Closing The Gaps Focus School Support

District Coordinator for School Improvement Update

Closing The Gaps Focus School SupportFebruary 4, 2014Welcome!

Lauren 1-41Video Activityhttp://www.tcdss.net/tcdss/waiver.html Play introduction to TCDSS.2

Norms for the Day-Fully participate and ask questions-Limit side conversations-Honor the schedule-Take care of your needs-Silence electronics-Be open to learning and problem solvingConsiderations:

Add/ change your own norms you frequently use at your ESC.3

Todays AgendaIntroduction and Objectives

Identification and Interventions

TAIS Process overview

Identifying instructional interventionsTools, Resources, and SupportConsiderations:

Go over the agenda for the day4What it means to be a Focus School

Identification and Interventions

Jana 5-31Considerations:

Title slide to move into how schools are identified and what interventions will be for those identified focus schools 5InterventionsReasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN

Address at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gap

Work collaboratively with local Education Service Center (ESC) for support and guidance

Considerations:

Review interventions

6How were performance gaps calculated to identify Focus schools?Considerations:

We know that 10% of serviced Title I schools was identified as focus schools based on gaps in performance from the federal target of 75% for 7 of the student groups from the system safeguards in Reading and Math.

We are going to calculate how those schools were identified. 7Where you find the data.

Considerations:

For individual campus data charts, a campus will want to review the System Safeguard Report8Subjects Evaluated

Considerations:

Focus calculations looks at Reading and Math scores only 9Student groups evaluatedAll Student GroupEconomically DisadvantagedHispanicAfrican AmericanWhiteSpecial EducationELLConsiderations:

Focus only looks at the all student group, economically disadvantaged group, Hispanic group, white group, special education group, ELL group, and African American group. 10Minimum Student Group Size25Considerations:

Minimum group size applies to focus calculations. First the All Student groups always counts no matter the number. For the other 6 groups a minimum size of 25 is required to be included. 11What you need to know?% met standard All Students Group-Reading% met standard of Student Groups that meet minimum size-Reading % met standard All Students Group-Math% met standard of Student Groups that meet minimum size-MathConsiderations:

From the data report you need to know the % of all student group for reading that met standard. The % of all students who met standard in Math. Also, the % of students who met standard in each student group who met minimum size for both Reading and Math. 12For the All Students group and each group that meets minimum size you find the difference between the target of 75 and actual percent meeting standard.Example 63% of all students group met standard in Reading756312Repeat for each group with Reading and MathConsiderations:

Once you have identified that needed data points from the Index 1 data summary report the calculations can be completed. Begin with the target of 75 and subtract the percent met standard to determine the distance to target for each student group and tested subject. 13All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading633858765663Math482545753240Lets try an example:Texas SchoolConsiderations:

Lets calculate an example. It is important to be able to calculate the gaps to assist in identifying the problem, root cause, and aligned strategy to have the greatest impact on closing the achievement gap between student groups.

Here are sample scores for Texas School. This chart shows the subjects and student groups evaluated for this sample school. Actual schools will evaluate the all student groups for Reading and Math but the other students may vary based on minimum group size rules. 14All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading #12030504030100Reading Target757575757575Scores633858765663Distance to TargetMath #12533504231100MathTarget757575757575Scores482545753240Distance to Target

12 meet minimum sizeCount number of groups in Reading and Math that meet Minimum SizeConsiderations:

Identify the number of student groups that meet minimum size. Remember that the all student group always counts even if it has less than 25 students. 15All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading Target757575757575Scores633858765663Distance to TargetMathTarget757575757575Scores482545753240Distance to TargetTarget is 75Considerations:

First the federal target is 75 for Reading and Math. This sample chart shows the Target and met standard score for the groups evaluated for the sample school.16All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading Target757575757575Scores633858765663Distance to Target12371701912MathTarget757575757575Scores482545753240Distance to Target27503004335Considerations:

The met standard scores was subtracted from the 75 target for the all student group and the student groups evaluated in this sample. Notice the distance to target is in the red box.17All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading Target757575757575Scores633858765663Distance to Target12371701912MathTarget757575757575Scores482545753240Distance to Target27503004335ADD282Considerations:

After the distance to target is calculated for each student group and subject, all distance to target for each group is added together. For the sample school that total is 291.182821223.5Considerations:

The sum of the evaluated groups distance to target is divided by the number of students groups evaluated for an average of 24.25 distance to target for the campus in this example.

