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Effective Schools Framework Overview for Schools in Improvement

DAY 1

Introductions

3

Ruben Degollado, Director

956-984-6185

[email protected]

Rosey Guerra, Effective Schools Lead

956-984-6145

[email protected]

Francene Phoenix, Effective Schools Lead

956-984-6027

[email protected]

Aminta Silva, Effective Schools Lead

956-984-6147

[email protected]

mailto:[email protected]




Training Outcomes

4

• Explain the purpose and rationale for the ESF.

• Build a shared vision of each of the Foundational EAs and what they look like in practice.

• Understand the ESF Self-Assessment process and how it supports campus improvement efforts and plan for implementation.

• Understand the purpose of the Targeted Improvement Plan and how to use the plan to support long-term, sustainable campus improvement.

• Develop an initial understanding of the ESF diagnostic process and how it supports campus improvement efforts.

• Understand how the TEA, ESCs, and external partners will align efforts with the ESF to provide coherent supports and resources to achieve greater impact.

5

Agenda

Day One Day Two

ESF IntroductionESF Self-Assessment: Focus Area

Identification

School Improvement Pathway ESF Self-Assessment: Barrier Analysis

Introduction to the ESF Self-Assessment Process and Data Reflection Tool

District Commitments Theory of Action

ESF Self-Assessment: ESF Essential Action Deep Dives and Planning for the ESF Self-

AssessmentDeveloping a Targeted Improvement Plan

ESF Self-Assessment: Essential Action Analysis

School Improvement Campus Journey: Next Steps

Training Norms

6

★ Be punctual

★ Be fully present and engaged – participate

★ Ask questions

★ Provide open and honest feedback and recommendations

★ Avoid side conversations

★ Take care of your needs

★ Two-way confidentiality

Training Materials

7

• ESF Overview for School Improvement Folder

• Day 1 Training Materials

• Day 2 Training Materials

• Templates and Resources

www.esc1.net/Page/4200

Effective Schools Framework Introduction

8

What is the ESF?

Do Now

9

Go to www.menti.com

Code:

http://www.menti.com/

Possible Areas of Focus

10

➔Strong School Leadership and Planning➔Effective, Well-Supported Teachers➔Positive School Culture➔High-Quality Curriculum ➔Effective Instruction

Common Best Practices

11

● Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities

● Recruit, select, assign, induct, and retain a full staff of highly qualified educators

● Compelling and aligned vision, mission, goals and values focused on a safe environment and high expectations

● Curriculum and assessments aligned to TEKS with a year-long scope and sequence

● Objective-driven daily lesson plans with formative assessments● Data-driven instruction

How many have implemented at least one of these best practices?

The Effective Schools Framework

ESF Research-Based Best Practices

13

Prioritized Lever 1: Strong School Leadership and Planning❑ Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities❑ Focused plan development and regular monitoring of implementation and outcomes

Prioritized Lever 2: Effective, Well-Supported Teachers

❑ Recruit, select, assign, induct, and retain a full staff of highly qualified educators

❑ Build teacher capacity through observation and feedback cycles

Prioritized Lever 3: Positive School Culture

❑ Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

❑ Explicit behavioral expectations and management systems for students and staff

❑ Proactive and responsive student support services

❑ Involving families and community

Prioritized Lever 4: High-Quality Curriculum

❑ Curriculum and assessments aligned to TEKS with a year-long scope and sequence

Prioritized Lever 5: Effective Instruction

❑ Objective-driven daily lesson plans with formative assessments

❑ Effective classroom routines and instructional strategies

❑ Data-driven instruction

❑ RTI for students with learning gaps

5 Prioritized Levers with 13 Essential Actions

The Effective Schools Framework (ESF)

15

Read through ESF:

What connections can you draw between your

brainstorm and the actions within the ESF?

2.Effective Schools Framework

Training Guide: Day 1

A Common Vision of School Best Practices

16

✓ Best practices that effective Texas schools engage in daily.

✓ Builds a common language

The ESF describes where effective schools strive to be

Describes the Aspiration

Unpacking the ESF: 5 Prioritized Levers

18

The foundational levers effective schools pull in order to ensure that students receive an excellent education

The levers work together as integrated whole, centered around the instructional core.

Stages of School Development: Breakthrough Principals

19

● By tackling priorities SEQUENTIALLY, Highly Effective Principals are

able to deliver continuous, measurable improvements

● Schools STRUGGLE if leaders jump ahead to implement higher-order practices

BEFORE foundational practices have been established.

● Without stages & sequence, principals & teachers can feel as if they are on a

treadmill without much progress.

District Commitments

20

The District Commitments describe what LEAs do to ensure that schools are set up for success.

They serve as the foundational structures and systems upon which school-based best practices can be built.

Unpacking the ESF: Essential Actions and Key Practices

21

The Essential Actions describe what the most effective schools do to support powerful teaching and learning under a specific prioritized lever.

Each Essential Action includes Key Practices, which describe the Essential Action with specificity.

Unpacking the ESF: Foundational Essential Actions

22

Each Prioritized Lever has one Foundational Essential Action, indicated with a framed box.

