Iowa Support System for Schools and
Districts in Need of Assistance
Phase II: Diagnosis
AEA
Month Day, Year
Today, you will . . .
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Increase your understanding
of the Diagnosis Phase.
Access several tools for
diagnosis.
Experience working with a gap
analysis.
Work through a format for
writing “if…then” statements
and a theory of change that
set the stage for action plan
goals.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
The Phases of the Support for Schools and Districts
Identified in Need of Assistance (SINA & DINA)
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Phase I – The Audit
 Phase
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II – The Diagnosis
Phase III – The Design
Phase IV – The Implementation (and
Monitoring)
Phase V – Monitoring and Assessment
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Guiding Principles for
Iowa Support Teams
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Build on school/building strengths
Encourage shared school leadership
Analyze data to make decisions
Focus on teaching and learning through a systems approach
Integrate quality professional development practices
Promote alignment of all components of the system
Integrate existing state initiatives
Reflect collaborative efforts throughout the structure
Build capacity and accountability at all levels
Implement evidence-based strategies
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Our Norms for Today
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Share experiences to enrich others.
Ask questions.
Learn by doing.
Set aside any preconceived notions about gap
analysis and diagnosis.
Apply to your own work.
Think S-A-L-S-A!
Adapted from Training Manual for Assessing Impact: Evaluating Staff Development by Joellen Killion, ©2003
5
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Guiding Questions for Facilitators of Diagnosis
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What is the severity of the problem?
Does the audit profile accurately reflect all of your
building and/or district data?
What level of involvement have staff members had in
the analysis of building and/or district data?
Who is involved in/leads the school/district
improvement process?
What role will central office personnel play in this
process?
How is professional development organized in this
building/district?
Is the focus on factors that we can control?
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Guiding Questions for Facilitators of Diagnosis
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How well are curriculum, instruction, and assessment
aligned?
What opportunities exist for the staff to implement the
Iowa Professional Development Model (IPDM)?
What are current initiatives at the building and/or district
level?
What is the history of the staff’s level of support in the
school/district improvement process?
What are the potential barriers for initiating and
implementing needed changes in this building/district?
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Selection of Building/District Leadership Team
Be sure to include:
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Building principal(s) as involved participants in buildings and
central office personnel in districts
Content specialist(s)
Special need areas (e.g., ELL, Special Education)
A cross representation by grade level, experience, and
expertise in buildings and by building, experience, and
expertise in the district
Those with credibility with colleagues
Those with a balance of skills including but not limited to the
following: leadership, organization, facilitation, data analysis,
presentation
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Building/District Leadership Team
Consider the following:
 Establish a common understanding of
purpose/function of the team
 Clarify role, function, and responsibility
of team members
 Define ground rules/norms for working
together
 Develop team operations (e.g., agenda,
minutes, time commitment, logistics)
 Identify supports available (e.g., central
office, AEA staff, other resources)
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Definition of Diagnosis
As part of the support framework for Schools and Districts in
Need of Assistance (SINA & DINA), the Diagnosis Phase
reviews prioritized areas from the audit summary. Through a
comparison of the current reality with the desired state, a gap
analysis is completed. The root causes that are contributing to
the area(s) for further study are identified. If/then statements
based on possible solutions and a theory of change are created
as a final step to set the stage for the goals or action plan steps
in the design phase. All of this is summarized on the Diagnosis
Worksheet.
10
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and a theory of change
*Some districts/schools call this “determining opportunities for improvement” or
“hypothesis/prediction statements.”
11
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 1:
Review and Refine Current Reality
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Review the audit.
Review student achievement data.
Request additional data as needed.
Organize and analyze multiple sources/points of
data for deeper understanding.
Request additional data as needed.
Document prioritized areas from the audit and the
refined current reality on the Diagnosis Worksheet.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Data To Consider For Step 1: Review and
Refine Current Reality
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Student Data – achievement, perception, demographic,
participation, and enrollment.
Professional Practices Data – strategies, certification,
professional development, teacher perception,
leadership.
