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Closing The Gaps Focus School Support Spring 2014 Regional Education Service Center Welcome !
District Coordinator for School Improvement Update
Closing The Gaps Focus School SupportSpring 2014Regional Education Service CenterWelcome!
1Expectations of your Regional Education Service CenterTodays meet ESC20 Focus Schoolshttps://todaysmeet.com/FocusforYou
Considerations:
This slide is a place holder for each ESC to outline the support they provide to their focus schools.2
Who do we havein the room today?Considerations:
Ask for a show of hands of attendees from various groups: DCSIs, PSPs, other LEA staff, others. This will give you a good idea of the make up of the audience and insight into their specific needs.3
Norms for the Day-Fully participate and ask questions-Limit side conversations-Honor the schedule-Take care of your needs-Silence electronics-Be open to learning and problem solvingConsiderations:
Add/ change your own norms you frequently use at your ESC.4
Todays AgendaIntroduction and Objectives
Identification and Interventions
TAIS Process overview
Identifying instructional interventionsTools, Resources, and SupportConsiderations:
Go over the agenda for the day5Enhance your understanding of requirements and processes for the Texas Accountability Intervention System (TAIS)
Gain further clarity on the identification and interventions of a focus school
Receive a process for identifying and implementing a strong instructional intervention focused on closing achievement gaps
Learn about available tools and resources to support your workTodays Objectives
Considerations:
Add/change based on how you are presenting the training6How were performance gaps calculated to identify Focus schools?What it means to be a Focus SchoolIdentification and InterventionsConsiderations:
We know that 10% of serviced Title I schools was identified as focus schools based on gaps in performance from the federal target of 75% for 7 of the student groups from the system safeguards in Reading and Math.
We are going to calculate how those schools were identified. 7
Where You Find the DataConsiderations:
For individual campus data charts, a campus will want to review the System Safeguard Report
- Make form bigger.8Subjects & Groups EvaluatedAll StudentsEco DisadvantagedHispanicWhiteAfrican AmericanELLSpecial EdMinimum size = 25 tests
Considerations:
Focus calculations looks at Reading and Math scores only Minimum group size applies to focus calculations. First the All Student groups always counts no matter the number. For the other 6 groups a minimum size of 25 is required to be included.
9What You Need to Know% met standard All Students Group-Reading% met standard of Student Groups that meet minimum size-Reading % met standard All Students Group-Math% met standard of Student Groups that meet minimum size-MathConsiderations:
From the data report you need to know the % of all student group for reading that met standard. The % of all students who met standard in Math. Also, the % of students who met standard in each student group who met minimum size for both Reading and Math. 10For the All Students group and each group that meets minimum size, find the difference between the target of 75 and actual percent meeting standard.Example 63% of all students group met standard in Reading756312Repeat for each group with Reading and MathConsiderations:
Once you have identified that needed data points from the Index 1 data summary report the calculations can be completed. Begin with the target of 75 and subtract the percent met standard to determine the distance to target for each student group and tested subject. 11All StudentsAfrican AmericanHispanicWhiteSpec EdELLEco DisReading63385876562463Math48254575322440Lets try an example:Texas SchoolConsiderations:
Lets calculate an example. It is important to be able to calculate the gaps to assist in identifying the problem, root cause, and aligned strategy to have the greatest impact on closing the achievement gap between student groups.
Here are sample scores for Texas School. This chart shows the subjects and student groups evaluated for this sample school. Actual schools will evaluate the all student groups for Reading and Math but the other students may vary based on minimum group size rules. 12All StudentsAfrican AmericanHispanicWhiteSpec EdELLEco DisReading #1203050403024100Reading Target75757575757575Scores63385876563563Distance to TargetMath #1253350423124100MathTarget75757575757575Scores48254575322140Distance to Target
12 meet minimum sizeCount number of student groups in Reading and Math that meet Minimum SizeEnsure each student group has a minimum of 25 tests and is at least 10% of the All Students group.Considerations:
Identify the number of student groups that meet minimum size. Remember that the all student group always counts even if it has less than 25 students. 13All StudentsAfrican AmericanHispanicWhiteSpec EdELLEco DisReading Target75757575757575Scores63385876563563Distance to TargetMathTarget75757575757575Scores48254575322140Distance to TargetTarget is 75Considerations:
First the federal target is 75 for Reading and Math. This sample chart shows the Target and met standard score for the groups evaluated for the sample school.14All StudentsAfrican AmericanHispanicWhiteSpec EdELLEco DisReading Target75757575757575Scores63385876563563Distance to Target1237170194012MathTarget75757575757575Scores48254575322140Distance to Target3350300435135Considerations:
The met standard scores was subtracted from the 75 target for the all student group and the student groups evaluated in this sample. Notice the distance to target is in the red box.15All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading Target757575757575Scores633858765663Distance to Target12371701912MathTarget757575757575Scores482545753240Distance to Target33503704335ADD288Considerations:
After the distance to target is calculated for each student group and subject, all distance to target for each group is added together. For the sample school that total is 291.
