Debbie C. HesterAustin ISD

July 9 & 11, 2012Texas Turnaround Center

PURPOSE &

OUTCOME

Professional Service Providers will be introduced to systemic tools to guide and facilitate school improvement strategies through the job embedded professional development for district and campus leaders of low-performing schools. 

District Capacity and Will to Support

Turnaround Effort

EXPECTATIONS

The Role of the Principal and their Leadership Team:•Assistant Principals•Academic Dean/Instructional Coaches•Counselors•Teachers•Teacher AssistantsPage 4: A Leader’s Guide for Tx Turnaround Implementation

Page 8: A Leader’s Guide for Tx Turnaround Implementation

REQUIRED DOCUMENTS

The focused data analysis (FDA) with student level review (SLR) assists campuses and PSPs in a data analysis process that supports appropriate goal setting and school improvement planning.

Results from these analyses will be considerations for the on-site needs assessment and development of the School Improvement Plan (SIP).

Focused Data Analysis &Needs Assessment

Review

Principal & Campus Leadership Teams: •Identify students based on the following criteria

Students with 18+ or more absences Students with 5+ removals due to

discipline Students not meeting standards on

academics in core•Identify teacher effectiveness using the Teacher Demographic Data•Identify trends for high expectations, safety using the Climate Survey Data

STUDENT INTERVENTIONS

CAUSAL FACTORS

1. Impacting Factor

2. Possible Impacting Factor

3. Not an Impacting Factor

School Improvemen

t PlanStrategy

SCHOOL IMPROVEMENT PLAN

•Site Based Decision Making •Board Approval•Submit to TEA

WHAT NEXT?

DISTRICT LEADERSHow can each department align their work and services to support the implementation of the School Improvement Plan?

Pages 16-23 : A Leader’s Guide for Texas Turnaround Implementation

WEEKLY CAMPUS SUPPORT

Lesson Plan Development

Supervising Instruction

Progress Monitoring

Attendance, Behavior & Academic Interventions

Attendance

Reflect how attendance impacts academic achievementGrade

Number of Students in Attendance

Target Group(18+ absences in the prior school

year)

0-1 Absences this six weeks

2-4 Absences this six weeks

5 to 8Absences this six weeks

9+Absences this six weeks

6

7

8

BehaviorHow does behavior impact academic achievement?Grade

Number of Students in Discipline

Target Group(5+ removals)

0-1 Referrals

2-4 Referrals

5-8Referrals

9+Referrals

6

7

8

Middle School Campus

(enrollment)

Students with service

tracking

# of service tracking records

Students with intervention

goals

# of intervention

goals Bedichek (1,018) 973 8,114 414 783 Burnet (991) 907 7,194 737 1,985 Garcia (422) 338 1,825 290 573 Lamar (549) 474 3,655 54 86 Mendez (1,007) 938 7,130 158 211 Pearce (539) 604 6,823 249 317

eCST Service Tracking and Intervention Usage by AU Middle School Campus (2011-2012 SY)

Note. Campus enrollment as of end of SY 2011-2012.Source. eCST Application, AISD Department of Learning Support Services.

INTERVENTIONS

• Effective

• Highly Effective

• Not Effective

Engagement

Rigor

Quality Interactions

EVIDENCE OF IMPACT

Page 53-56:A Leader’s Guide for Texas Turnaround Implementation

Contact Information:Debbie C. Hester, Austin ISDDebra.Hester@austinisd.org