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Texas Accountability Intervention Texas Accountability Intervention SystemRegion One ESC
Office of School Improvement, Accountability, and Compliance
September 26, 2012
©2012 Region One ESC Division of Instructional Support 1
ObjectiveObjective
To assist the LEA’s to properly engage in the To assist the LEA s to properly engage in the intervention process, keeping in mind that this process is now used for PBM integrated interventions as well as district-level state and federal interventions and the tools are for all three purposesthree purposes.
2©2012 Region One ESC Division of Instructional Support
State (AEIS) Federal (AYP) PBMAS (PBM)1. Student performance on the TAKS 3-
11 for all subjects measured against student:
Passing Standards all subjets3-11 grade levelsAll Assessment types
1. AYP Indicators include:Reading/ELA-87%Math-83%Graduation Rate 75% (4 yr), 80% (5 yr)Att d 90%
Evaluates the overall effectiveness of performance and program effectiveness of school districts and charters.
yp
2. Student Groups Evaluated• All Students• African American• Hispanic• White• Economically Disadvantaged
Attendance-90%
2. Student Groups Evaluated• All Students• African American• Hispanic• White
1. Bilingual Education and English as a Second Language (BE/ESL)
2. Career and Technical y g
3. ELL Progress Measure to receive Recognized or Exemplary
4. Annual drop out rates
• Economically Disadvantaged• Special Education• Limited English Proficient
3. District and Campus Ratings are meets AYP or missed AYP.
2. Career and Technical Education (CTE)
3. No Child Left Behind (NCLB/Title I)
5. Completion Rate
6. District and Campus Ratings are acceptable or unacceptable, recognized, and exemplary.
4. Participation Rate is 95% for student groups enrolled on test date.
5. Assessments include STAAR/TELPAS
4. Special Education (SPED)
7. Exceptions provisions5. Assessments include STAAR/TELPAS
Reading assessments for grades 3-8 and TAKS/TELPAS Reading assessments for grade 10. 3
2012-2013 District Methodology
STATE AYP PBMI
AU- 1 MISSED AYP NOT STAGED STAGE 1
AU- 2 STAGE 1 STAGE 2
STAGE 2 STAGE 3
STAGE 3 STAGE 4
4©2012 Region One ESC Division of Instructional Support
Interventions Background and HistoryInterventions Background and History
Analysis and Intervention Systems
PBMAS / PBMI Interventions (BE/ESL, CTE NCLB Special Education)CTE, NCLB, Special Education)
AYP / Title I School Improvement AYP / Title I School Improvement Program (SIP)
State Accountability / Accountability interventions
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AYPAYP
AEISPBMI
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AYPAYP
AEISPBMI
©2012 Region One ESC Division of Instructional Support 7
AYPAYPPBMI
AEIS
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TAISTAIS
AYPAYPAEISPBMI
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LEP
Migrant Special ED
CTECTE
10©2012 Region One ESC Division of Instructional Support
Texas Accountability Intervention S stem PartnersSystem - Partners
TEA Division of Program Monitoring and InterventionsTEA Division of School Improvement and pSupportTexas Center for District and School e as Ce te o st ct a d Sc ool SupportRegional Education Service CentersRegional Education Service CentersDistricts/Charter Schools
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Texas Accountability Intervention S stem (TAIS) born 2012System – (TAIS) born 2012
One Intervention System, with customization to accommodate accountability systems’ to accommodate accountability systems requirementsProcess not template drivenpTools to facilitate the process are available for single program and integrated interventionsT id dTwo guidance documents
PBMI single program and integrated interventions, and interventions, and State and/or federal accountability
• But same process and tools
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Texas Accountability Intervention S stem System
One flow chart that applies to all programsOne public meeting Guidance D tDocumentImprovement Plan Workbook (district)
d t l idata analysisneeds assessmenti t limprovement plancorrective action plan (CAP)
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Texas Accountability Intervention S stem System
O CAP ll llOne CAP – all programs, allinterventions for PBM, AU, AYPP R t (N b Progress Report (November, January, March, June)St dent Le el Re ie (SLR) Student Level Review (SLR) (PBM only)Oth i t b d Other requirements, based on systems identified for intervention
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Texas Accountability Intervention S stem 2012 System 2012
PBM single program interventions – few changesPBM single program interventions – few changesPBM integrated interventions +AU district interventions +AU district interventions +SIP district interventions +Customized interventions because different Customized interventions, because different situations require different approachesBut one intervention system following one But, one intervention system following one process if staged in multiple accountability systemsy
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Single Program Inter ention ProcessSingle Program Intervention ProcessPBMAS only:
Focus Data Analysis (FDA)System Analysis (SA)S d l SStudent Level Review (SLR)Compliance Review (CR)P E l ti Program Evaluation Improvement Plan (IP)C ti A ti Pl (CAP)Corrective Action Plan (CAP)
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Systemic District Improvement AlignmentAlignment
Handout #117©2012 Region One ESC Division of Instructional Support
T D H d I k if I t d?To Do: How do I know if I am staged?
