1. APS Professional Learning Days 1

2. Where do I find the information about the day? 2

3. Expected Outcomes for the Professional Learning Day for Teachers on October 10: Increase student achievement Identify areas of focus for future professional learning Use data protocols to delve into root cause Explore the reasons a particular root cause exists Focus peer collaborative inquiry on achievement and access to advanced classes Create action plans aligned with school management plans Assess student learning to inform instruction and monitor progress for all Use assessment to plan instruction Explore a wide range of assessment methods Design assessments that are congruent with instructional goals Communicate assessment processes and results Promote students’ self- assessments 3

4. Connecting the Dots School Management & Department Plans SMART Goals Framework APS Strategic Plan Grade level/content area Classroom Student PDP 4

5. PD Day Agenda 5

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7. Root Cause Analysis 2011 7

8. Root Cause Agenda What is Root Cause? Benefits The Problem Solving Process Tools: Using the Fishbone and Five Whys 8

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10. Root Cause and Planning SMART Goals Priorities Root Cause 10

11. Root Cause and Planning Restate the SMART Goal as a problem This becomes the head of the fish Conduct your Root Cause Analysis Determine actions you can take to address the Root Causes These become your priorities 11

12. Handout- Page 1 12

13. Root Cause -Fishbone Tool 13

14. Handout Page 1 14

15. Root Cause Analysis Example The steps of the Jefferson Memorial were eroding. Ask Why? x 5 15

16. Root Cause Analysis Example The steps of the Jefferson Memorial were eroding. Why? The cleaner used to wash the steps was abrasive? Why did they use an abrasive cleaner? The cleaner was needed because sparrows were depositing their waste on the steps? Why were the sparrows there? The sparrows were eating spiders attracted to the memorial? Why were the spiders there? The spiders were eating a smaller bug? Why were the smaller bugs attracted to the memorial? The smaller bugs were attracted to the lights used to shine on the monument. Solution: Turned the lights on 30 minutes later; the cycle was disrupted, the bugs, spiders, and birds moved on and a less abrasive cleaner was needed to clean the steps 16

17. Turn and Talk What is root cause? How can root cause help me in my work? Questions I have…. 17

18. Example 1 18

19. Example 2 19

20. Example 3 Poor performance in Reading and Writing at our school Students/ Families Resources Standards/ Curriculum/ Instruction/ Assessment Climate 20

21. Brainstorming Method 1. Identify a problem/issue. Share that statement with the group. 2. Engage in brainstorming about why that issue exists. Write for 3-5 minutes- one reason why that issue exists per sticky note. 3. Place the sticky notes on the fish, there is no wrong location! 4. Group any duplicate notes 5. Ask “Why” for each of the identified causes. Brainstorm on sticky notes the possible causes. Place the notes on the fish, creating smaller branching ‘bones’ Continue asking “Why” until a root cause is determined 6. Analyze causes and eliminate ideas that do not apply. Clarify the meaning of each idea using the group to refine the ideas. 7. Rank causes and circle the most likely ones for further consideration and study. The diagram will illustrate the most intensely involved categories, and the group will be able to see that certain potential causes recur through the picture; these are the areas for further investigation. Use the Root Cause Criteria to make sure you have reached root causes. 8. Investigate the circled causes. 21

22. Focused Method 1. Identify a problem/issue. Share that statement with the group. 2. Select one of the bones of the fish. Ask why that bone would create the issue. Discuss and reach consensus on the primary reason(s) the bone would cause the issue. Stay focused on primary reasons which have large impact. Use the 80/20 rule. Ask “Why” about each of the answer(s) provided in the first step. Again, stay focused on the primary reasons. Continue asking why approximately 5 times until you reach a root cause. Be sure not to cloud thinking with pre-conceived root causes Do not skip steps, even if they seem ‘obvious’ The goal is to narrow the focus to a point. 3. Repeat the exercise for the remaining bones. If you have a large group, have each small group do one “bone” or category. 4. Trim and eliminate causes which you cannot directly control. 5. Rank causes and circle the most likely ones for further consideration and study. Use the Root Cause Criteria to make sure you have reached root causes. 6. Investigate the circled causes. 22

