SYSTEMIC ROOT CAUSE ANALYSIS

Transcription

1 SYSTEMIC ROOT CAUSE ANALYSIS FALL 2017 TRAINING Last updated 10/4/17

2 ESC-20 IMPROVEMENT REQUIRED WEBSITE (case sensitive)

3 EDUCATION SERVICE CENTER School Support Team Shannon Allen Coordinator III School Support Team Shannon Jamie Goodwin TAIS Lead Educational Specialist Cheri Hendrick Accountability & Assessment Specialist Kristyna Brewer Educational Specialist Stephen Enriquez Educational Specialist Debbie Rosenbaum Educational Specialist Cheryl Stewart Educational Specialist

4 EDUCATION SERVICE CENTER Leadership Development Team Shannon Allen Coordinator III School Support Team Shannon Demetrio Garcia Administrative Specialist Lizzy Perez Administrative Specialist Leslie Thompson Educational Specialist

5 Objective: Identify the underlying cause of low performance Audience: CIT, CLT, stakeholders

6 MATERIALS Campus vision (as determined in Visioning Module) Problem statements and Data Synthesis Graphic Organizer (from Systemic Data Analysis) Large chart paper or whiteboard Handouts for this training

7 Definitions What terms do we need to know? Data Review What did we learn in our systemic data analysis? AGENDA Brainstorm Explanations Narrow root cause What could be causing problems on our campus? Which explanations speak to the root of the problem? Verify root cause Can we validate the identified root cause?

8 DEFINITIONS

9 WHAT IS A ROOT CAUSE? the deepest underlying cause, or causes, of positive or negative symptoms within any process that, if dissolved, would result in elimination, or substantial reduction, of the symptom. (Preuss, 2013, p. 3)

10 WHAT IS A SYSTEMIC ROOT CAUSE? System

11 WHAT IS A SYSTEMIC ROOT CAUSE? System Systemic Approach Systemic Root Cause

12 WHAT IS A SYSTEMIC ROOT CAUSE? a persistent and pervasive condition Systemic Systemic System Root Approach Cause affects most levels of a campus is identified as the primary factor leading to low performance

13 DATA REVIEW For this section, you will need Handout #1.

14 DATA DRIVEN DIALOGUE? Predict: Go Visual: Observe: Infer/Question: Surfacing experiences, Display data with: -What important points - What inferences and possibilities, and expectations: -What are our assumptions? -What are some predictions we are making? -What are some questions -Pie graphs -Bar graphs -Line graphs -Scatter plots -Box and whisker plots stand out? -What patterns/trends emerge? -What is surprising? -What have we not explored? explanations can we draw? -What questions are we asking? -What data could confirm our explanations? -What tentative we are asking? conclusions can we draw? -What can we learn?

15 PROBLEM STATEMENT CHECK IN

16 PROBLEM STATEMENT CHECK IN

17 PROBLEM STATEMENT CHECK IN Resolution of problem statement IMPACTS Campus Vision

18 BRAINSTORM EXPLANATIONS

19 PROCESS FLOW Gather Problem Statement Complete Fishbone Diagram Repeat with next problem statement Complete 5 Whys

20 WHAT IS A FISHBONE DIAGRAM? WHY WILL WE USE IT? Teacher Quality Family/ Community Engagement Leadership Effectiveness Academic Performance (Curriculum, Instruction, Assessment) Problem Statement Other? School Climate Increased Learning Time Data-Driven Instruction

21 GUIDING QUESTIONS CSF 7: What keeps us from Family/ developing Teacher Leadership Academic CSF 1: Performance What is lacking in our teacher skills to correct CSF Community this 5: What problem? has prevented CSF us 3: from What fully effective leadership Quality Effectiveness (Curriculum, curriculum, Instruction, in our instructional Assessment) Why aren t students affected engaging Engagement by parents this practices and community do campus and practices, district or leaders in our assessment process problem placed with the members district s in decision making? need to address? that leads to this problem? highest performing teachers? Problem Statement Other? Increased CSF 6: What School has Climate kept us from CSF being 4: What able prevents teachers Data-Driven CSF 2: from What keeps us from using our Learning Time to create a climate that matches maximizing our instructional Instruction time data and change instructional practices? vision? student engagement? What keeps us from collaborating?

