June 2015 Good morning and welcome! 1.Open 15-16 template and begin to review; and 2.Be sure you...

TAISJune 2015 Good morning and welcome!

1. Open 15-16 template and begin to review; and2. Be sure you have your 2015 accountability data

out, ready for easy access.

Welcome to the 2015 Texas Accountability Intervention System (TAIS)

Training: 1st year IR Campuses and IR Districts

AGENDA

• TAIS 101 Review

• Understanding the Accountability Indexes

• Improvement Plan Work Session

• Submission Requirements, ISAM and Resources

N O R M S Be open to learning &

problem solving

Take care of your needs

Ask questions

Honor schedule

Who do we have in the room today?

Monitor

Support

Campus Leadership Team

PSP, DCSI, Principal, and Other Campus Leaders

How Are Improvement Required Campuses Identified?

Missed • Index 1 or 2AND/OR• Index 3AND/OR• Index 4

Index 1Student Achievement

Index 2Student Progress

Index 3Closing Achievement Gaps

Index 4Post-Secondary

Readiness

1st year IR indicates that your campus was Met Standard in the previous ratings (2014) and is currently rated

Improvement Required

Texas Accountability Intervention System (TAIS)

Data Analysis

Needs Assessme

nt

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 Improveme

ntPlan withProgress Reports

CSF Data Sources

CSFs Organized by Data Sources

• Screenshot of Data sources by CSF

DATA DISCOVERIE

S• What do you know at this point?

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Problem Statement

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

Criteria Y/NSubstantiated 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…

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

Bottom Line• WHY?

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Root Cause

5 Whys

10,5,52 Circles

2015-2016 Template

Data Analysis Needs Assessment

Improvement Plan

Implement & Monitor

● Are you on the RIGHT path?

The Road Ahead

Annual GoalProblem Statement

ELLs have a 50% pass

rate in reading

ELL student group will have 60%

pass rate on 2016 STAAR

reading

Root Cause

Strategy

Does the annual goal resolve the problem

statement?YES

S.M.A.R.T.S

peci

fic

Mea

sura

ble

Atta

inab

le

Res

ults

-B

ased

Tim

e-B

ound

ANNUAL GOAL

PROBLEM STATEMENT

Does your Annual Goals have the

SMART elements? Self Check Gallery Walk

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor

● Set annual goals● Identify a strategy● Set quarterly goals● Determine

interventions

Checkpoints along the way

Annual GoalProblem StatementELLs have a

50% pass rate in reading

ELL student group will have 60% pass rate

on 2016 STAAR reading

Root Cause

Strategy

Lack of teacher understanding

for the instructional strategies

needed to meet linguistic needs

of ELLs

Implement sheltered instruction

campus-wide

Strategy

HOW to get from this… to this… to THIS!

IS broad and over-arching

StrategyStructures

Systems Models

Processes

IS NOT narrow and specific

TRAI

NIN

G

Annual GoalProblem Statement

Root Cause

Strategy

Lack of teacher understanding

for the instructional strategies

needed to meet linguistic needs

of ELLs

Implement sheltered instruction

campus-wide

Does the strategy directly address the root cause?

YES

Annual Goal:

Strategy:

Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness

Problem Statement 1:

Index Number:

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Root Cause 1:

0

<enter text>

<enter text>

CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

How will addressing this root cause impact the index/indicator/CSF?

<enter text>

Interventions by Quarter

Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)

<enter text>

?

?

?

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions


A Quarterly Goal

IS a target for the implementation of the strategy IS NOT breakdown of annual goal

Quarter 2 Goal= 10%

Quarter 3 Goal= 10%

Quarter 4 Goal= 10%

Annual Goal =Increase Scores by 10%

Q 1 Goal= 2.5%

Q 2 Goal=2.5%

Q 3 Goal= 2.5%

Q 4 Goal= 2.5%

A Quarterly Goal

IS a focus on stakeholder behaviors IS NOT equal to annual goal

Problem Statement 1: 0

Problem Statement 1: 0

Q4 Goal:

Q4 (April, May, June)

?

Problem Statement

Annual Goal

Increase performance of students served through special education by 8%

Increase performance of students served through special education by 8%

A Quarterly Goal

IS focused on results IS NOT focused on process

A Quarterly Goal IS

Sense of urgency

SMART

Point for celebration

Specific

S

Strategy- Host a Dinner for a Group of Friends

Q1

Q2 Q4

Q3

A Quarterly Goal Is Focused on Results

•By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple

language domains.

• By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans.

• 100% of teachers received training in sheltered instruction.

Results-focused

with student impact

Results-focused

Process-focused

Key Points to RememberFourth Quarter

The fourth quarter has both implementation and evaluative components.

•Fourth quarter goals could have either animplementation focus (PBIS example) or an evaluative focus (sheltered instruction example).

•Regardless of the focus of the goal, you may have implementation intervention activities and evaluative implementation activities.

Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

Q1 InterventionsDistricts and 1st Year IR campuses are required to provide, at a

minimum, the interventions accomplished for quarter 1 (Q1).Q2 Interventions Q3 Interventions Q4 Interventions



By end of 1st 9 weeks, 100% of teachers are including appropriate language objectives in lesson plans to provide students with opportunity to work in multiple language domains.

