LDNE Title 1 Coordinators’ Meeting November 29, 2018 The following presentation was created by

1. LDNE Title 1 Coordinators’ Meeting November 29, 2018 The following presentation was created by M. Tantawi of Federal and State Programs (FSEP)

2. Objectives • Understand how to use Root Cause Analysis Processes and Tools • 5 Whys Protocols • Fishbone Diagram • Driver Diagram

3. Comprehensive Needs Assessment

4. What is Root Cause Analysis? • The deepest underlying cause(s) that, if dissolved, would • result in elimination or substantial reduction of the symptom(s) • -Preuss, P.2003. Root Cause Analysis: School Leader’s Guide to Using Data to Dissolve Problems. New York: Routledge

5. Purpose & Process for Root Cause Analysis • Purpose of Root Cause Analysis Root cause analysis is a strategy to thoroughly examine practices, processes, and routines to determine their impact on outcomes. It answers the “Why?” behind each identified area of improvement.

6. Root Cause Analysis Tools • 5 Whys Protocol • Fishbone Diagram • Driver Diagram

7. 5 Whys

8. 5Whys Problem Statement Why? Cause #1 (General UnderlyingCause) Why? Cause #2 Why? Cause #3 Why? Cause #4 Why? Cause #5 (ROOT CAUSE) *Each underlying cause should be followed by the question “Why” until you reach the RootCause

9. 5 Whys Activity • The 5 Whys place mat includes: • A Problem Statement at the top and 5 “Cause” boxes • The 5 “Cause” boxes start with the most general underlying cause (box # 1) and end with the Root Cause (box # 5) • Each underlying cause is followed by the question-Why? • The response to the Why question will be the next underlying cause. Continue to ask Why until the Root Cause is found. • The sentence strips represent a problem statement (area of need) and underlying causes that explain the reasons for the problem • Green Strip = Problem Statement • Blue Strips = 5 Whys Underlying Causes Sample A • Red Strips = 5 Whys Underlying Causes Sample B • Directions: • Pair up with someone next to you • Take out the Problem Statement (Green Strip) and the Underlying Causes Sample A (Blue Strips) • Read the Problem Statement (Green Strip) and place it in the Problem Statement box then ask yourself-Why? • Decide which underlying cause is the most general statement and place that in the box labeled “ Cause # 1” then ask yourself-Why? • Organize the four remaining blue strips in order so that the causes build on each other after each “Why” question until you reach the fifth box, which should be the ROOT CAUSE

10. 5 Whys: Root CauseMath Samples

11. FishboneDiagram The purpose of a Fishbone Diagram isto understand a problem at a deep level before trying to solveit.

12. Fishbone GenerationProtocol Write the problem in one sentence. Brainstormcauses – Ask five“Whys?” Share andcategorize causes. Post andreflect. Debrief.

13. Fishbone Diagram Template Lesson Planning/PD/Data Analysis Classroom Instruction Problem Statement (Area of Need) Interventions During & After the School Day Building Parent Capacity

14. Fishbone Diagram Activity • The Fishbone Diagram contains: • The Problem Statement (area of need) • The SPSA Focus Areas: • Lesson Planning/PD/Data Analysis • Classroom Instruction • Interventions During & After the School Day • Building Parent Capacity • Directions: • Pair up with your partner • Place the Problem Statement (Green Strip) from the 5 Whys activity in the box labeled Problem Statement on your fishbone diagram • Categorize the 5 Whys sentence strips (Blue & Red) into the appropriate category based on the SPSA focus areas listed above • Some categories might have more than one “Why” cause while others might only have one cause. • The strips do not have to be placed in a particular order as long as they are categorized by SPSA focus area

15. Fishbone Diagram Sample Lesson Planning/PD/Data Analysis Classroom Instruction Math Teachers lack instructional strategies & Pedagogy to provide adequate instruction Students do not have enough time to reinforce math foundational skills during class time Students are not learning and applying math concepts The majority of teachers in Gr. 3-5 are inexperienced and lack adequate PD The school leadership team did not provide sufficient Math PD Students do not have sufficient access to technology resources to practice for the SBAC assessment Teachers lack adequate time to analyze data and plan differentiated instruction Students are not engaged during math instruction Students in Grades 3-5 are not meeting/exceeding standards on the Math SBAC Teachers lack time and resources to provide class intervention for at-risk students Students have difficulty completing homework assignments and parents lack the resources to assist them Interventions During & After the School Day Building Parent Capacity

16. Developing SPSA SMART Goals & StrategiesDriver Diagram

17. SPSA Measurable Objectives(SMART Goals)

18. Establishing SMARTGOALS Once you have analyzed school wide data and summarized findings you can then develop SMART Goalsto addressit. Specific: Clear and well defined Measureable: identify a goal that can bemeasured Ambitious/Achievable: Realistic & loftygoal Results-Oriented: focused on a clearoutcome Time-Bound:Specifictimeframe to reachgoal

19. Change Idea (SPSAStrategies) Driver Diagram Version 1.0 PrimaryDrivers (SPSA FocusArea) Lesson Planning PD Data Analysis SMART Goal (SPSA MeasurableObjective) Classroom Instruction Interventions During & After the School Day Building Parent Capacity If we [change idea], that will impact [driver], which in turn will lead to[goal].