This means1923.5 is the average gap between student performance groups and the 75% federal targetConsiderations:

Now that the campus knows how its data was analyzed for identification as a Focus campus, what questions should the campus ask about their data?20InterventionsDesignate a district contact and Engage in TAIS Review ESEA Turnaround Principles & Critical Success FactorsConsiderations:

Review interventions 21InterventionsReasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN

Address at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gap

Work collaboratively with local Education Service Center (ESC) for support and guidance

Considerations:

Review interventions

22InterventionDesignate a district contact and Engage in TAIS

Considerations:

Talk through these interventions in the following slides. If your campus is knowledgeable about the TAIS, then you may consider just giving a general overview reminder of the TAIS instead of deconstructing the model. This training may serve as documentation that you have supported campuses in navigating the required interventions.

23Videohttp://www.tcdss.net/tcdss/waiver.html Introduction to TAIS24Texas Accountability Intervention Systems

Considerations:

All of the elements of the Framework and TAIS process are part of a healthy system for improvement. It takes each part of the system operating together for school success. The system is the foundation for successful improvement efforts.

Lets explore this system that drives continuous improvement in Texas schools.

25

District CommitmentsConsiderations:

Here is a quick review of the elements of the framework. The commitments of the district are essential for the success of each school. This red ring of the framework represents the philosophy or mindset of the district in its role for improvement. Components of the District Commitments are Operational Flexibility, Clear Vision and Focus, Sense of Urgency, High Expectations, and District-wide Ownership and Accountability.26

Support SystemsConsiderations:

Inside the District Commitments are the support systems. The support systems are the evidence of the district commitments.

If you consider the District Commitments as how the district functions, you could view the components of the blue Support Systems ring as what provides structure to the improvement process.

Components here are Organizational Structure, Processes and Procedures, Communications, and Capacity and Resources.27

DISTRICTCAMPUSConsiderations:

Research shows how the Framework in practice in a district results in success.

Research also shows that effective districts do not work in isolation and engage regularly with campuses. The success of both the campus and district is dependent on each other. The improvement process must be a partnership.

Whether a district is working to improve a PBM issue or a campus is rated Improvement Required, it takes the whole system working together to achieve the goal of improvement. 28

Considerations:

Within the support systems are the critical success factors. The CSFs serve as key focus areas for improvement at the school level.

The CSFs are grounded in evidence based research and have been found to be key elements for campus and cross-district improvement efforts. 29

Considerations:

At the heart of the framework lies the Continuous Improvement Process.

There are numerous tools and resources available to assist your improvement efforts through TCDSS or your local ESC. These resources will be outlined at the end of todays session.30School Improvement ProcessWhat does this model mean to you? Where are your campus areas of strength in this model?How effective is your campus in each of the individual processes?What is the biggest challenge of this model for your campus? Considerations:

Activity: At your table, reflect on the school improvement process graphic

The heart of the Framework is the Continuous Improvement Process.

The process becomes the guide for the improvement work. Once the process is begun it never ends because it is ongoing and continuous.

Ongoing data analysis, needs assessment, planning and monitoring, leads to informed decisions, targeted interventions and continuous improvement.These four pieces of the model will drive our future work together.31Critical Success FactorsTeacherQualityFamilyCommunity EngagementImproveSchoolClimateLeadership EffectivenessIncrease Learning TimeUtilizeDataAcademic PerformanceLeadership EffectivenessConsiderations:

The Critical Success Factors are Teacher Quality, Improve School climate, Family and Community Engagement, Academic Performance, Utilize Data, Leadership Effectiveness, and Increase Learning Time.

If you remove one CSF, the foundation for improvement is weakened.

We talked about the Support System being the evidence of the districts commitments in place. What would be the evidence of the Critical Success Factors in place within a district or campus?

ACTIVITY PREP for next slide: Your table will need to chose a recorder and a reporter. The reporter will need to be someone with a laptop or tablet. When your table has selected a recorder and reporter raise your hand.

32Turnaround Principles See handoutStephanie33-3833InterventionReview ESEA Turnaround Principles & Critical Success FactorsConsiderations:

This slide marks the beginning of the overview of the next focus intervention

34Critical Success Factors and alignment with turnaround principlesDEFINITIONS

Considerations:

At www.tcdss.net under TAIS Part 1 materials, there is a handout named Critical Success Factors.

Take a moment at your table, as an individual or with a partner, to review the CSF definitions.

