NORTHEAST
GEORGIA RESA
REGIONAL
DATA DIG
FACILITATOR GUIDE
PURPOSE:
General Session - Overview
To provide participants background information on how needs are determined using an ongoing data-based process that includes the use of both quantitative and qualitative data
During this segment, facilitators will provide an overview of the process that participants will use
to determine priorities for professional learning and technical assistance.
50 minutes
TIME ALLOCATION:
MATERIALS:
Handouts: Agenda; PowerPoint - Data Dig
Facilitator Information Sheet: RESA Continuous Improvement Model
Equipment: Computer; LCD projection system
1.
2.
Facilitators(s) arrive early to ensure room is set up.
Set up should include:
a. Attendance roster
b. Name badges
c. Handouts
i. Agenda
ii. PowerPoint Presentation
3.
Welcome participants and make sure they have all handouts (slide 1).
DIRECTIONS:
1
4.
Explain the purpose of the data dig (slide 2).
5.
Review the agenda (slide 3).
6.
Review norms (slide 4).
2
7.
Describe Continuous Improvement Model. The example provided is one that Northeast
Georgia RESA uses (slides 5-12).
3
4
8.
Briefly describe steps in the data dig process (slide 13).
5
9.
Briefly describe Bernhardt’s four types of data (slides 15 and 17).
10. Indicate that the data analysis process will result in a list of identified student learning areas
that will need to be prioritized.
11. Indicate that quality tools such as the fishbone, the 5 whys and the affinity diagram will be
used to conduct a root cause analysis for student learning needs that have been identified
as a critical priority.
12. Indicate that results from the data dig will be used to develop system/school improvement
plans.
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NORTHEAST
GEORGIA RESA
REGIONAL
DATA DIG
FACILITATOR
GUIDE
Analyze Student Learning Data by Content Area
PURPOSE:
To provide participants background information on how needs are determined using an on-going
data-based process that includes the use of both quantitative and qualitative data
DESCRIPTION:
During this segment, content facilitators will lead groups to analyze student learning data focused on
state standardized tests. The intent is to describe the data; this is not a time to make judgments
about the data.
TIME ALLOCATION:
2 hours and 30 minutes
MATERIALS:
Handouts: PowerPoint – Data Dig; Data Dig Questions for ELA; Mathematics; Science; Social
Studies
Posters: Continuous Planning Model; Sample Problem Statements from previous data digs
Materials: Cardstock for name tents
Sharing Platform such as Google Docs or Dropbox: Georgia Milestones data in an Excel format
Equipment: Computer; projection system; participant’s laptops preferred
1.
Facilitator arrives early to ensure room is set up and materials are available. Participants
should be seated according to grade bands (elementary, middle, high). Cardstock is
available for the facilitator to make table tents.
2.
Welcome participants and make sure they have all handouts.
3.
Remind participants of the norms (slide 4).
4.
Discuss resources that will be used during this segment of the data dig process including:
data dig questions and standardized test data for the 13 districts within Northeast Georgia
RESA.
5.
Explain that all data are formatted in Excel.
DIRECTIONS:
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6.
Explain that during the next 2 ½ hours the group will work collaboratively to analyze
standardized test data for their content area. Indicate the purpose is to allow critical
findings to emerge from the data. Emphasize that the work of participants is to describe
the data; this is not a time to make judgments about the data (slides 14-15).
7.
Explain that participants will answer a series of questions when analyzing the data in
terms of how well students performed on the curriculum.
8.
Indicate that after data have been analyzed, participants should identify a maximum of
three critical findings for each content grade band. Participants should formulate each
finding as a problem statement. Refer participants to sample problem statements posted
in the room. Indicate these are from previous regional data digs.
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NORTHEAST
GEORGIA RESA
REGIONAL
DATA DIG
FACILITATOR
GUIDE
Analyze Demographic, Perception, and Process Data
PURPOSE:
To provide participants background information on how RESA’s regional needs are determined
using an on-going data-based process that includes the use of both quantitative and qualitative data
DESCRIPTION:
During this segment, content facilitators will lead groups to analyze demographic, perception, and
process data. The intent is to describe the data; this is not a time to make judgments about the
data.
