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NORTHEAST GEORGIA RESA REGIONAL DATA DIG FACILITATOR GUIDE

General Session - Overview

PURPOSE:

TIME ALLOCATION:

MATERIALS:

DIRECTIONS:

To provide participants background information on how needs are determined using an on-going data-based process that includes the use of both quantitative and qualitative data During this segment, facilitators will provide an overview of the process that participants will use to determine priorities for professional learning and technical assistance. 50 minutes Handouts: Agenda; PowerPoint - Data Dig Facilitator Information Sheet: RESA Continuous Improvement Model Equipment: Computer; LCD projection system 1. Facilitators(s) arrive early to ensure room is set up. 2. Set up should include:

a. Attendance roster b. Name badges c. Handouts

i. Agenda ii. PowerPoint Presentation

3. Welcome participants and make sure they have all handouts (slide 1).

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4. Explain the purpose of the data dig (slide 2).

5. Review the agenda (slide 3).

6. Review norms (slide 4).

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7. Describe Continuous Improvement Model. The example provided is one that Northeast Georgia RESA uses (slides 5-12).

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8. Briefly describe steps in the data dig process (slide 13).

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9. Briefly describe Bernhardt’s four types of data (slides 15 and 17).

10. Indicate that the data analysis process will result in a list of identified student learning areas that will need to be prioritized.

11. Indicate that quality tools such as the fishbone, the 5 whys and the affinity diagram will be

used to conduct a root cause analysis for student learning needs that have been identified as a critical priority.

12. Indicate that results from the data dig will be used to develop system/school improvement plans.

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NORTHEAST GEORGIA RESA REGIONAL DATA DIG FACILITATOR GUIDE

Analyze Student Learning Data by Content Area

PURPOSE: DESCRIPTION: TIME ALLOCATION: MATERIALS:

DIRECTIONS:

To provide participants background information on how needs are determined using an on-going data-based process that includes the use of both quantitative and qualitative data During this segment, content facilitators will lead groups to analyze student learning data focused on state standardized tests. The intent is to describe the data; this is not a time to make judgments about the data. 2 hours and 30 minutes Handouts: PowerPoint – Data Dig; Data Dig Questions for ELA; Mathematics; Science; Social Studies Posters: Continuous Planning Model; Sample Problem Statements from previous data digs Materials: Cardstock for name tents Sharing Platform such as Google Docs or Dropbox: Georgia Milestones data in an Excel format Equipment: Computer; projection system; participant’s laptops preferred

1. Facilitator arrives early to ensure room is set up and materials are available. Participants should be seated according to grade bands (elementary, middle, high). Cardstock is available for the facilitator to make table tents.

2. Welcome participants and make sure they have all handouts.

3. Remind participants of the norms (slide 4).

4. Discuss resources that will be used during this segment of the data dig process including: data dig questions and standardized test data for the 13 districts within Northeast Georgia RESA.

5. Explain that all data are formatted in Excel.

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6. Explain that during the next 2 ½ hours the group will work collaboratively to analyze standardized test data for their content area. Indicate the purpose is to allow critical findings to emerge from the data. Emphasize that the work of participants is to describe the data; this is not a time to make judgments about the data (slides 14-15).

7. Explain that participants will answer a series of questions when analyzing the data in terms of how well students performed on the curriculum.

8. Indicate that after data have been analyzed, participants should identify a maximum of three critical findings for each content grade band. Participants should formulate each finding as a problem statement. Refer participants to sample problem statements posted in the room. Indicate these are from previous regional data digs.

