10705zz4211 pennsylvania benchmarks data analysis and discovery (root cause analysis)
TRANSCRIPT
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10705 ZZ4211
Pennsylvania
BenchmarksData Analysis and Discovery
(Root Cause Analysis)
Pennsylvania
BenchmarksData Analysis and Discovery
(Root Cause Analysis)
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© 2006 Success for All Foundation 2
Component 1:
Data Analysis and Discovery
Component 1:
Data Analysis and Discovery
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© 2006 Success for All Foundation 3
Data DialoguesData Dialogues
PRIMARY QUESTIONSHow many proficient?
SECONDARY QUESTIONSStrengths/Weakness
TERTIARY QUESTIONSWhy/Discovery/Root Causes
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© 2006 Success for All Foundation 4
Primary QuestionsPrimary Questions
Primary questions are those that closely match your most essential goals.
They tend to be very, very simple.
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© 2006 Success for All Foundation 5
Analyzing Proficiency ReportsPrimary Questions
Analyzing Proficiency ReportsPrimary Questions
• How many students are proficient in reading/math?
• How many students in this subgroup are proficient?
• How many students do you need in that subgroup to make AYP?
• How many more quarters until the PSSA is given?
• Who are the students just below proficiency?
• How many points do these students need to move up to be proficient? How many points per quarter?
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© 2006 Success for All Foundation 6
Member Center Primary Question Tools
Member Center Primary Question Tools
• Proficiency Reports (Under Testing Center – Review/Enter Scores)
• RP 3508: Predicted State Results (Under Reports – School Reports)
• RP 3299: Student Data Sheets (Under Reports – School Reports)
• RP 3434: 4Sight Proficiency Projections (Must have entered last year’s AYP percentages.)
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© 2006 Success for All Foundation 7
Planning For and Monitoring AYP
Planning For and Monitoring AYP
From the Member Center Menu Select: ReportsSchool Reports AYP Reports
• RP-3533 Measures• RP-3379 Projections by Grade • RP-3434 4Sight Proficient Projections
Caution: These reports are only as accurate as the student data in the Member Center.
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© 2006 Success for All Foundation 8
Data DialoguesData Dialogues
PRIMARY QUESTIONSHow many proficient?
SECONDARY QUESTIONSStrengths/Weakness
TERTIARY QUESTIONSWhy/Discovery/Root Causes
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© 2006 Success for All Foundation 9
Secondary QuestionsSecondary Questions
Secondary questions discover what strengths and weaknesses are according to student learning.
They tend to be more specific.
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© 2006 Success for All Foundation 10
Analyzing Subscale Data Secondary Questions
Analyzing Subscale Data Secondary Questions
• What are the strengths identified on the graph?
• What are the areas for concern?
• If the graph is flat, are the students proficient readers or close to nonreaders?
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© 2006 Success for All Foundation 11
Member Center Secondary Question Tools
Member Center Secondary Question Tools
• Subscale Reports (Under Testing Center – Review/Enter Scores)
• RP 3304: Subscale Test Results (Under Reports – School Reports)
• RP 3474: Individual Student Test Results (Under Reports – School Reports – Prints a report for each individual student)
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© 2006 Success for All Foundation 12
Data DialoguesData Dialogues
PRIMARY QUESTIONSHow many proficient?
SECONDARY QUESTIONSStrengths/Weakness
TERTIARY QUESTIONSWhy/Discovery/Root Causes
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© 2006 Success for All Foundation 13
Tertiary QuestionsTertiary Questions
Tertiary questions ask why. They seek to discover root causes for the identified
strengths or areas of concern.
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© 2006 Success for All Foundation 14
Tertiary Question ProbesTertiary Question Probes
• Why do our students not perform according to state standards?
• Why do our students not know what they should know?
• Why are the students unable to use what they know?
• Why are our subgroups performing below?
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© 2006 Success for All Foundation 15
StudentDemographics
Attendance
Subgroups
Transiency
Suspensions
Curriculum
Alignment
Balance
Instruction and Preparation
Alignment
Cycle of Effective Instruction
Quality of Program Implementation
Classroom Management
Professional Development
School Processes
Assessment andRegrouping
InterventionResources
TutoringSolutions TeamSchool Programs
Teacher Selection
Scheduling
Leadership
OrganizationalCulture
Beliefs
Values
External Factors
Parent Involvement
Health
Systems Approach to Discovery/Root Causes
Determine Root Causes Related to Targeted
Area of Concern
Determine Root Causes Related to Targeted
Area of Concern
© 2006 Success for All Foundation 15
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© 2006 Success for All Foundation 16
• Attendance• Subgroups
• Ethnicity• Gender• Language• Special
Education• Transiency• Suspensions
Student Demographics
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© 2006 Success for All Foundation 17
• Alignment• Balance• Rigor
Curriculum
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© 2006 Success for All Foundation 18
• Alignment• Cycle of Effective Instruction
• Active Instruction: Teach, Model, Guide Practice
• Partner/Team Practice• Individual Mastery and
Accountability• Quality of Program Implementation
• Classroom Management• Professional Development
Instruction and Preparation
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© 2006 Success for All Foundation 19
• Assessment and Regrouping• Intervention Resources
• Tutoring• School Programs
• Teacher Selection• Scheduling• Leadership
• Principal• Leadership Team• Literacy/Math Coaches
School Processes
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© 2006 Success for All Foundation 20
• Beliefs• Values• Artifacts• Common Language • Celebrations
Organizational Culture
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© 2006 Success for All Foundation 21
• Parental Involvement• Health• Socioeconomic Status• Shelter • Nutrition• Parent Educational Level • Community Crime Rate
External Factors
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© 2006 Success for All Foundation 22
Data Analysis • Identify Proximity to Goal(s).• Identify Areas of Concern • Develop Target(s).Discovery• Brainstorm Root Causes.• Prioritize and verify Root Causes with data.• Select the Root Causes that are most important and
doable. Keep the number low.Solutions• Design interventions to address identified Root Causes.• Evaluate results and readjust.