Allow 3-4 Minutes for review.35CSF/ Turnaround principles Activity

Considerations:

Materials: CSF card sort envelope with CSFs and evidence of each.

Actions: Set up CSF activity

Say:In order for you to be more familiar with the CSFs, the next activity will help you to dive deeper into what each of the factors can look like on a campus. Point out the activity cards on the tables.365/28/2013Turnaround Principle/ CSF Card SortFind your Turnaround/CSF envelope on your tableSpread out CSFs and turnaround principlesSort turnaround principles under which CSF they fall underSort evidence cards under which CSF they fall

Considerations:

Materials: CSF card sort envelope with CSFs and evidence of each on table.Copy of activity can be found on the TTC website

Explain CSF activity

You can find pre-made laminated strips of 7 CSFs (different color and/or size and/or font size from milestones) and 21 individual milestones in an envelope at your table. Place CSF column headers on table and then sort/place what they think are the evidence under each header.

375/28/2013EvidenceEvidenceEvidenceTurnaround PrincipleCritical Success Factor #1Activity ExampleoutcomeEvidenceEvidenceEvidenceTurnaround PrincipleCritical Success Factor #3EvidenceEvidenceEvidenceTurnaround PrincipleCritical Success Factor #2Considerations:

Materials: CSF card sort envelope with CSFs and evidence of each on table.Copy of activity can be found on the TTC Website

Actions: Explain CSF activity

Say: Now it may look something like this when you are done. Work with your campus teams, you have about 10 minutes. 385/28/2013Campus View

What processes/programs do you have in place to support turnaround principles?Does your campus have principles of challenge?Does your campus have principles of strength?Lauren-39-4139Problem SolvingConsiderations:

This is the model that outlines our work. We started with learning how we were identified this assists us as we move into knowing where our achievement gaps lie. After we have identified those gaps, we move to campus needs and spend some time on a process for effective problem solving. Then we will move to goals, identifying interventions and a plan for implementing that intervention on your campus.

The school profile model provides a starting point for discussion and is useful for organizing and aligning the work of the school. The school profile is meant to be a place to connect our needs, goals, and interventions in order to close the achievement gaps. Using a profile can be a way to easily communicate this information to others.

405/28/2013The task of the leader is to get his people from where they areto where they havenot been - Henry Kissinger

Natosha42-EndConsiderations:

As a leader on the campus, you are tasked to get people from where they are to where they have not been. As an ESC, our goal is to work collaboratively with you and provide support and guidance as you lead your campus. The processes and tools offered in this training are meant to be a spark that will ignite other great ideas and thinking to close the achievement gap on your campus.

Recognize the time of the year short time frame to get from where you are to where you have not been. Some may already have an intervention in place others may not know where to begin. We will provide you with a realistic process that honors the previous work already done on the campus and also acknowledges the short time frame to implement a new instructional intervention.41Accelerated Improvement ProcessConcentrated improvement method

Starts with identifying a problem or goal and ends with the development of an implementation planConsiderations:

An intensive rapid-fire improvement method that leads to concrete results within a short timeframe by blending minimal meeting time with individual or small-group work by team membersP. 192 SMART school teams42Accelerated Improvement ProcessMeeting 1Define the scope and purpose of the work

Meeting 2Focus on possible solutions and the analysis of those solutions

Meeting 3Finalize the solution and develop a plan for implementationConsiderations:

Review each of the meetings and stress that the meetings are very structured the intent is that the majority of the work happens in between the meetings. Depending on how you will be supporting the campus, you may modify the slides to show your level of support.43Meeting 1Define the scope and purpose of the work

Work between meetingsGather information or data on problems related to the identified gapUse a flowchart to help understand the identified gapConsiderations:

Also reference p. 133 chapter 6 Handbook for SMART school teams tools for understanding problems and improving results

44Identifying the Need

Considerations:

The following slides lay out the work that can assist/ support identifying the needs of the campus. 455/28/2013Problem SolvingConsiderations:

Revisit the needs profile and point out where we are in the process465/28/2013Identifying the NeedTo find a solution you must first know what the problem is..

Dig deepIsolate the root causeUse your teams collective thinking

Considerations:

Has this ever happened to you? Have you ever felt blindsided by something a new set of data may have revealed? Have you ever looked back and realized your focus may have not been in the right place?