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NORTHEAST GEORGIA RESA REGIONAL DATA DIG FACILITATOR GUIDE

Analyze Demographic, Perception, and Process Data

PURPOSE: DESCRIPTION: TIME: MATERIALS:

DIRECTIONS:

To provide participants background information on how RESA’s regional needs are determined using an on-going data-based process that includes the use of both quantitative and qualitative data During this segment, content facilitators will lead groups to analyze demographic, perception, and process data. The intent is to describe the data; this is not a time to make judgments about the data. 2 hours Handouts: PowerPoint – Data Dig; Data Dig Questions for ELA; Mathematics; Science; Social Studies Posters: Continuous Planning Model; Enrollment Data (including ethnicity, gender and poverty); Attendance; Graduation Rate; CCRPI; GAPSS Artifacts Materials: Chart paper; markers Equipment: Computer; projection system; participant’s laptops preferred

1. Participants should be seated according to grade bands (elementary, middle, high).

2. Welcome participants and make sure they have all handouts.

3. Remind participants of the norms (slide 4).

4. Explain that during the next 2 hours the group will work collaboratively to analyze demographic, perception, and process data. The data dig content forms should be used to guide data analysis. Emphasize that the work of participants is to describe the data; this is not a time to make judgments about the data (slides 16-17).

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5. Ask participants to chart trends from the data on chart paper. This information will be used during the next segment, Analyze Content Priorities Using Root Cause Analysis.

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NORTHEAST GEORGIA RESA REGIONAL DATA DIG FACILITATOR GUIDE

Analyze Root Causes

PURPOSE: DESCRIPTION: TIME ALLOCATION: MATERIALS:

DIRECTIONS:

To provide participants background information on how RESA’s regional needs are determined using an on-going data-based process that includes the use of both quantitative and qualitative data During this segment, content facilitators will lead groups to analyze root causes. 2 hours Handouts: PowerPoint – Data Dig; Graphic Organizer; Sample Completed Fishbone (Note: other quality tools such as the 5 Whys and the Affinity Diagram can be used.) Materials: Markers Equipment: Computer; projection system; participant’s personal laptops preferred Facilitator Information Sheet: Root Cause Basics by Preuss

1. Facilitator arrives early to ensure room is set up and materials are available. Participants should be seated according to grade bands (elementary, middle, high).

2. Welcome participants and make sure they have all handouts.

3. Remind participants of the norms (slide 4).

4. Explain that during the next 2 hours the group will work collaboratively to analyze the root cause(s) of problem statements identified earlier in the day. Begin with the end in mind by showing participants the poster of the sample completed root cause analysis. Indicate they will complete a fishbone for each of the problem statements identified earlier in the day.

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5. Review the definition of root cause analysis. Some participants will jump to strategizing solutions. Explain that analyzing root causes is NOT about brainstorming solutions; it is about uncovering problems at their deepest level (slide 18).

6. Discuss the benefits of analyzing root causes (slide 5).

7. Discuss steps in analyzing root causes using the fishbone.

a. Step 1 – Develop a problem statement. Explain that this step was completed during the analyzing student learning data part of the data dig. Indicate that a fishbone will be completed for each problem statement emerging from identifying critical findings.

b. Step 2 – Gather and analyze data that provide insight about the problem statement. Explain that this step was completed during analyzing demographic, perception, and process data.

c. Step 3 – Identify major categories in which potential cause may reside. Explain that categories were pre-determined by RESA staff and that the “major categories” are the 8 strands from the Georgia School Keys. Facilitators should focus on those categories over which schools/teachers have direct control.

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d. Step 4 – Identify potential causes in each category type. List ideas for causes in each category. Causes should be placed on small “bones” in each category to which they apply. If a cause applies to more than one category, list it in each place.

Remind participants that “digging really deep” is needed to find most roots. Most root causes are not the most immediate, obvious, or proximate causes. Explain that often roots are three, four, or five layers down into the category/bone. As facilitator, it is suggested that the “5 Whys” be used as a simple method for digging down through the layers or cause to the root. It is thought that after answering “Why” a minimum of 5 times, that one can find, or get much closer to the root cause. (Preuss, page 86).

e. Step 5 – Determine relationships. Draw lines between the causes on each “bone” that seem to be related.

f. Step 6 – Agree upon the most probable cause(s). When all the possible causes have been listed, evaluate them and circle the cause(s) the group chooses as the most probable cause(s). It is important the causes selected by the group are those over which RESA has some power to make change (slide 20).

8. Participants complete a Root Cause Analysis for each problem statement using the Fishbone graphic organizer.

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Setting the Standard for Service 7

Cause/Effect

9. When the Root Cause Analysis in complete, thank participants for their contributions and wish them a safe trip home.