Achievement and Growth Status categories. The campus failed to meet many of the targets in these categories. Make sure that campuses understand the difference between the two tables and how they are used to help the campus understand the Domain 3 data.] Practicing a data analysis: (20 minutes) -Sample campus (different from case studies!), Domains 1 and 3 -Complete Steps 1a and 3a-3g in your Data Analysis Guided Discussion packet -Review the other steps in the Data Analysis Guided Discussion packet and answer in your note-taking guide: What is our plan to complete this data analysis at our campus? Who is responsible for the work, and who will hold them accountable? Training Implementation TIP

06/28/18 Identifying Data Trends Say: (show Slide 12) Now that you have reviewed the data, let’s summarize why the campus didn’t meet standard. With your table team, write 2-4 bullets for each domain the campus missed that describe WHY they missed the domain target. Record your data summary statements on the chart paper near your table. Take 10 minutes for this. (Facilitators note: circulate to ensure responses are aligned to expected responses; ask questions to redirect as needed) Potential responses: Domain 1: Only 33% of students reached the Approaches Grade Level standard in Writing. Only 33% of Economically Disadvantaged students reached the Approaches Grade Level standard in Writing. Lead teams to think about the Next steps: Identify the 4th grade teacher who had the lowest levels of achievement in Writing. Only 45% of Current EL students reached the Approaches Grade Level standard in Mathematics. Lead teams to think about the Next steps: Identify the grade level that had the lowest level of achievement in Math for Current EL students. Identify the teacher who had the lowest level of achievement in Math in that grade level for Current EL students. Other Potential Answers: • 44% of African American students reached the Approaches GL standard in Math. • 34% of Hispanic students reached the Approaches GL standard in Writing. •47% of Economically Disadvantaged students reached the Approaches GL standard on all tests taken. Domain 3: No Academic Achievement Status targets were met in Math and ELA. In ELA, the student groups with the largest gaps are: Hispanic, Continuously Enrolled, and All Students. In Math, the student groups with the largest gaps are: All Students, Hispanic, and Non-Continuously Enrolled. Lead teams to think about Next Steps: Identify the grade levels that had the largest academic achievement gaps. Focus in on the specific student groups that most contributed to targets not being met. Identify the teachers who most contributed to the targets not being met. Only 12% of African American and Hispanic achieved the Masters Grade Level standard. Lead teams to think about Next Steps: Identify the subject area that had the lowest number of African American and Hispanic students achieve the Master GL standard. Identify the grade level that had the lowest number of African American and Hispanic students achieve the Master GL standard. Focus on the teacher who had the lowest number of African American and Hispanic students achieve the Master GL standard. Other potential responses: No growth status measures (the most heavily weighted component in Domain 3) were achieved by student groups in ELA or Math. Student Success Status targets were not reached by any measurable subgroup with the exception of Current Special Education. There is a large gap between the number of growth points earned by African American students and growth points earned by other student groups. Why didn’t the campus meet standard? (2-4 bullets per missed Domain target) – 7 minutes with table team; record responses on chart paper

06/28/18 Data Trends: Findings Say (5 mins): (show Slide 13) So we can look around the room and see what some of the data trends for this campus are. Here are some of the trends that we surfaced: (read from slide. If the trends on the chart paper around the room don’t match, open for discussion). Some trends we identified: The campus overall is struggling with student growth. Writing is an area of concern for the campus. There are disparities in the performance of student groups that aren’t explained by the data tables: African American and Hispanic students on campus are not achieving at the Masters level. White students and Current Special Ed students underperformed in Math and ELA when compared to the other subgroups.

06/28/18 Key Idea (show Slide 14) Key Idea: When looking at state accountability data, evaluate by content area, grade level, teacher level, and student group to uncover where performance gaps really are. When looking at state accountability data, evaluate by content area, grade level, teacher level, and student group to uncover where performance gaps really are. Training Implementation TIP

06/28/18 Practice: Writing Problem Statements and Annual Goals Say (2 min): (show slide 15) We have identified the trends in our example data, but now we need to turn these trends into measurable problem statements and annual goals, which will serve as the foundation of our improvement plans. First, let’s take a minute to look back at the problem statements and annual goals from our case studies. On page 4 of your note-taking guide, the problem statements and annual goals for each campus are listed. In your notes, answer the reflection question: What is missing in Campus B’s problem statement and annual goal? [Potential responses: problem statement is not based on accountability data (not clear why this is the primary reason they didn’t meet standard), annual goal is not measurable] Say (4 mins): (Ask for volunteers to share responses) In your note-taking guide, answer (3 minutes): What is missing in Campus B’s problem statement and annual goal?

