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Root Cause Analysis
Transcript of Root Cause Analysis
To deepen school and district leaders’
understanding of the
root cause analysis problem-solving process
“The Five Whys”
for use with school/district leaders, learning teams, and school/district committees
“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”
WHAT IS a ROOT CAUSE?
ROOT CAUSE Analysis
root cause example
Problem: You are on your way home from work and your car stops in the middle of the road
School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems
, Paul Preuss
did your car stop?
it ran out of gas
did it run out of gas?
I didn’t buy any gas on my way to work
didn’t you buy any gas this morning
I didn’t have any money
didn’t you have any money?
I spent my last $30 on dinner yesterday
did you spend your last $30 on dinner?
I don't have a monthly budget
Potential root cause:
Lack of a monthly budget to track spending
car less likely to stop working
ASK THE "5 WHYS"
1. Identify Problem Area
MAKE and record OBSERVATIONS
Average attendance rates at X School are below 90%.
Why do root causes analysis?
“Frequently, people in organizations
persist in attacking symptoms
rather than problem sources. Unfortunately, far too often, existing problem-solving methodologies
barely probe below the surface
of the problems
persist, undisturbed, to feed the symptoms and grow
YTD Att. 86% vs. 87% LYTD for 6-8 grades
Pre-K-K has lowest attendance
All attendance rates are below 90%
1. Brainstorm potential reasons for your focus problem
Walkers don’t walk to school and go to friend/family house, stores, etc.
No windows, no air, basement (classroom environment)
attendance is below 90% - Why?
Parents have older siblings babysitting for younger siblings
Behavior sometimes lead to students not attending the "special"
Self-contained classes; no movement
Not a lot of extra-curricular activities
Lacking a consistent
Students feel they are not learning and school is a waste of time
Teachers not planning differentiated lessons to meet students' needs
In 1st-5th and 6th-8th attd. has decreased 1%
All of our grade bands are in the "red"
By Jessica Quindel, Student Information Services
and Blake Ward, Research and Development
root cause process
ASSESS THE CURRENT REALITY
ROOT CAUSE ANALYSIS
© 2003, BayCES
Modified 2011, Jessica Quindel, MPS
Cycle of Inquiry
Creative Root Cause Analysis: Team Problem Solving
Dr. Jack L. Oxenrider
root causes that require action
The vision of our school is to provide an arts-based learning environment with high expectations for student achievement.
Student or staff attendance
Student Achievement (e.g., reading)
2. Make Observations
Get into small groups
Makes as many objective observations as possible
Gather all observations in a shared/visible space
Choose a focus problem
Review all observations
Utilize a group decision-making process (voting, thumbs up/down, forced rank) to pick one observation as the focus
3. Use the selected reason as your new "problem" and repeat
steps 1 and 2 four more times
Gather reasons using a Think-Pair-Share or large group brainstorm
All reasons should be heard without judgment
All reasons should be posted in a visible space
2. Identify a reason for your next "Why"
Use a group decision-making process to select one of the reasons that meets these criteria:
A reason that you have control over
A fundamental reason that could shift the data in deep, meaningful way
Problem: Average attendance is below 90% for all grade bands
= Introduce incentives for low attenders
is attendance below 90%
students feel they are not learning and school is a waste of time
feel they are learning and think school is a waste of time
teachers aren't planning differentiated lessons
aren't teachers planning differentiated lessons?
they don't know how.
don't teachers know how to differentiate?
previous Professional Development (PD) has not included
doesn't PD include peer support?
there isn't a collaborative culture or structures to ensure
collaboration around implementing differentiated practices
Potential root cause:
Attendance is low because teachers aren't working collaboratively to improve differentiated instruction.
STUDENT ATTENDANCE WILL IMPROVE
root cause example
we use structured peer observations and planned reflective conversations around differentiation to build a collaborative culture...
Use final reason to create a theory of action
Theory of action should be the first part of an
Action should directly address the final reason selected
student attendance rates for April, May and June will increase to at least 92% for all grade bands.
Based on reason and theory of action, create a
Goal should be the second part of an
Goal should be "SMART" - Specific, Measurable, Achievable, Relevant and Time-bound
Use your theory of action and goal to create
an executable plan with built in monitoring
Action plan should have clear assignments and tasks
Actions should have timelines associated and clear monitoring procedures
The Learning Team will re-design the after-school PD by the end of the month (Principal to lead).
In April and May, all teachers will observe at least one other teacher (School Support Teacher (SST) to coordinate).
During May PD time, the SST will facilitate a series of planned reflective conversations.
By the end of the year, each teacher will try a new strategy based on their reflective conversation (Principal to monitor).
Proposed Solution = Take the car to the mechanic