WelcomeApproved Service Provider Orientation

Webinar

THSRRP Grant Cycle VISpring 2010

We will begin at 10:00 CST. If you are not hearing any audio through your speakers, click the Audio Setup link to

adjust mic/speaker settings or call 512-919-5132

Webinar Agenda

• Webinar Procedures• Introductions and roles• Grantee Profile• Region XIII Technical Assistance• Grant Structure• Grant Implementation Monitoring• Approved Service Provider Reporting

Webinar Logistics: Asking Questions

• To ask a question, please use the “Question” feature of the Webinar software. We will address most questions live at the end of the presentation.

• If you prefer to have a personal answer to a question, then please e-mail Nicole at nicole.morales@esc13.txed.net or call 512-919-5132

Support ContactsDr. Mary Alice DeikeProgram CoordinatorMaryalice.deike@esc13.txed.net

Dan FuchsProgram SpecialistDan.fuchs@esc13.txed.net

Dixie BinfordProgram SpecialistDixie.binford@esc13.txed.net

Dr. Donna CalzadaProgram SpecialistDonna.calzada@esc13.txed.net

Nicole MoralesProgram AssistantNicole.morales@esc13.txed.net512-919-5132

Dr. Kelly ShapleyTEA Grant Program ManagerKelly.shapley@tea.state.tx.us 512-936-9571

Grantee Criteria

• A middle school or junior high school shall be eligible to participate if it serves students in two or more of grades 6, 7, 8, 0r 9.

• A high school shall be eligible to participate if it serves students in two or more of grades 9, 10, 11, or 12 and if at least 50% of its student population is in grade 9 or higher.

Awarded Campuses – Cycle VI

Arthur Davila Middle School Bryan ISD Dixie Binford Sterling H. Fly Junior High School Crystal City ISD Dixie Binford Florence Middle School Dallas ISD Mary Alice Deike

(3 Cycle V Schools)Everman Junior High School Everman ISD Dan Fuchs

(2 Cycle V Schools)

Humble High School Humble ISD Donna Calzada(3 Cycle 5 Schools)

La Pryor High School La Pryor ISD Dixie BinfordPremont High School Premont ISD Donna Calzada

Stripling Middle School Fort Worth ISD Dan FuchsArlington Heights High School Fort Worth ISD Dan Fuchs

Waco High School Waco ISD Dixie BinfordBrazos Middle School Waco ISD Dixie Binford

Region XIII Technical Support• Campus Snapshot• Data DIG• Assessing Impact: Evaluation Framework• Building Capacity in Campus Leadership• Approved Service Provider Coordination• Evidence Collection • Case Management

Case Manager Function

Campus

Texas Secondary School Redesign

and Restructuring Grant Program

District

Service Provider Service Provider

Service Provider

State Level Assistance:

•Lead planning phase of grant development process

•Determine progression to continuation phase of grant

•Provide accountability oversight for project

•Plan and conduct professional development and other support activities for campuses

•Monitor fidelity of grant implementation

•Evaluate and report progress

Case Manager Functions:

•Work with partners to create integrated scope and sequence of all PD activities from all partners

•Identify and resolve issues related to partner services

•Assist with process to create performance and accountability targets for partners

•Work with district staff to integrate improvement efforts with district efforts/requirements

Multiple partners allows for specialization of services to meet unique campus needs