06/28/18 Key Idea (show slide 16) Key idea: Here are our criteria for problem statements and annual goals: A good problem statement is: Substantiated by data A key reason why the campus did not meet standard A good annual goal is: Based on measurable results Attainable and ambitious In your note-taking guide, take a minute to write your understanding of what makes a good problem statement and annual goal. Say: (leave slide 16 up) Now let’s practice using the data trends we just uncovered in the sample data to write a problem statement and annual goal. Individually, take 5 minutes to write one problem statement and a corresponding annual goal for one of the data trends in your note-taking guide. Keep in mind our criteria for problem statements and annual goals! (After 5 mins) Say: We are going to review each other’s problem statements and annual goals now. Find a partner from another table/campus. You are going to take 3 minutes to read each other’s problem statements and annual goals and evaluate them against the criteria. You will then each have 2 minutes to provide your partner feedback, and then you will take one minute to revise. I’ll walk you through the timeline as we go. For now, take 1 minute to find a new partner! (After everyone is settled) Ok, now you have 3 minutes to read each other’s problem statements and annual goals and evaluate them against the criteria. Record your feedback on page 4 of your note-taking guide. You may begin. (After 3 mins) Take turns giving the feedback on the problem statement/annual goal. The person who has the closest birthday to today gives feedback first. You have 2 minutes to give your feedback. Begin! (Facilitator will walk around while partners are giving feedback; ask those with strong problem statement/annual goals to share out once the activity is over.) (After 2 mins) Now let’s switch. Partner 2, give your feedback. You have 2 minutes! (After 2 mins) Take one minute and make any revisions to your Problem Statement/Annual Goal that your partner suggested. (After 1 min) Let’s return to our original seats. (Wait for people to get re-settled.) I heard a couple of great examples of problem statements and annual goals while walking around. (Facilitator asks selected participants to share and asks the room for their thoughts or feedback.) A good problem statement is: Substantiated by data A key reason why the campus did not meet standard A good annual goal is: Based on measurable results Attainable and ambitious

06/28/18 Final Reflection (show Slide 17) We have practiced reviewing data and synthesizing it into something on which we can base our improvement plans. Before we leave, in your note taking guide, take a minute to reflect on the last question in your note taking guide: What are the key actions I need to keep in mind when I do this work at my campus? In your note-taking guide, answer: What are the key actions I need to keep in mind when I do this work at my campus? Training Implementation TIP

06/28/18 Context Setting In your note-taking guide, answer (2 minutes): Why do we take the time to analyze root causes? Individually, take 2 minutes to answer the first question in your note-taking guide (show Slide 3): Why do we take the time to analyze root causes? [Potential responses: so we know where to focus our improvement efforts, so we can prevent the problems from coming up again] IMPORTANT: Give time to share out. We emphasize on next slide updated 8/13/18

06/28/18 Key Idea They need to write on note taker guide Say (1 min): (show slide 4) Identifying the root cause of low performance allows us to remove the condition that is causing (and will continue to cause) low performance. Key Idea: We analyze root causes so we can identify the real reason we are underperforming and select a strategy that creates sustainable gains in student achievement. -we have campuses that go back after one year -Doctor: symptom vs illness -dig deeper We analyze root causes so we can identify the real reason we are underperforming and select a strategy that creates sustainable gains in student achievement. updated 8/13/18

06/28/18 Objectives Section outcome: participants will know what will be learned in this session and understand that they will replicate this work back at their campuses. Say (5 mins): (show slide 5) At the end of this session, you will be able to: Engage in guided dialogue with stakeholder groups to brainstorm possible root causes Validate and prioritize root causes We will look at a couple of case studies to determine why these actions are important for planning, and then we will practice have a guided discussion to conduct a root cause analysis. When you return to your campus, you will be able to implement these tools for your own root cause analysis. Engage in guided dialogue with stakeholder groups to brainstorm possible root causes Validate and prioritize root causes updated 8/13/18

06/28/18 Identifying Key Actions for Root Cause Analysis: Case Study A Section Outcome: Participants will identify the actions a sample campus took to arrive at a root cause that will serve as the foundation of their improvement plan. Say (1 min): (show slide 6) We are going to look at two case studies. Pull Case Study A from your packet. Individually, read the case study and answer the two questions in your note taking guide. Take 10 minutes for this. How did this campus get from a surface cause to a root cause? [Potential answers: they identified an area of highest need through specific questioning; they included multiple stakeholder groups which helped reveal more issues, they tie the root cause back to data] What impact will this have on their plan development? [Potential answers: the campus now knows what really caused their low performance in math, they will select a better strategy, because they included various groups, they have a deeper understanding of campus issues] Say (1 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (5 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) Read the case study. In your note-taking guide, answer (7 minutes) and share out (3 minutes): How did this campus get from a surface cause to a root cause? What impact will this have on their plan development? updated 8/13/18

06/28/18 Key Idea Participants write on note taker p. 1 (bottom) Say (3 min): (show Slide 7) Key idea: what we see from this case study is that we set ourselves up for successful planning when we invite a variety of stakeholders to the table to have a guided discussion and prioritize root causes. We set ourselves up for successful planning when we invite a variety of stakeholders to the table to have a guided discussion and prioritize root causes. updated 8/13/18