Steps for Data Analysis, Discovery,
and Solution Identification
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© 2006 Success for All Foundation 23
Data Analysis Identify Proximity to Goal(s).Identify Areas of Concern Develop Target(s).
DiscoveryBrainstorm Root Causes.Prioritize and verify Root Causes with data.Select the Root Causes that are most important and doable. Keep the number low.
SolutionsDesign interventions to address identified Root Causes.Evaluate results and readjust.
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© 2006 Success for All Foundation 24
Member Center and 4Sight Discovery Tools
Member Center and 4Sight Discovery Tools
• RP 3491: 4Sight Item Analysis Report: (Under Reports – School Reports)
• 4Sight Pennsylvania Benchmark Reporting Categories: (Admin. Guide – PA standards condensed version)
• 4Sight Pennsylvania Benchmark Answer and Alignment Guide: (Admin. Guide – Reporting Category, PA Standard, Assessment Anchor)
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© 2006 Success for All Foundation 25
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© 2006 Success for All Foundation 26© 2006 Success for All Foundation 26
Root Cause Analysis: Clarification
Clarification
Basal uses primarilynarrative text
No explicit instruction in clarification at the word
or paragraph level
Inadequate time spentOn instructing how to read expository text
Lack of PD on clarification with expository text
No consistent readingblock.
MS have classroom management issuesNo school wide measurable goals on clarification
Teachers and tutors not aligned
Leadership not monitoring
Attendance lowHomework return lowHomework not aligned
Parents unaware of school focusand child’s skill level
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© 2006 Success for All Foundation 27
Data Analysis • Identify Proximity to Goal(s).• Identify Areas of Concern • Develop Target(s).Discovery• Brainstorm Root Causes.• Prioritize and verify Root Causes with data.• Select the Root Causes that are most important and
doable. Keep the number low.Solutions• Design interventions to address identified Root Causes.• Evaluate results and readjust.
Steps for Data Analysis, Discovery,
and Solution Identification
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© 2006 Success for All Foundation 28
Verifying Root CausesVerifying Root Causes
• Consult additional records/data (such as attendance).
• Review curriculum guides.• Analyze student assignments.• Conduct classroom walk-throughs.• Do a school artifact inventory.• Review office referral records. • Etc.
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© 2006 Success for All Foundation 29
Data Does Not Fix Problems
Data Does Not Fix Problems
“Disaggregating data is not a problem-solving strategy. Rather it’s a problem-finding strategy.”
— Lezotte (1999)
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© 2006 Success for All Foundation 30
Data Analysis • Identify Proximity to Goal(s).• Identify Areas of Concern • Develop Target(s).Discovery• Brainstorm Root Causes.• Prioritize and verify Root Causes with data.• Select the Root Causes that are most important and
doable. Keep the number low.Solutions• Design interventions to address identified Root
Causes.• Evaluate results and readjust.
Steps for Data Analysis, Discovery,
and Solution Identification
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© 2006 Success for All Foundation 31
Sample Improvement PlanSample Improvement PlanData Analysis
Instructional Planning FormPlans for to (dates)
Student Group: All students
Target/Objective: All students will use clarification strategies when reading independently narrative and expository text.
Success Indicator: Students will score 90% or higher on basic comprehension when reading
material at an independent level.
Action Steps Resources Facilitator TimelineInitial Training on teaching clarification strategies.
TrainerTeacher Guides Student Practice Materials & Videos
Reading Coach August 15
Initial coaching on teaching clarification strategies.
TrainerClarification strategies use dataCompleted lesson plans.
Reading Coach Sept. 30
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© 2006 Success for All Foundation 32
Designing Improvement Plans
(1 year or 1 quarter)
Designing Improvement Plans
(1 year or 1 quarter)
• Turn Primary Root Causes into Action Steps• Improvement Plans Include:
1. Target(s)2. Action Steps 3. Resources Needed4. Facilitator/Point Person for Each Step5. Timeline 6. Success Indicator(s)
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© 2006 Success for All Foundation 33
Component 2:
Using 4Sight to Inform Professional Development
Component 2:
Using 4Sight to Inform Professional Development
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© 2006 Success for All Foundation 34
Results-Based Professional Development
Results-Based Professional Development
• Identifies desired improvement in student achievement.