Programs and Structures Data – academic programs,
support, curriculum, school / districtenvironment.
Family and Community Partnership Data – parent
involvement, parent perception, community involvement,
community perception.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools to Consider for Step 1: Review
and Refine Current Reality
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Diagnosis Worksheet
Questions for Areas of Concern/Red Flags
Analyze and Report Data Response Sheet - Iowa Professional
Development Model (adapted)
Item Analysis Summary - Iowa Professional Development
Model (adapted)
Performance Profile Analysis – Iowa Testing Services
(adapted)
Questioning Your Data
Questioning Your Data – Genny Eric High School
Pareto Diagram
Questioning Your Data – Hilltop Central Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 1:
Review and Refine Current Reality
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Review of the Audit Profile
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Use the audit profile and the guidance for
reviewing the building/district profile to determine
strengths and challenges revealed in the profile.
Focus your discussion on those areas identified
as areas for further study.
Create/Revise “the current reality” based on
information provided.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 1:
Review and Refine Current Reality
Data Analysis
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Review the data using the tool marked
“Analyze & Report Data Response Sheet”
(Iowa Professional Development Model)
Discuss in small groups the findings
Share out a summary of the discussion and the
findings to the whole group
Summarize the “current reality” on the
Diagnosis Worksheet for Westlake Middle
School
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 1:
Review and Refine Current Reality
Data Analysis – Another Activity
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Review the data using the tool marked
“Questioning Your Data – Genny Eric High
School”
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What do YOU SEE in these data? (Individual)
What do WE SEE in these data? (Small Group)
What are the “big six” that your group sees in these
data? (Small Group)
Share with large group
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 1:
Review and Refine Current Reality
Data Analysis – Optional Activity
–
Review the data using the tool marked
“Questioning Your Data – Hilltop
Central”
 What
do I SEE in these data?
 What questions do I have about what I see?
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Using Data as a Lever for Change
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Data can uncover problems that might otherwise
remain invisible.
Data can convince people of the need for change
Data can confirm or discredit assumptions about
students and school practices
Data can get to the root cause of problems, pinpoint
areas where change is most needed, and guide
resource allocations.
Data can help schools evaluate program
effectiveness and keep the focus on student learning
results.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Using Data as a Lever for Change
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Data can provide the feedback teachers and
administrators need to keep going and stay on
course.
Data can prevent over-reliance on standardized test
scores.
Data can prevent one-size-fits-all and quick-fix
solutions.
Data can give schools the ability to respond to
accountability questions.
Data can help build a culture of inquiry and
continuous improvement.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 1 of the Diagnosis
Phase…
21
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired
3. Complete a gap analysis
state
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and/or theory of change
22
*Some districts call this “determining opportunities for improvement” or “hypothesis/prediction
statements”
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Definition of Desired State
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Desired state is the picture of your school/district
that you wish to reach after the completion of your
school/district improvement process (your action
plan).
The state we have all agreed to reach and be held
accountable to is . . .
 Determined collaboratively
 Based on research, best practices, and
promising practices
Iowa Support System for Schools
 “Doable” in the near future
and Districts in Need of
Assistance ©2009
Step 2:
Determine the Desired State
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Consult expert content specialist(s)
Review research
Develop the picture of your desired state
Document the desired state on the
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 2:
Determine the Desired State
Examples of Research to Review
 Iowa Content Networks
 Expert Content Specialists
 United States Department of
Education Clearing House http://www.whatworks.ed.gov/
25
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools to Consider for Step 2:
Determine the Desired State
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Structured Response Sheet – Every Child
Reads (adapted)
Content Network Tool for Reviewing
Research
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 2:
Determine the Desired State
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Provide the research/evidence to identify the
expectations of the identified areas of concern.
Develop common expectations based on
research for all areas of concern.
Document the desired state.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 2 of the Diagnosis
Phase…
28
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and/or theory of change.