06/28/18 Improving Practices: Case Study B Section Outcome: Particpants will evaluate the missteps a campus might make in the data analysis process and identify actions to avoid those missteps. Say (1 min): (show Slide 8) Let’s look at another campus. This campus missed the same accountability targets and has the same problem statement, but they took a different approach to their root cause analysis. Individually, read the case study and answer the two questions in your note taking guide. Take 7 minutes for this. Why did this campus arrive at a surface cause and not a root cause? [Potential answers: didn’t tie the work to data, no guided discussion, only a couple pf people at the table, one with limited knowledge of the campus] What might happen if the campus bases its improvement strategy on a surface-level cause? [Potential answers: the campus doesn’t know what really caused low performance, so they are more likely to select a strategy that won’t actually help them] Say (1 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (5 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) Read the case study. In your note-taking guide, answer (5 minutes) share out (2 minutes): Why did this campus arrive at a surface cause and not a root cause? What might happen if the campus bases its improvement strategy on a surface-level cause updated 8/13/18

06/28/18 Key Idea Notetaker p. 3 Say (2 min): (show Slide 9) Key idea: Campuses that engage in a more inclusive, deliberate root cause analysis will be able to select better strategies and see more sustainable gains because they know what they need to fix first. Campuses that engage in a more inclusive, deliberate root cause analysis will be able to select better strategies and see more sustainable gains because they know what they need to fix first. updated 8/13/18

06/28/18 Practice: Guided Discussion for Root Cause Analysis Say (3 mins): (show Slide 10) Now we are going to practice conducting a root cause analysis with a guided discussion. We are going to use the same problem statement you saw in the case studies, but we are going to apply our own experience to the discussion. To do this, we are going to work with our own campus groups. Problem Statement: 75% of 5th graders did not meet grade level in math. Guided Root Cause Analysis: Teaching and Learning Leadership Effectiveness Teacher Quality School Climate and Culture updated 8/13/18

06/28/18 How to Use the Guided Discussion Take the Guided Discussion worksheet from your packet. You are going to use this document for your conversation. (Show slide 11) (Facilitator explains how to use worksheet and where to record answers) Since you don’t have all your campus data/artifacts with you today, we will just answer the questions based on your campus experience. (Remember this is practice!) Take 10 minutes to work through the questions and record in your note guide. (Facilitator walks around to see at what level participants are stopping.) Teaching and Learning Leadership Effectiveness Teacher Quality School Climate and Culture Under each topic: Start with the first element and GO IN ORDER. Determine if your campus does that element consistently and with fidelity. If yes, provide evidence or artifacts to validate (you will do this back at your campus). Continue to the next element. If your answer is no, write the scaffolded element in your note taking guide, and then move to the next topic. Repeat for each topic. Take 10 minutes with your table group! updated 8/13/18

06/28/18 Key Idea Say (2 min): (show Slide 13) Key idea: The 5 whys help us identify the barriers that prevent us from implementing systems and processes. Identify sufficient evidence and/or artifacts that informs current status of the consistency and fidelity of implementation of school systems and/or processes. updated 8/13/18

06/28/18 The Guided 5 Whys Say (6 mins): (show slide 12) Now that we have identified missing systems or processes, we are going to use a more traditional root cause analysis tool, the 5 whys, to identify some of the reasons we did not implement the system or process from the guided discussion. First, let’s go back to our case studies and look at the 5 whys processes our sample campuses used. Individually, answer the three questions in your note taking guide. Take 5 minutes for this. What did Campus A identify when they asked the 5 whys about the system they did not implement? [Potential answers: that parents believe teacher quality is inconsistent, that teachers do not feel administrators are trained to give feedback on instruction] What did Campus B identify when they asked 5 whys about the problem statement? [Potential answers: that educator preparation programs are not preparing teachers] Why might Campus A’s 5 whys process yield a better improvement plan? [Potential answers: Campus A is focused on the system that is in within their control to implement; they are identifying the potential barriers to putting this system in place] Say (3 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (5 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) In your note taking guide, answer the questions about the 5 whys processes that Campuses A and B used (5 mins): What did Campus A identify when they asked the 5 whys about the system they did not implement? What did Campus B identify when they asked 5 whys about the problem statement? Why might Campus A’s 5 whys process yield a better improvement plan? updated 8/13/18

06/28/18 Key Idea Say (2 min): (show Slide 13) Key idea: The 5 whys help us identify the barriers that prevent us from implementing systems and processes. The 5 whys help us identify the barriers that prevent us from implementing systems and processes. updated 8/13/18

06/28/18 The Guided 5 Whys Say (3 mins): (show slide 14) Now we are going to use a traditional root cause analysis tool, the 5 whys, to uncover the root cause that kept us from taking this step. But our 5 whys are also a bit more guided. For this practice, we will just use the question you stopped at in teaching and learning. (Facilitator reads over example in slide 14) Take 10 minutes with your group to do this. In your note-taking guide, ask and answer “why” 5 times for the T&L question you stopped at. The first 2 why questions are set for you! Example: Under teaching and learning, our first NO answer was to “Campus instructional leaders have consistent, documented expectations for maximizing instructional time and delivering effective instruction.” Why wasn’t this system/process implemented? Because we want teachers to work with their own style of instruction. Why didn’t we achieve success when we let teachers work with their own style of instruction? Because our teachers were inconsistent with the quality and rigor of instruction. Why were teachers inconsistent? Because we didn’t monitor quality and rigor consistently. Why didn’t we monitor consistently? Because we didn’t establish a system for observations and feedback that worked with our schedule. Why didn’t we create this system? Because we did not prioritize it. updated 8/13/18

