Iowa Support System for Schools and Districts in Need of Assistance Phase II: Diagnosis AEA 267 September 2011.

Iowa Support System for Schools and Districts in Need of Assistance Phase II: Diagnosis AEA 267 September 2011

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Today, you will... Increase your understanding of the Diagnosis Phase. Access several tools for diagnosis. Experience working with a gap analysis. Work through the six steps that set the stage for action plan goals.

Iowa Support System for Schools and Districts in Need of Assistance ©2011 The Phases of the Support for Schools and Districts Identified in Need of Assistance (SINA & DINA) Phase I – The Audit Phase II – The Diagnosis Phase III – The Design Phase IV – The Implementation (and Monitoring) Phase V – Monitoring and Assessment

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Using Data as a Lever for Change Data can uncover problems that might otherwise remain invisible. Data can convince people of the need for change Data can confirm or discredit assumptions about students and school practices Data can get to the root cause of problems, pinpoint areas where change is most needed, and guide resource allocations. Data can help schools evaluate program effectiveness and keep the focus on student learning results.

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Six Steps of Diagnosis 1. Review and refine current reality 2. Determine the desired state 3. Complete a gap analysis 4. Determine the root cause(s) 5. Identify and prioritize solutions (Instructional/Professional Development solutions must be research-based.) 6. Determine KASAB for each stakeholder group… *Some districts/schools call this “determining opportunities for improvement” or “hypothesis/prediction statements.”

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 1: Review and Refine Current Reality  Review the audit.  Priority Grid Tool  Review student achievement data.  Request additional data as needed.  Organize and analyze multiple sources/points of data for deeper understanding..  Document prioritized areas from the audit and the refined current reality on the Diagnosis Worksheet.

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Activity for Step 1: Review and Refine Current Reality  Review of the Audit Profile – Use the building audit profile to determine strengths and challenges revealed – Focus your discussion on those areas identified as areas for further study. – Create/Revise “the current reality” on the Diagnosis Worksheet based on information provided.

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Six Steps of Diagnosis 1. Review and refine current reality 2. Determine the desired state 3. Complete a gap analysis 4. Determine the root cause(s) 5. Identify and prioritize solutions (Instructional/Professional Development solutions must be research-based.) 6. Determine KASAB for each stakeholder group… *Some districts call this “determining opportunities for improvement” or “hypothesis/prediction statements”

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Definition of Desired State Desired state is the picture of your school that you wish to reach after the completion of your school improvement process (your action plan). The desired state we have all agreed to reach and be held accountable to is...  Determined collaboratively  Based on research, best practices, and promising practices  “Doable” in the near future

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 2: Determine the Desired State  Consult expert content specialist(s)  Review research  Develop the picture of your desired state  Document the desired state on the Diagnosis Worksheet

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 2: Determine the Desired State Examples of Research to Review Iowa Content Networks Expert Content Specialists United States Department of Education Clearing House - http://www.whatworks.ed.gov/

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Activity for Step 2: Determine the Desired State  Collaborate to develop common expectations of the desired state  Document the desired state

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 3: Complete a Gap Analysis  Summarize Current Reality  Summarize Desired State  Identify deficits or the gap between desired state and current reality  Identify themes and patterns across deficit areas/gaps, using “Questions for Areas of Concern” document  Document the gap analysis on the Diagnosis Worksheet

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Definition of Root Cause The deepest underlying cause, or causes, of positive or negative symptoms within the area of concern that, if dissolved, would result in elimination, or substantial reduction, of the symptom. Source: Root Cause Analysis – School Leader’s Guide to Using Data to Dissolve Problems – Paul G. Preuss

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 4: Determine the Root Cause(s)  Given what you identified in your gap analysis, determine the critical cause/effect relationships from your prioritized areas  Document the root cause(s) on the Diagnosis Worksheet

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 5: Identify and Prioritize Solutions  Identify possible solutions related to root causes - if the solution is related to instruction or professional development, it should be research based  Prioritize based on research (e.g., greatest impact on student achievement, response to intervention)  Document the solution(s) on the Diagnosis Worksheet

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 5: Identify and Prioritize Solutions Guidelines for Prioritizing Solutions: Will the implementation of this solution address our school’s/district’s area(s) of concern and underlying reasons for them? Will the proposed solution have a great impact on students’ learning? Are resources (i.e., people, time, money) available to implement this solution?

