Welcome to the 2015 Texas Accountability Intervention ... 101/… · Welcome to the 2015 Texas...

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.