22 ADDITIONAL RESOURCES

23 EXAMPLE Teacher Quality Teachers not trained in ELL instructional strategies High teacher turnover rate Family/ Community Engagement Campus offered very few opportunities for engagement Overly focused on successful students ELLs not always included in all educational opportunities Leadership Effectiveness Admin not trained on ELL strategy look fors District admin didn t make change a nonnegotiable Reading lessons weren t engaging Academic Performance (Curriculum, Instruction, Assessment) Lack of curricular supports for ELLs Lack of differentiated instruction PLC data talks only focused on aggregate data Students who are English Language learners have a 60% pass rate in reading. Other? School Climate Increased Learning Time Data-Driven Instruction

24 YOUR TURN! Teacher Quality Family/ Community Engagement Leadership Effectiveness Academic Performance (Curriculum, Instruction, Assessment) Problem Statement Other? School Climate Increased Learning Time Data-Driven Instruction

25 PROCESS FLOW Gather Problem Statement Complete Fishbone Diagram Repeat with next problem statement Complete 5 Whys

26 THE 5 WHYS Problem Statement Explanation (from fishbone) 5 WHYS For this section, you will need Handout #2.

27 THE 5 WHYS: EXAMPLE Problem Statement: Students who are ELLs have a 60% pass rate in reading. Explanation (from fishbone): Teachers not trained in ELL instructional strategies 1. Why weren t teachers trained in ELL instructional strategies? Because we didn t have time to train them. 2. Why didn t we have time to train teachers? Because we used all the dedicated PD time for classroom management strategies. 3. Why did we use all the PD time for classroom management strategies? Because our data shows that teachers were spending too much time redirecting behavior and not enough time teaching. 4. Why were teachers spending time on behavior instead of teaching? Because students were not engaged in learning. 5. Why weren t students engaged in learning? Because the lessons did not feel relevant to them.

28 SOME CAVEATS ON THE 5 WHYS Repetition is OK There are no bad explanations yet

29 YOUR TURN! Problem Statement Explanation (from fishbone) 5 WHYS

30 NARROW ROOT CAUSES

31 HOW DO WE NARROW THE CAUSES? Identify Identify what causes we can control Separate Separate contributing causes from root causes Evaluate Evaluate the quality of the root causes

32 WHAT CAN YOU CONTROL? For this section, you will need Handout #3.

33 CONTRIBUTING CAUSE VS. ROOT CAUSE Contributing Influences the outcome Elimination of contributing cause does not eliminate the problem (but it might lessen the problem) Root Causes the outcome Elimination of the root cause eliminates the problem

34 CONTRIBUTING CAUSE VS. ROOT CAUSE Using the list of causes in your control, let s figure out which are causal factors and which are root causes. 1. Would the problem have occurred if the cause had not been present? If no, then it is a root cause. If yes, then it is a contributing cause. 2. Will correction or dissolution of the cause lead to similar events? If no, then it is a root cause. If yes, then it is a contributing cause. For this section, you will need Handout #4.

35 EVALUATE THE QUALITY Does our data logically explain the cause? Does the cause describe a real situation that is NOT related to our data? Can we explain how the cause is related to the patterns in our data? Is the cause specific and testable? Is the cause specific enough to make sense to someone who is not on our team? How would we test the explanation? Is the cause plausible? If we were to start planning a strategy to address this cause, is it possible to achieve meaningful results? For this section, you will need Handout #5.

36 PROCESS RECAP All explanations In our control Root causes, not contributing causes Root causes that pass quality check

37 CREATING A SYSTEMIC ROOT CAUSE How are the root causes related? (by CSF) Which root causes should be prioritized? Write systemic root cause(s) For this section, you will need Handout #6.

38 VERIFY ROOT CAUSE

39 FINAL CHECK: DISCUSSION 1. What is the proof that this cause exists? Is it measurable? Are there more than two data elements that provide evidence? 2. How do we know that addressing the cause could lead to achieving the vision? 3. How do we know that this cause actually contributed to the problems? 4. Can anything else, besides this cause, lead to the problem statement(s)? What other risks are there? 5. Does the statement meet the definition of a systemic root cause: Persistent/pervasive condition Affects most levels of a campus A primary factor for low performance

40 CONTACT US