Closing The Gaps Focus School Networking Session #2

June 19, 2014Education Service Center, Region 2

Welcom

e!Handouts for Today: http://www.nclb.esc2.net/ESC2NCLBTitleITrainings.htm

Suzy Hartmansuzy.hartman@esc2.us(361)561-8504

Tom Jaggard tom.jaggard@esc2.us361/561-8515

Today’s AgendaI. Introduction and Objectives

II. Required Interventions

III. TAIS Process review

IV. Identifying instructional interventions

V. Tools, Resources, and Support

Norms

-Fully participate and ask

questions

-Limit side conversations

-Honor the schedule

-Take care of your needs

-Silence electronics

-Be open to learning,

networking and problem

solving

• Gain further clarity on the – Interventions of a Focus School– TAIS Process– CSF and Turnaround Principles

• Review the process for identifying and implementing a strong instructional intervention focused on closing achievement gaps

• Review and share one instructional intervention specifically targeted to address closing existing achievement gaps.

• Collaborate with teams and other Focus Schools

Today’s Objectives

Focus Schools Information

• Focus list will remain the same for three years

o 2013-14, 2014-15, 2015-16

• Focus list will not be updated annually

Focus Schools Funding- 1003(a) grant

• Unspent 2013-14 funding will roll forwardoRoll-forward will show up in December 2014

on 2014-15 application

Focus Schools Funding- 1003(a) grant

• Focus schools will receive a new allocation of 1003(a) grant funding for school year 2014-15 o Pre-Award for school year 2014-15 will be

allowed beginning September 1, 2014 (Travel and registration only)

o No limitation on 6100-Salarieso Continued 75% limitation on 6300-Supplies

and Materials only

Focus Schools Funding- 1003(a) grant

• 1003(a) Compliance Report for school year 2013-14oReleased mid-AugustoDue mid-October

Suggested Goal % draw downJune 15 30%July 15 50%August 15 70%September 15 90%

Dollar amount$3,000$5,000$7,000$9,000

Suggested draw down goals

1003(a) amendment deadline—June 16, 2014

Focus Schools• Allocation comprised of both ‘12-’13 and

’13-’14• Must spend $10,000 (‘12-’13) by September

30, 2014• Unused $10,000 will roll into the ‘14-’15

application

Address at least 1 INSTRUCTIONAL INTERVENTION

in 2013-2014 SY to target deficiencies and close

achievement gap

Review ESEA Turnaround Principles

& Critical Success Factors

Designate a district contact and

Engage in TAIS

Include reasons for identification and

intervention in CAMPUS

IMPROVEMENT PLAN

Work collaboratively with local Education Service Center (ESC)

for support and guidance

Focus School Interventions

CSFs & Turnaround Principles

Critical Success Factors Turnaround PrinciplesImprove Academic Performance

Increase Use of Quality Data to Drive Instruction

Increase Leadership Effectiveness

Increase Learning Time

Increase Family and Community Engagement

Improve School Climate

Increase Teacher Quality

Strengthen the School’s Instructional Program

Use of Data to Inform Instruction

Provide Strong Leadership

Redesigned School Calendar

Ongoing Family and Community Engagement

Improve School Environment

Ensure Effective Teachers

TAIS Continuous Improvement Process

Step 1: Assessing Readiness for Planning Step 2: Establishing Priorities Aligned to Core Values Step 3: Backwards Planning and Setting Annual Goals Step 4: Dissecting Annual Goals to Determine Strategies ad Interventions Step 5: Evaluating and Making Adjustments to the Plan

Texas Accountability Intervention System (TAIS) Improvement Planning

Step 1: Assessing Readiness for Planning

• Has the campus studied trends in the data using multiple sources?

• Has the campus clearly defined the problem? • Has the campus conducted a root cause analysis that

establishes causal and/or contributory relationships between the problem and the identified need or focus area?

• Has the campus prioritized needs based on the results of the root cause analysis?

Step 2: Establishing Priorities Aligned to Core Values

Questions to consider when establishing priorities: • What outcomes do we want for all students? • What root causes and needs were identified by the needs

assessment process? • What was the process for establishing prioritized needs? • How are the prioritized needs identified for the

improvement plan aligned to desired outcomes for students?