- Add + signs in between DTT numbers1624.00average gap between student performance groups and the 75% federal target295Sum of all Distance to Targets for groups meeting minimum size12Total of all groups meeting minimum sizeConsiderations:
The sum of the evaluated groups distance to target is divided by the number of students groups evaluated for an average of 24.25 distance to target for the campus in this example.
This means
Now that the campus knows how its data was analyzed for identification as a Focus campus, what questions should the campus ask about their data?
17Now Lets Look at Your Campus18InterventionsAddress at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gapReasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLANWork collaboratively with local Education Service Center (ESC) for support and guidanceDesignate a district contact andEngage in TAIS Review ESEA Turnaround Principles & Critical Success FactorsConsiderations:
Review interventions
19Texas Accountability Intervention Systems
Considerations:
All of the elements of the Framework and TAIS process are part of a healthy system for improvement. It takes each part of the system operating together for school success. The system is the foundation for successful improvement efforts.
Lets explore this system that drives continuous improvement in Texas schools.
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District CommitmentsConsiderations:
Here is a quick review of the elements of the framework. The commitments of the district are essential for the success of each school. This red ring of the framework represents the philosophy or mindset of the district in its role for improvement. Components of the District Commitments are Operational Flexibility, Clear Vision and Focus, Sense of Urgency, High Expectations, and District-wide Ownership and Accountability.21
Support SystemsConsiderations:
Inside the District Commitments are the support systems. The support systems are the evidence of the district commitments.
If you consider the District Commitments as how the district functions, you could view the components of the blue Support Systems ring as what provides structure to the improvement process.
Components here are Organizational Structure, Processes and Procedures, Communications, and Capacity and Resources.22
Considerations:
Within the support systems are the critical success factors. The CSFs serve as key focus areas for improvement at the school level.
The CSFs are grounded in evidence based research and have been found to be key elements for campus and cross-district improvement efforts. 23Critical Success FactorsTeacherQualityFamilyCommunity EngagementImproveSchoolClimateLeadership EffectivenessIncrease Learning TimeUtilizeDataAcademic PerformanceLeadership Effectiveness
Considerations:
The Critical Success Factors are Teacher Quality, Improve School climate, Family and Community Engagement, Academic Performance, Utilize Data, Leadership Effectiveness, and Increase Learning Time.
If you remove one CSF, the foundation for improvement is weakened.
We talked about the Support System being the evidence of the districts commitments in place. What would be the evidence of the Critical Success Factors in place within a district or campus?
ACTIVITY PREP for next slide: Your table will need to chose a recorder and a reporter. The reporter will need to be someone with a laptop or tablet. When your table has selected a recorder and reporter raise your hand.
24CSFs & Turnaround Principles Critical Success FactorsTurnaround PrinciplesImprove Academic PerformanceIncrease Use of Quality Data to Drive InstructionIncrease Leadership EffectivenessIncrease Learning TimeIncrease Family and Community EngagementImprove School ClimateIncrease Teacher QualityStrengthen the Schools Instructional ProgramUse of Data to Inform InstructionProvide Strong LeadershipRedesigned School CalendarOngoing Family and Community EngagementImprove School EnvironmentEnsure Effective Teachers25CSF/Turnaround Principles Activity
Activity265/28/2013
Considerations:
We have unpacked the 3 outer rings of the Framework.
Taking a look at the District Commitments, seeing how the Support Systems are the evidence of the District Commitments in action, and then at the Critical Success Factors and their impact on district and campus improvement. 27School Improvement ProcessWhat does this model mean to you? Where are your campus areas of strength in this model?How effective is your campus in each of the individual processes?What is the biggest challenge of this model for your campus? Considerations:
Activity: At your table, reflect on the school improvement process graphic
The heart of the Framework is the Continuous Improvement Process.
The process becomes the guide for the improvement work. Once the process is begun it never ends because it is ongoing and continuous.
Ongoing data analysis, needs assessment, planning and monitoring, leads to informed decisions, targeted interventions and continuous improvement.These four pieces of the model will drive our future work together.28InterventionAddress at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gapReasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN
Considerations:
This marks the discussion of the next intervention29Determine Achievement GapsIdentify NeedsSet Goal to Address Closing GapsDetermine Strategies/ InterventionsInclude in 2013-2014 CIP & Begin ImplementationInclude in 2014-2015 CIP & Fully ImplementImprovement Plan ProcessFour key questions when identifying needsWhy is the need occurring?Where is the need occurring? How big is the need?What are the biggest drivers of the need?
