1. Unified Improvement Planning: School Level Sponsored by the Colorado Department of Education

2. Introductions Center for Transforming Learning and Teaching Julie Oxenford O’Brian Mary Beth Romke www.ctlt.org

3. Norms The standards of behavior by which we agree to operate while we are engaged in learning together.

4. Introductions Introduce yourselves to the folks at your table:  Name/Role  One question you have about Unified Improvement Planning Select top two questions from your table to share.

5. Today’s Purpose Ensure you are prepared to facilitate your school –level planning team in data analysis as a critical component of completing the school level unified improvement plan.

6. One in a series of CDE sponsored sessions on UIP... 1. School Level Support for Schools assigned a Priority Improvement or Turnaround Plan under state accountability 2. District Level Support for Districts with schools assigned a Priority Improvement or Turnaround Plan Under State Accountability 3. District Level Support for Districts Accredited with Turnaround or Priority Improvement plans under state accountability or identified for improvement under ESEA, including Titles I, IIA and/or III 4. Using the Unified Improvement Plan for Title I Requirements (Webinar Only)

7. Today is... First day of two sessions focused on school-level planning. Focused on Section III: Data Analysis. Day two will focus on Section IV: Action Planning.

8. Materials

9. How you participate... Participating from three perspectives:  Learner  Facilitator  Planner Supporting School Planning Note Catcher

10. Outcomes Engage in hands-on learning activities and dialogue with colleagues. Complete readings. Facilitate processes locally. Understanding the key elements and processes embedded in the UIP Template Recognize unique requirements of TA and PI schools Gather and organize data for planning. Develop major components of Section III of the UIP: –Significant Trends –Prioritized Needs –Root Causes –Data Narrative Apply the UIP Quality Criteria (school level).

11. Activity: Progress Monitoring Go to Progress Monitoring. Re-write the learning targets for day one in your own language. Describe what these learning targets mean to you. Create a bar graph which describes where you currently believe you are in relationship to each of learning target. Learning Target I don’t know what this Is I need more practice I’ve got It I can apply it in a new way Reflections Understand the processes Embedded in the UIP.. This means: Describe what we need to do to engage in improvement planning

12. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

13. Purposes of Unified Improvement Planning Support school and district use of performance data to improve student learning. Transition from planning as “an event” to planning as “continuous improvement”. Provide a mechanism for external stakeholders to learn about schools/district improvement efforts. Reduce the number of required improvement “plans”. Align improvement efforts within schools and districts. Meet state and federal accountability requirements.

14. Theory of Action: Continuous Improvement FOCUS

15. What School Planning Requirements will the Unified Improvement Plan Meet? State accountability Title I  Improvement Plan for schools on improvement, corrective action or restructuring  Targeted Assistance Plan*  Schoolwide Plan* * some requirements may need to be included as addendums for Targeted Assistance and Schoolwide Plans.

16. Planning Terminology Colorado Accountability Terminology Planning Terms:  Performance Indicator  Measure  Metric  Root Cause  Major Improvement Strategy  Action Step  Interim Measure  Implementation Benchmark How will you ensure local stakeholders can:  Explain the relationships between these terms.  Describe the difference between an interim measure and an implementation benchmark.

17. SMART Goals Strategic Measurable Attainable Research-Based Time-Bound Performance Management Performance Indicators (Strategically identified, research- based areas for Improvement) Measures (What we will use to measure) Metrics (How we will use the measure) Expectations (Attainable levels of performance) Targets (How good is good enough by when)

18. Colorado Unified Planning Template for Schools Major Sections of the Template I. Summary Information about the school II. Improvement Plan Information III. Narrative on Data Analysis and Root Cause Identification IV. Action Plan(s)

19. Basic Steps in Improvement Planning IV. Action Planning III. Narrative on Data Analysis and Root Cause Identification I.Summary Information about the school II. Additional Information

20. Timeline August 15 th – SPF Reports and initial plan type assignments released to districts. October 15 th – district submits accreditation categories and case for revising plan type assignment if appropriate. November 15 th – Final plan type assignments. January 15 th – Priority Improvement, Turnaround and schools on improvement for Title I submit plans to CDE. February and March – state review, feedback to schools and revision April 15 th – plans submitted for publication on schoolview.org

