Transcript Criteria for Root Cause

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APS Professional Learning Days
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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:
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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
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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’ selfassessments
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Connecting the Dots
PDP
Student
Classroom
Grade level/content area
School
Management &
Department Plans
SMART Goals
Framework
APS Strategic Plan
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PD Day Agenda
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Root Cause Analysis
2011
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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
Root Cause
Priorities
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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 Causes
These become your priorities
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Handout- Page 1
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Root Cause -Fishbone Tool
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Handout Page 1
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Root Cause Analysis Example
The steps of the Jefferson Memorial were eroding. Ask Why? x 5
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Root Cause Analysis Example
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The steps of the Jefferson Memorial were eroding. Why?
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The cleaner used to wash the steps was abrasive?
Why did they use an abrasive cleaner?
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The cleaner was needed because sparrows were depositing their waste
on the steps? Why were the sparrows there?
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The sparrows were eating spiders attracted to the memorial?
Why were the spiders there?
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The spiders were eating a smaller bug?
Why were the smaller bugs attracted to the memorial?
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The smaller bugs were attracted to the lights used to shine on the
monument.
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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 1
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Example 2
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Example 3
Resources
Students/
Families
Poor
performance
in Reading
and Writing at
our school
Standards/
Curriculum/
Instruction/
Assessment
Climate
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Brainstorming Method
1.
Identify a problem/issue. Share that statement with the group.
2.
Engage in brainstorming about why that issue exists.
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Write for 3-5 minutes- one reason why that issue exists per sticky note.
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Place the sticky notes on the fish, there is no wrong location!
4.
Group any duplicate notes
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Ask “Why” for each of the identified causes.
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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 Method
1.
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.
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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.
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Repeat the exercise for the remaining bones. If you have a large group, have each
small group do one “bone” or category.
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Trim and eliminate causes which you cannot directly control.
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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 Method
 Encourages
creative
thinking
 Everyone participates
 Tendency to jump to
conclusions
 May miss broad areas
Focused Method
 Covers
all bones
thoughtfully
 Can quickly lead to causes
 Reduces “out of the box”
thinking
 Difficult 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:
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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
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
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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
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Root Cause -Fishbone Tool
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 1
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Reflect
 What
 What
is root cause analysis?
are the benefits of using root cause
analysis, the fishbone tool and the five whys?
Action Planning
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What actions will you take to
address the identified root causes?
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PD Day Agenda
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These data show “the big picture” of
Math proficiency …
Grade 3-5 Math SOL Proficiency Levels
Advanced
Proficient
Fail/Basic
100
Percent Students
6.7
7.9
11.3
12.0
Fail/Below Basic
23.1
80
32.8
35.0
34.8
60
86.4
40
90.7
87.3
92
68.9
53.6
52.5
55.7
2008
2009
2010
20
0
Source: SOL Extract files as of 8/3/11 (unadjusted)
2011
These data “dig deeper” to look at
math performance by grade…
Math SOL Pass Rates by Grade Level
Grade 3
Grade 4
Grade 5
Percent Students Passing
100
80
88.4
88.3
89.8
89.2
82.5
83.0
2008
2009
94.1
91.7
85.8
93.6
89.3
93.1
60
40
20
0
Source: SOL Extract files as of 8/3/11 (unadjusted)
2010
2011
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These data “dig deeper” by looking at
strands in mathematics by grade…
2011 Math SOL Results by Reporting Category
Number &
Number Sense
Computation &
Estimation
Source: SOL Extract files as of 8/3/11(unadjusted)
Measurement &
Geometry
Probability &
Statistics
Patterns,
Functions &
Algebra
These data “dig deeper” through disaggregation by
student subgroup population proficiency …
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2011 Grade 4 Math SOL Proficiency Levels by Group
Advanced
100
9.1
Proficient
Percent Students
25.5
Fail/Below Basic
4.2
7.3
17.7
80
Fail/Basic
20.0
18.8
20.6
7.1
18.7
31.5
27.4
60
44.9
32.6
40
34.4
32.5
37.0
77.9
63.7
63.4
43.8
20
40.8
34.2
45.3
24.4
0
All
Asian
Source: SOL Extract files as of 8/3/11 (unadjusted)
Black
Hispanic
White
EconDis
LEP
SWD
These data “dig deeper” 41
through disaggregation of
2011 Grade 4 SOL Performance for Selected Groups:
strand for selected
subgroups…
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
74.7
74.0
71.4
75.9
58.0
Patterns,
Functions &
Algebra
Source: SOL Extract files as of 8/3/11(unadjusted)
SMART Goal Conclusion…
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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
10-11 Actual
11- 12 Target
each reporting category
63.5
Number & Number Sense
Computation & Estimation
65.1
Measurement & Geometry
66.0
Probability & Statistics
57.1
Patterns, Functions,
Algebra
58.0