APS Professional Learning Days 1. Where do I find the information about the day? 2

APS Professional Learning Days1

Where do I find the information about the day?

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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

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Connecting the Dots

Grade level/content area

Classroom

Student

PDP

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PD Day Agenda5

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Root Cause Analysis2011

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Root Cause Agenda

What is Root Cause?

Benefits

The Problem Solving Process

Tools: Using the Fishbone and Five Whys

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Root Cause and Planning

SMART Goals

Priorities

Root Cause

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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 CausesThese become your priorities

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Handout- Page 112

Root Cause -Fishbone Tool Methods Environment People

Materials Equipment (IT) Measurements

Problem

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Handout Page 114

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

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Root Cause Analysis ExampleThe 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

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Turn and Talk

What is root cause?

How can root cause help me in my work?

Questions I have….

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Example 118

Example 219

Example 3

Poor performance in Reading and Writing at our school

Students/ Families

Resources

Standards/ Curriculum/ Instruction/ Assessment

Climate

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Brainstorming Method1. 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.

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Focused Method1. 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.

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How does it work?

Brainstorming MethodEncourages creative

thinkingEveryone participatesTendency to jump to

conclusionsMay miss broad areas

Focused MethodCovers all bones

thoughtfullyCan quickly lead to causesReduces “out of the box”

thinkingDifficult to complete in

large groups

The best Fishbones use both! Switch back and forth as appropriate.

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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.

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Root Cause -Fishbone Tool

The number of students with disabilities scoring proficient in Probability & Statistics and Patterns, Functions, Algebra lags behind other groups

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Root Cause -Fishbone Tool Methods Environment People

Materials Equipment (IT) Measurements

Problem

The number of students with disabilities scoring proficient in Probability & Statistics and Patterns, Functions, Algebra lags behind other groups

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Table Groups 28

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

Methods Environment People

Materials Equipment (IT) Measurements

Problem

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Root Cause -Fishbone Tool Methods Environment People

Materials Equipment (IT) Measurements

Problem

Insert school/ department issue here

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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.

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Handout Page 132

Reflect

What is root cause analysis?

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

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Action Planning

What actions will you take to address the identified root causes?

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PD Day Agenda35

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Grade 3-5 Math SOL Proficiency Levels

53.6 52.5 55.768.9

32.8 34.8 35.023.1

12.0 11.3 7.9 6.7

0

20

40

60

80

100

2008 2009 2010 2011

Per

cen

t S

tud

ents

Advanced Proficient Fail/Basic Fail/Below Basic

Source: SOL Extract files as of 8/3/11 (unadjusted)

86.4 87.3 90.7 92

These data show “the big picture” of Math proficiency …

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Math SOL Pass Rates by Grade Level

88.4 89.894.1 93.6

82.5 83.0 85.889.388.3 89.2 91.7 93.1

0

20

40

60

80

100

2008 2009 2010 2011

Per

cen

t S

tud

ents

Pas

sin

g

Grade 3 Grade 4 Grade 5

Source: SOL Extract files as of 8/3/11 (unadjusted)

These data “dig deeper” to look at math performance by grade…

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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…

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2011 Grade 4 Math SOL Proficiency Levels by Group

63.7 63.4

34.243.8

77.9

40.8 45.3

24.4

25.5 27.4

44.932.6

18.8

34.432.5

37.0

9.1 7.317.7 20.0 20.6 18.7

31.5

4.2 7.1

0

20

40

60

80

100

All Asian Black Hispanic White EconDis LEP SWD

Per

cen

t S

tud

ents

Advanced Proficient Fail/Basic Fail/Below Basic

Source: SOL Extract files as of 8/3/11 (unadjusted)

These data “dig deeper” through disaggregation by student subgroup population proficiency …

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2011 Grade 4 SOL Performance for Selected Groups:

Percent Students Scoring Relatively Strong

Reporting Category

Black Hispanic Economic Disadvantage

LEP SWD

Number & Number Sense 74.1 75.4 73.8 75.7 63.5

Computation & Estimation 79.1 83.0 80.6 84.0 65.1

Measurement & Geometry 77.9 78.8 74.8 78.5 66.0

Probability & Statistics 69.6 66.2 65.8 69.6 57.1

Patterns, Functions & Algebra

74.7 74.0 71.4 75.9 58.0

Source: SOL Extract files as of 8/3/11(unadjusted)

These data “dig deeper” through disaggregation of strand for selected subgroups…

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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 Actual 11- 12 Target

Number & Number Sense 63.5

Computation & Estimation 65.1

Measurement & Geometry 66.0

Probability & Statistics 57.1Patterns, Functions, Algebra 58.0

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