TIME:
2 hours
MATERIALS:
Handouts: PowerPoint – Data Dig; Data Dig Questions for ELA; Mathematics; Science; Social
Studies
Posters: Continuous Planning Model; Enrollment Data (including ethnicity, gender and poverty);
Attendance; Graduation Rate; CCRPI; GAPSS Artifacts
Materials: Chart paper; markers
Equipment: Computer; projection system; participant’s laptops preferred
DIRECTIONS:
1.
Participants should be seated according to grade bands (elementary, middle, high).
2.
Welcome participants and make sure they have all handouts.
3.
Remind participants of the norms (slide 4).
4.
Explain that during the next 2 hours the group will work collaboratively to analyze
demographic, perception, and process data. The data dig content forms should be used to
guide data analysis. Emphasize that the work of participants is to describe the data; this
is not a time to make judgments about the data (slides 16-17).
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5.
Ask participants to chart trends from the data on chart paper. This information will be used
during the next segment, Analyze Content Priorities Using Root Cause Analysis.
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NORTHEAST
GEORGIA RESA
REGIONAL
DATA DIG
FACILITATOR
GUIDE
Analyze Root Causes
PURPOSE:
To provide participants background information on how RESA’s regional needs are determined
using an on-going data-based process that includes the use of both quantitative and qualitative data
DESCRIPTION:
During this segment, content facilitators will lead groups to analyze root causes.
TIME ALLOCATION:
2 hours
MATERIALS:
Handouts: PowerPoint – Data Dig; Graphic Organizer; Sample Completed Fishbone (Note: other
quality tools such as the 5 Whys and the Affinity Diagram can be used.)
Materials: Markers
Equipment: Computer; projection system; participant’s personal laptops preferred
Facilitator Information Sheet: Root Cause Basics by Preuss
DIRECTIONS:
1.
Facilitator arrives early to ensure room is set up and materials are available. Participants
should be seated according to grade bands (elementary, middle, high).
2.
Welcome participants and make sure they have all handouts.
3.
Remind participants of the norms (slide 4).
4.
Explain that during the next 2 hours the group will work collaboratively to analyze the root
cause(s) of problem statements identified earlier in the day. Begin with the end in mind by
showing participants the poster of the sample completed root cause analysis. Indicate
they will complete a fishbone for each of the problem statements identified earlier in the
day.
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5.
Review the definition of root cause analysis. Some participants will jump to strategizing
solutions. Explain that analyzing root causes is NOT about brainstorming solutions; it is
about uncovering problems at their deepest level (slide 18).
6.
Discuss the benefits of analyzing root causes (slide 5).
7.
Discuss steps in analyzing root causes using the fishbone.
a.
b.
c.
Step 1 – Develop a problem statement. Explain that this step was completed
during the analyzing student learning data part of the data dig. Indicate that a
fishbone will be completed for each problem statement emerging from
identifying critical findings.
Step 2 – Gather and analyze data that provide insight about the problem
statement. Explain that this step was completed during analyzing demographic,
perception, and process data.
Step 3 – Identify major categories in which potential cause may reside. Explain
that categories were pre-determined by RESA staff and that the “major
categories” are the 8 strands from the Georgia School Keys. Facilitators should
focus on those categories over which schools/teachers have direct control.
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d.
Step 4 – Identify potential causes in each category type. List ideas for causes
in each category. Causes should be placed on small “bones” in each category to
which they apply. If a cause applies to more than one category, list it in each
place.
Remind participants that “digging really deep” is needed to find most roots. Most
root causes are not the most immediate, obvious, or proximate causes. Explain
that often roots are three, four, or five layers down into the category/bone. As
facilitator, it is suggested that the “5 Whys” be used as a simple method for
digging down through the layers or cause to the root. It is thought that after
answering “Why” a minimum of 5 times, that one can find, or get much closer to
the root cause. (Preuss, page 86).
e.
f.
8.
Step 5 – Determine relationships. Draw lines between the causes on each
“bone” that seem to be related.
Step 6 – Agree upon the most probable cause(s). When all the possible causes
have been listed, evaluate them and circle the cause(s) the group chooses as
the most probable cause(s). It is important the causes selected by the group
are those over which RESA has some power to make change (slide 20).
Participants complete a Root Cause Analysis for each problem statement using the
Fishbone graphic organizer.
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Cause/Effect
Setting the Standard for Service
9.
7
When the Root Cause Analysis in complete, thank participants for their contributions and
wish them a safe trip home.
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