21. Submission Process for School Plans Plans due: January 17 and April 15, 2011 Use Tracker to submit improvement plans Each district identifies a lead submitter for improvement plans (respondent form) Training for the lead submitters will be available (e.g., online resources, Webinars) Targeting mid-November to have the Tracker open to accept improvement plans

22. Features of Tracker Currently used for ESEA monitoring (i.e., desk monitoring, documentation for onsite reviews) System is password protected. District controls who has access to system. Districts upload and organize evidence (documents). CDE can access districts’ documents and provide feedback. CDE will pre-populate criteria questions. Only districts that must submit in January will be able to access the instruments for the necessary programs. File cabinet arranged so that one plan will be linked to multiple programs (if needed).

23. Key Planning Resources Resource 1. Quality Criteria for Unified Improvement Plans (school level) 2. Unified Improvement Plan Examples (elementary and secondary) Uses Provide a “target” for plan developers for Section III and Section IV plan elements. Serve as the basis for plan review (district leaders, school accountability committees, local school boards, state department staff, state review panel) Examples of what might be included in each section of the plan.

24. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

25. State Distribution of Schools by Preliminary Plan Type Assignment Page 27

26. School Turnaround is a dramatic intervention in a low-performing school that both produces significant achievement gains within two years and prepares the school for long-term transformation into a high-performance organization. – Mass Insight Restructuring means making major, rapid changes that affect how a school is led and how instruction is delivered. Restructuring is essential to achieving rapid, dramatic improvements in student learning – Learning Point Associates

27. Dramatic change for “persistent low-performance” This idea is not new... Comprehensive School Reform Designs (New American Schools Development Corp. & IASA) School Restructuring (NCLB) School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 -- January 2009 amendments –turnaround, transformation, restart or closure. Colorado SB09-163 Educational Accountability Act: Turnaround and Priority Improvement.

28. Incremental vs. Dramatic Change Work with your table. Select a recorder. Using a flip chart page create a t-chart Brainstorm examples of incremental changes Brainstorm examples of dramatic changes IncrementalDramatic

29. Reviewing Turnaround Options Work with a partner. Take out “Turnaround Options”. Silently read one row in the chart (individually). When each partner has completed a row, look up and “say something.” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text. Continue until you complete all of the rows in the chart.

30. Title I Requirements If your school also receives Title I funding, additional planning requirements will apply...  Schoolwide Title I  Targeted Assistance programs  on improvement, corrective action or restructuring Quality criteria for school UIPs Review NCLB Restructuring Options  How do the NCLB restructuring options compare to the Colorado Turnaround Options?

31. Necessary for Dramatic Change A clear vision. What will the school look like when the restructuring process is completed? An empowered leader, a change agent, who can maintain a focus on the vision, motivate members of the school community, plan, communicate, and persist in keeping the change process on track. Improvement teams, generally at both the district and school level. Involvement of the whole school community: faculty, support staff, parents, community members, and students. Sufficient time to craft a quality plan. A summer is not enough. Small, “quick wins.” Relatively small, simple changes that have large, quick payoffs and can provide the momentum for more difficult changes. Wahlbert, H.J. Eds. (2007). Handbook on Restructuring and Substantial School Improvement. Lincoln, NE: Center on Innovation and Improvement.

32. Steps to prepare for dramatic change Determine who will engage in planning for dramatic change. Engage in a comprehensive qualitative review of the school (SST). Engage school and community stakeholders (input to the approach) Establish the school data infrastructure. Determine a the dramatic change approach. Define a new vision.

33. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

35. Mean vs. Median

36. Percentage vs. Percentile

37. Percentiles Range from 1 - 99 Indicate the relative standing of a student’s score to the norm group. (i.e. how a particular compares with all others) Growth Percentiles Indicate a student’s standing relative to their academic peers, or students with a similar score history (how his/her recent change in scores compares to others’ change in scores).

38. Experiencing Student Growth Percentile Using the Student Growth Card, form a group with all of the “students” with the same 3 rd grade scale score – academic peers. Within your group get in order by 4 th grade scale score. Turn your cards over and compare your growth percentiles.