06/28/18 Guided 5 Whys Reflection Say (3 min): (show slide 15) You have identified some of barriers or threats that may have prevented you from implementing this system or process. You’ll want to keep these in mind when you write (and implement!) your plan. In your note taking guide, answer the following questions to focus your ideas for planning (take 2 minutes): Of the barriers we identified in the because statements: Which are due to mindsets? Which are due to action (or inaction)? Which are due to resources? Of the barriers we identified in the because statements: Which are due to mindsets? Which are due to action (or inaction)? Which are due to resources? updated 8/13/18

06/28/18 The Guided 5 Whys Mindset Action Action (did not create system) Mindset (did not think it was important. Did not know system was needed) / Action – did not create it Example: Under teaching and learning, our first NO answer was to “Campus instructional leaders have consistent, documented expectations for maximizing instructional time and delivering effective instruction.” Why wasn’t this system/process implemented? Because we want teachers to work with their own style of instruction. Why didn’t we achieve success when we let teachers work with their own style of instruction? Because our teachers were inconsistent with the quality and rigor of instruction. Why were teachers inconsistent? Because we didn’t monitor quality and rigor consistently. Why didn’t we monitor consistently? Because we didn’t establish a system for observations and feedback that worked with our schedule. Why didn’t we create this system? Because we did not prioritize it. updated 8/13/18

06/28/18 Guided 5 Whys Reflection Say (3 min): (show slide 15) You have identified some of barriers or threats that may have prevented you from implementing this system or process. You’ll want to keep these in mind when you write (and implement!) your plan. In your note taking guide, answer the following questions to focus your ideas for planning (take 2 minutes): Of the barriers we identified in the because statements: Which are due to mindsets? Which are due to action (or inaction)? Which are due to resources? In your note taking guide, answer (2 mins): Of the barriers we identified in the because statements: Which are due to mindsets? Which are due to action (or inaction)? Which are due to resources? updated 8/13/18

06/28/18 Key Idea Say (2 min): (show Slide 16) Key idea: Removing barriers and ensuring that the conditions exist for campus improvement is one of the key responsibilities of the District Coordinator of School Improvement. Removing barriers and ensuring that the conditions exist for campus improvement is one of the key responsibilities of the District Coordinator of School Improvement. updated 8/13/18

06/28/18 Writing a Root Cause Statement Say (6 mins): (show Slide 17) Our last step in this section is to write the root cause statement that would go in our plan. With your table team, develop your root cause statement. The root cause statement should: identify the system or process that was missing that led to low performance identify one or more key barriers that kept that system or process from being implemented The example we worked with earlier is written as a root cause statement on the slide. The system that was lacking is highlighted in yellow; the key barrier is highlighted in green. Take 5 minutes to do this. (Facilitator walks around to answer questions and help team identify biggest barrier(s).) The root cause statement should: identify the system or process that was missing that led to low performance identify one or more key barriers that kept that system or process from being implemented Example: Campus instructional leaders did not create consistent, documented expectations for delivering effective instruction because we prioritized teacher autonomy over student outcomes. System Lacking Key Barrier updated 8/13/18

06/28/18 Tips for Conducting Root Cause Analysis at your campus Say (3 min): (show slide 18) Before we movie into our final reflection, we wanted to share a couple of tips for when you return to your campus to do this work. First, we want to acknowledge that doing a root cause analysis can lead to some difficult conversations. If you have attended any professional development around communicating with stakeholders (like Courageous Principals), now is the time to employ those strategies! And remember: focus on the specific process (or lack of a process), not the specific people, that led to low performance. Second, we want to reiterate the importance of conducting the root cause analysis with multiple stakeholder groups. You may want to consider giving the Guided Discussion Worksheet to these different groups BEFORE everyone comes together to see if you are calibrated on what systems are lacking at the campus. Difficult conversations ahead: use your communication toolkit and focus on processes Give the guided discussion worksheet to stakeholders prior to the meeting; calibrate in the meeting updated 8/13/18

06/28/18 Final Reflection (show slide 19) We have practiced using guided discussion to identify and validate a prioritized root cause. Before we leave, in your note taking guide, take a minute to reflect on the last question: What are the key actions I need to keep in mind when I do this work at my campus? In your note-taking guide, answer: What are the key actions I need to keep in mind when I do this work at my campus? updated 8/13/18

06/28/18 Context-Setting In your note-taking guide, answer (2 minutes): Think of a strategy you have seen implemented on a campus. What actions did the campus take to choose that strategy? Before we begin, let’s take a moment to reflect on the strategies you have seen schools implement (or try to implement). Think of a strategy you have seen implemented. In your note-taking guide, take 2 minutes to answer (show slide 3): What actions did your campus take to choose the strategy? Say (2 mins): Let’s share whole group. What are some ways that your campuses went about selecting a strategy? (Have 1-2 people respond whole group) updated 8/13/18