• Which, if any, low performing student groups not represented in the prioritized needs?

• Are we selecting a need out of habit or based on current data?

• How do the identified priorities represent the LEA/campus core values?

Step 3: Backwards Planning and Setting Annual Goals

Annual goals should be specific, measurable, attainable, relevant and time-bound (SMART).

• Specific: Goals need to be clear and focused. This is what ensures the improvement plan will be targeted.

• Measurable: Goals should be measurable so that you have tangible evidence that you have accomplished the goal. Also, track goals using data in order to gauge improvement or to identify potential problems.

• Attainable: It is important to have high expectations, but goals should be attainable for LEA/campus-specific situations and involve the ability for immediate action. Goals that have immediate positive impact will also help with stakeholder buy-in.

• Relevant: Goals need to connect to the core values and desired outcomes.

• Time-bound: Goals should have clear checkpoints and an endpoint. Annual goals can be broken down into short term goals for monitoring purposes.

Backwards planning using annual goals can keep the work aligned to campus core values, targeted, and prevent random activities and strategies from becoming part of the plan. Knowing the end result keeps the work focused on that outcome. Developing a plan aligned to annual goals ensures proactivity rather than reactivity interventions.

Step 4: Dissecting Annual Goals to Determine Strategies and Interventions

When determining the most effective strategies: • Review the data analysis findings and trends. • Analyze student groups in order to determine the

impact of the proposed strategy on all students. • Consider current successful interventions. • Evaluate resources in order to determine the

efficacy or ability to implement proposed strategies.

• Determine if the strategy can be implemented with fidelity and in a timely fashion.

Step 4: Dissecting Annual Goals to Determine Strategies and Interventions

Once annual goals have been written and strategies to accomplish these goals have been determined:

1. Develop short term goals and interventions to ensure that the plan is on track to meet the desired outcomes for the year. These interventions are the specific actions and daily activities to implement your strategy.

2. Establish short term goals to help evaluate the success of interventions and their evidence of impact. This enables mid-course corrections to be made in order to achieve an annual goal.

3. Remember that annual goals always link back to the original problem or gap revealed in the data during the data analysis and needs assessment work.

Step 5: Evaluating and Making Adjustments to the Plan

Questions to consider when EVALUATING the plan: • Is the plan easy and understandable for all

stakeholders? • Is the plan realistic yet infused with a sense of urgency

for improvement? • Is the plan focused on core values and student

success? • Is the plan “in writing” and easy to reference on a

regular basis? • Is the plan focused on actions to address areas of low

performance? • Is the plan flexible and does it allow for mid-course

corrections? • Is the plan based in annual goals and short term goals?

Step 5: Evaluating and Making Adjustments to the Plan

Questions to consider for ADJUSTMENTS to the plan: • What is the set schedule for regular review of the improvement

plan? • How does the intervention team assess whether the

improvement plan is continuing to impact student success once implemented?

• If change to the improvement plan is needed, what is the process for developing mid-course corrections?

• Do all of our goals, strategies, and interventions have data sources that the intervention team can review in order to determine the effectiveness of interventions or need for adjustments?

• Before adjustments are made, has full implementation occurred? Does the LEA/campus have enough data to determine whether it is the intervention or implementation that is not effective?

• Who is involved in the decisions to make adjustments to the plan?

Partner Pair-Up Share your largest gap as identified in the 2013

system safeguards accountability report.– Discuss your planned intervention to close that gap.– Items for further discussion:

• Were any similar interventions tried in the past school year? What were the effects/results?

• Did that subject and subgroup percentage meeting standard increase according to your preliminary 2014 results?

Be ready to share out with the whole group.

Reminders:Focus Schools Networking session on

Aug. 12, 2014Requested on-site Campus visit or meeting

now through Aug. 31, 2014Amendment deadline June 16, 2014– Amount labeled 2013 carryover must be

spent by September 30, 20142014-2015- Implement the plan

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Suzy Hartmansuzy.hartman@esc2.us361-561-8504 (office)361-742-9638 (cell)

Stephanie SmithStephanie.smith@esc2.us(361)561-8567