39. Experiencing Median Growth Percentile Using your Student Growth card, identify your school (A, B, C, D, E). Form a group with others from the same school. Put yourselves in order (in a line) by growth percentile. Identify the person in the middle (median). What is the median student growth percentile for your school?

40. Adequate Growth What is adequate growth? Based on catch-up and keep-up growth.

41. Catching Up To be considered to be Catching Up: The student scores below proficient (unsatisfactory or partially proficient) in the previous year The student demonstrates growth adequate to reach proficient performance within the next three years or by tenth grade, whichever comes first.

42. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 95 Proficient Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 55

43. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 85 Proficient

44. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 80 Proficient

45. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 76 Proficient

46. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up 95 Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 85 80 76 76 is the minimum-this student’s adequate growth value Proficient

47. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 76 Proficient

48. Calculating Adequate Growth for Students Scoring Below Proficient: Catching Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 76 55 55 th percentile growth will not be enough for this student to catch up – her current growth is not adequate. Proficient

49. Keeping Up To be considered to be Keeping Up: The student scores at the proficient or advanced level in the previous year. The student demonstrates growth adequate to maintain proficiency for the next three years or until tenth grade, whichever comes first.

50. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 12 Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 79 Proficient

51. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 25 Proficient

52. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 38 Proficient

53. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 50 Proficient

54. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up 12 Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 25 38 50 50 is the maximum - this student’s adequate growth value Proficient

55. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 50 Proficient

56. Calculating Adequate Growth for Students Scoring Above Proficient: Keeping Up Not Proficient 7 th grade8 th grade9 th grade10 th grade6 th grade 50 79 Proficient 79 th percentile growth will be enough for this student to keep up – his current growth is adequate.

57. Median Adequate Growth AGPSorted AGPsMedian AGP 45 78 99 32 11 91 55 67 43 10 77 Median Adequate Growth for this school is 55 Search for the middle value… Adequate growth percentiles for all catch-up and keep- up students

58. Section III: Narrative on Data Analysis and Root Cause Identification Four Steps: 1. Gather and Organize Relevant Data 2. Analyze Trends and Prioritize Needs 3. Root Cause Analysis 4. Create the Data Narrative Data Analysis Worksheet (table) Data Narrative for School (text box)

59. Section III, Step One: Gather and Organize Relevant Data Consider:  “Required reports.” and “Suggested local data sources” UIP Template, Section III Team Discussion:  Have you accessed all of the required state reports?  To which local data sources do you have access?  Highlight all of the “local data sources” that you currently use.

60. State Performance Data Sources School Growth Summary, District Growth Summary CSAP score reporting Colorado Growth Model (both public and private) Student-level CSAP files (from CTB) Student-level flat files (growth, CSAPA, PSWR) from CEDAR

61. Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved. -Victoria Bernhardt

62. What types of data do we have? Demographics Perceptions Student Learning School Processes

63. Student Learning School Processes Perceptions Demographics Provides information that allows for the prediction of actions, processes, programs that best meet the needs of all students. Victoria Bernhardt

64. For what do you use multiple data sources in UIP? To answer questions about performance: –Significant trends –Priority needs To determine why school performance is what it is (root causes)? To monitor school progress towards annual targets (interim measures). To monitor implementation of improvement strategies (implementation benchmarks). Performance Measures Process Measures

65. Using Multiple Data Sources To answer questions about performance: –Significant trends –Priority needs To determine why school performance is what it is (root causes)? To monitor school progress towards annual targets (interim measures). To monitor implementation of improvement strategies (implementation benchmarks).

66. Inventory Local Performance Data Consider the following tools: –Survey of Assessment Data Example –Survey of Assessment Data Template Working with your school team, answer: –Do you know what assessment data sources are available to your school? –Do you have a comprehensive inventory of available performance data?

67. Practice: Drilling-Down into Performance Data Consider Data Analysis: Drilling Down Choose a sub-indicator for which your school did not meet state expectations. Select questions that would help your school staff to “drill-down” to better understand performance in that indicator area.

68. Develop a Data Analysis Plan Consider the data analysis plan template Capture critical questions for your team to drill down in one indicator or sub-indicator area. Determine what state and local data reports will your team review as part of this data analysis plan.