06/28/18 Objectives Say (5 mins): (show Slide 5) Today, you are going to practice how to: Identify the highest lever strategies that directly align with the root cause and address the source of performance gaps Prioritize strategies in a scaffolded and sequenced manner We will look at a couple of case studies to identify what makes a strategy aligned and prioritized, and then we will practice selecting aligned and prioritized strategies. When you return to your campus, you will be able to use your root cause and data to drive your strategy selection. Identify the highest lever strategies that directly align with the root cause and address the source of performance gaps Prioritize strategies in a scaffolded and sequenced manner updated 8/13/18

06/28/18 Selecting an Aligned Strategy: Case Studies Say (1 min): (show slide 6) We will look at two sample campuses with the same root cause. Each campus has gone through a different process and selected a different strategy. Take 7 minutes to read each short case study, and then answer the questions in your note taking guide individually: Why is Campus A’s strategy more aligned to the root cause? [Potential responses: Campus A is doing the first thing first: they are addressing the root cause directly. Campus B’s strategy doesn’t guarantee that the foundation of an observation/feedback system is in place; i.e. they aren’t doing the first thing first.] What might happen at Campus B if they implement this strategy? [Potential responses: They won’t successfully implement because they haven’t dealt with the foundational issue of observation and feedback.] Say (1 min): Turn and talk to your table group and discuss your answers. Take 3 minutes for this. (Facilitators monitor table talk to make sure discussions are on track with the answers above) Say (4 min): Let’s do a whole group share out. (Ask for 3-4 volunteers to share their responses) Say (2 min): Campus A identified a strategy that can resolve their root cause because it sets a foundation for improvement. It’s the “first thing first.” Campus B selected a strategy that doesn’t address their core issue: that there is no observation/feedback system. Read the case studies. In your note-taking guide, answer (7 minutes) share out (3 minutes): Why is Campus A’s strategy more aligned to the root cause? What might happen at Campus B if they implement this strategy? updated 8/13/18

06/28/18 Key Idea (Show slide 7): Key idea: (REPEAT) The best strategies are those that are aligned and scaffolded to the root cause of low performance. The best strategies are those that are aligned and scaffolded to the root cause of low performance. updated 8/13/18

06/28/18 Practice: Selecting Aligned Strategies Say (1 min): (show slide 8) We are going to practice identifying aligned and prioritized strategies now using some sample scenarios. In your packet, you will find a page with two scenarios on it. Take a minute to read the scenario 1 root cause. Say (2 mins): Under the scenario, there are three possible strategies the campus could select. Your task is to select the best strategy: the one that is most aligned to the root cause and tackles the first thing first. On your own, record the strategy you think is the best and why in your note taking guide. Take 3 minutes to do this. Say (1 min): Turn and talk to a partner at your table and discuss your answer. Take 2 minutes for this. Say (3 mins): Let’s see where we landed. Raise your hand if you selected strategy 1. (Facilitator asks someone with a hand raised why they selected this one.) Raise your hand if you selected strategy 2. (Facilitator asks someone with a hand raised why they selected this one.) Raise your hand if you selected strategy 3. (Facilitator asks someone with a hand raised why they selected this one.) SCENARIO 1: Read the root cause. (1 minute) In your note-taking guide, answer: (3 minutes) Which strategy is the most aligned and scaffolded? Why? updated 8/13/18

06/28/18 Practice: Selecting Aligned Strategies Say (2 mins): (show slide 9) The most aligned and scaffolded strategy we identified is (read slide). SCENARIO 1: (ANSWER) Option 2: We will develop and monitor a year-long teacher orientation program in which master teachers and instructional coaches will provide 1:1 instructional coaching for new teachers. updated 8/13/18

06/28/18 Practice: Selecting Aligned Strategies Say (1 min): (show slide 10) Let’s practice again and see if we are (more or still) calibrated. This time, take a minute to read the scenario 2 root cause. Say (2 mins): Again, your task is to select the best strategy: the one that is most aligned to the root cause and tackles the first thing first. On your own, record the strategy you think is the best and why in your note taking guide. Take 3 minutes to do this. Say (1 min): Turn and talk to your same partner at your table and discuss your answer. Take 2 minutes for this. Say (3 mins): Let’s see where we landed. Raise your hand if you selected strategy 1. (Facilitator asks someone with a hand raised why they selected this one.) Raise your hand if you selected strategy 2. (Facilitator asks someone with a hand raised why they selected this one.) Raise your hand if you selected strategy 3. (Facilitator asks someone with a hand raised why they selected this one.) SCENARIO 2: Read the root cause. (1 minute) In your note-taking guide, answer: (3 minutes) Which strategy is the most aligned and scaffolded? Why? updated 8/13/18

