Based on the work completed in October, the following problem statements were derived.

As a
reminder, this work was completed through staff, community, student, and administrative team
engagement.

Moving forward, the process to determine root causes will lead into two steps in December
1 - Further refinement of problem statements
2 - Prioritization. This is a vital part of the process as too many goals typically leads to
an inability to accomplish any goals. Our objective is to assure each pillar has 2-3 goals as we
transition into the work of action planning in January.

Authentic Learning Experiences (4)

➔ Lack of interdisciplinary learning opportunities for students (ie, VOW &
Building/Math) as well as insufficient project-based learning opportunities,
particularly aligned to capstone courses
➔ Scarce opportunity to enroll in courses such as blended, asynchronous, or online,
which negatively impacts student learning and teacher innovation
➔ Low enrollment in dual credit courses and Advanced Placement courses
➔ Lack of preparation for students to expand their understanding of digital
citizenship as a way to actively engage in public discourse

Communication / Engagement (3)

➔ Limited interaction with students and families in parts of our community where
langage or other barriers exist
➔ Insufficient number of school events and information available to families within a
virtual space for the benefit of parent engagement
➔ Communication platforms are varied and do not address each stakeholder based on
a preferred system of communication

Equity, Diversity and Inclusion (5)

➔ Achievement gaps exist within student engagement indicators such as student
discipline, attendance and cocurricular data
➔ Lack of teaching and administrative staff that represent the diversity of our school
population

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 ➔ Insufficient professional development and training for staff to assist in their ability
to work successfully with diverse populations
➔ Scarcity of opportunities for students to leverage voice to build capacity for
students from diverse backgrounds
➔ Achievement gaps exist in academic priorities such as grade distribution, freshman
on track and graduation rate indicators among several subgroups

Responsive Curriculum (4)

➔ Weak connections between student course selections and a college & career
pathway program specifically aligned within the CTE pathways
➔ Lack of curriculum alignment with a focus on - civil discourse/speaking, writing,
executive functioning, and student voice and choice within the core curriculum
➔ Revisions in world language and mathematics programs to align with best practices
in the field and/or to offer expanded opportunities for students
➔ Insufficient professional development for innovative instructional strategies
coupled with a lack of a commonly held definition of innovative instructional
strategies

Social - Emotional Learning (4)

➔ Lack of systematic restorative practices to reinforce positive behavior while

reducing recidivism or negative behavioral referrals
➔ Insufficient staff professional development with regard to trauma informed
classroom practices
➔ Student on time behaviors (tardies) is less than expected or desired
➔ According to 5Essentials & Humanex, low staff response to areas including
performance planning (motivation), communication, relationships, and staff
recognition

NEXT STEPS:

Root cause Analysis

- The root cause process is vital to tailoring outcomes that are connected with widely identified causes
based on the problem statement.
- Root cause analysis should be informative and built on consensus
- Each area identified should have 2-3 root causes. Any area that has more than 2-3 root causes should be
reconsidered to have multiple problems that may need to be addressedt
- Root causes can force the statement to be rewritten - this is a positive step in the process that may
actually help define the original problem

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Root‌‌Cause‌‌Analysis‌‌-‌‌Phase‌‌1‌‌(November)‌‌
-How‌‌‌is‌‌it‌‌a‌‌problem?‌‌
-Create‌‌a‌‌list‌‌of‌‌2-3‌‌areas‌‌in‌‌which‌‌you ‌feel ‌this‌‌problem‌‌is‌‌realized‌‌or‌‌is‌‌
evident?‌‌
-Discuss‌‌at‌‌list‌‌secondary‌‌issues‌‌caused‌‌by‌‌this‌‌particular‌‌problem‌‌statement.‌ ‌List‌‌those‌‌as‌‌
well.‌‌‌
-Example‌‌-‌‌Sample‌‌Problem‌‌Statement‌‌-‌‌Too‌‌many‌‌students‌‌miss‌‌Intervention‌‌
where‌‌needed.‌ ‌Primary‌‌problem‌‌-‌‌too‌‌many‌‌D/F‌‌for‌‌those‌‌students.‌ ‌Secondary‌‌
problem‌‌-‌‌Compromises‌‌supervision‌‌of‌‌building‌‌by‌‌deans/aides).‌ ‌NOTE:‌ ‌This‌‌
exercise‌‌may‌‌help‌‌identify‌‌solutions,‌‌may‌‌reveal‌‌other‌‌problems‌‌that‌‌may‌‌emerge‌‌
as‌‌important,‌‌OR‌‌may‌‌connect‌‌to‌‌another‌‌problem‌‌statement‌‌which‌‌can‌‌align‌‌
solutions‌‌to‌‌multiple‌‌problems.‌‌
-Why‌‌is‌‌it‌‌a‌‌problem?‌‌
-This‌‌is‌‌the‌‌“root‌‌cause”‌‌stage‌‌
-For‌‌each‌‌problem‌‌statement,‌‌there‌‌are‌‌typically‌‌2-3‌‌“root”‌‌causes‌‌
-Root‌‌causes‌‌are‌‌defined‌‌as‌‌reasons‌‌why‌‌‌those‌‌problems‌‌exist.‌‌
-Root‌‌causes‌‌are‌‌likely‌‌observational,‌‌careful‌‌consideration‌‌should‌‌be‌‌given‌‌to‌‌
CONSENSUS‌‌or‌‌CONFIDENCE.‌ ‌If‌‌root‌‌causes‌‌are‌‌not‌‌seen‌‌by‌‌all/most,‌‌they‌‌will‌‌
significantly‌‌impact‌‌the‌‌next‌‌stets‌‌
-Example‌‌-‌‌Too‌‌many‌‌students‌‌miss‌‌Intervention‌‌where‌‌needed.‌ ‌RC1‌‌-‌‌Lack‌‌of‌‌an‌‌
efficient‌‌system‌‌to‌‌autoregister.‌ ‌RC2‌‌-‌‌Lack‌‌of‌‌parent‌‌involvement‌‌in‌‌the‌‌process.‌‌

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