69. Using Multiple Data Sources To answer questions about performance: –Significant rends –Priority needs)? To determine why school performance is what it is (root causes)? To monitor school progress towards annual targets (interim measures). To monitor implementation of improvement strategies (implementation benchmarks).

70. If you’re only looking at Student Learning, you’re missing 65% of the data. – Victoria Bernhardt

71. Root Cause Analysis Data Needs Root cause analysis will require your team to consider types of data other than performance data. Consider the SST Evidence List Do you have access to or could you gather these data for your school?

72. Using Multiple Data Sources To answer questions about performance: –Significant rends –Priority needs)? To determine why school performance is what it is (root causes)? To monitor school progress towards annual targets (interim measures). To monitor implementation of improvement strategies (implementation benchmarks).

73. Data Sources Calendar Monitoring progress over time requires your team to know when different data become available. Consider the sample Data Sources Calendar. –What are the benefits of having timing attached to a survey of available data sources? –What would you add, delete from this template? –How will you facilitate organization of your data sources over time?

74. Tools you can use ToolUse Survey of Assessment Data Example Build background knowledge related to inventorying local assessment data Survey of Assessment Data Template Support gathering of local assessment data. Drilling Down Supporting local data analysis Data Analysis Plan Supporting local data analysis SST Evidence Identify possible local process data sources Data Sources Calendar Prepare to use multiple data sources in improvement planning

75. Integrating your Thinking Take out, Supporting School Planning Notecatcher Make notes about your next steps in gathering and organizing data. What tools will you use?

76. Quality Criteria for Unified Improvement Planning Choose a partner. Take out: UIP Quality Criteria, Section III Read individually the in the table related to data narrative, significant trends, priority needs, and root causes analysis. When each partner has completed reading the first row, look up and “say something.” Something might be a question, a brief summary, a key point, an interesting idea or personal connection to the text. Continue until you complete all rows in Section III.

77. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

78. Section III: Narrative on Data Analysis and Root Cause Identification Four Steps: 1.Gather and Organize Relevant Data 2.Analyze Trends and Prioritize Needs 3.Root Cause Analysis 4.Create the Data Narrative Data Analysis Worksheet (table) Data Narrative for School (text box)

79. Reminder: Significant Trends Include all performance indicator areas. Include at least three years of data. Identify where the school did not at least meet state and federal expectations. Consider data beyond that included in the school performance framework (grade- level data).

80. Reviewing priority need(s) Priority needs are... Specific statements about the school’s performance challenges Strategic focus for the school Description of what is based on analysis of trends Priority needs are NOT What caused or why we have the performance challenge Action steps that need to be taken Concerns about budget, staffing, curriculum, or instruction Data interpretation

81. Priority Need Non-Examples To review student work and align proficiency levels to the Reading Continuum and Co. Content Standards Provide staff training in explicit instruction and adequate programming designed for intervention needs. Implement interventions for English Language Learners in mathematics. Budgetary support for para-professionals to support students with special needs in regular classrooms. No differentiation in mathematics instruction when student learning needs are varied.

82. Priority Need Examples For turnaround and priority improvement schools: Math achievement across all grade-levels and all disaggregated groups over three years is persistently less than 30% proficient or advanced. Median Student Growth Percentiles in reading across all grade levels and all disaggregated groups is below 30 and has declined over the past three years. For the past three years, English language learners (making up 60% of the student population) have had median growth percentiles below 30 in all content areas.

83. Be patient and hang out in uncertainty Don’t try to explain the data Observe what the data actually shows No Because Analyzing Trends and Prioritizing Needs Because

84. Steps in Analyzing Data 1. Focusing on each indicator area, identify performance questions. 2. Consider relevant data reports/views. 3. Interact with the data. 4. Look things that pop out, patterns over time (three years). 5. Capture a list of facts statements or observations about your data (identify significant trends). 6. Identify indicator/sub-indicator areas where the school did not meet state/federal expectations. 7. Prioritize your observations in these areas. 8. Re-write priority observations as priority needs.

85. Practice Analyzing Data 1. Refer to your practice data analysis plan. 2. Consider the relevant questions and reports for one indicator/sub-indicator area where your school did not meet state expectations. 3. Interact with the data. 4. Look things that pop out, patterns over time (three years). 5. Capture a list of facts statements or observations about your data (identify significant trends). 6. Prioritize observations. 7. Re-write priority observations as priority needs.

86. Practice Interacting with data Consider strategies for interacting with data:  Highlight (color coded) based on a legend.  Do origami – fold the paper so you can compare columns.  Create graphic representations Agree on an approach.  How will you interact with your data?  Plan to include a visual representation (Interacting with Data Job Aide) As a group, interact with your data

88. Analyze Trends 1. Review the highlighted data reports and graphical representations. 2. Look for things that jump out. 3. Identify patterns over time (3-years). 4. List your significant trends. 5. Post to your data wall.

89. Prioritizing Needs Vote Consensus Apply Criteria (Prioritizing Need Areas) Your strategies?

90. Practice: Prioritize Observations 1. Prioritize (each table group member votes 2 times for their priority). 2. Restate/rewrite as a need (priority needs).  Observations may already be written as needs.  If not, reword. 3. Post at least one priority-need to your data wall.

91. Capturing your Data Analysis in the UIP template Capture significant trends and priority needs in the data analysis worksheet Data narrative will include:  What data you reviewed  The process in which your team engaged to analyze the school’s data  The results of the analysis

92. Apply Quality Criteria Section III: Significant Trends and Priority Needs Use the Quality Criteria for Unified Improvement Planning, Significant Trends and Priority Needs Use your school plan,consider:  How are the significant trends and priority needs similar and/or different from that reflected in quality criteria  How could these sections be improved on this example plan (what they might do next)?

93. Integrating your Thinking Take out, Supporting School Planning Notecatcher Make notes about your next steps to identify significant trends and prioritize needs. What tools will you use?

94. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

95. Section III: Narrative on Data Analysis and Root Cause Identification Four Steps: 1. Gather and Organize Relevant Data 2. Analyze Trends in the Data and Identify Priority Needs 3. Root Cause Analysis 4. Create the Data Narrative Data Analysis Worksheet (table) Data Narrative for School (text box)

96. Moving up the Data Continuum Brieter & Light, Light, Wexlar, Heinze, 2004

97. The Role of Root Cause Analysis Root Cause Analysis Priority Needs/ Performance Challenges Action Plan

98. Root Causes are... Statements describing the deepest underlying cause, or causes, of performance challenges. Causes that if dissolved would result in elimination, or substantial reduction of the performance challenge(s). Why... Things we can change and need to change The focus of our major improvement strategies.

99. Non-examples of Root Causes What is NOT a root cause?  Student attributes (poverty level)  Student motivation With your table, identify two explanations that might appear to be root causes but don’t qualify (2 min).

100. How to engage in Root Cause Analysis Stay open to multiple possibilities. Keep multiple voices in the conversations. Generate possible theories of causation (testable explanations). Dig deeper to organize and integrate our thoughts. Identify additional data sources to confirm causal theories.

101. Steps in Root Cause Analysis 1. Identify questions about the priority need. 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

102. Steps in Root Cause Analysis 1. Identify questions about the priority need. 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

103. Activity: Brainstorm Explanations 1. Write your priority need on a flip chart. 2. Brainstorm testable explanations for your priority need. 3. Formulate as many explanations or theories of causation as possible 4. Post those on your data wall

104. Steps in Root Cause Analysis 1. Identify questions about the priority need. 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

105. Background Read: Levels of Root Cause Do a “whip around” at your table, sharing one key idea  Can you categorize the explanations you identified by level?  What is helpful about this?

107. Practice: Categorize your Explanations Options:  Fishbone Diagram (tool)  Diagnostic Tree (tool)  Re-labeling (on your flip chart) Consider the fishbone and diagnostic tree tools. As a group, select one strategy. Categorize/organize your explanations.

108. Steps in Root Cause Analysis 1. Identify questions about priority need(s) 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

109. Activity: Deepening our Thinking 1. Take out “Narrow Your Explanations” 2. Cross out any explanation which the school cannot influence or control (student characteristics). 3. Eliminate additional explanations which fail to meet the following criteria: It derives logically from the data It is an explanation, not just an opinion It is plausible, it could be verified or tested 4. Prioritize your remaining explanations (getting down to at most two). 5. Clarify the language, if needed, for your priority explanations.