This is the model that outlines our work. We started with learning how we were identified this assists us as we move into knowing where our achievement gaps lie. After we have identified those gaps, we move to campus needs and spend some time on a process for effective problem solving. Then we will move to goals, identifying interventions and a plan for implementing that intervention on your campus.
The school profile model provides a starting point for discussion and is useful for organizing and aligning the work of the school. The school profile is meant to be a place to connect our needs, goals, and interventions in order to close the achievement gaps. Using a profile can be a way to easily communicate this information to others.
30Revealing Root Cause10 5 5 5 Whys Analysis
Use when: Multiple failed solutionsStuck in complex problem or issue
Considerations:
Here are two methods to help reveal root cause. The 10 5 5 and the 5 Whys Analysis are methods for uncovering the real reasons underlying problems - for getting to the root cause. Commonly I will have campus teams start reflectively using the 10-5-5 or we may even work in smaller groups to help narrow this down. You may even consider letting participants work individually on their 10 and then work in small groups to identify 5 most prevalent needs that occurred and then break down another 5 together. Be flexible and do what works best for your training.
315/28/201310 5 5 List 10 reasons for the problem statement that you created.
List 5 more
List 5 more
Considerations:
Take a moment and individually reflect for this activity consider using a reflection journal and write down the top ten reasons you believe this need is existing on your campus. After you write ten write 5 more 5 more (again, consider audience they may want to work together on the 5 and 5 this is OK share out various ways you can use this activity)
Other ideas to think about:Share out commonalities as a groupChart out the big piecesLeadership team Pinpoint your next stepMeet the faculty where they are.
325/28/20135 Whys Analysis
Considerations:
The point is to go down several layers, beyond the obvious symptoms of a problem to the underlying deep causesStop at a layer where you can still take action. Lets take a look at an example of digging deeper into an identified problem. - I am going to first take you through an example
335/28/2013All StudentsAfrican AmericanHispanicWhiteSpec EdEco DisReading Target757575757575Scores633858765663Distance to Target12371701912MathTarget757575757575Scores482545753240Distance to Target335030043355 Whys AnalysisConsiderations:
The met standard scores was subtracted from the 75 target for the all student group and the student groups evaluated in this sample. Notice the distance to target is in the red box.34Problem StatementThe African American group is significantly lower in mathematics than the other sub-groups.Considerations:
355/28/20135 Whys - ExampleWhy 1
Why is the gap more significant between the African American student group and other student groups in math? Because African American student needs are ignored in the classroom.Considerations:
365/28/2013Why 2
Why are African American student needs ignored in the classroom?
Because African American students have under developed language skills.5 Whys - ExampleConsiderations:
375/28/2013Why 3
Why do African American students have under developed language skills?
Because there is a lack of opportunity to practice and apply academic language in the classroom.5 Whys - ExampleConsiderations:
385/28/2013Why 4
Why is there is a lack of opportunity to practice and apply academic language in the classroom?
Because teachers do not use differentiated questioning techniques for all students.
5 Whys - ExampleConsiderations:
395/28/2013Why 5
Why do teachers not use differentiated questioning techniques for all students?
Because teachers lack the skills to effectively differentiate.5 Whys - ExampleConsiderations:
405/28/2013Your Turn
Considerations:
Conduct a 5 whys analysis with your campus team Use your school profile worksheet identify one of your root causes that you would like to focus on for today. So now you have your identified need and the root cause of that need identified (use NA 3-4 as a resource). Consider lagging indicator for your identified need and leading indicator for your root cause.
415/28/2013Establishing GoalsMultiple goals may exist for one problem
The goal should relate to the purpose and problem it is attempting to solve
Considerations:
Once you have your need identified, then its time to start step three in the effective problem solving process establish your goals!425/28/2013The Importance of Setting Goals
43S.M.A.R.T.SpecificMeasurableAttainableRelevantTime-BoundConsiderations:
Let teams know that while they may be very familiar with SMART goals, its important to revisit this concept to ensure clear and measureable planningSpecific: Clear and easily understood
Measurable: Need to be able to tell whether youve accomplished you goal using data/evidence
Attainable: Doable but not so easy that the team does not have high expectations. You need to be able to get results to keep the buy-in of the team.
Relevant: The team has to see that the goal directly connects to their work and how they as an individual can impact the goal. This is about caring about whether the goal is accomplished.
Time-Bound: this is the deadline. For annual goals it is easy since it will be THIS YEAR!
44SMART Goal Example
Problem Statement: A 50 point gap exists between African American student scores in math and the target in the 20122013 school year.