ISAM
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C t Aff i ith ISAMCurrent Affairs with ISAM
Data structures and the user interface to facilitate the following:
Transparency
Communication
Tracking
Letter Generation
Reporting
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To Do: Applying for TEALTo Do: Applying for TEALhttp://www.tea.state.tx.us/index4.aspx?id=3847Powerpoint available
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District Name
©2012 Region One ESC Division of Instructional Support 21
2012 20132012-2013
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Improvement Planning ProcessA process through which instances of performance concern and/or noncompliance are addressed through the
Improvement Planning Process
and/or noncompliance are addressed through the identification of desired results, evidence of change, activities, resources, and interim and final review timelines that drive positive program changethat drive positive program change.
Emphasis is on a improvement process which promotes improved student performance and program effectiveness p p p gover time.
Improvement planning occurs in a team environment, with required and recommended participants indentified
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Texas Accountability Intervention S stemSystem
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Intervention TypesIntervention TypesIntervention Types – Guides Activities
B li i d t i Baseline year-no assigned stage previous year.Standard Intervention Activities
Continuing Implementation-year after Baseline Yr.g p yData analysis, evaluations needs assessments, improvement plan
Year After On-site – required to initiate or Year After On-site – required to initiate or continue implementation of report requirements.Not assigned – Year After on-site (Same as above)Escalation – may receive on-site visit or monitor
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Inter ention Process DeterminationIntervention Process Determination
Single Program Intervention, or
I t t d I t tiIntegrated InterventionIf the district is staged in 2 or more programs, orIf the district is staged in any combination of If the district is staged in any combination of program(s) and school improvement (AU or AYP)
(Guidance from the Texas Accountability Intervention S t Di t i t L l I t ti P g 11)System, Districts Level Intervention Process, page 11)
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Single Program Interventions
Handout #2
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Systemic Process ToolsSystemic Process ToolsProgram Specific ToolsCore Analysis Team ParticipantsIntegrated Student Level ReviewT Di t i t A t bilit I t ti Texas District Accountability Interventions Workbook Data AnalysisNeeds AssessmentNeeds AssessmentImprovement PlanCorrective Action Plan (if applicable)Corrective Action Plan (if applicable)Progress Report Workbook
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How do I get my templates?
©2012 Region One ESC Division of Instructional Support 30
Templates
31©2012 Region One ESC Division of Instructional Support
Current AffairsCurrent Affairs…(What’s old but still needs doing)
Downloading TemplatesVia the “Templates” pageOne template at a timeAll together as a ZIP fileAll together as a ZIP file
©2012 Region One ESC Division of Instructional Support 32
Templates
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SubmissionsSubmissionsSubmission Window (begins when staging is
l d i ISAM d d 12/07/2012)released in ISAM and ends on 12/07/2012).LEAS staged in two or more program areas no higher than stage 1 will conduct integrated higher than stage 1 will conduct integrated interventions and submit only upon request.
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Texas Accountability Intervention S stemSystem
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Establishing a Core Analysis Team
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Who will be a part of the Core Anal sis Team?