The Foundational Essential Action is the action that schools need to address first before moving to those that follow.

Unpacking the ESF: Prioritization

23

Strong School Leadership and

Planning

Develop campus instructional leaders (principal, assistant

principal, counselors, teacher leaders) with clear roles and

responsibilities

Focused plan development and regular monitoring of

implementation and outcomes

Effective, Well-Supported Teachers

Recruit, select, assign, induct, and retain a full staff of highly

qualified educators

Build teacher capacity through observation and feedback

cycles

Positive School Culture

Compelling and aligned vision, mission, goals, values focused

on a safe environment and high expectations

Explicit behavioral expectations and management systems for

students and staff

Proactive and responsive student support services

Involving families and community

High-Quality Curriculum

Curriculum and assessments aligned to TEKS with a year-

long scope and sequence

Effective Instruction

Objective-driven daily lesson plans with formative

assessments

Effective classroom routines and instructional strategies

Data-driven instruction

RTI for students with learning gaps

Equal Priority Across Levers

Prio

ritization

with

in Levers:

Essential A

ction

s

Interconnected Actions

24

District E ensures

access to high-quality

common formative

assessment resources

and resources to support

struggling learners.

Campus E designs

rigorous, objective driven

Tier I lesson plans with

formative assessments

backwards planned from

district assessments.

Campus E implements

strong data-driven

instructional practices,

examining formative

assessment data to

determine student

misconceptions and

align supports for

struggling learners.

District Commitment Foundational EA Connection to the

other EAs

Each Prioritized Lever includes interconnected actions that build on one another.

Purpose of the Effective Schools Framework

25

Common LanguageBuild a common language around the best practices

effective schools and district engage in daily

Continuous ImprovementSupport campus and district continuous improvement,

particularly low performing campuses, through an aligned

diagnostic process

AlignmentCoordinate the alignment of

statewide and regional systems and supports to the

needs of districts and campuses

Key Takeaways

26

What are your key takeaways about the purpose of the Effective Schools Framework?

School Improvement Pathway

27

How do campuses in improvement engage with the ESF?

Moving to Action

Build a common vision of the highest leverage

school practices

Assess current state of school practice in

relation to that vision

Prioritize gaps in systems and practices

Connect to effective & specialized capacity

builders

Improve school systems and practices

If districts and schools... Then school and student

outcomes will improve


29

• ESF Self-Assessment

• Public Meeting (15-day notice)

• ESF Initial TIP Submitted to TEA by Sept. 27th

• Board Approved by Nov. 22nd

• Oct – Nov Surveys

• Spring ESF Diagnostic

F Overall &

Comprehensive Support Campuses

(No prior ESF Diagnostic)

• NO Self-Assessment


• ESF Initial TIP Submitted to TEA by Sept. 27th


• Oct – Nov Surveys

• Spring ESF Diagnostic

F Overall & Comprehensive

Support Campuses

(ESF Diagnostic Complete)


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• ESF Self-Assessment


• ESF TIP Retained Locally (TEA may request submission)


Additional Targeted Support, Targeted

Support, D Overall, D Domain

(No prior ESF Diagnostic)

• NO Self-Assessment


• ESF TIP Retained Locally (TEA may request submission)


Additional Targeted Support, Targeted

Support, D Overall, D Domain

(ESF Diagnostic Complete)

Intervention & Submission Calendars

31

https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Campus_Accountability_Interventions_and_Guidance


Review Campus Intervention & Submission Calendar

32

Identification and Training

Mid-Aug. through early Sept.

ESF Self-Assessment

Mid-Aug. through Sept.

Targeted Improvement PlanCycles 1-3

Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.

Targeted Improvement Plan: Cycle 4

Jun. through Aug.

Targeted Improvement Plan and Turnaround Plan (if needed)

Summer into the next year

Needs Assessment

Needs Assessment Proactive Planning and Plan Implementation

Plan Implementation


Short-term Continuous Improvement Cycle

Long-term Continuous Improvement Cycle

Identification and TrainingMid-Aug. through early Sept.

ESF Self-AssessmentMid-Aug. through Sept.

Targeted Improvement PlanCycles 1-3 Sept.

School Improvement Pathway: August & September

School Improvement Pathway: October & November

35

ESF-Aligned SurveyOct. through Nov.

School Improvement Pathway: January – April 2020

36

ESF DiagnosticJan. through Apr.

School Improvement Pathway: Summer 2020 to New School Year

37

Targeted Improvement Plan: Cycle 4Jun. through Aug.

Targeted Improvement Plan and Turnaround Plan (if needed)Summer into the next year



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation

Deeper Look: Outcome of the Training



Completed Targeted Improvement Plan

39

● What would you need to know before developing a plan with this level of specificity?

● What would be the impact on campus practice and student outcomes if this plan was executed with fidelity?