06/28/18 Practice: Selecting Aligned Strategies Say (2 mins): (show slide 11) The most aligned and scaffolded strategy we identified is (read slide). SCENARIO 2: (ANSWER) Option 3: The Instructional Leadership Team will develop the key ideas and essential questions and will implement an observation and feedback cycle to ensure these tools are being used consistently and correctly. updated 8/13/18

06/28/18 Final Reflection Say (1min): (show Slide 12) We have practiced identifying strategies that are aligned to the root cause and tackle the first thing first. Before we leave, in your note taking guide, take a minute to reflect on the last question in your note taking guide: What are the key actions I need to keep in mind when I do this work at my campus? In your note-taking guide, answer: What are the key actions I need to keep in mind when I do this work at my campus? updated 8/13/18

06/28/18 Objectives Today’s session will help all campus IR levels, whether you are fine tuning a plan or writing it for the first time, because we are going to practice doing the following: (show slide 3): Identify the action steps (in the proper sequence) necessary to effectively implement the aligned strategy Determine what resources are needed to conduct those action steps (personnel, materials, time) Assign roles and responsibilities for implementation and monitoring Establish metrics, milestones, and evidence of implementation fidelity that will measure progress at critical times through the school year We will look at a sample improvement plan first, and then we will practice drafting an implementation plan. When you return to your campus, you will be able to use these skills to develop or update your improvement plan in a way that ensures that you fully implement your chosen strategy. Identify the action steps (in the proper sequence) necessary to effectively implement the aligned strategy Determine what resources are needed to conduct those action steps (personnel, materials, time) Assign roles and responsibilities for implementation and monitoring Establish metrics, milestones, and evidence of implementation fidelity that will measure progress at critical times through the school year updated 8/13/18

06/28/18 An Example Improvement Plan Say (2 mins): If you attended the sessions on Data and Root Cause Analysis and Strategy identification, you know we have been working with case studies of two campuses. For this session, rather than look at a case study, we are going to look at the plan that one of those campuses created as a result of their robust needs assessment and aligned strategy identification. The example Targeted Improvement Plan is in your packet. Note that for training, we are just looking at one Problem Statement/Annual Goal section. (Your plan will likely have more than 1 annual goal.) On your own, review the plan. As you do, answer the questions in your note-taking guide (show slide 4): You have 10 minutes. What are the primary actions the campus will take to implement this strategy? [Potential responses: Answers will vary; should focus on training, monitoring that training is being implemented, tracking student progress] How will the campus and district know that the plan is being implemented? [Potential responses: They are holding various stakeholders accountable, they have measurable outcomes, they are observing implementation of trainings] How will the campus and district know that the plan is having an impact on student achievement? [Potential responses: they are measuring student outcomes and progress] Say (1 min): Take 2 minutes to do a quick turn and talk with someone next to you about your answers. (Wait 2 minutes) Say (5 mins): Let’s share whole group. (Facilitator asks each question and has 1-2 people share answer to each.) Review the plan. In your note-taking guide, answer (10 minutes): What are the primary actions the campus will take to implement this strategy? How will the campus and district know that the plan is being implemented? How will the campus and district know that the plan is having an impact on student achievement? updated 8/13/18

06/28/18 An Example Improvement Plan Say (5 mins): (show slide 5) This campus is implementing their strategy to implement an observation/feedback cycle by (read slide). This campus is implementing their strategy to implement an observation/feedback cycle by: Creating measurable outcomes that hold stakeholders accountable Monitoring the implementation of PD Measuring student outcomes updated 8/13/18

06/28/18 Key Idea (show slide 6) Key idea: A strategy is only effective if the implementation plan is well written with: Measurable outcomes Accountability for all stakeholders A strategy is only effective if the implementation plan is well-written with: Measurable outcomes Accountability for all stakeholders updated 8/13/18

06/28/18 Practice: Writing an Implementation Plan (show slide 7): Take a minute to read over the Problem Statement, Root Cause, Strategy, and Annual Goal. Note the alignment of these elements: the problem statement exists because of the root cause. So the campus will implement this strategy to resolve the root cause and achieve the annual goal. Remember that these elements all must be aligned in your plan. (Wait 1 minute for review) Problem Statement 75% of 5th graders did not meet grade level in math because we failed to adhere to teacher induction practices, and our new teachers struggled. We will develop and monitor a year-long teacher orientation program in which master teachers and instructional coaches will provide 1:1 coaching for new teachers so that we can reduce the number of 5th grade students who did not meet grade level in math by 20%. Root Cause Strategy Annual Goal updated 8/13/18

06/28/18 Practice: Writing an Implementation Plan Say: (show slide 8) Our first step in implementation planning is to identify the actions needed to implement the strategy and sequence them. You have post-its on your table. On your own, write down as many actions as you can think of that a campus /district would need to take (one action per post-it). You only have 3 minutes! You may begin. (Wait 3 mins; facilitator walks around room to help participants generate ideas as needed) Say (2 mins): Hopefully you generated a lot of ideas about what the campus needs to do to implement the strategy. Now let’s compare to what your table team also came up with and begin to sequence these actions. Next to your table, you have 3 pieces of chart paper, labeled short term, intermediate, and long term. You are going to place your post-it note actions on these pieces of chart paper. Identify and Sequence Actions On your own: using one Post-It note per action, write down as many actions as you can think of in 3 minutes. updated 8/13/18