*Some districts call this “determining opportunities for improvement” or “hypothesis/prediction statements”
29
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 3:
Complete a Gap Analysis
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Summarize Current Reality
Summarize Desired State
Identify deficits or the gap between desired state
and current reality
Identify themes and patterns across deficit
areas/gaps, using guiding questions
Document the gap analysis on the Diagnosis
Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Guiding Questions for Step 3: Complete a
Gap Analysis - Identify themes and patterns
across deficit areas/gaps, using guiding questions
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What are the relative strengths?
What are the relative weaknesses?
What are the trends, themes, and patterns?
Consider the triangulation of data to verify the
gap analysis.
ITBS/ITED
Teacher
Observation
31
Diagnostic
Measure
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools to Consider for Step 3: Complete
a Gap Analysis
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Gap Identification Worksheet
Forced Field Analysis
Planning Template
Fishbone Graphic Organizer
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 3:
Complete a Gap Analysis
For this activity we will use the Force Field
Analysis to help us process the
determination of the gap.
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 3 of the Diagnosis
Phase…
34
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and/or theory of change.
*Some districts call this “determining opportunities for improvement” or “hypothesis/prediction statements”
35
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Definition of Diagnosis
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36
As part of the support framework for Schools and
Districts In Need of Assistance (SINA & DINA), the
diagnosis phase reviews prioritized areas from the
audit summary. Through a comparison of the current
reality with the desired state, a gap analysis is
completed. The root causes that are contributing
to the area(s) for further study are identified.
If/then statements and or a theory of change based
on possible solutions are created as a final step to
set the stage for the goals or action plan steps in the
design phase.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Definition of Root Cause
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The deepest underlying cause, or causes,
of positive or negative symptoms within
the area of concern that, if dissolved, would
result in elimination, or substantial
reduction, of the symptom.
Source: Root Cause Analysis – School Leader’s Guide to Using Data to
Dissolve Problems – Paul G. Preuss
37
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Root Cause Patterns
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Chained or Linear
Combined
Contributing
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Root Cause Pattern: Chained
A
B
C
=
Result
X
Chained Causes: Interrupt the chain
and eliminate the result
39
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Root Cause Patterns: Combined
A
B
Result
Y
C
Combined Causes:
The common presence of
multiple factors brings about the result. Eliminate
any one factor and the result disappears.
40
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Root Cause Patterns: Contributing
A
B
Result
Z
C
Contributing Causes:
Multiple factors each contribute
to a certain percentage of the result. To totally eliminate the
result, all contributing causes must be removed.
41
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
When Is a Cause a Root Cause?
1.
Would the problem have occurred if the
cause had not been present?
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2.
Will the problem reoccur as the result of the
same cause if the cause is corrected or
dissolved?
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If no, then it is a root cause!
If yes, then it is a contributing cause.
If no, then it is a root cause!
If yes, then it is a contributing cause.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
When Is a Cause a Root Cause?
3.
Will correction or dissolution of the cause
lead to similar events?
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If no, then it is a root cause!
If yes, then it is a contributing cause.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
When Is a Cause a Root Cause?
Other indicators that you have found the root cause:
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You run into a dead end asking what caused the proposed
root cause.
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Everyone agrees this is a root cause.
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The cause is logical, makes sense, and provides clarity to
the problem.
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The cause is something that you can influence and
control.
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If the cause is dissolved, there is realistic hope that the
problem can be reduced or prevented in the future.
44
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Insights on Root Causes
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Look for triangulation of data
ITBS/ITED
Teacher
Observation
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Diagnostic Data
Aim to dissolve a problem, not just the symptom
Think proactively, as well as reactively
Realize some causes are contributing, not root
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 4:
Determine the Root Cause(s)
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Given what you identified in your gap analysis,
determine the critical cause/effect relationships from
your prioritized areas
Document the root cause(s) on the Diagnosis
Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools for Step 4:
Determine the Root Cause(s)
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Diagnostic Tree
Pareto Diagram
Fishbone - Cause and Effect Diagram
Relations Diagram
Five Whys – Iowa Evaluator Approval
Training Program (adapted)
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 4 :
Determine the Root Cause(s)
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Process the cause/ effect relationships within the
prioritized areas to identify the root causes.
