Who Is Here Today?

3rd Year IR CampusesSeptember, 20141Who Is Here Today?

Welcome on behalf of TEA and in collaboration with TCDSS and the regional education service centers.

Introductions: School, District: Ask the group about their role and time in role (principal, DCSI, PSP, ESC, other)

We really appreciate you being here today. We know that it is a busy time of year with school just getting started. In an effort to somewhat ease your mind about being away today

2

While youre away video- Videos not developed by TEA or TCDSS can not be posted in the presentation. 3

Looking BackTwo main goals for our time today:One: to look back review and reflect on requirements, specifically of reconstitution and your reconstitution plans.4

Looking AheadTwo: to use this information to look ahead and create some action steps for you.The focus and requirement of 3rd year Improvement Required schools are to implement and monitor the reconstitution plan created in 2nd year of improvement required.

To start our review, lets take a quick look at the intervention requirements for a school that is 3rd year IR. This chart is a resource listed with todays training materials. It also was a document that was referenced in the To the Administrator Addressed letter dated August 19 and is available on the Division of Program Monitoring and Intervention website.The red box contains requirements of all IR campuses. The red arrow points to additional requirements of 3rd year campuses.3rd year IR campuses will continue to work with a PSP and engage in the Texas Accountability Intervention System to develop a targeted improvement plan. This plan continues to need board approval and to be submitted to TEA.

As a campus that is identified as 3rd year IR, you will be implementing and monitoring your reconstitution plan. Additionally, you may be called to attend a hearing with the commissioner.

6Hearing PossibilityRequired AttendeesSuperintendentCampus principalBoard of Trustees/Governing Board PresidentPresentationBe aware that you may be called to a hearing held before the commissioner or the commissioner's designee at which the president of the board of trustees, the superintendent, and the principal of the campus will appear and explain the campus' low performance, lack of improvement, and plans for improvement.If applicable, the district will receive correspondence with additional information about this requirement at a future date.Criteria is to be determined.7Technical AssistanceAnswers to Questions Plan Review Feedback

Your campus will also be assigned a support specialist at the Texas Education Agency.This specialist will be your partner throughout this process. He or she will provide technical assistance and can answer questions regarding the TAIS process and submission requirements. And once you have submitted your plan in October, he/she will review your plan and provide feedback. He/she may call with questions seeking additional information while reviewing your plan. Additionally, you should expect the specialist to schedule periodic support calls with the campus intervention team, both the DCSI and PSP together, as well as each member individually. These support calls will typically be check-in calls around the implementation of certain components of the reconstitution plan or may be follow-up questions related to your plan.All this in coordination with the Texas Center for District and School Support and ESCs.8

29 September301 October234/567891011/12131415161718/19202122232425/2627282930311/2 November345678/9october2014MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSAT/SUNNote: You can print this template to use as a wall calendar. You can also copy the slide for any month to add to your own presentation.(Review ISAM submissions chart, with special emphasis on October 31 targeted improvement plan and quarterly reports.)(Review purpose of columns and rows, and what campuses did last year with reconstitution plan.)(Highlight that priority schools are providing a progress report on Oct. 31 and any updates to their plan submitted in July that reflect attention to reasons for not meeting standard this year).

9Year 3 - You have developed a reconstitution plan that was focused around these 9 redesign elements outlined in 19 Texas Administrative Code 97.1051. The final plan that you submitted in June outlined how you were going to address any of these elements during this upcoming year, that your campus had not already addressed in the previous two years. Additionally, in the reconstitution plan, you outlined the staff retention determinations that were made as a result of the planning and review during the past year.(June plan addressed what needed to be implemented/not already addressed.)

It is also important to note that these campus redesign elements have connections to the critical success factors and support systems in the TAIS framework. In your next session, you will look more closely at the connection between these statutory redesign elements and the TAIS framework.

Reminder - Reconstitution implies that there is a rebuilding of a campus taking place. Staffing is only one part of this rebuilding. Eight additional campus redesign elements are listed in TAC 97.1051. In reconstitution there is a focus on planning for new systems, processes, and campus cultural shifts that will lead to permanent change and through implementation, will result in a rebuilt (new) campus.(reconstitution=transformation, more systemic long-term redesign that targeted IP*, more significant and persistent; action steps might be in IP, but IP is a shorter-term skinny plan designed to address specific areas leading to IR rating.)

* Improvement plan

10

Review & ReflectWhich redesign elements were implemented prior to this year?

What was done?

Youve been asked to bring or have access to your plan; what has already been done? What do you need to do?Take a few minutes to look at the final reconstitution plan submitted in June for your campus and the 13-14 targeted improvement plan. Reflect on which campus redesign elements have already been addressed prior to this school year through strategies, process/system changes implemented prior to the 14-15 school year. Record these things. We will come back to these elements and strategies a little later.

REMINDER These items will not be listed in the reconstitution plan, but are probably in part of the targeted improvement plan for 13-14.11

Your campus has some unique needs at this point of reconstitution implementation and your ongoing continuous improvement process. We want to spend some time reflecting with you on these and give you the opportunity to develop some next steps for when you get back to your district. Some of these are related to staff and the implementation of activities and systems.

12

New teachers

Experienced teachers New to campusReturning to campusThis year may bring some very unique needs as you open as a reconstituted campus. (Survey what percentage of staff has been replaced.)You may have new teachers on your staff both new the profession or veteran staff that is new to your campus. You also have experienced teachers who are returning to your campus who will have some unique needs as well.13

New TeachersWe know that new to the profession teachers have unique needs. They come in with high energy and anticipation. They need guidance on what next steps to take as they get started.14

New Teachersand may soon find themselves overwhelmed. In either circumstance, we need to be proactive in meeting their needs and anticipate the more challenging times/events/and activities for them.