23. How does it work? Brainstorming Method Encourages creative thinking Everyone participates Tendency to jump to conclusions May miss broad areas Focused Method Covers all bones thoughtfully Can quickly lead to causes Reduces “out of the box” thinking Difficult to complete in large groups The best Fishbones use both! Switch back and forth as appropriate. 23

24. Criteria for Root Causes 1. Would the problem have occurred if the cause had not been present? 2. Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved? 3. Will correction or dissolution of the cause lead to similar events? Other indicators that you have identified a root cause: Everyone agrees that this is a root cause The cause is logical, makes sense, is supported by data and provides clarity to the problem The cause is something you can influence and control If the cause is dissolved there is realistic hope that the problem can be reduced or prevented in the future. 24

25. Root Cause -Fishbone Tool The number of students with disabilities scoring proficient in Probability & Statistics and Patterns, Functions, Algebra lags behind other groups 25

26. Root Cause -Fishbone Tool The number of students with disabilities scoring proficient in Probability & Statistics and Patterns, Functions, Algebra lags behind other groups 26

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28. Table Groups 28

29. Root Cause -Fishbone Tool At tables, use the fishbone tool to brainstorm causes of a school-wide issue Each group creates their own fishbone Identify one root cause, use “Criteria for Root Cause” to verify Share out one root cause 29

30. Root Cause -Fishbone Tool Insert school/ department issue here 30

31. Criteria for Root Causes 1. Would the problem have occurred if the cause had not been present? 2. Will the problem reoccur as the result of the same cause if the cause is corrected or dissolved? 3. Will correction or dissolution of the cause lead to similar events? Other indicators that you have identified a root cause: Everyone agrees that this is a root cause The cause is logical, makes sense, is supported by data and provides clarity to the problem The cause is something you can influence and control If the cause is dissolved there is realistic hope that the problem can be reduced or prevented in the future. 31

32. Handout Page 1 32

33. Reflect What is root cause analysis? What are the benefits of using root cause analysis, the fishbone tool and the five whys? 33

34. Action Planning What actions will you take to address the identified root causes? 34

35. PD Day Agenda 35

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37. Grade 3-5 Math SOL Proficiency Levels Source: SOL Extract files as of 8/3/11 (unadjusted) 86.4 87.3 90.792 These data show “the big picture” of Math proficiency … Grade 3-5 Math SOL Proficiency Levels 37

38. Math SOL Pass Rates by Grade Level Source: SOL Extract files as of 8/3/11 (unadjusted) These data “dig deeper” to look at math performance by grade… 38

39. 2011 Math SOL Results by Reporting Category Source: SOL Extract files as of 8/3/11(unadjusted) Number & Number Sense Computation & Estimation Measurement & Geometry Probability & Statistics Patterns, Functions & Algebra These data “dig deeper” by looking at strands in mathematics by grade… 39

40. 2011 Grade 4 Math SOL Proficiency Levels by Group Source: SOL Extract files as of 8/3/11 (unadjusted) These data “dig deeper” through disaggregation by student subgroup population proficiency … 40

41. 2011 Grade 4 SOL Performance for Selected Groups: Percent Students Scoring Relatively Strong Reporting Category BlackHispanicEconomic Disadvantage LEPSWD Number & Number Sense 74.175.473.875.763.5 Computation & Estimation 79.183.080.684.065.1 Measurement & Geometry 77.978.874.878.566.0 Probability & Statistics 69.666.265.869.657.1 Patterns, Functions & Algebra 74.774.071.475.958.0 Source: SOL Extract files as of 8/3/11(unadjusted) These data “dig deeper” through disaggregation of strand for selected subgroups… 41

42. SMART Goal Conclusion… During the 2011-12 school year, APS will increase the percent of students with disabilities scoring proficient on the grade 4 math SOLs with corresponding improvement in each reporting category 10-11 Actual11- 12 Target Number & Number Sense 63.5 Computation & Estimation 65.1 Measurement & Geometry 66.0 Probability & Statistics 57.1 Patterns, Functions, Algebra 58.0 42