A common challenge to school improvement is identifying the root of the campus needs. The secret to finding solutions that address the real cause of the problem is to dig deep beneath the surface level of the comprehensive needs assessment, isolate the root cause of the identified problem, and work together with your team collectively to conduct this work. Often times, the work between the identifying the need and creating a goal is glossed over. 475/28/2013Identifying the NeedProblem SolvingChallenge: Preconceived ideas with a solution in mindJump too quickly to solve it modeConflict and disengagement

Considerations:

The challenge is that when looking at data as a group, it is easy to jump immediately into solve it mode before we take time to define the problem from all angles. We all come to the table with preconceived notions about the problem and how it needs to be solved. This method produces opportunity for conflicts and disengagement among staff as well as opportunity to identify a need that may not necessarily address the root cause of the gap485/28/2013Problem SolvingProcess for effective problem-solvingIdentify and define the problemAnalyze the problemEstablish goals for improvementStudy and decide on solutionsPlan for implementationImplement on a small scale test and adjust as necessaryMonitor and improveIdentifying the NeedConsiderations:

Lets take a look at a process for effective problem solving. This process engages all participants and it takes the group through a logical progression of thinking it also allows opportunity for investigating the full scope of the problem. Review the process with the group.495/28/2013Identify and Define

Develop a collective understanding of the problemUse data as much as possibleAsk colleagues outside of the team to verify the teams thinking about a problemWrite a problem statement

Beware: Lengthy and challenging processConsiderations:

The first step of effective problem solving is identifying and defining the problem. Using the Antelope as an example he might have originally identified the problem as riding in the heat or the gravel making it more challenging to ride long distances. Without looking at all of the data around him and asking other riders about their experiences riding in that area, this biker was not able to identify the problem potential problems of riding through the Australian outback. Identifying and defining the problem can be a lengthy and challenging process. Spend time taking your team through this process. Shortcuts can lead to a quick fix Band-Aid approach to problem solving.505/28/2013

Considerations:

The second step in the process of effective problem solving is to analyze the problem. Its important that everyone has the same information concerning the problem and understand it in the same way. Looking at the data together makes it feel less overwhelming and gives the sense that we are not tackling the issue alone.515/28/2013Four key questions (Lets Four Square)

Why is the problem occurring?Where is the problem occurring? How big is the problem?What are the biggest drivers of the problem?

Analyzing the ProblemConsiderations:

p. 198 in Handbook for SMART school teamsWhen analyzing the problem, consider the following questions You may also use the questions from the guidance documents

Have each participant draw a cross on their chart paper in order to make four boxes. Have them identify the questions from the slide on the paper. Let them ponder the questions individually and write their responses on sticky notes. Place the sticky notes in the appropriate box. This is an opportunity for them to think and not be influenced by others. They can discuss later so the room should be quiet. 525/28/2013Sticky Note ReviewAs a group, look at all the questions that were generated and categorize them (students, teachers, professional development, etc...).

This is a very critical piece to the puzzle. These questions will drive the Planning development for the rest of the year.

The participants should note where the bulk of their questions fall. Explain that they are coming up with their own categories. They can call them what they want. This process is about their campus and not anyone elses.53Revealing Root Cause10 5 5 5 Whys Analysis

Use when: Multiple failed solutionsStuck in complex problem or issue

Considerations:

Here are two methods to help reveal root cause. The 10 5 5 and the 5 Whys Analysis are methods for uncovering the real reasons underlying problems - for getting to the root cause. Commonly I will have campus teams start reflectively using the 10-5-5 or we may even work in smaller groups to help narrow this down. You may even consider letting participants work individually on their 10 and then work in small groups to identify 5 most prevalent needs that occurred and then break down another 5 together. Be flexible and do what works best for your training.

545/28/201310 5 5 List 10 reasons for the identified category that you created with the most sticky notes.

Discuss the evidence (data) that supports thinking

Discuss the research that supports or negates your practice

Considerations:

Take a moment and individually reflect for this activity consider using a reflection journal and write down the top ten reasons you believe this need is existing on your campus. After you write ten write 5 more 5 more (again, consider audience they may want to work together on the 5 and 5 this is OK share out various ways you can use this activity)

Other ideas to think about:Share out commonalities as a groupChart out the big piecesLeadership team Pinpoint your next stepMeet the faculty where they are.

555/28/201310 5 5 List 5 more reasons for the identified category that you created with the most sticky notes.

Discuss the evidence (data) on your campus that supports your thoughtsDiscuss the research that supports or negates your practiceConsiderations:


565/28/201310 5 5 List 5 action steps for the identified category that you created with the most sticky notes.

