Root Cause Analysis and Theory of Action Agenda Welcome and Introductions Continuous Improvement Overview Root Cause Analysis Theory of Action Closing Remarks and Next Steps Welcome and Introductions ID: 1018088
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1. Continuous Improvement Through Networked Improvement CommunitiesRoot Cause Analysis and Theory of Action
2. AgendaWelcome and IntroductionsContinuous Improvement OverviewRoot Cause AnalysisTheory of ActionClosing Remarks and Next Steps
3. Welcome and Introductions
4. Welcome
5. Regional Educational Laboratories
6. Who does REL Midwest work with? School districts, state education agencies, and other educational organizations in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin
7. What does REL Midwest do? Applied research, technical assistance, and engagement activities to help partners understand research and evidence.
8. Why does REL Midwest do this work? To solve practical problems and advance fundamental understandings of education challenges and processes.
9. How does REL Midwest do this work? REL Midwest conducts its work through collaborative research partnerships with stakeholders in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. To address the priorities and interestsof these states, REL Midwest supports four research alliances and a networked improvement community, as well as emergent partnerships.
10. Types of support REL Midwest offers
11. Partnerships4 Research AlliancesMidwest Alliance to Improve Teacher PreparationMidwest Achievement Gap Research AllianceMidwest Career Readiness Research AllianceMidwest Early Childhood Education Research Alliance1 Networked Improvement CommunityIowa Learning and Technology Networked Improvement Community
12. Continuous Improvement Overview
13. What is a networked improvement community?
14. Networked Improvement CommunityA networked improvement community is a collaborative research partnership that uses the principles of improvement science within a group of organizations to learn from promising practices developed in each context and how they may be adapted to other contexts.
15. The Improvement Process
16. Why use a networked improvement community?
17. “Rather than asking whether an ‘intervention works,’ a network improvement community asks, ‘What works, when, for whom and under what sets of circumstances?’” —Bryk, Gomez, Grunow, & LeMahieu, 2015
18. What does a networked improvement community do?
19. Networked Improvement Community
20. NICs solve problems together through PDSA cycles.The PDSA cycle consists of four stages:1. Identify specific areas of need (Plan).2. Intervene to improve supports to address those needs (Do).3. Measure any changes that occur (Study).4. Refine the intervention (Act).
21. Root Cause Analysis
22. GoalsIdentify specific and actionable problems. Determine the root causes of those problems.Come to consensus on which problem to address together.
23. Creative Process
24. Create a Focused Problem StatementActivity 1
25. Brainstorm problems you have experienced related to integration of technology into instructional practice and student learning.This weekThis monthThis year
26. Share and Group Problems
27. Write Problem Statement
28. Build Consensus
29. Take a BreakSee you in 15 minutes.
30. Unpack Root CausesActivity 2
31. A blank fishbone diagram
32. Present Root Causes
33. Review Root Cause Analysis
34. Problem
35. Fishbone Diagram[Add fishbone diagram from Activity 2 here]
36. Theory of ActionActivity 3
37. Logic Model“Logic models present a theory of action or change that drives the program or policy and makes explicit any assumptions about both the resources at the disposal of the program and the rationale behind the effort.”(Shakman & Rodriguez, 2015)
38. Logic Model Brings detail to broad goalsHelps identify gaps in program logic and clarify assumptions Builds understanding and promotes consensusMakes underlying beliefs explicit Helps clarify what is appropriate to evaluate and when Summarizes complex programs for effective communication (Shakman & Rodriguez, 2015)
39. Types of Logic Models Theory approachActivities approachOutcomes approach
40. REL Midwest Logic Model
41. ExampleWhat is the input?What is the output?What is the outcome?
42. Theory of Action Template
43. Focus on OutcomesWho is the target?What is the desired change (action verb)?In what (outcome)?By when? e.g., Teacherse.g., Increasee.g., Formative data use skillse.g., March 2016blankblankblankblankblankblankblankblank
44. Relate Activities to OutputsDevelop a series of short, actionable If/Then statements that begin to connect activities to outputs. IF ______________ THEN ____________
45. Focus on InputsWhat resources are readily available? What additional resources or supports are needed? Is access to these resources or inputs realistic?
46. Review Theory of Action Does the theory of action:Address the intended outcomes?Include activities that are feasible for the NIC to implement?Includes program outputs and outcomes that are measurable?
47. Take a Break See you in 15 minutes.
48. Measurable Aim StatementActivity 4
49. Aim StatementAn aim statement is a written and measurable description of the desired improvement.
50. Aim Statement The aim statements should include:A preset target populationA metric of interestA change in a numerical value on the metric of interestA timeline on which the change should occur
51. Next Steps
52. Reflections
53. For the next session, think about the following questions:What metrics do you already collect that can be used to track inputs, outputs, and outcomes in the theory of action?What metrics would you like to use to collect and track inputs, outputs, and outcomes in the theory of action?
54. IES Resources
55. Networked Improvement Communities
56. Logic Models
57. ReferencesBryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.Shakman, K., & Rodriguez, S. M. (2015). Logic models for program design, implementation, and evaluation: Workshop toolkit (REL 2015–057). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf