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Welcome to the 2015
Texas Accountability Intervention System (TAIS) Training: 1st year IR Campuses and IR Districts
AGENDA• Introduction and Objectives
• Partnership and Roles
• State Framework & Statutory Requirements
• Building a Strong Improvement Plan
• Submission Requirements, ISAM and Resources
1. Gain further clarity on the partnerships and roles of the DCSI, PSP, Support Specialist, ESC, and TCDSS
2. Enhance your understanding of requirements and processes for the Texas Accountability Intervention System (TAIS)
OBJECTIVES
3. Clarify IR requirements, meaning and statute: Index review
4. Receive specific training and tips for completing required targeted improvement plan
5. Learn about tools and resources to support your work
OBJECTIVES
Be open to learning &problem solving
Take care of your needs
Ask questions
Honor schedule
Who do we have in the room today?
SUPPORT SPECIALIST
Responsibilities of the Support Specialist
ANSWER PROVIDE
WORK CLARIFY
CONNECT
Responsibilities
Provide required training
Ensure understanding of accountability system as it
relates to assignment of ratings and IR designation
Provide technical assistance with the TAIS process,
plan development and implementation
Assist IR schools with improvement efforts and FIR
schools with sustainability of positive momentum
Provide, as requested and contracted, customized
professional development and support directly related to
strategies and activities identified in the targeted
improvement plan
PROFESSIONAL SERVICE PROVIDER
P S P
Purpose and Expectations
“…assist in building the capacity of campus/district leaders, teachers, and staff…”
“…ability to influence improvement of student performance…”
“Ability to act as an agent of change, a motivator, an inspirer.”
Purpose and Expectations Activity
D C S IDistrict Coordinator of School Improvement
“Has authority to influence central office departmental procedures”
“Ensures campuses are provided operational flexibility”
“Takes an active role in problem-solving with campus and/or district leadership teams”
Purpose and Expectations
Campus Intervention Team
PSPProfessional Service Provider
DCSIDistrict Coordinator School
Improvement
P R I N C I P A L
Campus Leadership Team
PSP, DCSI, Principal, and Other Campus Leaders
INTERVENTIONSCampus & District
Texas Accountability Intervention System (TAIS)
• What does this look like in practice?
• How does our campus already support these CSFs?
• Is this a strength or weakness for our campus?
JIG SAW Questions
Data Analysis
Needs Assessmen
t
Improvement Plan
Implement & Monitor
Data Process ReportingState
• Districts & Campuses
• IR or Met Standard
• Indexes &
Safeguards
Federal (ESEA Waiver)
• Districts & Campuses
• Priority and Focus
• Safeguards
Performance-Based
Monitoring (PBM)
• Districts
• PBMAS
Targeted
Improvement
Plan with
Progress
Reports
Purpose• Identify trends in your data
• Develop problem statements based on objective data findings
Data Analysis
WHAT
Needs Assessment
WHY
Improvement Plan
HOW
Implement & Monitor
Sorting through the data
si
Problem Statement
Criteria Y/N
Substantiated by facts/data
Written objectively
Uses concise language
Includes specific details (who, what, when, where)
Focuses on a single, manageable issue
Has relevance to our campus
Avoids causation or assigning solutions
Problem statements are…
Problem Statement
ELLs have a 50% pass rate in reading due to a
lack of parental involvement
Problem Statement Quality Check
❑Verified by facts/ data?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
X
❑Written objectively?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
XProblem Statement Quality Check
❑Uses concise language?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
Problem Statement Quality Check
❑ Includes specific details (who, what, when, where)?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
Problem Statement Quality Check
❑ Focuses on a single, manageable issue?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
XProblem Statement Quality Check
❑ Has relevance to our campus?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
Problem Statement Quality Check
❑ Avoids causation or assigning solutions?
ELLs have a 50% pass rate in reading
due to a lack of parental
involvement
XProblem Statement Quality Check
REVISED Problem Statement
ELLs have a 50% pass rate
in reading
ELLs have a 50% pass rate in
reading due to a lack of parental
involvement
Problem Statement
PRACTICE
Initial Data Analysis Work
1. Based on the gaps in your data, identify the problem area that caused your IR rating.
2. Create a problem statement3. Verify problem statement against the Problem
Statement Checklist
Data Analysis Quality Check
• Has a thorough data analysis been conducted on the indexes and system safeguards that were missed or are potential areas of concern?
• Have clear problem statements been identified and created?
• Do problem statements meet the criteria in the problem statement checklist?
CSFs Organized by Data Sources
• Screenshot of Data sources by CSF
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
Reading Writing Science Social Studies Mathematics
<Type your problem statement here.>
Student Group
African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More Races
Economically Disadvantaged
Not Applicable
Index 1: Student Achievement
Index 2: Student Progress
Index 4: Postsecondary Readiness
Index 3: Closing Achievement Gaps
Special Education
English Language Learners
Problem Statement 1:
Which Index(es) does this
problem statement
address?
Campuses may also
connect this problem
statement to
missed/targeted system
safeguard(s).
Content Area
Improvement Plan TemplateOptionalRequired
SINGLE-CAMPUS DISTRICT
2014-2015 Requirements 2015-2016 Requirements
Single-Campus District Completed the
“Campus” Portion of the Targeted
Improvement Plan
Single-Campus District Will Complete the
“District” Portion of the Targeted
Improvement Plan
T I P SEnsure data has been COLLECTIVELY discussed
and reviewed.
Use of CONCISE and OBJECTIVE language.
Ensure data are TARGETED and SPECIFIC to the gaps.
Purpose• Conduct a Root Cause
Analysis• Determine why gaps exist• Review additional data
sources• Identify root causes
Data Analysis
WHAT
Needs Assessment
WHY
Improvement Plan
HOW
Implement & Monitor
Significance of the root cause
It’s a HYPOTHESIS
If we drill down, we may be able to solve the problem
Problem Statement
ELLs have a 50%
pass rate in reading
Lack of teacher
understanding for the
instructional
strategies needed to
meet linguistic needs
of ELLs
Root Cause
Root Cause
5 Whys
10,5,52 Circles
10,5,5
10
5
5
Reasons
More
More
10,5,52 Circles
10, 5, 5
Control
Influence
Control Influence
School is boring
Class scheduleHave to wear uniforms
Lack of structure at home
Education isn’t valued at home
No system in place for tracking attendance
Homeroom is first period
Team Consensus
ACTIVITY: Control Influence
School is boring
Class scheduleHave to wear uniforms
Have children of their own
Education isn’t valued at homeNo system in place for tracking attendance
Homeroom is first period
©2013 TCDSS
Root Cause
5 Whys
10,5,52 Circles
2
Circles
10,5,5
Problem statement: “ ELLs have a 50% pass rate in reading”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.
Root Cause
5 Whys
10,5,52 Circles
2
Circles
10,5,5
CSF Data Sources
✓Answers WHY the problem is occurring.
✓Does not contain solutions or suggest actions.
✓ Is validated by data.
✓ Is focused on what the team can control.
Root Cause Quality Check
New Template EXAMPLE
There is a lack of a streamlined communication process and protocol with our external providers
Average parent attendance/participation atour quarterly parent night is 25%ELLs have a 50% pass rate in reading
Teachers lack of understanding the instructional strategies needed to meet the linguistic needs of ELLs
2015-2016 Template
T I P S
Ensure a ROOT CAUSE ANALYSIS was completed.
Determine if the “root cause” ANSWERs WHY the gap is occurring.
Determine the analysis was COLLABORATIVE andVETTED by the team.