Discuss the evidence (data) on your campus that supports change for this identified categoryDiscuss the research that supports your identified practiceConsiderations:


575/28/20135 Whys Analysis

Considerations:

The point is to go down several layers, beyond the obvious symptoms of a problem to the underlying deep causesStop at a layer where you can still take action. Lets take a look at an example of digging deeper into an identified problem. - I am going to first take you through an example

585/28/20135 Whys - ExampleWhy 1

Why is the gap more significant between the African American student group and other student groups in math? Because more AA students are identified as special ed.Considerations:

595/28/2013Why 2

Why are more African American students identified as special ed.?

Because African American students in special education have under developed language skills.5 Whys - ExampleConsiderations:

605/28/2013Why 3

Why do African American students in special education have under developed language skills?

Because there is a lack of opportunity to practice and apply academic language in the classroom.5 Whys - ExampleConsiderations:

615/28/2013Why 4

Why is there is a lack of opportunity to practice and apply academic language in the classroom?

Because teachers do not use differentiated questioning techniques for all students.

5 Whys - ExampleConsiderations:

625/28/2013Why 5

Why do teachers not use differentiated questioning techniques for all students?

Because teachers lack the skills to effectively differentiate.5 Whys - ExampleConsiderations:

635/28/2013Drilling Down The Root Cause

Using the same problem statement that you did for your 10-5-5Conduct a 5 Whys Analysis

Based on this work Re-state the need (Cause)

Considerations:

Conduct a 5 whys analysis with your campus team Use your school profile worksheet identify one of your root causes that you would like to focus on for today. So now you have your identified need and the root cause of that need identified (use NA 3-4 as a resource). Consider lagging indicator for your identified need and leading indicator for your root cause.

645/28/2013Meeting 2Focus on possible solutions and the analysis of those solutions

Work between meetingsTeam members collect and analyze data/ information on potential solutionsConsiderations:

Moving into the plan you may consider looking at questions from the guidance documents on the TAIS website - Also reference p. 133 chapter 6 Handbook for SMART school teams tools for understanding problems and improving results

65Establishing Goals

Considerations:

665/28/2013Problem SolvingConsiderations: 675/28/2013Planning ResourcesProject ShareTexas Achievement Items Repository (TxAIR)ESTAR/MSTAR Universal Screener (MSTAR Diagnostic Assessments)OnTRACK LessonsProfessional Development CoursesTxAIR - approved questions items and preconfigured diagnostic exams- Tools for teachers to develop their own assessments, quizzes, and homeworkMath and science content covering grades 3-8, Algebra I, Algebra II, Geometry, IPC, Biology, Chemistry, and Physics TEKS

ESTAR/ MSTAR The formative assessment system is administered to students in grades 2-8 and is designed to assist teachers in making instructional decisionsThe ESTAR/MSTAR universal screener helps to identify students who are at risk for not meeting curricular expectations in algebra.The MSTAR Diagnostic Assessments identify WHY Students are struggling with algebra related core instruction and provide information that can be used to plan supplemental instruction and interventions.

OnTRACK Lessons TEKS- aligned lessons for Grade 8 math, algebra I, algebra II, geometryGrade 8 Science, Biology, Chemistry, Physics,Grade 8 Social Studies, US History, World Geography, World HistoryGrade 8 ELAR, English I, English II, English III

Lesson can be used forInterventionsAccelerationAdditional practice

Available to districts for local management

Professional Development Courses100+ credit bearing training opportunities for practicing and pre-service Texas teachersTraining for TeachersAdministratorsProfessional service providersPD and PLCs forELAR, Math, Science, Social StudiesCTEELPSTechnology ApplicationsMigrant Education ProgramG/T (new for 2014)

68Planning Resources ContinuedRegion 10 ESC ServicesGaining Ground ServicesOnline courses (Webinar Wednesdays)Case managersVital Information for Principals Meetings (VIP)Closing the Achievement Gap InstituteApril 28-29Turnaround School AcademyPending

STAAR Principles & Tools

STAAR: Plotting Our CourseRegion 10 Resources that will help with navigating the STAAR:STAAR AnalysesSTAAR Study GuidesSTAAR Question Stems STAAR Instructional Readiness Checklisthttp://olc.region10.org/catalog/Resources/STAARResearchConzemius, A. and ONeill, J. (2002). The Handbook for SMART School Teams. Bloomington, IN: Solution Tree PressThank you 73

Documents

Closing The Gaps Focus School Support