110. Steps in Root Cause Analysis 1. Identify questions priority needs 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause(s) 7. Validate with other data

111. Practice: Getting to Root Causes 1. Use the 5 Whys -- Root Cause Identification Form 2. Choose someone to be the recorder and to write one priority explanation at the top of the worksheet. 3. Begin the process of asking “why” and identifying “because” for your explanation, following the directions on the form. 4. Circle your “root cause” explanation(s).

112. Practice: Are we at “root cause(s) ” Ask the key questions for identifying a root cause of your explanations  Would the problem have occurred if the cause had not been present?  Will the problem reoccur if the cause is corrected or dissolved?  Will correction of dissolution of the cause lead to similar events? Make revisions to your root cause explanation if needed.

113. Steps in Root Cause Analysis 1. Identify questions about priority needs 2. Generate explanations (brainstorm) 3. Categorize/ classify explanations 4. Narrow (eliminate explanations over which you have no control) 5. Prioritize 6. Get to root cause 7. Validate with other data.

114. What additional information do we need to validate our “root cause” explanations?

115. Demonstrating the thinking... Priority NeedExplanationsQuestions to Explore Data Sources School’s reading scores in grades 4 and 5 have declined for 3 years. K-3 is using new teaching strategies, 4-5 are not. What strategies are primary vs. intermediate teachers using ? Curriculum materials and Instructional plans for each grade. Less time given to direct reading instruction in 4- 5 How much time is devoted to reading in primary v. intermediate grades? Daily schedule in each grade level. More ELL students in grades 4 & 5 Is there a difference between ELL and other students scores? NWEA results disaggregated by ELL status.

116. Activity: Validating Our Theories 1. Use the “Validating with Data” job aide to identify additional data needed to verify your explanations 2. Identify at least two additional data sources that could help validate your explanation. 3. Post a list of your additional data needs to your data wall.

117. Data Wall Chart Priority Need: Root Cause Explanation: Questions to explore: Data sources:

118. Quality Criteria for Unified Improvement Planning Review: UIP Quality Criteria, Section III, Root Cause Analysis. Consider:  To what degree do the root causes in your school’s plan meet the quality criteria?  How could these root causes be improved?

119. Tools you can use Tool/ ResourceUse Root Cause QuestionsSpur thinking for brainstorming Levels of Root CausesSupport categorizing root causes. Diagnostic TreeSupport organizing and categorizing root causes. Fishbone Diagram (Blank)Brainstorming in categories Narrowing Explanations (CTLT, 2009)Apply criteria to eliminate explanations that are not actionable The five why’sDeepen thinking about root causes Validate with Data (CTLT, 2009)Identify additional data sources to use to validate root causes

120. Integrating your Thinking Take out, Supporting School Planning Notecatcher Make notes about your next steps to identify root causes. What tools will you use?

121. Agenda Unified Improvement Planning Turnaround and Priority Improvement Identifying trends & priority needs Developing your data analysis plan Completing the Data Narrative Root Cause Analysis

122. Data Narrative Tells the story of the school’s data. Describes the process in which the school planning team engaged to identify trends, priority needs and root causes. Identifies data that was analyzed Provides a Description of:  Trend Analysis and Priority Needs  Root Cause Analysis  Verification of Root Causes

123. Generating a Data Narrative 1. Identify critical elements of the data narrative 2. A small group (or individual) generate a draft of data narrative based on data analysis and root causes analysis notes. 3. Reach consensus among all planning participants that the narrative:  tells the “data story” for the school.  meets state criteria 4. Revise data narrative as needed.

124. Before we meet again Complete Section III: Data Analysis Bring:  Data Analysis Worksheet  Data Narrative

125. Your Feedback!!! Written:  Take out several sticky notes.  Identify additional support needs (one per sticky note)  For the parking lot + the aspects of this session that you liked or worked for you.  The things you will change in your work or would change about this session. ? Questions that you still have Light bulb: ideas, a-has, innovations Oral: Your current thinking