06/28/18 Practice: Writing an Implementation Plan Say (2 mins): (show slide 9) Short term refers to anything that needs to be completed right away to implement the strategy. This might include acquiring materials or training staff. Intermediate actions are the actions that happen next; these are the actions that show you that the resources/training are being used. Finally, long term are the actions that show evidence that strategy implementation is having an impact. On each chart paper, as much as you can, put the actions in the chronological order in which they should be completed. With your table team, place your actions on the appropriate chart paper. Take 5 minutes to do this. (Wait 5 mins; facilitator walks around room to answer questions about short/mid/long term) Identify and Sequence Actions Put actions in order on chart paper with your team (5 minutes) Short term = anything that needs to be completed right away to implement the strategy (acquiring materials, training staff, etc.) Intermediate = actions that show you that the resources/training are being used with fidelity Long term = actions that show evidence that strategy implementation is having an impact updated 8/13/18

06/28/18 Practice: Writing an Implementation Plan Say (1 min): (show slide 10) Now we have our actions identified and sequenced, but before we move on to the next step, let’s do a quick gallery walk to see what actions our colleagues came up with. Take some post-its with you on our walk… if you have an action you think the group should add, stick it to the bottom of their chart. You have 10 minutes to look at as many charts as you can. Begin! (Facilitator also walks around the room to ensure that charts include steps for training, observations, feedback, and student progress measuring. Add post its as needed.) Say (1 min): Let’s return to our seats. (Wait for everyone to get re-seated). Look at what, if anything, your colleagues added to your chart. If you agree with the addition, move it to the correct place chronologically. Take 2 minutes for this. Gallery Walk (10 minutes) If there is an action you think the group should add, put it on a Post-It at the bottom of the chart paper. updated 8/13/18

06/28/18 Practice: Writing an Implementation Plan Say (3 mins): (show slide 11) We now have a list of actions for our strategy. This is the skeleton of our plan, and we are going to flesh it out with resources, responsibilities, and metrics. Before we do that, let’s make sure we have all the bones we need. Look at your charts: do you have actions to train staff at all levels? Do you have actions to conduct observations and provide feedback on training implementation? Do you have actions to measure how students are doing? Take a couple of minutes to review your charts. Is your skeleton complete? Do you have: Actions to train staff at all levels? Actions to conduct observations and provide feedback on training implementation? Actions that measure how students are doing? updated 8/13/18

06/28/18 Key Idea Say (2 mins): (show slide 12) If any of these elements are missing, you will want to add them as you work on resources. Key idea: The actions are the skeleton of the plan and must include: Training for all staff Observations and feedback on training implementation A way to measure student progress The actions are the skeleton of the plan and must include: Training for all staff Observations and feedback on training implementation A way to measure student progress updated 8/13/18

06/28/18 Key Idea Say (3 mins): Now that we have our action steps identified and sequenced, we need to make sure that all these things become a reality. (show slide 13): Key Idea: A plan only works if everyone knows what they need to do and if they are held accountable for doing it. A plan only works if everyone knows what they need to do and if they are held accountable for doing it. updated 8/13/18

06/28/18 Implementation Planning: Resources, Roles, and Responsibilities First, let’s identify who and what we need to make the action steps a reality. In your note-taking guide, there is a stakeholder and resource chart. (show slide 14) With your table team, fill in this chart using the action steps from your chart paper. Under each stakeholder group, list all the actions that group/person is responsible for. Under the resources column, list any materials that you need for all of the action steps. Take 7 minutes to do this. Complete the Stakeholder and Resources Chart with your team (7 minutes). List the actions under each stakeholder group List the resources you will need in the last column updated 8/13/18

06/28/18 Implementation Planning: Resources, Roles, and Responsibilities Say (1 min): (show slide 15) now let’s reflect on who is doing the actions. Take 3 minutes on your own to answer the reflection questions in your note taking guide: What group has the most action items? Why does this group have more actions? Who is holding this group accountable for implementing action steps? Say (5 mins): Let’s have a couple of tables share: what group had the most actions in your plan, and who is holding that group accountable? [Answers will vary; if the groups surface that teachers are mostly responsible for implementation, remind them that campus and district leaders should have an equally large responsibility to act/monitor implementation.] In your note-taking guide, answer (3 minutes): What group has the most action items? Why does this group have more actions? Who is holding this group accountable for implementing action steps? updated 8/13/18