The integrated process allows an LEA to determine who will be on the core analysis team in relation to programmatic issues
Analysis Team?
on the core analysis team in relation to programmatic issues leading to higher risk levels on indicators.It is important to consider the size of your LEA, risk levels on indicators, data analysis, and program areas.indicators, data analysis, and program areas.Each LEA will need to remember that their Core Analysis Team might look different from others.It is acceptable to have subgroups that report to the Core It is acceptable to have subgroups that report to the Core Analysis team in larger LEAs.Consider program areas, campuses and feeder patterns when selecting participantsselecting participants.Suggested Core Analysis Team participants are:
©2012 Region One ESC Division of Instructional Support 37
District Coordinator of School Improvement – formerly Internal CIT.LEA Central Office Administrator(s)BE/ESL Special Education CTE and/or Federal Programs Administrators/ BE/ESL, Special Education, CTE, and/or Federal Programs Administrators/ DirectorsCampus Administrator(s)Guidance Counselor(s)General Education Teacher(s)General Education Teacher(s)BE/ESL, Special Education, CTE Teachers and/or NCLB Program TeachersParents of Students Impacted by Indicator RisksLPAC MembersStudents representing the program areas under review, if applicableDAEP Representative(s), if applicableRepresentative(s) of any private and/or private non-profit schools participating in the program area to be reviewed Community Stakeholder(s)Curriculum Specialist(s)PEIMS staff member(s)Representative(s) of LEA alternative education programs or campusesRepresentative(s) of LEA alternative education programs or campusesRelated Service Provider(s)Speech Therapist(s)Evaluation PersonnelRepresentative(s) of campuses within the feeder patternsAdministrator(s) of residential facility, if staged in RF monitoring
38
Core Analysis TeamThe Core Analysis Team is responsible for conducting all activities in the intervention process
Core Analysis Team
conducting all activities in the intervention process. All required participants of the core analysis team must be involved during the process, but tasks, g p , ,responsibilities, or type of involvement may vary among team members. Individuals selected should not serve dual roles, and it is recommended that all instructional levels in the LEA be represented (i e elementary middle the LEA be represented (i.e., elementary, middle, and/or high school levels).
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Core Analysis TeamCore Analysis TeamOriginal team members will remain in place as your LEA’s improvement process proceedsas your LEA s improvement process proceeds.Additional team members may be needed as appropriate to complete a particular activity. appropriate to complete a particular activity. Identify on the Core Analysis Team Participant Template which will be
b d hsubmitted to the TEA.Meet regularly and update their progress.R b thi i i Remember, this is an ongoing process.
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Role & Function of Core Analysis TeamTeam
Select, Collect and Organize Data
Analyze and Identify the Problem(s)
Develop the Integrated Plan
Di i t d T iDisseminate and Train
Implement and Monitor the PlanImplement and Monitor the Plan
Evaluate and Adjust
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Activity: Core Analysis Team SelectionSelection
Look over the data provided or your individual district’s dataDetermine the areas of concernIdentify members for the Core Analysis TeamIdentify the process for securing the team’s Identify the process for securing the team s involvement and commitment
Notifications Times to meetTimes to meetSubstitutesEtc.Complete the Action PlanComplete the Action Plansection
15 minutes
©2012 Region One ESC Division of Instructional Support
Handout #4 and #542
Texas Accountability Intervention S stemSystem
©2012 Region One ESC Division of Instructional Support 43
A l AAnalyzeData
AssessNeeds
Plan forImprovement
MonitorProgress ImprovementProgress
Analyzing Data©2012 Region One ESC Division of Instructional Support 44
Data AnalysisData AnalysisCollecting, organizing, reviewing, g, g g, g,considering, and analyzing dataReflective questioningReflective questioningIdentifying and documenting findingsP i iti i g fi di g d d i g Prioritizing findings and drawing conclusions/root causesInforming improvement plan development
AnalyzeyData
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Data AnalysisData AnalysisNecessary resources
All the right people at the tableAdequate time and organization to ensure focus on and completion of the work Strategies to accomplish the various tasks ( l )(analyses)
Determination, consideration, winnowing, and prioritization of findingsprioritization of findingsDetermination of where findings should be addressed
AnalyzeyData
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Data AnalysisData AnalysisData analysis content expectationsIdentification of causal factors for
low student performance on state passessmentslow completion/graduation, high low co plet o g aduat o , g dropout ratesprogram specific issuesprogram specific issues
AnalyzeyData
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Crucial Conversations Are at the Root of all Persistent Are at the Root of all Persistent
Problems
“The measure of success is not whether or not you have a tough problem to deal with but you have a tough problem to deal with, but whether it’s the same problem you had last year.”
