1. So how do we ensure more effectively quarterly reviews?
Framing the Learning
Monitoring is….
Ongoing
Timely
Meaningful
Influential
Review of MPCs
Monitoring is not…
Once a Quarter (QR’s)
A one time event
A form to fill out
Prior to showing this slide, have participants think on a t-chart what monitoring is and is not.
So how do we ensure more effectively quarterly reviews?

2. The Interrelationship Digraph
A tool used to analyze the cause and effect relationship between factors.
We will use this to determine how to have more effective quarterly reviews.
This is why we are taking them through this tool…to look at/analyze the relationships among the components of effective quarterly reviews.
Quarterly Reviews are our main system for monitoring – so we want to examine the cause and effective relationship of the factors impacting this process

3. Process and Tools for Interrelationship Digraph
Individual reflection (Silent Brainstorm)
Creating an unduplicated list (Verbal Affinity)
Narrowing and Prioritizing (Voting)
Identifying Root Causes (Interrelationship Digraph)
#2-Janet Peregoy
#3-4 - David Langford, Tool Time for Education
Can suggest N/3 as a voting strategy

4. Step 1: Individual Reflection (Silent Brainstorm)
“To lead a healthy lifestyle I will do the following…”
Brainstorm silently
Write one idea per
sticky note

5. Step 2: Creating Unduplicated list (Verbal Affinity)
Share brainstorming in round robin style
Combine individual topics to group categories, being sure to avoid repetition.
Create a summary sentence for each category
Provide examples such as members saying eat less, eat better, eat smaller meals more frequently – all of these could go under the category of eating healthier.

6. Step 3: Narrowing and Prioritizing (Voting)
Vote on established categories (each member)
Determine top 5 categories established through voting

7. Step 4: Identifying Root Causes (Interrelationship Digraph) To lead a healthy lifestyle, I will do the following…
In= 2 Out= 2
Exercise more often
DRIVER
In= 0
Out= 4
Make a daily/
weekly schedule
Eat healthier
In= 1
Out= 3
Point out that there cannot be a double headed arrow. There may also not be a relationship and therefore you would not draw an arrow.
Remind them that it is important to have clear and full sentences/phrases for each category to help in determining relationships.
Go over what a driver and outcome are.
OUTCOME
Sleep 7-8 hours per night
Reduce stress
In= 3
Out= 1
In= 4
Out=0

8. Step 1: Individual Reflection
(Silent Brainstorm)
Reflect on the question:
“By February 2015 we will have effective Quarterly Reviews by doing the following…”
Write down 1 idea per post it note.
Now your turn….frame the question. Give them a specified amount of time to brainstorm individually (3 minutes).

9. Step 2: Creating Unduplicated List (Verbal Affinity)
In a ROUND ROBIN style…
1st person reads one idea.
Others identify if they had exactly the same or similar idea.
If the 1st person agrees that the ideas are the same, then he/she adds the post it (not the person who it was taken from)
2nd person reads one idea…
FINALLY – Compose a summary sentence
for each idea/stack (category) of post it notes.
Give them a set about of time (10-15 minutes). Remind them to make sure they use complete phrases or sentences.

10. Step 3: Narrowing and Prioritizing (Voting)
List all of your categories on the sheet provided. (Helps to number
Each member will vote on what they see as the top priority (5 votes per member)
You may vote for one category 5 times or five different categories
Choose top 5 categories established through voting
Give them a specified amount of time for voting and selecting the top 5 categories (factors). (5 minutes). Write down all categories and give each member a chance to vote on the paper.

11. Step 4: Identify Root Causes (Interrelationship Digraph)
Select a category (bubble) and determine the cause and effect relationship between it and all other categories
Repeat the process with each category
Record the number of “ins” and “outs” to identify the driver and outcome
Give them a specified time for completion (15-20 minutes). This will be done on chart paper. Write the top 5 priorities on the paper and begin determining the cause/effect relationship between all categories. Remind them if an one arrow already connects two categories, it is not drawn again.
Once the relationship is determined, they need to record the number of arrows going in and out of each category and record that information.
The category with the most arrows going out is the “driver” and the category with the most arrows coming in is the “outcome”. By working to improve/impact the driver you should see results in your “outcome”.

12. Interrelationship Table Discussions
Share out thoughts regarding the Interrelationship Digraph process and results.
What are possible solutions and/or next steps to address the root cause (driver) to impact monitoring ?
Gallery Walk and/or sharing from table. Ask about any solutions that may have come about in conversation.
What are your next steps based on identified root causes?

13. Interrelationship Diagraph Whole Group Share Out
Share your table results
What discoveries were made to support effective and meaningful on-going monitoring from your results and discussion?
How will you apply this learning to the work of your School Improvement Team or other areas of your continuous improvement process?
Possible flow chart of communication between SIP, committees, and classroom
This is where the response to data occurs