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The following PowerPoint has been prepared by ESAI Educational Consultation LLC and is based upon its interpretation of the school improvement planning process to be used by Priority and Focus Schools in Pennsylvania. Interpretations and opinions expressed are solely those of ESAI Educational Consultation LLC and do not represent endorsement by the Pennsylvania Department of Education. The PowerPoint will now automatically advance and will be accompanied by a verbal narrative.

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ORGANIZATION ANALYSIS For SCHOOL LEVEL IMPROVEMENT PLANNING Using the Guided Planning Structure within the Comprehensive Planning Process [January 2014] Narrator: Jeff Byrem ESAI Educational Consultation LLC

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Primary Objectives of This PowerPoint: Participants will be able to describe the sequence of steps in the Guided Planning Structure (GPS), explain the purpose of each step, use an example to explain the importance of root cause analysis (RCA) and where it falls within the GPS, and determine the root causes of the highest priority deficiencies associated with the Systemic Challenges selected for Action Planning. Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Why is data analysis essential for school improvement? Kung-tse (Confucius) Heraclitus The Buddha Nothing is permanent Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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Opens our eyes to see beyond our individual non-scientific samples of one Opens our eyes to how changes in practice have impacted the changes we see in our students achievement and performance Data Analysis Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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Increases the probability of knowing how our practice is actually impacting the changing achievement and performance of our students in the ever-changing entity that is a school Data Analysis Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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PDE-Recognized Strategies S.T.A.R. O.C. Educational Leadership Vol. 66 No. 4 December 2008/January 2009 Data; now what? Data Analysis Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Planning is important Improvement Planning The planning process should be structured Guided Planning Structure GPS Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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The Guided Planning Structure within the Comprehensive Planning Process IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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The Guided Planning Structure within the Comprehensive Planning Process ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS Continuous Improvement Cycle Enhancements INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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The Guided Planning Structure within the Comprehensive Planning Process ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS Continuous Improvement Cycle Enhancements INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 The Guided Planning Structure within the Comprehensive Planning Process ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Continuous Improvement Cycle DATA

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH DATA Identify your schools data sources

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Summary: Comp. Metabolic Panel (14) Tests: (1) Comp. Metabolic Panel (14) (322000) Glucose, Serum[H]107 mg/dL 65-99 BUN 13 mg/dL8-27 Creatinine, Serum1.21 mg/dL0.76-1.27 Sodium, Serum 142 mmol/L134-144 Potassium, Serum4.9 mmol/L3.5-5.2 Chloride, Serum 104 mmol/L97-108 Carbon Dioxide, Total27 mmol/L19-28 Calcium, Serum10.0 mg/dL8.6-10.2 Protein, Total, Serum7.0 g/dL6.0-8.5 Albumin, Serum4.5 g/dL3.6-4.8 Globulin, Total2.5 g/dL1.5-4.5 A/G Ratio 1.81.1-2.5 Bilirubin, Total1.2 mg/dL0.0-1.2 Tests: (2) Lipid Panel (303756) Cholesterol, Total165 mg/dL100-199 Triglycerides[H]171 mg/dL0-149 HDL Cholesterol47mg/dL>39 VLDL Cholesterol Cal34 mg/dL5-40 LDL Cholesterol Calc84 mg/dL0-99 Concern Accomplishments Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Data Walk-throughs Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Like many districts across the Commonwealth, our district is facing daunting financial challenges. We are faced with declining student enrollment, greater competition from Charter Schools, and rising operating costs (pension, health care, and utility expenses). Responding to these challenges requires us to reallocate and reduce our resources while maintaining gains in student achievement. Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH ROOT CAUSE ANALYSIS Implementation ACTION PLANNING SYSTEM ANALYSIS 72% of our students did not score at the proficient or advanced level in the 2013 PSSA Reading exam Enrollment has decreased by 20% since 2009-10 The total number of behavioral referrals increased by 11% from 2011-12 to 2012-13 Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH With concerns identified, doctors use a diagnostic process to identify those things that might be the cause of identified concerns