John Foster Dulles
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Non Negotiable:Non Negotiable:Student Level Review (SLR)
AnalyzeyData
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What does the SLR do?It is used to conduct the Focused Data Analysis (FDA) i th i t g t d i t ti
What does the SLR do?
(FDA) in the integrated intervention process.It supports a improvement process focused on student resultsstudent results.It analyzes factors contributing to higher levels of program concern.p gIt compiles information necessary to address identified issues in the Improvement Plan (IP).It identifies trends and patterns of service in areas of need.
AnalyzeyData
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How do I choose the sample?LEAs will complete the SLR for indicators with a performance level of 2 or 3 and AR
How do I choose the sample?
performance level of 2 or 3 and AR.Any district with low performance on indicators related to any statewide assessment performance must use the selection criteria chart to identify the students who contributed to the low performance in the indicatorsto t e low pe o a ce t e d cato sConsider all students and prioritize by memberships across programs
l fl d dSample must reflect district size and composition
AnalyzeyData
©2012 Region One ESC Division of Instructional Support
Handout #6
51
What data systems are available to the district to cond ct anal sis?
TAKS Area Grade Level Test Passing Scale Score Intervention TAKS Area Grade Level Test Passing Scale Score InterventionReading 3 22/36 61% 483 (24/36)‐502 Reading 3 13/30 43% 2100 (15/30)‐2132
Selection Criteria for TAKS Selection Criteria for TAKS-M
the district to conduct analysis?
Reading 3 22/36 61% 483 (24/36) 502 Reading 3 13/30 43% 2100 (15/30) 2132Mathematics 3 26/40 65% 500 (28/40)‐515 Mathematics 3 15/30 50% 2100 (17/30)‐2124Reading 4 27/40 68% 554 (29/40)‐570 Reading 4 16/32 50% 2100 (18/32)‐2129Mathematics 4 27/42 64% 554 (29/42)‐567 Mathematics 4 15/34 44% 2100 (17/34)‐2137Writing 4 17/32 53% 2100 (19/32)‐2133 Writing 4 13/33 39% 2100 (15/33)‐2118Reading 5 30/42 71% 620 (32/42)‐632 Reading 5 15/34 44% 2100 (17/34)‐2125Mathematics 5 28/44 64% 603 (30/44)‐614 Mathematics 5 18/35 51% 2100 (20/35)‐2129Science 5 30/40 75% 2100 (32/40)‐2157 Science 5 25/32 78% 2100 (27/32)‐2169Reading 6 30/42 71% 644 (32/42)‐663 Reading 6 16/34 47% 2100 (18/34)‐2129Mathematics 6 28/46 61% 637 (30/46)‐648 Mathematics 6 19/37 51% 2100 (21/37)‐2148Reading 7 31/48 65% 670 (33/48)‐683 Reading 7 17/38 45% 2100 (19/38)‐2116Mathematics 7 27/48 56% 670 (24/48)‐683 Mathematics 7 17/38 45% 2100 (19/38)‐2134Writing 7 22/44 50% 2100 (24/44)‐2117 Writing 7 21/44 48% 2100 (23/44)‐2120Reading 8 35/48 73% 700 (37/48)‐717 Reading 8 20/38 53% 2100 (22/38)‐2123Mathematics 8 29/50 58% 700 (31/50)‐709 Mathematics 8 19/40 48% 2100 (21/40)‐2128S i 8 33/50 66% 2100 (35/50) 2137 S i 8 23/40 58% 2100 (25/40) 2121Science 8 33/50 66% 2100 (35/50)‐2137 Science 8 23/40 58% 2100 (25/40)‐2121Social Studies 8 21/48 44% 2100 (23/48)‐2121 Social Studies 8 22/38 58% 2100 (24/38)‐2132Reading 9 27/42 64% 2100 (29/42)‐2123 Reading 9 19/30 63% 2100 (21/30)‐2127Mathematics 9 28/52 54% 2100 (30/52)‐2119 Mathematics 9 21/42 50% 2100 (23/42)‐2148ELA 10 43/73 59% 2100 (45/73)‐2115 ELA 10 23/45 51% 2100 (25/45)‐2120Mathematics 10 32/56 57% 2100 (34/56)‐2114 Mathematics 10 20/45 44% 2100 (22/45)‐2127Science 10 33/55 60% 2100 (35/55)‐2118 Science 10 26/44 59% 2100 (28/44)‐2145Social Studies 10 25/50 50% 2100 (27/50)‐2120 Social Studies 10 21/40 53% 2100 (23/40)‐2128Social Studies 10 25/50 50% 2100 (27/50) 2120 Social Studies 10 21/40 53% 2100 (23/40) 2128ELA Exit Level 39/73 53% 2072 (Sem 1) (39/73)‐2072 ELA Exit Level 26/45 58% 2100 (Sem 1) (28/45)‐2122
36/73 49% 2045 (Sem 2) (36/73)‐2045Mathematics Exit Level 27/60 45% 2058 (Sem 1) (27/60)‐2058 Mathematics Exit Level 23/48 48% 2100 (Sem 1) (25/48)‐2131
23/60 38% 2015 (Sem 2) (23/60)‐2015Social Studies Exit Level 20/55 36% 2067 (Sem 1) (20/55)‐2067 Social Studies Exit Level 24/44 55% 2100 (Sem 1) (26/44)‐2130