Planning Phase: April to June

Conduct Comprehensive Needs Assessment•Snapshot•Data DIG

Attend Secondary Summit•Assessing Impact of Professional Development Training

•Create Evaluation Framework

Select Provider from Approved Service

Provider List

Meet with ASP and Case Manager to Plan for

Semester One/Review Evaluation Framework

Summer Professional Development Activities

Implementation Phase: Semester One

Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework

•Generated Reports to Campus/ASP

One Site Visit•ASP•Principal/CIT

Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Components•Budget

Professional Development Evaluation,

Analysis, Adjustment

End of Semester Evaluation with ASP/Principal/Staff to

determine second semester Goals/Evaluation Framework

Implementation Phase:Semester Two

Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework

•Generated Reports to Campus/ASP

One Site Visit•ASP•Principal/CIT

Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Componets•Budget

Professional Development Evaluation,

Analysis, Adjustment

End of Semester Evaluation with ASP/Principal/Staff to

determine second semester Goals/Evaluation

Framework

Implementation Phase:Semester Three

Planning for Grant Completion

Summer Professional Development Activities

Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework

•Generated Reports to Campus/ASP

One Site Visit•ASP•Principal/CIT

Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Componets•Budget

End of Grant EvaluationAnalysis of

Data per Evaluation Framework

Continuation Plan Development

Case Manager Feedback Process

Conduct Planned Professional Development

CAMPUS LEADERSHIP TEAM FUNCTION

Survey Participant Reactions and Learning

CASE MANAGER FUNCTION

Determine and Communicate Participant

Support NeedsCASE MANAGER

FUNCTION

Observe Implementation of Participant Learning

CASE MANAGER FUNCTION

Inform Leadership and Provider of Needs/Gaps

from Learning to ImplementationCASE MANAGER

FUNCTION

Gather and Analyze Student Assessment Data (Campus, District, State,

National Data)CAMPUS LEADERSHIP

TEAM FUNCTION

Guskey’s Five

Levels of

Evaluation

Level One:

Participant

Reactions

(Survey)

•Were goals and objectives for the learning clearly specified?

•Did the topic address an identified need?

•Were the activities relevant to the topic?

•Was your understanding of the topic enhanced?

•Will you be able to apply what you learned?

Level Two:

Participant

Learning

(Survey)

•Did you achieve the specified goals and objectives for learning?

•What is the most useful thing you learned from the session?

•What issues or concerns need to be addressed further?

•Has the workshop altered the way you view student learning within your class?

•Have you shared any of the information with anyone else in your school? If so, who?

Level Three:

Organization

Support and

Change(Discuss

ion)

•What resources do you still need to implement the learned strategies in your classroom?

•Who is not involved in assisting you with implementation that you feel should be involved?

•What needs to happen in order to increase the level of implementation in your classroom?

Level Four:

Use of New

Knowledge and

Skills(Observation)

•Ideal teacher behaviors indicating a high level of implementation of professional learning activities

•Proficient teacher behaviors indicating a moderate level of implementation of professional learning activities

•Acceptable teacher behaviors indicating a low level of implementation of professional learning activities

•Unacceptable teacher behaviors indicating no implementation of professional learning activities

Level Five:Stu

dent Learnin

g Outcom

es

•Classroom-generated student assessment data

•District-generated student assessment data

•State-level student assessment data

•National-level student assessment data

•Student assessment data from examining student-generated work products

Approved Service Provider Reporting

• Report submitted monthly to the Region XIII TSSRRP Office

• Case Manager Reviews Reports• Clarifying questions submitted to

approved service providers• Adjustments in services based on input

from Campus

Approved Service Provider Role

Possible Campus Questions

Do you have a track record of success in both improving campus performance and increasing campus and

district leadership capacity in settings similar to the Grantee campuses?

What is the evidence that supports your success at struggling campuses?

Do you offer a job-embedded professional development component with ongoing

support for implementation?

How often are you available to assist with implementation between professional

development sessions?

How much time (hours per week) will you spend on the campus, working directly with individual staff members to build

capacity for sustainability?

How do you foster a relationship with the individual or team that will primarily

work with you from the campus?

Lessons Learned• One-time professional development sessions are not

as effective as on-going, job-embedded learning experiences

• A follow-up/support visit from the provider 1 to 2 times per week yields a greater chance for implementation in the classroom

• Building capacity through reflective practice between “official” visits increases fidelity of implementation

• Coaching is the best strategy to ensure high levels of implementation

Thank you for attending theApproved Service Provider Orientation

Webinar

THSRRP Grant Cycle VISpring 2010

512-919-5132