Exploring Underlying Causes Video
This video is one of several Early Warning Indicator System resources on the websites
of the MA Department of Elementary and Secondary Education. In this video we'll show how
educators can use EWIS resources and strategies in cycle of inquiry or causal analysis to
explore underlying causes of student risk.
Using the six steps of the Early Warning Implementation Cycle, teams of educators can use EWIS reports
to identify who is at academic risk at the beginning of the school year. Together they
can review data, understand underlying causes of risk, implement programming and make adjustments
during the school year, and reflect on progress at the end of the year.
Step 3 of this cycle is about uncovering the reason or reasons why students are at risk
of not meeting academic milestones, and builds on the review of early warning data in the
previous step.
Results from Step 3 can inform the next step. In Step 4, Take Action, interventions, supports
or other changes are identified or developed that align with students' strengths and
needs.
Here's a closer look at how this works. EWIS reports identify the students who are
at risk of missing an important academic milestone, if no additional supports are provided. Educators
review the reports to understand how many students are at risk or who they are, and
to examine patterns of risk.
EWIS risk levels and monitoring flags, such as attendance, behavior and course performance,
are merely signs or symptoms of deeper and likely more complex issues related to academic
achievement. This step encourages the team to explore potential underlying causes for
individual students, groups of students, the school, and the district. It can incorporate
state data, local data, context and professional judgment.
After examining EWIS data, counselors in one regional high school collaborated to investigate
their students' attendance patterns.
We did look at the EWIS risk data and everything else we could find in Edwin. Then started
with a survey, asked them questions about school & how they were treated by their
teachers, their peers. How many hours of sleep they have a night. If they're late, can
they get a ride to school? And really tried to look for those reasons before we started
the cycle of trying to intervene.
The two biggest issues that came up were sleep and transportation. For some of those students,
if they slept late, missed the bus, they didn't have a ride to school. We looked at all of
those things and we tried into put place whatever we could. For some of them it was more parent
contact. For others it was putting them in a specialized homeroom so they had someone
to meet with every morning. I actually had one kid, I was working with him, and we looked
at the public bus schedule: where's the bus stop closes to your house, how do you
transfer. It really was very individual based on the student.
Educators and counselors may draw on multiple sources of data and other context to build
their understanding of causes of risk.
This can include surveys that capture student voice. For example, VOCAL or other school
climate surveys. VOCAL is an annual survey sponsored by the Department, where participating
students share their views about school climate and learning.
Educators may also wish to examine MCAS details in Edwin, or interim assessment data, to understand
and address any learning gaps.
In another high school, educators looked at data for 9th graders who were not on track
to pass 9th grade courses. They then dug further into students' math scores, incorporating
local math assessment results.
We've done a lot of research that students who don't pass algebra 1 are 14.7x more
likely not to graduate within 4 years. That's a very critical course.
We took a look at the standards that in grade 8 are essential for students to have a knowledge
of to be successful in algebra 1. Three years of research data authenticated the results
& curriculum changes have been made in 8th grade math at the middle school. We're now
using the Edwin. I'm now sharing with grade 9 teachers the grade 8 data from Edwin,
where are the targeted standards from math and science.
Exploring underlying causes may take practice. Thoughtful facilitation with targeted strategies
and a diverse, well-informed team can help. Here are some approaches to try, or adapt
to suit your context. Start with a focused brainstorm to identify
possible or likely causes, then categorize them. Categories could include those listed
here. Use a worksheet or tool to capture thoughts.
Next, narrow the options. Set aside explanations not within the team's control. Rather than
dismiss them outright, use them to build context or hand off to appropriate other team or leader.
Then, quality-check those remaining. Do they fit logically with the data? Are explanations
specific and plausible? Is language clear?
Deepen your understanding using five why's, fault tree or another approach. With five
why's�, ask why?; for that answer, then ask, and why is that?, several
times to peel back layers of complexity. Once at the root cause, see if causes
hold up to scrutiny. Do this by verifying them with data; use a range of sources, including
student voice.
This thorough treatment of exploring root causes may feel like overkill sometimes. Teams
who have taken this approach find it sharpens their understanding of complex issues, tests
their thinking, uncovers assumptions and more.
Root causes are the deepest underlying causes of performance challenges.
When considering causes, think expansively: consider all the possible causes that are
within our control and that relate to adult behaviors, rather than considering characteristics
related to students, or focusing on what is outside of our control.
Refer to the Early Warning Implementation Cycle tutorial for other resources.
With one or a few root causes identified, educators can continue to step 4, Take Action.
Adjust interventions, develop new supports or consider system-wide changes to help address
the causes identified in Step 3. Monitor these over time and adjust where appropriate.
Visit the EWIS website to learn more about DESE's Early Warning Indicator System.