What are some of the challenging times for new teachers?

15

http://www.newteachercenter.org/blog/phases-first-year-teaching

Again, be proactive and purposeful in anticipating needs and understanding the cycle for a first year teacher and the appropriate supports at each phase.

16

Experienced TeachersHidden organizational rulesI feel like a new teacher again.Team developmentExperienced teachers who are new to your campus can have unique needs. Hidden organizational rules or procedures. These are the items that may be part of campus culture or expectation, but if not clearly communicated, they can cause frustration. Have any of you ever heard an experienced teacher new to your campus make the statement, I feel like a new teacher again? A new scope sequence, planning with new team members, new expectations can make the most experienced teacher feel overwhelmed. Again, important to anticipate. Any new teachers to the campus can impact the team development, and ultimately productivity of returning experienced teachers. New staff creates new teams, whether by grade level or by department, which means those teams will go through developmental phases. New, experienced, and veterans need team building.

17

Tuckmans group development phases.To help teams push through storming into norming and performing, we must anticipate this process and provide support as necessary.This development applies to everyone on team no matter experience. One new team member changes the team dynamics.

Tuckmans forming storming norming performing four-stage modelThe progression is:formingstormingnormingperformingHere are the features of each phase:forming stage 1High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the teams purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs.storming stage 2Decisions dont come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches.norming stage 3Agreement and consensus is largely forms among team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enablesperforming stage 4The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development. Leader delegates and oversees18What plans have been or need to be created to meet staff needs?

Reflect, discuss, and action plan.Share ideas/strategies with whole group.19

ImplementationYou are implementing your reconstitution plan that aims to rebuild your campus. Implementation is about turning ideas into actions and often times means replacing old systems with new systems.Although the agency wishes the smoothest implementation, we know this work is not easy.

20

The work of improving schools is just not this easy.

It involves21

ImplementationCommunicationEvaluationMid-course correctionsCommunication, evaluation and mid-course corrections.These are some of the concepts around implementation that wed like to briefly touch on today. 22

StaffParents/CommunityStudentsTwo-wayWhat opportunities do you have to share new processes/programs/systemic change efforts?How have you communicated the changes at your campus? How have you shared any systemic transformations with your stakeholders?Dont forget communicating with the students, as well.Its a balance. Push AND listen to make changes.23

Current interventions how have you measured effectiveness? Student data? Staff feedback?Planned interventions based on your June plan, what are your plans for measuring effectiveness? Student data? Staff feedback?

How will you check to determine effectiveness and results?Data analysis, needs assessment; where you are and where you wanted to go.How can end of quarter reporting help inform your work and implementation?

Continuous improvement process

24

Review & ReflectHave you evaluated strategies and interventions implemented in 13-14 that addressed reconstitution redesign elements?

If so, how and what were the results?

If not, what are some possible ways this can be done?

Talk and share.Create action steps and/or conversations to have.(Address whether to pull plan from last years template to new template? Opportunity to have all plans in one workbook. Opportunity to update plans when transferring into current template.)25

GoalYou have a goal to climb the mountain; Meet Standard. And you have path/map to get you there. Your reconstitution plan working in conjunction with targeted improvement plan.26

Sometimes we get warnings when things might not be going quite as planned or when things are about to get difficult.Sometimes you make the best plans, but they dont work out like we intended them to.

27

(Coconuts falling on car commercial.)- Videos not developed by TEA or TCDSS can not be posted in the presentation.

Sometimes its a little bigger that a coconut.28

Some times we look up and there is boulder in our path.29

When this happens, we have to find another route to reach our goal. It doesnt change our goal, it just means that we may have to make some adjustments on how to get there mid-course corrections. It also doesnt mean that we completely do away with a strategy or system. It may just mean that we have to make an adjustment.

This is why its important to keep your eye on the destination.(Simon Sinek be very clear on your ultimate goal walk in a straight line to that corner - put a chair in the way, walk around; walk anywhere in a straight line - put a chair in the way, stop walking or turn around and walk in another direction.)See video link for Simon Sineks demonstration on goals: https://www.youtube.com/watch?v=HoTC6NJdQWE 30

GoalMeeting a clearly set goal takes teamwork.31

TeamworkWe get to the goal together.

It takes teamwork to accomplish these things. Its important to take care of staff. your biggest resource. You are not alone in this uphill journey. Your partners at TEA, TCDSS, and your regional ESC are here to help you and support your this journey.

32perseverance and passion for long-term goals

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit Grit29 September301 October234/567891011/12131415161718/19202122232425/2627282930311/2 November345678/9october2014MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSAT/SUNNote: You can print this template to use as a wall calendar. You can also copy the slide for any month to add to your own presentation.(Grit - perseverance and passion for long-term goals.)Field of study around individuals who have been deemed more successful and influential than their contemporary counterpartsThese folks typically possessed traits above and beyond that of normal ability. While ability was still critically important, these individuals also possessed zeal and persistence of motive and effort.Individuals high in grit are able to maintain their determination and motivation over long periods despite experiences with failure and adversity.

Applicable to students (growth mindset; empowering students), staff (students can learn), leaders (work takes grit; growth mindset in approaching IR status learn from it and grow).

33

MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYSAT/SUNNote: You can print this template to use as a wall calendar. You can also copy the slide for any month to add to your own presentation.School Transformation is possible.

Division of Program Monitoring and Interventionspmidivision@tea.state.tx.us(512) 463-5226

Heather Christieheather.christie@tea.state.tx.us