20. Driver Diagram Activity • The Driver Diagram place mat includes: • The SMART Goal (SPSA Measurable Objective)-Orange Strip • Primary Drivers (SPSA Focus Areas) • Change Ideas (SPSA Strategies)-Purple Strips • Directions • Pair up with your partner • Take out and read the SMART Goal (Orange Strip) and place it in the SPSA Measurable Objective box. • Take out and read the purple strips from the envelope (Change Ideas/SPSA Strategies) • Place the Change ideas (SPSA Strategies) in the boxes that correspond to the appropriate SPSA Focus Area

21. Driver Diagram Version 1.0 Change Idea (SPSAStrategies) PrimaryDrivers (SPSA FocusArea) The Instructional Leadership Team will include Math PDs on the Instructional Calendar each semester. LessonPlanning PD Data Analysis Teacher Release Days will be used to conduct data analysis and plan differentiatedinstruction. SMART Goal (SPSA MeasurableObjective) Classroom The percentage of students in Gr. 3-5 meeting orexceeding standardswillincrease by 10% as measured by the SBACMath Instruction Teacher Assistants will provide small group mathinstruction during independent work time. A Computer lab will be utilized to provide targeted math intervention using IXL Math, a digital software license. Interventions During & After the SchoolDay Tutor Teacher X Time will be used to provide math intervention beyond the regular school day (after school, Saturday) for students in grades K- 5 scoring below grade level in math. Building ParentCapacity The Community Representative and Categorical Program Adviser will provide MathParent workshops to build parent capacity to assist their child with mathhomework If we [change idea], that will impact [driver], which in turn will lead to[goal].

22. Ongoing Cycle of Revision

23. Change Idea (SPSAStrategies) Driver Diagram Version 3.0 PrimaryDrivers (SPSA FocusArea) The Instructional Leadership Team will plantwo Math PDs on the Instructional Calendar per semester. The Categorical Program Adviser will provide Tuesday Banded Time math professional development on the following topics : Three-Phase Problem Solving, Talk Moves, ELD and Math Integration. LessonPlanning Teacher Release Day will be utilized to analyze SBAC summative and interim assessment data and plan differentiated instruction for at-risk students. During the first semester meetings will be held in September to review SBAC Summative data and November to review Math IAB data. During the second semester, meetings will be held in March to review the second math IAB data and plan Tier II and Tier III intervention. -20 Teachers x 3 days x $79 per teacher PD Data Analysis SMART Goal (SPSA MeasurableObjective) Classroom Teacher assistants will provide small group instruction to at-risk students during independent work time. Small group instruction will include: reviewing basic math facts and computation skills, algebra and expressions, and solving word problems. 6 TAs x $18,145 per TA. By June 2019, the percentage of students in Gr. 3-5 meeting or exceeding standardswill increase from 45% to 55% as measured by the SBACMath Instruction A computer lab will be utilized to provide targeted math intervention using IXL Math, a digital software license. XL math provides students with opportunities to practice a variety of grade level standards aligned math skills including: Algebraic Thinking, Numbers and Operations in Base Ten, Fractions, Measurement, and Geometry. The software is adaptive based on student needs, which allows for differentiated and targeted instruction for at-risk students. -$9 per license x 400 students Interventions During & After the SchoolDay Tutor Teacher X Time will be used to provide math intervention beyond the regular school day (after school, Saturday) for students in grades K- 5 scoring below grade level in math. Intervention will focus on Operations and Algebraic Thinking, Numbers and Operations in Base-Ten, Fractions, andGeometry. The anticipated dates of the intervention will be Oct.-Dec 2019 and Feb.-May 2019. 6 Teachers x 30 hours per teachers x $ 79 h/r Building ParentCapacity The Community Representative and Categorical Program Adviser will provide MathParent workshops to build parent capacity to assist their child with mathhomework. Workshop topics will include: Understanding the math Common Core Standards, IXL Math, the SBAC Math Assessment, and Math Practices workshop. If we [change idea], that will impact [driver], which in turn will lead to[goal].

24. Questions