Can you dig it?
©2013 TCDSS
“It's so much easier to suggest solutions
when you don't know too much about the
problem.” -Malcolm S. Forbes
a problem well put is half solved.” -John Dewey
“
"The measure of success is not
whether you have a tough problem to
deal with, but whether it is the same
problem you had last year.“
-John Foster Dulles Former Secretary of State
©2013 TCDSS
©2013 TCDSS
©2013 TCDSS
©2013 TCDSS
TAIS Continuous Improvement Process
Celebrating
and
Sharing
Problem
Framing
Data Analysis
(What)
Analyzing
Data
Needs
Assessment
(Why)
Implementation
and Monitoring
Improvement
Plan
(How)
Collecting
Data
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Action
Planning
WHY?
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2
Circles
10,5,5
5
Whys
Focus/Need area
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Average annual attendance
for the campus is 88%.
©2013 TCDSS
10
Reasons
5
More
5
More
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©2013 TCDSS
Control
Influence
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©2013 TCDSS
Control
Influence
©2013 TCDSS
ACTIVITY:
Control
Influence
School is boring
Have children of their own
Class schedule
Education isn’t valued
at home
Have to wear uniforms
Homeroom is first period
No system in place for
tracking attendance
©2013 TCDSS
©2013 TCDSS
ACTIVITY:
Control
Influence
School is boring
Have children of their own
Class schedule
Education isn’t valued
at home
Have to wear uniforms
Homeroom is first period
No system in place for
tracking attendance
©2013 TCDSS
WHYS
©2013 TCDSS
Problem statement:
“ Average annual attendance for the campus is 88%”
Consensus: “School is boring.”
1. Why are the students bored at school?
--because classes are boring for the students.
2. Why are students bored with their classes?
--because students aren't connecting with the material.
©2013 TCDSS
3. Why aren't students connecting with the
material?
--because students are not finding the classes to be
relevant.
4. Why aren't classes relevant to the students?
--because the lessons aren't centered around students
and their interests.
©2013 TCDSS
5. Why aren't lessons centered around
students and their interests?
--because teachers don't know how to plan lessons
relevant to the interests of the students.
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©2013 TCDSS
Teachers lack knowledge and skills needed
to plan lessons relevant to the student’s
interest.
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YOUR TURN
©2013 TCDSS
Step 1: Locate your problem statement.
Step 2: Identify a scribe to record
responses on chart paper.
Step 3: Locate 10,5,5 handout for note
taking
©2013 TCDSS
Step 4: Begin 10,5,5 and record answers
on 1st piece of chart paper.
Step 5: Remove 10, 5, 5 chart paper
and set aside to be used in next step.
Step 6: On 2nd piece of chart paper have scribe
create t-chart. Left side indicates “Control”,
right side “Influence”.
©2013 TCDSS
Step 7: Using 10, 5, 5 list, plug answers
into T-chart columns as voiced by the team.
Step 8: Using the list from the “Control”
column, vote on which reason the team
will further examine.
©2013 TCDSS
Step 9: Begin 5 Whys protocol using the agreed
upon reason from previous step. Record 5 Whys
on 3rd piece of chart paper
Step 10: Write last response into “need/focus area”
on hand out.
©2013 TCDSS
NEED/FOCUS AREA
©2013 TCDSS
“The scientist is not a person who
gives the right answers, he's one who
asks the RIGHT QUESTIONS.”
-Claude Levi-Strauss
©2013 TCDSS