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH With concerns identified, doctors use a diagnostic process to identify those things that might be the cause of identified concerns The GPSs diagnostic System Analysis process determines whether or not system characteristics associated with GQs are present in the school

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH With concerns identified, doctors use a diagnostic process to identify those things that might be the cause of identified concerns The GPSs diagnostic Systems Analysis process determines whether or not system characteristics associated with GQs are present in the school Missing System Characteristics point to systemic deficiencies that might be related to identified concerns

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A Guided Question with System Characteristics: Is there a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students? All Standards are mapped and aligned for all courses / subjects. Content, including materials, activities and estimated instructional time for achieving the academic standards, is identified within all planned instruction. The objectives of planned courses and instructional units are identified for each subject within planned instruction. The procedures for measurement of mastery of the objectives of planned course and instructional units are identified within planned instruction. The alignment among the objectives of a planned course, instructional units and academic standards is identified within planned instruction. The curricula for all courses /subjects are easily accessible to all educators. Processes are in place and implemented to identify, update and align standards, curriculum, instruction, and assessments. All educators, including the Principal, are engaged in curricula review, revisions, and monitoring. Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 X X X X X

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A Guided Question with System Characteristics: Is there a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students? All Standards are mapped and aligned for all courses / subjects. Content, including materials, activities and estimated instructional time for achieving the academic standards, is identified within all planned instruction. The objectives of planned courses and instructional units are identified for each subject within planned instruction. The procedures for measurement of mastery of the objectives of planned course and instructional units are identified within planned instruction. The alignment among the objectives of a planned course, instructional units and academic standards is identified within planned instruction. The curricula for all courses /subjects are easily accessible to all educators. Processes are in place and implemented to identify, update and align standards, curriculum, instruction, and assessments. All educators, including the Principal, are engaged in curricula review, revisions, and monitoring. Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 X X X X X NO

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A Guided Question with System Characteristics: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. All Standards are mapped and aligned for all courses / subjects. Content, including materials, activities and estimated instructional time for achieving the academic standards, is identified within all planned instruction. The objectives of planned courses and instructional units are identified for each subject within planned instruction. The procedures for measurement of mastery of the objectives of planned course and instructional units are identified within planned instruction. The alignment among the objectives of a planned course, instructional units and academic standards is identified within planned instruction. The curricula for all courses /subjects are easily accessible to all educators. Processes are in place and implemented to identify, update and align standards, curriculum, instruction, and assessments. All educators, including the Principal, are engaged in curricula review, revisions, and monitoring. Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 X X X X X

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A Guided Question with System Characteristics: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. All Standards are mapped and aligned for all courses / subjects. Content, including materials, activities and estimated instructional time for achieving the academic standards, is identified within all planned instruction. The objectives of planned courses and instructional units are identified for each subject within planned instruction. Procedures for measurement of mastery of the objectives of planned course and instructional units ARE NOT identified within planned instruction. The correlation between the objectives of a planned course, instructional units and academic standards IS NOT identified within planned instruction. The curricula for all courses /subjects are easily accessible to all educators. Processes are in place and implemented to identify, update and align standards, curriculum, instruction, and assessments. All educators, including the Principal, ARE NOT engaged in curricula review, revisions, and monitoring. Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 X X X X X

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Support decisions with data or physical evidence In the absence of data or physical evidence (1)Rely on consensus (hypothesis) (2)Obtain the data or physical evidence that would validate the hypothesis STRONG STATEMENT

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A Guided Question with System Characteristics: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. All Standards are mapped and aligned for all courses / subjects. Content, including materials, activities and estimated instructional time for achieving the academic standards, is identified within all planned instruction. The objectives of planned courses and instructional units are identified for each subject within planned instruction. Procedures for measurement of mastery of the objectives of planned course and instructional units ARE NOT identified within planned instruction. The correlation between the objectives of a planned course, instructional units and academic standards IS NOT identified within planned instruction. The curricula for all courses /subjects are easily accessible to all educators. Processes are in place and implemented to identify, update and align standards, curriculum, instruction, and assessments. All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014 X X X X X STRONG STATEMENT