By end of 1st semester, students are working in at least two language domains in 80% of classes.

By the end of March, 80% of teachers are incorporating vocabulary strategies into their lessons to improve students' academic vocabulary.

By mid-June, campus leadership will review multiple data source to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning.

? ? ? ?

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions


Potential Challenges in Interventions and Data Sources

Use data components to measure implementation of interventions;

Be aware of interventions vs. strategies.

Align interventions in order to accomplish quarterly goal;

Remember to:

Align data sources to the interventions; and

Stakeholder actions Interventions

Data Sources

• Must connect to your interventions

Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

What data will be collected to monitor interventions in Q1?

Results from common assessment, team data analysis notes.

Student intervention group assignments and intervention class lesson plans

Sign sheets and end-of-training feedback including "What questions are still rolling around?" to help guide feedback and support for teachers

PLC agenda, training materials Lesson plans and lesson plan feedback

Implementation data from walk-throughs Implementation data from walkthroughs, feedback forms, coaching conference schedule/notes, PLC agendas

Inter-rater feedback from BE/ESL department and implementation data from walk-throughs

Assessment data disaggregated by ELL student group, grade, and subject

What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?

Walkthrough form

Q1 InterventionsDistricts and 1st Year IR campuses are required to provide, at a

minimum, the interventions accomplished for quarter 1 (Q1).Q2 Interventions Q3 Interventions Q4 Interventions



ICs and admin conduct walkthroughs to determine implementation and effectiveness of vocabulary strategies. Feedback is provided to teachers through walk-through forms, coaching conf., and PLCs

CLT will review new assessment data to deterine impact of sheltered instruction strategies on ELL performance

Follow-up walk throughs to determine the implementtion of multiple language domains during instruction

Department common assessments include authentic academic vocabulary component and results are discussed in PLC

Design intervention groups for ELLs based on results of vocabulary assessment component

Design walkthrough protocol

Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability

Provide refresher training on vocabulary strategies Campus leadership team will review TELPAS data to determine student growth in composite language proficiency

Provide feedback to teachers

Staff survey and results

Lesson plans, PLC agendas, admin team agendas, coaching conversations, and IC reports

By end of 1st 9 weeks, 100% of teachers are including appropriate language objectives in lesson plans to provide students with opportunity to work in multiple language domains.

By end of 1st semester, students are working in at least two language domains in 80% of classes.

By the end of March, 80% of teachers are incorporating vocabulary strategies into their lessons to improve students' academic vocabulary.

By mid-June, campus leadership will review multiple data source to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning.

BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans

IC provide follow-up support to teachers through model lessons

Teachers plan and implement vocabulary strategies in lessons

Create and administer staff survey regarding implementation of sheltered instruction to determine staff successes and needs

Teachers work on language objectives during planning in PLCs and include in lesson plans and lesson plans reviewed and feedback given individually and through PLCs

Coaching conference schedule Sign sheets and end-of-training feedback including "What questions are still rolling around?" to help guide feedback and support for teachers

TELPAS composite scores

? ? ? ?

Key Points to RememberInterventions

•No magic in 4 interventions•Multiple behaviors could be combined to develop one intervention•One behavior could result in multiple interventions•Sometimes additional details will need to be added to a behavior in order to develop an intervention•Multiple data sources could be used to measure the impact of an intervention

Start your Engine

● Review data by quarter● Determine level of

impact● Ensure quarterly

reporting● Adjustments to the plan

ensure success

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor

Potential Challenges in Implementation and Monitoring

Plans are living and working documents.

Remember that:

Plans are not written in stone.


Remember,

Plans must be monitored


than to continue in the wrong direction.

AND that:

It is best to adjust,

Quarterly Check-In Expectations

•Set inter-quarter dates to discuss progress

•Don’t wait until mid-year submission to reflect and make adjustments

Presenter Talking Points:

Q3Q2Q1 Q4

Initi

al S

ub

mis

sio

n (

No

v 1

0)

Mid

-Ye

ar

(Fe

b 1

0)

TE

A D

ete

rmin

ed

En

d-o

f-Y

ea

r (J

un

e 1

0)

Routine Maintenance

● Adjustments to the plan ensure success

● Green light – move forward with plan

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor

Monitor

Support

Helpful Resources• Know and use your Support Specialist• Stay tuned to the TCDSS website:

http://www.tcdss.net/• Access the Guidance Documents and Planning

Resources• Work with your PSP• Region 3 ESC Resources – Turnaround Contacts

R3 Turnaround Team

Gayle Parenica [email protected]

Lisa Hernandez [email protected]

Cindy Marshall [email protected]

Cheryl Shamburger [email protected]

Kenda Matson [email protected]

Brenda O’Bannion [email protected]

Charlotte Baker [email protected]

PMI Homepage

http://tea.texas.gov/pmi/accountabilitymonitoring/

http://tea.texas.gov/pmi/accountabilitymonitoring/

www.tcdss.net TCDSS Homepage

http://www.tcdss.net/

Where are Support Specialists Located in ISAM?

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June 2015 Good morning and welcome! 1.Open 15-16 template and begin to review; and 2.Be sure you...

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