Appendix A2 Hints for Determining the Root Cause Many times, in helping to determine the root cause, or the main factors that have impacted student achievement for the identified subgroup, it may be helpful to use When a problem Five Whys.” “The presents itself, ask "Why did this happen?" Then, don't stop at the answer to this first question. Ask "Why?" again and again until you reach the root cause. This exercise can be surprisingly insightful in helping you figure out what is really going on, and can help you avoid "quick fix" solutions Example: Our school has been identified as a Focus School because of the achievement gap with our special education students. In reviewing the data, the school discovered that over 75 percent of our students with IEPs are functioning far below grade level in reading. Pose a question: Why are the majority of students with IEPs functioning below grade level in reading? Ask this condition exists. “why?” Each time the question is answered, ask of that statement. “Why?” “Why?” Continue asking you feel comfortable you have determined the root cause. “Why?” Seek to verify your cause” with evidence. “root Possible Categories of Primary Concerns and/or Root Causes: Poor Programming This issue reveals that there is a program and/or practice occurring within – the school that directly leads to one or more concerns that the school may have related to the achievement of students. Procedural Issue This issue describes a school or LEA policy or procedure or lack of policy or – procedure that directly leads to one or more concerns that the school may have related to the achievement of students. Expertise Problem This issue means that staff does not have the expertise to implement strategies – that will address one or more concerns that the school may have related to the achievement of students. Curriculum Problem This shows that the curriculum is absent or weak standards, – – materials, instruction and assessment are not aligned. Limited Areas of Support This issue means that the school is providing weak or no programs of – support for students who are struggling. Professional Development Problem - This issue reveals that the staff has not had the appropriate professional development to meet the challenge the specific subgroup of students, or the students lack of follow-up to training provided, little or no coaching, lack of time for – staff reflection. Lack of Professional/Collaborative Learning Community - There are limited formalized opportunities for staff to interact for a focus on instruction. Appendix A3-1
Appendix A2 Hints for Determining the Root Cause Many times, in helping to determine the root cause, or the main factors that have impacted student achievement for the identified subgroup, it may be helpful to use “The Five Whys.” When a problem presents itself, ask "Why did this happen?" Then, don't stop at the answer to this first question. Ask "Why?" again and again until you reach the root cause. This exercise can be surprisingly insightful in helping you figure out what is really going on, and can help you avoid "quick fix" solutions Example: Our school has been identified as a Focus School because of the achievement gap with our special education students. In reviewing the data, the school discovered that over 75 percent of our students with IEPs are functioning far below grade level in reading. Pose a question: Why are the majority of students with IEPs functioning below grade level in reading? Ask “why?” this condition exists. Each time the question “Why?” is answered, ask “Why?” of that statement. Continue asking “Why?” you feel comfortable you have determined the root cause. Seek to verify your “root cause” with evidence. Possible Categories of Primary Concerns and/or Root Causes: Poor Programming – This issue reveals that there is a program and/or practice occurring within the school that directly leads to one or more concerns that the school may have related to the achievement of students. Procedural Issue – This issue describes a school or LEA policy or procedure or lack of policy or procedure that directly leads to one or more concerns that the school may have related to the achievement of students. Expertise Problem – This issue means that staff does not have the expertise to implement strategies that will address one or more concerns that the school may have related to the achievement of students. Curriculum Problem – This shows that the curriculum is absent or weak – standards, materials, instruction and assessment are not aligned. Limited Areas of Support – This issue means that the school is providing weak or no programs of support for students who are struggling. Professional Development Problem - This issue reveals that the staff has not had the appropriate professional development to meet the challenge the specific subgroup of students, or the students – lack of follow-up to training provided, little or no coaching, lack of time for staff reflection. Lack of Professional/Collaborative Learning Community - There are limited formalized opportunities for staff to interact for a focus on instruction. Appendix A3-1
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