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH

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ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL ANALYSIS OF SCHOOL HEALTH Root Cause Analysis (RCA) is the process of identifying the deepest underlying cause or causes of deficiencies within any system, which, if dissolved, will result in elimination or substantial reduction of the deficiency Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS RCA eliminates patching and wasted effort RCA conserves scarce resources RCA induces discussion and reflection and diminishes the non-scientific sample of one RCA provides the rationale for strategy selection Strategies will be selected that address root causes

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At the simplest level, RCA looks for incidents, procedures, programs or processes that might be root causes

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At the simplest level, RCA looks for incidents, procedures, programs or processes that might be root causes In the GPS, the entire organization is scanned to identify deficiencies that impact an entire system

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS At the simplest level, RCA looks for incidents, procedures, programs or processes that might be root causes In the GPS, the entire organization is scanned to identify deficiencies that impact an entire system In the GPS, systemic deficiencies are the entry points for RCA DEFICIENCIES

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS In the GPS, the entire organization is scanned to identify deficiencies that impact an entire system In the GPS, systemic deficiencies are the entry points for RCA DEFICIENCIES Schools have limited ability to address external root causes

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Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013 ROOT CAUSE ANALYSIS IDENTIFY CONCERNS & ACCOMPLISHMENTS PRIORITIZE SYSTEMIC CHALLENGES IDENTIFY ACTION PLAN GOALS Monitor Implementation Implementation ACTION PLANNING SYSTEM ANALYSIS INITIAL / ANNUAL DATA ANALYSIS The Five Whys (1)Begin with an identified deficiency (2)Ask why the deficiency exists (3)Ask why the answer exists (4)Ask why the answer to the answer exists (5)Rule of Thumb: asking and answering a minimum of 5 times gets close to the root cause

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SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC CHARACTERISTIC: All educators, including the principal, are engaged in curricula review, revisions, and monitoring. SYSTEMIC CHALLENGE:

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2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. SYSTEMIC CHALLENGE: 4. Most teachers dont follow the district curriculum and didnt see the point in participating in curriculum development. 5. Principals do not monitor the degree to which teachers base lesson design on standards-aligned curricula. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. GQs

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6. District administrators do not monitor the degree to which principals are monitoring the degree to which teachers are basing lesson design on standards-aligned curricula. SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. 7. District administrators give monitoring of lesson design a low priority compared to other responsibilities. 8. District administrators (and principals?) dont fully appreciate the importance of alignment. 9. We dont know!

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2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. SYSTEMIC CHALLENGE: SYSTEMIC DEFICIENCY: 4. Most teachers dont follow the district curriculum and didnt see the point in participating in curriculum development. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. 5. Most teachers dont know how to base lesson designs on student learning objectivesmost teach to topics. 5. Principals do not monitor the degree to which teachers base lesson design on standards-aligned curricula.

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2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. SYSTEMIC CHALLENGE: SYSTEMIC DEFICIENCY: 4. Most teachers dont follow the district curriculum and didnt see the point in participating in curriculum development. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. 5. Most teachers refuse to change the content of their courses because they want to teach what theyve always taught.

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SYSTEMIC CHALLENGE: Establish a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. ROOT CAUSE OF DEFICIENCY: Teachers want to teach what theyve always taught because the prep is done AND they believe students poor achievement is caused by the baggage students bring to school so teaching to the curriculum wont make any difference. ACTION PLANNING: select strategies that address these root causes

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Access and Info: Questions related to the GPS within Comprehensive Planning, or questions related to the CP web app (including access to the web app) should be directed to the CP Support Desk at: paplanning@caiu.org 717-732-8403 Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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Jeff Byrem ESAI Educational Consultation LLC esaiconsultation@gmail.com