17/55 31% 2033 (Sem 2) (17/55)‐2033Science Exit Level 26/55 47% 2068 (Sem 1) (26/55)‐2068 Science Exit Level 25/44 57% 2100 (Sem 1) (27/44)‐2134
23/55 41% 2035 (Sem 2) (23/55)‐2035
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How do I complete the SLR?Statewide Assessment Performance:
How do I complete the SLR?
LEAs must complete the SLR for the program area(s), participation area(s), and/or statewide assessment subject area(s) that received an assessment subject area(s) that received an performance level of 2 or 3. Consideration is all students who contributed to the low performance All assessment worksheets, including Student
b l d ll l dParticipation, must be completed on all selected students.
AnalyzeyData
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Completion: LEAs receiving a performance level of 2 or 3 on any PBMAS indicator related to graduation rate, dropout rate and or RHSP/DAP diploma rate for dropout rate, and or RHSP/DAP diploma rate for any program area must complete this worksheet for all selected students.
AnalyzeyData
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Special Ed cation SLR orksheetsSpecial Education SLR worksheets
InterventionsSE DisciplineSE LRESE LREState Assessment Paticipation
Assessment ELA/RAssessment ELA/RAssessment MathAssessment WritinggAssessment ScienceAssessment Social Studies
©2012 Region One ESC Division of Instructional Support 55
SLR Step By Step InstructionsEnter each student selected for the sampling into the worksheet.
SLR Step By Step Instructions
Complete the worksheets associated with any indicator receiving a 2 or 3 performance level. After the data has been entered on the first worksheet, “S l t d St d t ” th i f ti ill l t “Selected Students”, the information will repopulate on all other worksheets. (gray portions)Sort the data collected in the SLR by various criteria, and identify trends and patterns related to student identify trends and patterns related to student performance.Then, evaluate effectiveness of services provided and the impact of interventions for individual students. pThe information on all, but the first worksheet, maybe sorted to assist the LEA in identifying patterns.
AnalyzeyData
©2012 Region One ESC Division of Instructional Support 56
Texas District Accountability Inter ention WorkbookIntervention WorkbookData Analysis Worksheet (non-negotiable)
Determining causal factors, patterns and trends contributing to low performance, program d fi i i d d t litdeficiencies and poor data quality
Low PerformanceCompletion/ Drop OutCompletion/ Drop OutSpecial Education
AnalyzeHandout #7 yData
©2012 Region One ESC Division of Instructional Support
Handout #7
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Low Performance ProbesLow Performance ProbesFeeder PatternAttendanceDisciplineSt d t D tStudent DataCurriculum and AssessmentI t ti l P gInstructional Program
AnalyzeyData
©2012 Region One ESC Division of Instructional Support 58
Completion/ Dropout ProbesCompletion/ Dropout ProbesCohort studentsEffectiveness of special services and programsProcess to monitor student progress prior to failurefailure
AnalyzeyData
©2012 Region One ESC Division of Instructional Support 59
TAIS Data Analysis WorkbookTAIS Data Analysis WorkbookSample
AnalyzeyData
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©2012 Region One ESC Division of Instructional Support Handout #7 61
Sample Probes for Data Anal sisAnalysis
AnalyzeHandout #8
©2012 Region One ESC Division of Instructional Support
yData
Handout #8
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Activity: Organize the work Activity: Organize the work Look at the Data Analysis providedNote the reflective nature of the questions for the sections.What questions do we want answered or What questions do we want answered or measured for each section? What levels of data will be required in order to What levels of data will be required in order to address the probes?Who is responsible for gathering the data?30 minutes
AnalyzeHandouts #7 and #8
yData
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So Where Are We?So Where Are We?