• Identifies a plan to help teachers achieve these results with their students.
• Gives teachers an opportunity to gain new knowledge and behaviors.
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© 2006 Success for All Foundation 35
Traditional vs. Results-Based Professional
Development
Traditional vs. Results-Based Professional
Development
Traditional Results-Based
Opportunities Responsibilities
You Might Want to Go Professional Responsibility
Staff Desires Student Needs
Focus: Good Things to Do
Focus: Needs of Students
Decision by Feelings Decision by Data
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© 2006 Success for All Foundation 36
Traditional vs. Results-Based Professional
Development
Traditional vs. Results-Based Professional
Development
Traditional Results-BasedMany Topics Addressed
One Topic in Depth
Reactive to Change Proactive to Change
Primarily Workshops Workshops with Implementation
Evaluated Based on Satisfaction
Evaluated Based on Student Data
Awareness, Knowledge
Skill Attainment
Passive Participants Participants Partners in Process
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© 2006 Success for All Foundation 37
Key ComponentsKey Components
• Knowledge/Theory • Modeling Demonstration • Low-Risk Practice • Feedback • On-the-Job Practice and
Feedback
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© 2006 Success for All Foundation 38
Knowledge/TheoryKnowledge/Theory
What: rationale and description of techniques and uses
How: readings, lectures, videos, discussions
Value: increase awareness and conceptual understanding
Note: Used alone it rarely results in skill acquisition
nor does it transfer to the classroom.
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© 2006 Success for All Foundation 39
Modeling/DemonstrationModeling/Demonstration
What: enactment of strategy or skill
How: simulation with students/participants
Value: mastery of knowledge
related to skill
Note: Modeling alone seldom results in transfer to the classroom.
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© 2006 Success for All Foundation 40
Low-Risk PracticeLow-Risk Practice
What: nonthreatening experience with new skill
How: simulation with a small group
Value: begin to acquire new skill/strategy
Note: Low-risk practice is a way to develop competence.
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© 2006 Success for All Foundation 41
Feedback on Low-Risk PracticeFeedback on Low-Risk Practice
What: provides for reflection on implementation
How: self-reflection or provided by peers/coaches
Value: increased awareness of one’s skills
Note: Low-risk practice changes behaviors over the long term.
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© 2006 Success for All Foundation 42
On-the-Job PracticeOn-the-Job Practice
What: self-analyze and make adjustments for improvement
How: uses consultants, peers, supervisors, and trainers
Value: builds support, collegiality, and commitment
Note: On-the-job practice is necessary for internalization of learning.
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© 2006 Success for All Foundation 43
Professional-Development Formats
Professional-Development Formats
• External Consultants • Internal Consultants • Observation of Others • Collaborative Groups • Literature
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© 2006 Success for All Foundation 44
External ConsultantsExternal Consultants
Who: trainers/consultants from intervention and curriculum providers, department of education staff, university staff
Plus: bring in outside knowledge and strategies
Delta: not part of the day-to-day implementation
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© 2006 Success for All Foundation 45
Internal ConsultantsInternal Consultants
Who: district curriculum specialists, coaches, administrators, master teachers
Plus: work in district every day Delta: may be limited in bringing
new skills and strategies to the district
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© 2006 Success for All Foundation 46
Observing OthersObserving Others
Who: peers observing peers Plus: maximizes demonstration,
modeling, and on-the-job practice with feedback
Delta: requires courage
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© 2006 Success for All Foundation 47
Collaborative Peer GroupsCollaborative Peer Groups
Who: peer groups who meet regularly to learn and hold each other accountable
Plus: allows staff to be fully active participants in their own professional development
Delta: finding time is difficult and the temptation to conduct housekeeping chores in meetings is great
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© 2006 Success for All Foundation 48
Professional-Development Format Jigsaw
Professional-Development Format Jigsaw
1. Summarize information from reading. 2. For what component of results-based
professional development could this format be used effectively?
3. What other supports would need to be provided along with professional development in this format to ensure teacher success and improve student achievement?
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© 2006 Success for All Foundation 49
Professional Development Based on Student Needs
Professional Development Based on Student Needs
• What student needs does the data identify?
• What are the long-term needs? • Are there different needs for different student groups?
• How should student needs be prioritized?
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© 2006 Success for All Foundation 50
Planning Professional Development
Planning Professional Development
Data-Analysis Findings
Gap Between Desired Outcomeand Current Status
Areas of Concern
Results-Based Professional Development
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© 2006 Success for All Foundation 51
Results-Based Professional Development
Results-Based Professional Development
Component
Action StepDate
Responsible
Knowledge
Modeling
Low-Risk Practice
Feedback
On-the-Job Practice with Feedback
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© 2006 Success for All Foundation 52