A Guide for Identifying Root Causes
“We can talk or dream about the glorious schools of the future or we can create them.”
Marilyn Ferguson
* This document was developed to be used in conjunction with the PowerPoint presentation, “Getting Ready for School
Improvement Planning: A Practicum” (Summer 2005).
Office of Accountability, Assessment and Intervention
Summer 2005
Root Causes
The purpose of this guide is to support the discussion and identification of root causes at your school. In order to identify root causes, you
will need to think critically about the teaching and learning experiences that students receive at your school and identify potential barriers to
their academic learning.
A root cause is the deepest underlying cause or causes of positive or negative symptoms within any process, which if removed, would
result in elimination, or substantial reduction, of the symptom.
The identification of root causes has three distinct components:
1. Brainstorm a number of possible root causes that affect learning in the classroom.
 Utilize the following guiding questions:
o Why haven’t students learned the skills and knowledge described in the student learning objectives?
o What gaps or inconsistencies in the implementation and monitoring of instruction and curriculum make it difficult
for students to master these skills and areas of knowledge?
 Refer to questions on Table 1.1: Questions Regarding Possible Root Causes of Deficiencies in Teaching and Learning.
Include applicable root causes on your brainstormed list.
 After brainstorming a list of root causes, write each one on a Post-it with a brief description of each cause.
2. Organize the root causes into realms. Refer to Table 1.2: Dimensions of School Improvement Defined.
 Consider the root causes you have placed in the supporting realm. These are likely factors that you have very little control
over and that are not directly related to teaching practices. Taking each cause individually, discuss the following:
o Will correcting or eliminating this root cause result in success?
o Is this root cause important enough for you to focus time and energy on in the planning process?
o After discussing each root cause in the supporting realm, you have two options:
 Put the cause aside to be dealt with at another time.
 Rewrite the cause in a way that allows you to place it in the core or enabling realm.
 Next, turn to the root causes you have placed in the core realm. Ask yourself the following:
o Are there any other factors related to instruction and curriculum that might affect students’ ability to master the
knowledge described in this content? These factors may in fact be considered root causes in the enabling realm.
 All three realms are important to discuss in order to prioritize your efforts.
3. Prioritize which root causes should be addressed using the guiding questions on page 3. Discuss why they should be addressed or
not.
Office of School Intervention and Support
Summer 2005
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Prioritize Your List
Guiding Questions: Which root causes have the greatest impact on student achievement? Which root causes do the school and district have
the most immediate control over?
1.
It will be impractical to try to address all of the root causes you have identified. Therefore, you must narrow your list of root causes
to identify those that can be addressed most productively. Rate each cause based on the amount of control your school and district
have over it and the impact it is likely to have on student achievement.
•
How much impact will you have on student achievement by addressing this cause?
1.
•
2.
Some impact
3.
Substantial impact
3.
A lot of control
3.
A lot of control
How much control does the school have over this issue?
1.
•
Minimal impact
Very little control
2.
Some control
How much control does the district have over this issue?
1.
Very little control
2.
Some control
2.
Identify those root causes that you have rated high on the amount of impact they have on student achievement AND the amount of
control the school or district has over the issues.
3.
For each cause that you have rated high on impact and control, describe the steps you would need to take to address them. Listed
below are sources of data/evidence that could be used to support or refute your findings.
4.
Copies of Core Curriculum
Records of classroom observations
Lesson plans
Information from surveys of teachers, parents or students
Student roster
Information on participation in CSAP process
Information on teacher qualifications
Information on teacher professional development
Information on staff attendance
Attendance and discipline records
Organize your findings in preparation for inclusion the School Improvement Plan (Step 1 : Data).
Office of School Intervention and Support
Summer 2005
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Table 1.1 Questions Regarding Possible Root Causes of Deficiencies in Teaching and Learning.
Is “sacred’ time set aside for professional learning and collaboration Do teachers effectively differentiate instruction in order to address
throughout the year, i.e. grade groups (professional learning
the learning needs of all students?
communities)? Is staff collaboration focused on student work and best
practices?
Do teachers make effective use of instructional time in order to
address the entire Core Curriculum?
Do students have adequate opportunities for individualized
assistance in class or extended day programs?
Is there a comprehensive, consistent monitoring plan that impacts
Do students have adequate opportunities to ask questions and to
instruction? Does this plan include timely meaningful feedback to
teachers?
discuss ideas in order to clarify and deepen their understanding?
Have all students had opportunities and exposure to the required
courses? Are challenging courses offered? Are all student groups
represented in challenging courses?
Are students given enough time to practice applying skills and
concepts in new and different situations?
Is there a plan for targeted professional development for all staff that Is substantive feedback given to students for the purpose of
aligns with student needs?
improving learning? Is the feedback immediate and on-going?
Are teachers proficient in the instructional strategies required to
successfully teach the Core Curriculum?
Do students receive adequate instruction and support to address
gaps in grade level foundation skills and knowledge?
Is there a plan to address specific school problems, e.g. extended
teacher vacancies, high percentage of new teachers, and extreme
problems with facilities?
Does poor student attendance affect students’ opportunities to
learn? Does poor student attendance affect students’ opportunities to
learn?
Do teachers have adequate materials and equipment to teach the
content and skills?
Has student mobility disrupted students' opportunities to learn?
Do students receive sufficiently clear presentation, explanation,
and/or demonstration of the skill or information?
Do teachers use effective classroom management techniques that
minimize disruptions to instruction?
Office of School Intervention and Support
Summer 2005
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Table 1.2 Dimensions of School Improvement Defined
Realm
Definition
Sphere of Implementation
Core
Factors that most directly affect
student outcomes
Factors necessary in order to
make activities in core realm
successful.
Factors that are helpful in
making activities in core realm
successful.
Classroom
Enabling
Supporting
Table 1.3
School
District/Community
Amount of Teacher and School
Control
Teachers/School have a great deal
of control.
Teachers/School have some
control.
Teachers/School have little
control
Example of a Supporting Realm Cause Rewritten as a Core Realm Cause.
Reporting category: Reading, Analyzing and Interpreting Literature
Cause in a Supporting Realm
Rewritten as a Core Cause
Students don’t like reading informational text because they can’t
relate to it and find it boring.
The literacy text does not include enough informational selections
that relate to students’ experiences.
Office of School Intervention and Support
Summer 2005
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Dimensions of School Improvement
SUPPORTING REALM
parents
governance
personnel
ENABLING REALM
materials
schedules
professional development
organizational structures
CORE REALM
instruction
curriculum
assessments
school leadership
monitoring
staff accountability for performance
others identified by the school
funding
student readiness to learn
others identified by the school
Office of School Intervention and Support
Summer 2005
Adapted from: Conley, David T.,
(1997). Roadmap to restucturing:
Charting the course of change in
American education. Eugene, OR:
Clearinghouse on Educational
Policy and Management
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