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ORGANIZATION ANALYSIS For SCHOOL LEVEL IMPROVEMENT PLANNING

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.

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ORGANIZATION ANALYSIS For SCHOOL LEVEL IMPROVEMENT PLANNING

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  1. 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.

  2. 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

  3. 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

  4. 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

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

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

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

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

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

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

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

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

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

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

  15. Summary: Comp. Metabolic Panel (14) Tests: (1) Comp. Metabolic Panel (14) (322000) Glucose, Serum [H] 107 mg/dL65-99 BUN             13 mg/dL 8-27 Creatinine, Serum 1.21 mg/dL 0.76-1.27 Sodium, Serum  142 mmol/L 134-144 Potassium, Serum 4.9 mmol/L 3.5-5.2 Chloride, Serum  104 mmol/L 97-108 Carbon Dioxide, Total 27 mmol/L 19-28 Calcium, Serum 10.0 mg/dL 8.6-10.2 Protein, Total, Serum 7.0 g/dL 6.0-8.5 Albumin, Serum 4.5 g/dL 3.6-4.8  Globulin, Total 2.5 g/dL 1.5-4.5 A/G Ratio  1.8 1.1-2.5 Bilirubin, Total 1.2 mg/dL0.0-1.2 Tests: (2) Lipid Panel (303756) Cholesterol, Total 165 mg/dL 100-199  Triglycerides [H] 171 mg/dL0-149 HDL Cholesterol 47mg/dL >39  VLDL Cholesterol Cal 34 mg/dL 5-40 LDL Cholesterol Calc84 mg/dL 0-99  Concern Concern Concern Accomplishments Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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

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

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

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

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

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

  22. A Guided Question with System Characteristics: X X X X X Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

  23. A Guided Question with System Characteristics:  NO  X X X X X Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

  24. A Guided Question with System Characteristics: X X X X X Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

  25. A Guided Question with System Characteristics: X X X X X Comprehensive Planning Development Team & ESAI Educational Consultation LLC November 2013

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

  27. A Guided Question with System Characteristics: X X X • STRONG • STATEMENT X X Comprehensive Planning Development Team & ESAI Educational Consultation LLC January 2014

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

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

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

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

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

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

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

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

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

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

  38. 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 CHALLENGE: SYSTEMIC CHARACTERISTIC: All educators, including the principal, are engaged in curricula review, revisions, and monitoring.

  39. 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 CHALLENGE: SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. 2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. 4. Most teachers don’t follow the district curriculum and didn’t 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. GQs

  40. 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. 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. 7. District administrators give monitoring of lesson design a low priority compared to other responsibilities. 8. District administrators (and principals?) don’t fully appreciate the importance of alignment. 9. We don’t know!

  41. 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 CHALLENGE: SYSTEMIC DEFICIENCY: SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. 2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. 4. Most teachers don’t follow the district curriculum and didn’t see the point in participating in curriculum development. 5. Most teachers don’t know how to base lesson designs on student learning objectives—most teach to topics. 5. Principals do not monitor the degree to which teachers base lesson design on standards-aligned curricula.

  42. 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 CHALLENGE: SYSTEMIC DEFICIENCY: SYSTEMIC DEFICIENCY: All educators, including the principal, ARE NOT engaged in curricula review, revisions, and monitoring. 2. The Director has always had the responsibility for curriculum development and has only involved high school content chairs. 3. When asked to participate in curriculum review and revisions, only a few teachers agreed to participate. 4. Most teachers don’t follow the district curriculum and didn’t see the point in participating in curriculum development. 5. Most teachers refuse to change the content of their courses because they want to teach what they’ve always taught.

  43. 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. ACTION PLANNING: selectstrategies that address these root causes ROOT CAUSE OF DEFICIENCY: Teachers want to teach what they’ve 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 won’t make any difference.

  44. 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

  45. Jeff Byrem • ESAIEducational Consultation LLC • esaiconsultation@gmail.com

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