Using the Diagnostic Tree, identify possible causes
in each of the domains.
Review the evidence for supporting/not supporting
these causes.
Determine those that are evidence-based and/or
“doable.”
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 4 of the Diagnosis
Phase…
49
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and/or theory of change.
*Some districts call this “determining opportunities for improvement” or “hypothesis/prediction statements”
50
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 5:
Identify and Prioritize Solutions
Sources to Consider:
•Consult expert content specialist(s)
•Review research
•Request information from the Iowa Support Team
facilitator associated with successful SINA schools
•Utilize Iowa Content Networks
•Access USDE Clearinghouse
51
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 5:
Identify and Prioritize Solutions
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Identify possible solutions correlated to root causes if the solution is related to instruction or professional
development, it should be research based
Prioritize based on research (e.g., greatest impact
on student achievement, response to intervention)
Document the solution(s) on the Diagnosis
Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 5:
Identify and Prioritize Solutions
Possible Solution Categories
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Academic
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Quality Educator
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–
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Professional Development
Leadership
Teaming and Collaboration Opportunities
Culture & Climate
Building/District System
–
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–
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Alignment of Curriculum, Instruction & Assessment with Standards
Content & Strategy Selection
Instructional and Operational Policies & Practices
Resource Allocation (e.g., time for the content area, dollars for materials)
Family & Community
Communication
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 5:
Identify and Prioritize Solutions
Guidelines for Prioritizing Solutions:
 Will the implementation of this solution address our
school’s/district’s area(s) of concern and underlying
reasons for them?
 Will the proposed solution have a great impact on
students’ learning?
 Are resources (i.e., people, time, money) available to
implement this solution?
54
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 5:
Identify and Prioritize Solutions
Guidelines for Prioritizing Solutions:
 Do the advantages outweigh the disadvantages if we
implement this solution?
 Could this solution be modified without impacting the
effectiveness to best meet the needs/interests of our
students, their families, our teachers, our
classrooms, our school, and our district?
 Is everyone who is part of the challenge also a part
of the solution?
55
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools for Step 5:
Identify and Prioritize Solutions
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56
Nominal Group Technique
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 5:
Identify and Prioritize Solutions
For this activity the Nominal Group Technique will
be used to prioritize the solutions.
Questions to ask yourself about each solution:
–
–
–
–
57
Do we have evidence to support this solution? Is there
research that shows this solution will have an impact?
Is this an area over which we can have control and can
influence change (e.g., proximal vs distal)?
Do we have the resources to implement this solution?
Is this solution sustainable?
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 5:
Identify and Prioritize Solutions
Other questions you might consider for each solution:
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Will the implementation of this solution address our school’s/district’s
areas of concern and underlying reasons for them?
Will the proposed solution have a great impact on students’ learning?
Are resources (i.e., people, time, money) available to implement this
solution?
Do the advantages outweigh the disadvantages if we implement this
solution?
Could this solution be modified without impacting the effectiveness to
best meet the needs/interests of our students, their families, our
teachers, our classrooms, our school, and our district?
Is everyone who is part of the challenge also a part of the solution?
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 5 of the Diagnosis
Phase…
59
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s) and/or
theory of change
*Some districts call this “determining opportunities for improvement” or
“hypothesis/prediction statements.”
Iowa Support System for Schools
60
and Districts in Need of
Assistance ©2009
Step 6:
Create “if…then” statement(s)
 Based on prioritized solution(s) write
“if…then” statement(s)
 “If…then” statements may either result in student
achievement goal statements or action plan
steps toward a student achievement goal.
 Document “if…then” statements on the
Diagnosis Worksheet
61
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 6:
Create “if…then” statement(s)
Example:
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Possible Root Cause: Students have inadequate
instructional time to master identified math skills.