SMART Goal: By the end of the 2013-2014 school year, African American scores in math will have increased by 20 points as indicated by the STAAR system safeguard report (Lagging indicator). Considerations:
You may want to discuss the power of leading and lagging indicators.
Let them know that as teams collaborate on quarterly goals, it will be imperative that teams focus on and discuss what are the possible or predicted outcomes of implementing a selected strategy. This is also referred to as leading indicators (process goals) or lagging indicators (results based goals).
--Leading indicators inform a team whether or not the strategy or implementation of the strategy is on track. This is why it becomes essential for teams to walk through and map out these quarterly goals with foresight and intention. Each quarterly goal should be aligned to the implementation of the strategy that will help achieve the annual goal.
--Lagging indicators are what you would expect to see in the end for example an increase in student achievement.
455/28/2013SMART Goal Example
Root Cause:Teachers lack the skills to effectively differentiate.
SMART Goal: In the next 30 days (leading indicator), 95% of campus staff will implement 2 new differentiation strategies in the classroom as evidenced by classroom walkthroughs and student course grades.Considerations:
You may address the leading indicator and purpose of this.
465/28/2013Deciding on a Strategy
Record all of the identified solutions Brainstorm and discuss additional ideasOption A - facilitate an exercise where everyone can offer any solution viable or not then scale to realityOption B use a tuning protocol for sharing information, create a matrix or rubric to help narrow down solutions Document your solutionTo take part in the Tuning Protocol, educators bring samples of either own work or their students workon paper and, whenever possible, on video, as well as some of the materials they have created to supportstudent performance, such as assignment descriptions and scoring rubrics. In a circle of about six to tencritical friends (usually other educators), a facilitator guides the group through the process and keepstime. The presenting educator, or team of educators, describes the context for the student work (the task orproject) - uninterrupted by questions or comments from participants.
Often the presenter begins with a focusing question or area about which she would especially welcomefeedback, for example, Are you seeing evidence of persuasive writing in the students work? Participantshave time to examine the student work and ask clarifying questions. Then, with the presenter listening butsilent, participants offer warm and cool feedback - both supportive and challenging. Presenters often frametheir feedback as a question, for example, How might the project be different if students chose theirresearch topics?475/28/2013Implementing the StrategyThe plan should:be assessed align with the campus missionbe clearly statedtasks, time frames, involvementbe communicated effectively
Considerations:
After you know what strategy/ activity you will put in to place to address the goal, its time to implement! (see questions from page 202 in handbook for SMART teams)When you move into implementation, ensure that the work is still aligned with your campus mission, clearly state the activity/strategy to be implemented communication and clarity are the keys to implementation. You wouldnt want this to happen to you.(Miscommunication video)
Additional information:
How will you know it is working? Have you established evaluation points for the strategy? What does it look like, sound like, feel like for teachers and students?485/28/201390 Day StrategyAs a campus, consider the activities you will need to engage in over the next 90 days that could address your problem statement.Use chart paper to outline your campus next steps in meeting a 90 day strategy.Considerations:
90 day strategy planning
Another communication tool that can also serve to keep everyone focused on the goal is 90 day planning. 90 day planning breaks up large tasks in to shorter chunks of time and ensure we are revisiting the plan and modifying as needed. 495/28/2013Expectations of your Regional Education Service CenterTodays meet ESC20 Focus Schoolshttps://todaysmeet.com/FocusforYouConsiderations:
This slide is a place holder for each ESC to outline the support they provide to their focus schools.50Now Lets Look at the Grant Application511003(a) Grant2/13/14 Opening date in eGrants 3/17/14 Closing date in eGrants 6/16/14 Amendment deadline 9/30/14 Grant period ends
Focus Schools = $20,000 521003(a) Sample Grant
Will be pre-populated based on campusMust address both componentsMay allocate up to 40% for LEA-level activitiesPercentages must add up to 100%53Important Grant InformationGrant FundingNOGA will have two pots on money2013 Allocation2014 EntitlementAmount labeled 2013 Allocation (50%) must be spent by September 30, 2014, or will be returned to USDE
Allowable Costs Costs must be reasonable and necessary to carry out grant Capital outlay and supplies/ materials combined cannot exceed 75% Personnel expenses cannot exceed 30%Ensure activities/supplies identified through CNA and CIP
54Important Grant InformationRemember supplement, not supplant even to Title I, A Follow guidelines on Grant Administration Link In Part 10, use generic description dont say Smart Board say interactive white board On the Equitable Access and Participation (PS3400) section, if dont check ALL, you must put at least one check mark in a column or cannot save schedule
55School Support ContactsSamantha Gallegos, [email protected] [email protected] [email protected] [email protected] [email protected]
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