“When you start with an honest and diligent effort to When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident . . . You b l t l t k i f d d i i absolutely cannot make a series of good decisions
without first confronting the brutal facts.”- Jim Collins- Jim Collins
64©2012 Region One ESC Division of Instructional Support
A l AAnalyzeData
AssessNeeds
Plan forImprovement
MonitorProgress ImprovementProgress
Assessing Needs©2012 Region One ESC Division of Instructional Support 65
Needs AssessmentNeeds AssessmentInvolves evaluation (assessment) of existing
i t t d programs, services, systems, etc, and determination of needsMany LEAs annually evaluate programs Many LEAs annually evaluate programs, services, and systems – these should be in considerationconsiderationData analysis should provide insight into the priority areas in which needs should be priority areas in which needs should be assessed
AssessNeeds©2012 Region One ESC Division of Instructional Support 66
Assess NeedsAssess NeedsOf the Foundation School Program, which serves almost all students almost all the time serves almost all students almost all the time (curriculum and assessment, instruction, teacher quality, learning time)q y g )Of programs serving students with special needs
f h l f h hOf other critical success factors, which may include school culture and climate, administrative leadership quality data administrative leadership, quality data, student support services, and family/community support
AssessNeeds©2012 Region One ESC Division of Instructional Support 67
Assess Needs of Special ProgramsAssess Needs of Special ProgramsAssessment of
Systems of serviceProgram effectivenessgCompliance with rule and lawPublic perceptionPublic perception
AssessNeeds©2012 Region One ESC Division of Instructional Support 68
Identifying NeedsIdentifying NeedsWhat needs were identified that are considered major priorities and how do we best address them?major priorities and how do we best address them?What about needs of lesser priority?When needs are identified, consider,
What is the best way to devise a solution, implement it, and monitor it?
District-level plan?District level plan?Campus plan?Budgeting, etc?PLCs?Administratively?
Not all needs must be addressed in the district-Not all needs must be addressed in the districtlevel improvement plan Assess
Needs©2012 Region One ESC Division of Instructional Support 69
Pl i f A l A
Planning for I tAnalyze
Data
AssessNeeds
Improvement
Plan forImprovement
MonitorProgress ImprovementProgress
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Impro ement C ti Improvement Plan
Corrective Action Plan
Performance
Action Plan
PerformanceProgram
Findings of noncompliance
Effectivenessnoncompliance
Plan forImprovement
©2012 Region One ESC Division of Instructional Support
Improvement
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Improvement PlanA comprehensive integrated document that:
S i th d i i b d lt f ll
Improvement Plan
Summarizes the decisions based on results of all intervention activities and is data drivenA cohesive plan geared for improvement in student A cohesive plan geared for improvement in student performance and program effectiveness
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Improvement PlanpPulls together the core team’s findings into a commitment to actTargets specific areas for improvement may need to prioritize Determine what the outcome should beDetermine what the outcome should beIdentify what specific actions/strategies/initiatives will be takenDetermine who’s responsible for each action and strategy—get down to the person who has the most impactimpactDetermine timeline—when can this be accomplishedaccomplished
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Sections of the Impro ement PlanPerformance Area TargetedIndicator Description
Sections of the Improvement Plan
Indicator DescriptionMajor Systems TargetedComponentsComponentsStrategies, Initiatives, Activities Start DateProjected Completion DateResources required and persons responsibleEvidence of implementationEvidence of impact
©2012 Region One ESC Division of Instructional Support 74
Areas TargetedState
AAssessmentCompletion RateGraduation Rate
Drop OutDrop OutData Systems
SE
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Major SystemsCurriculum AssessmentCurriculum Assessment
InstructionStudent SupportCulture-Climate
Parents-CommunityRF
SE +Data SystemsData Systems
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ComponentsEach Major System has a list of components to a list of components to
select from
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Critical Success FactorsAcademic PerformanceAcademic Performance
Use of DataLeadership
Learning TimegFamily/ Community
School ClimateTeacher Quality
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This column This column contains the
activities of the Plan
These columns contain other requirements
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CAPCAPNoncompliance can be student specific or systemicsystemicDetermine steps/procedures/processes the LEA will take to correct any student specific y pnoncomplianceDetermine steps/procedures/processes the LEA will take to determine if problem is systemicwill take to determine if problem is systemicIf systemic, determine steps/procedures/ processes the LEA will take to make sure processes the LEA will take to make sure noncompliance does not occur with any other students
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Non Compliance ExamplesNon Compliance Examples1. Specifically, four-year plans had
not been developed for CTE students.students.