Possible solution: Classroom schedules are adjusted to
accommodate increased instructional time in math. This
may be accompanied by a district/building expectation for a
specific amount of instructional time in math.
If…then statement: If classroom schedules are
adjusted to increase the amount of instructional
time in math, then student achievement in math
should improve.
62
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 6:
Create “if…then” statement(s)
Example:
 Root cause: Student achievement in reading comprehension is
low because professional development lacks specific reading
strategies targeted to student needs.
 Solution: Provide professional development on specific
reading strategies targeted to student needs.

If…then statement: If all teachers are provided
professional development based on research-based
reading strategies targeted to student needs, then
student achievement in reading will improve.
63
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 6:
Create “if…then” statement(s)
Example:
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Root Cause: The articulated building/district assessment plan
lacks formative assessments to guide math instruction.
Solution: Identify/develop required formative assessments that
align to the math curriculum and regularly guide instruction.
If…then statement: If the required formative
assessments in math align with curriculum and
resulting information is used to change instructional
practices, then student achievement in math will
improve.
64
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools for Step 6:
Create “if…then” statement(s)
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65
If . . . Then Worksheet
ORID Questioning PowerPoint – Iowa
Evaluator Approval Training Program
(adapted)
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 6:
Create “if…then” statement(s)
For this activity, create “If…Then”
statements to help the group process
the relationships between the root
causes and the prioritized solutions.
66
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about Step 6 of the Diagnosis
Phase… “If . . . Then Statements”
67
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Step 6: Complete a Theory of Change
A Theory of Change . . .
 Identifies the components of a program (what
the program does)
 Specifies the relationship among the
components to explain how the change occurs
(sequence of actions)
 Delineates the underlying assumptions upon
which the program is based
68
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Tools for Step 6:
Create a Theory of Change
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Creating a Theory of Change – Blue and
Green Card Activity
Diagnosis Worksheet
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity for Step 6:
Theory of Change Activity

To further your understanding of the theory of change,
sequence the blue and green cards to show a possible
causal link among the components of the Youth
Development Program.
(Hint: Identify the starting and ending points first, then sequence all
the other cards between those two.)
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Theory of Change Activity

How do the blue and green cards differ?
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–
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The blue cards represent _____________.
The green cards represent ____________.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
What process do you use?
In collaboration with
stakeholders:
– Affinity process
– Flow chart
– Brainstorm
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity: Creating Your Own Theory of Change
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73
Create a theory of change for Westlake
Middle School. When you are satisfied, map
the actions on the large chart paper.
Post your chart.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Assessing Evaluability
Inputs/
Resources
•Who?
•What?
•When?
•Where?
Activities /
Processes
Initial Experiences
•Coaching
•Follow Up
•Monitoring
Initial
Outcomes
Teacher
Intermediate
Outcomes
Admin.
Teacher
Admin.
•Knowledge
•Attitudes
•Skills
•Aspirations
•Behaviors
Intended
Results
SMART Goals:
Increased
Student Achievement
•Standards
•Indicators
•Data Points
Backmapping Model
Theory Of Change
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Assumptions
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Activity: Assumptions Card Stack & Shuffle

Write down assumptions you have about your theory
of change.
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–
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One assumption per card
Assumptions can be written for other people’s theory of
change
Cards are stacked by separate theory of change and
elements.
As a table group, cards are read aloud and placed
“on the table.”
Discuss your findings.
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Talk It Over
What is the value of having a theory of change for
a program?
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about theory of change …
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Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Six Steps of Diagnosis
1. Review and refine current reality
2. Determine the desired state
3. Complete a gap analysis
4. Determine the root cause(s)
5. Identify and prioritize solutions
(Instructional/Professional Development
solutions must be research-based.)
6. Create “if…then”* statement(s)
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*Some districts call this “determining opportunities for improvement” or “hypothesis/prediction
statements”
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
Questions about the Diagnosis Phase…
79
Iowa Support System for Schools
and Districts in Need of
Assistance ©2009
End of Diagnosis Training Slides
Proceed to Design
Phase