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Step 5: Identify and Prioritize Solutions Guidelines for Prioritizing Solutions: Do the advantages outweigh the disadvantages if we implement this solution? Could this solution be modified without impacting the effectiveness to best meet the needs/interests of our students, their families, our teachers, our classrooms, our school, and our district? Is everyone who is part of the challenge also a part of the solution?

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Activity for Step 5: Identify and Prioritize Solutions Other questions you might consider for each solution: Will the implementation of this solution address our school’s/district’s areas of concern and underlying reasons for them? Will the proposed solution have a great impact on students’ learning? Are resources (i.e., people, time, money) available to implement this solution? Do the advantages outweigh the disadvantages if we implement this solution? Could this solution be modified without impacting the effectiveness to best meet the needs/interests of our students, their families, our teachers, our classrooms, our school, and our district? Is everyone who is part of the challenge also a part of the solution?

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Six Steps of Diagnosis 1. Review and refine current reality 2. Determine the desired state 3. Complete a gap analysis 4. Determine the root cause(s) 5. Identify and prioritize solutions (Instructional/Professional Development solutions must be research-based.) 6. Determine KASAB for each stakeholder group…

KASAB Knowledge Conceptual understanding of information, theories, principles, and research Attitude Beliefs about the value of particular information or strategies. I believe …(what is in your head). Skill Strategies and processes to apply knowledge Aspiration Desires, or internal motivation, to engage in a particular practice. I desire… (what is in your heart). Behavior Consistent application of knowledge and skills. (you will use these behaviors in writing formative and summative evaluation questions). 31

KASAB – An Example for Your Review Type of Change for Teachers Example Knowledge I understand problem-solving strategies Attitude I believe all students can learn to problem solve Skill I can apply the steps for math problem solving Aspiration I desire to teach all students to problem solve Behavior I apply daily research-based strategies to solve problems AEA 267 Support System for Schools and Districts in Need of Assistance ©2011 32

The Action Plan – Key Components of Implementation Changes or Impact on Stakeholders and the Data to Inform Those Changes Students Teachers Administrators Parents Others AEA 267 Support System for Schools and Districts in Need of Assistance ©2011 33

Activity for KASAB Take a look at your solutions; select one Take a look at your solutions; select one Select at least two audiences influenced by that solution Select at least two audiences influenced by that solution e.g., students, teachers, principals, central office, parents e.g., students, teachers, principals, central office, parents Now complete a KASAB for each of the audiences of solution Now complete a KASAB for each of the audiences of solution AEA 267 Support System for Schools and Districts in Need of Assistance ©2011 34

Iowa Support System for Schools and Districts in Need of Assistance ©2011 Six Steps of Diagnosis 1. Review and refine current reality 2. Determine the desired state 3. Complete a gap analysis 4. Determine the root cause(s) 5. Identify and prioritize solutions (Instructional/Professional Development solutions must be research-based.) 6. Create KASABs for each of the stakeholders... *Some districts call this “determining opportunities for improvement” or “hypothesis/prediction statements”

Assignment Fine tune what you have started today Complete the diagnosis of other areas of concern that were not addressed today Send completed diagnosis worksheet to Stacie sstokes@aea267.k12.ia.us so this document can be shared with content specialists in preparation for design worksstokes@aea267.k12.ia.us Iowa Support System for Schools and Districts in Need of Assistance ©2011

Iowa Support System for Schools and Districts in Need of Assistance Phase II: Diagnosis AEA 267 September 2011.

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Iowa Support System for Schools and Districts in Need of Assistance Phase II: Diagnosis AEA 267 September 2011.

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