2. Specifically, LPACs were not held 2. Specifically, LPACs were not held at the end of the school year to discuss students’ progressdiscuss students progress.
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3 Specifically there was no parent 3. Specifically, there was no parent at the ARD committee meeting
d h d i and there was no documentation of attempts to obtain parent participation.
Parents will receive notice of
Special EducationDirector
ARDs.
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Corrective Action PlansCorrective Action Plans
B ifi i h t t ill b t k Be specific in what steps will be taken to correct the noncompliance. Think th t th hlthe process out thoroughly.
What person will actually be responsibility for carrying out the activity?
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What Makes an Effective I t Improvement
Plan and Plan and CAP?CAP?
©2012 Region One ESC Division of Instructional Support 84
Submissions
©2012 Region One ESC Division of Instructional Support 85
SubmissionsSubmissionsSingle Program Integrated Programs
All documentation for Stage Level required activities
Core Analysis TeamIntegrated Interventions WorkbookData AnalysisNeeds AssessmentImprovement PlanImprovement PlanCorrection Action PlanIndividual program templates as determined by TEA monitor
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Submissions
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88©2012 Region One ESC Division of Instructional Support
Submissions
89©2012 Region One ESC Division of Instructional Support
Assuring ProgressCamp s Staff Needs to KnoCampus Staff Needs to Know….
Why the district was selected for on-site and how their campus impacted that?p p
What did the Focused Data Analysis show?
What is in the CIP?
What activities in the CIP should they be doing to address the targeted needs?
What specifically are they doing on their campus to meet the PBMAS standards?
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Progress Report
©2012 Region One ESC Division of Instructional Support 91
Progress ReportProgress ReportDesigned to provide TEA with periodic report on th g t d i l ti g th the progress toward implementing the improvement planProjected due dates Projected due dates
November 2012 (previously identified SI)January 2013March 2013June 2013
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Progress Report QuestionsProgress Report QuestionsBriefly describe the verifiable evidence of implementation and the verifiable evidence of pimpact for each strategy, initiative, or redesign.Briefly describe the progress the LEA has made toward full implementation of the improvement p pplan, and any barriers to implementation that have been encountered.If progress has not been made, briefly describe what i l dj b i improvement plan adjustments are being recommended. If no adjustments have been made, explain why.Additi l i f ti di LEA Additional information regarding LEA progress toward improving the targeted areas of student performance.
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Progress Report QuestionsProgress Report QuestionsJune only:
What improvement plan What improvement plan strategies/initiatives/redesign activities, if any, were not fully implemented or completed? Explain why and describe any future plans related to the why, and describe any future plans related to the activity.Based on preliminary state assessment results
d/ h il bl d l d d i and/or other available data related to graduation, dropout, attendance rate, or other areas of low performance, what planning, activities, and strategies will be implemented during the summer to address the targeted areas of low performance?
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A l AssessMonitoring ProgressAnalyzeData
AssessNeeds
Monitoring Progress
Plan forImprovement
MonitorProgress ImprovementProgress
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Monitoringg
The systematic collection and analysis of i f ti j t information as a project progresses Aims at improving the efficiency and effectiveness of project or organizationBased on targets set and activities gplanned during the planning phaseKeeps the work on track!p
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Checking the bottom lineChecking the bottom line
Are we making a differenceAre we making a difference
Identify problems in the improvement Identify problems in the improvement plan and/or implementation of the plan
Make adjustments in the plan
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Monitoring has to be a part of the planning part of the planning process when the improvement plan and/or improvement plan and/or CAP is developed! •How often will we monitor?How often will we monitor?•What do we need to know?•What different kinds of information do we need?•How will we get this i f ti ?information?•Who should be involved in gathering information?gathering information?