06/28/18 Key Idea Say (1 min): (show slide 16) We come back to the key idea we stated earlier: Key idea: A strategy is only effective if the implementation plan is well written with: Measurable outcomes Accountability for all stakeholders A strategy is only effective if the implementation plan is well-written with: Measurable outcomes Accountability for all stakeholders updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (3 mins): Now we are going to work on one small part of the plan to practice developing metrics. When you are back at your campus, you will do this work for the whole plan. In your table team, select one of the actions you have identified and write them into the plan template section in your note taking guide. Complete the following columns (show slide 17): activity, activities timeline, resources, and person(s) responsible. Use the information on your chart paper and from your Stakeholder and Resources chart. Take 5 minutes to decide and record. Select ONE action and complete a line on the chart (everything EXCEPT the goal/target column) (5 minutes) updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (1 min): (show slide 18) Now the you have selected your action step to practice with, individually, answer the questions in your note taking guide (take 2 minutes): What should happen because of this action step? What will you measure to know that the action happened? In your note-taking guide, answer (2 minutes): What should happen because of this action step? What will you measure to know that the action happened? updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (1 min): (show slide 19) Turn and talk to your table team about your reflection. Do you all agree about what will happen and what you will measure? If not, work to come to consensus before we get to our next step: goal writing. Take 3 minutes to discuss. Say (5 mins): Now that you’ve agreed on what your ideal outcome is and how you will measure, let’s set a target. Turn and talk with table group: come to a consensus on what you will measure (3 minutes): What should happen because of this action step? What will you measure to know that the action happened? updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones First, we will look at a couple of examples (show slide 20). We want to make sure that our targets are measuring results rather than just being checkpoints for completion of a process. Here are two sample goals. Which one measures results? Turn and talk to a partner. (1 min) (Ask whole group) Which goal measures results? How do you know? [Answer Goal 2, because it is the outcome of the action, the first one is just whether it was done] Which goal measures results? Goal 1: 100% of teachers will attend training on school-wide entry ticket routines in the first week of school. Goal 2: 80% of teachers observed in the first three weeks of school will demonstrate mastery of the school-wide entry ticket routine. updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (2 mins): (show slide 21) Let’s try another example. Here are two more sample goals. Which one measures results? Turn and talk to a partner. (1 min) (Ask whole group) Which goal measures results? How do you know? [Answer Goal 2, because it is the outcome of the action, the first one is just whether it was done] Which goal measures results? Goal 1: Members of the instructional leadership team will observe teachers once a week. Goal 2: Teachers will implement feedback from the instructional leadership team on a second observation 90% of the time. updated 8/13/18

06/28/18 Key Idea Say (1 min): (show slide 22) Key idea: Goals measure results; they don’t check off whether an action was done. Goals measure results; they don’t check off whether an action was completed. updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (1 min): We are ready to write an expected outcome goal statement for your actions. Go back to the page in your notetaking guide with the plan template (page 5). (show slide 23) Individually, write the measurable, results-based outcome you would expect. Take 1 minute. Go back to the plan template on page 5. Individually, enter the measurable, results-based outcome you would expect in the goal/target column. (1 minute) updated 8/13/18

06/28/18 Key Idea in Practice Say (1 min): Now grab a partner and compare your goals. You’ll read each other’s goals and then give feedback based on these criteria (show slide 24): is the goal measurable? Is it measuring results of a process? You’ll each have 2 minutes to give feedback. (Facilitator walks around room to ensure feedback is aligned to the criteria.) Say (1 min): Now let’s revise our goal statements based on our partners feedback, and then record on the blank chart paper by your table. Take 5 minutes. (Facilitator walks around room to ensure that goal/target statements are results-based.) Goals measure results; they don’t check off whether an action was completed. 2 minutes for feedback 3 minutes to revise and record on chart paper updated 8/13/18

06/28/18 Implementation Planning: Metrics and Milestones Say (1 min): You can see your colleagues’ goals around the room. Let’s use all these examples to answer the final reflection question for this section in your note-taking guide (show slide 25): How will we know our actions steps are being implemented with fidelity? Say (1 min): Do a quick turn and talk with someone next to you about your answer. (Wait 2 minutes) In your note-taking guide, answer (2 minutes): How will we know our action steps are being implemented with fidelity? updated 8/13/18

06/28/18 Key Idea Say (1 min): (show slide 26) We’ll wrap up this section by revisiting our key idea for metrics and milestones. Key idea: Goals measure results; they don’t check off whether an action was done. Goals measure results; they don’t check off whether an action was completed. updated 8/13/18

06/28/18 Final Reflection Say (1 min): (show slide 27) We have practiced identifying action steps, assigning roles, and setting metrics to write an effective implementation plan. Before we leave, in your note taking guide, take a minute to reflect on the last question in your note taking guide: What are the key actions I need to keep in mind when I do this work at my campus? In your note-taking guide, answer: What are the key actions I need to keep in mind when I do this work at my campus? updated 8/13/18

06/28/18 Welcome Materials can be accessed at the following link: www. esc19.net Select Programs Click on School Improvement ESC staff add introduction and training logistics/norms here Say (2 mins): Over the next 2 hours, we will practice analyzing state accountability data and practice developing problem statements and annual goals that will be the foundation for improvement planning for the year. We will focus on analyzing state accountability data during this session to ensure that we have a deep understanding of why the campus did not meet standard. We will review other data sources during the root cause analysis.

Fahrig, R. SI Reorg Presentation: DCSI

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