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Results
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What h happens if we if we find it is find it is not not working? g
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Implement Implement monitoring plan
Plan how monitoring will occur
Analyze information
Share information
with organizationorganization
Keep going as is?Adjust?Adjust?
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Maximizing Maximizing Technical Technical Assistance Assistance ResourcesResources
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“Ensuring Academic Rigor For ALL”Region One Education Service Center—Division of Instructional Support
Level I Support – Comprehensive Professional Development•High Quality Professional Development Support Offerings
Level II Support – Targeted Professional Development•Transformation to Educational Excellence Model (TEEM Framework): High Quality Professional Development aligned to Critical Success Factors
Level III Support – Schools in Need of Improvement Professional Development
•Turnaround Educator Series for Identified Low Performing S h lSchools
Level IV Support – Special Populations Professional Development•Innovative Approaches: Students Receiving Special Education Services•Innovative Approaches: Students Identified as Limited English pp : gProficient
Level V Support – Content/Grade/Course Specific Professional Development
•Student Learning Progression Academies: Enhancing Teacher Effectiveness Leading to Advanced Academic Teacher Effectiveness Leading to Advanced Academic Performance
©2012
High Need Priorities Support Teaching and Learning—Rigorous Classroom Environment
104©2012 Region One ESC Division of Instructional Support
Turnaround Educator SeriesTurnaround Educator SeriesTurnaround Educator SeriesTurnaround Educator Series
Understanding for Teaching for Teaching for
L i Monitoring for Understanding for
Learning
Data with PurposeSourcesLevels
Teaching for Learning (Design)
Revised Learning Standards (TEKS)
• Cognitive
Learning (Design)
Concept Based Instruction
Performance Level
Learning (Delivery)
Student Engagement
gLearning
Formative Assessment in the Classroom• Planning Process• Eliciting
Assessment E id
AnalysisImplications
Planning for Learning
• Cognitive Complexity
Assessed Curriculum• Readiness
StandardsS ti
Performance Level Descriptors (PLD’s)
Performance Levels
Content Descriptors
Designing Learning
High Yield Instructional Strategies
QualityQuestioning
Evidence• Making
Instructional Adjustments
• Adjusting Learning Tactics
• Types of
Systems-RigorTeacher
EffectivenessResource
Utilization
• Supporting Standards
• Process Skills
Vertical Alignment
Designing Learning Progressions
Learning ProgressionsBuildingScaffoldingAssessing for
Questioning
Building Academic
Vocabulary
Cooperative
Types of Formative Assessment
Collaborative Coaching for Teacher
LeadersUtilization
Operational Flexibility
Collaborative Planning
Rigor in AssessmentContentComplexity
Assessing for Mastery
Making Instructional Adjustments
CooperativeLearning
• Coaching Framework
• Stages of Growth
• Role of the Coach
• Reflective Feedback
• Reflective Feedback
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ResourcesLinkso PBMI guidance and tools
Resources
ghttp://www.tea.state.tx.us/index2.aspx?id=2147504027&menu_id=2147483703&menu_id2=2147483708
o TEASE Accesshttp://www.tea.state.tx.us/index2.aspx?id=2728
o TEAL Accesshttps://pryor.tea.state.tx.us/TSP/TEASecurePortal/Access/LogonServlet
Questions/Feedback related to [email protected]
Questions/Feedback related to TEASE/[email protected]
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Questions?Questions?
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Wrap-UpWrap-Up
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ESC ContactsOmar Chavez, NCLB, Migrant, [email protected]
ESC Contacts
Ed Garcia, CTE, [email protected]
B li d G S h l I t Belinda Gorena, School Improvement, [email protected]
Connie Guerra, Bil/ESL, Title III, [email protected]
Kelly Solis, Special Ed., [email protected] , p , @
Ruth Solis, Special Ed., [email protected]
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