3.Exemplar_Campus Targeted Improvement Plan


Completed Targeted Improvement Plan

40

● What would you need to know before developing a plan with this level of specificity?○ The ESF, building a shared vision of best practice with the team charged

with developing this plan○ A clear understanding of current campus practice in relation to the ESF,

including strengths and areas for growth ○ The actions that would have the most significant impact on campus

improvement● What would be the impact on campus practice and student

outcomes if this plan was executed with fidelity?○ A clear focus on the most important actions ○ Strong adult-led practices and systems ○ Improved student outcomes

Introduction to the Self-Assessment

41

How can the ESF be leveraged to support campus improvement?



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation




ESF Self-Assessment: 3 Components

43

Campus Data Reflection

ESF Self-Assessment


44



45


ESF Self-Assessment

What does the Data Reflection process entail?

46

• We begin with data to gain an understanding of the big picture of campus and teacher performance. Then we dig into the practices that led to these results.

• Data reflection activities include: • Collecting high level view of grade level, subject area, and teacher

performance that tells you where to look during the self-assessment• Answering questions to support the development of annual goals for the

Targeted Improvement Plan

Campus Data Reflection Tool Process

47

1

Longitudinal Student

Outcome Data

Use TAPR and

accountability tables

to identify trends in

subject areas/grade

levels

Teacher Level Data

Use local data system

to gain insight into

teacher level

performance

2

Domain Data

Reflection

Use accountability

data tables and the

A-F Estimator to

determine

performance goals

for the year

3

Complete Self Assessment

and Write Plan

Use student and teacher

data to ensure you

gather complete

evidence; use domain

reflections to complete

TIP

4

Campus Data Reflection Tool

48

● Tool to support campuses in reviewing student outcomes

● Goal: Have a common understanding of the outcomes the adult-led systems are yielding

● Tool retained locally, with outcome included in the Targeted Improvement Plan

5.Exemplar_Campus Data Reflection Tool

A-F Estimator

49

https://rptsvr1.tea.texas.gov/perfreport/account/2019/estimator/search.html

https://rptsvr1.tea.texas.gov/perfreport/account/2019/estimator/search.html

District / Campus Data

50

www.txschools.org

http://www.txschools.org/

Campus Data Reflection Tool: Exemplar

51

● What can you tell about student performance at this campus? ● Where might you focus your observations if you are trying to get a

complete picture of practices at the campus?

5.Exemplar_Campus Data Reflection Tool


Campus Data Reflection Tool: Success Criteria

52

❑ At a minimum, include STAAR tested grade/subject levels in student outcome trends and teacher data.❑ Best Practice: Include all grades/subject levels

❑ Use the A-F estimator and your campus’ accountability data tables to identify current state and goals

❑ Domain and overall scale score goals should be ambitious and put the campus on the path to an acceptable rating

Key Takeaways for the Campus Data Reflection Tool

53

What are your key takeaways from the Data Reflection Process?

What next steps will you take to ensure that you complete the Campus Data Reflection Tool?


Introduction to the Self-Assessment Tool

54



55


ESF Self-Assessment

What does the self-assessment process entail?

56

• The ESF Self-Assessment supports campuses in reflecting on current practice in relation to the ESF in order to determine the highest leverage focus areas for improvement.

• Self-assessment activities include:• Gathering evidence of current practice aligned to six Essential Actions

within the ESF

• Reflecting on the evidence gathered to determine the current implementation of each Essential Action

• Using the information gathered to determine which 2-3 Essential Actions are the highest leverage areas for the campus to focus in the development of the Targeted Improvement Plan

Focus on Six Essential Actions

57

Prioritized Lever 1: Strong School Leadership and Planning❑ 1.1 Develop campus instructional leaders (principal, assistant principal,

teacher leaders) with clear roles and responsibilities


❑ 2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators


❑ 3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations


❑ 4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence


❑ 5.1 Objective-driven daily lesson plans with formative assessments

❑ 5.3 Data-driven instruction

Self-Assessment Conducted in Partnership

58

DCSI/ Principal

Supervisor

Campus Leadership

TeamPrincipal

ESF Self-Assessment Process

59

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus

practice in relation to

the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based

on analysis of current

campus practice

3

Barrier Analysis

Identify potential

barriers that may

impede the campus’s

ability to address

focus areas for

improvement

4

ESF Self-Assessment Tool

60

● Tool to support campuses in conducting ESF Self-Assessment

● Goal: Gain a deep understanding of current campus practice through the lens of the ESF to make intentional decisions about improvement planning going forward


6.Template_Campus ESF Self-Assessment Tool

Beginning with the End in Mind

61

What would be the benefit of having this clarity around current campus

practice and focus areas for improvement prior to developing a

Targeted Improvement Plan?

7.Exemplar_Campus ESF Self-Assessment Tool


ESF Self-Assessment:Getting to Know the Framework and Evidence Collection

62


Self-Assessment Process

63

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus


the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based


campus practice

3

Barrier Analysis

Identify potential

barriers that may


ability to address

focus areas for

improvement

4

ESF Self-Assessment Tool: Evidence Collection Plan

64



65












Exemplars

66

Model examples that demonstrate what a practice could look and sound like when implemented most effectively.

Exemplars help us build a common vision and language.

Success criteria helps us name the universal best practices in the exemplar.

When we can see it and name it, we are more likely to do it.

Moving to Action


school practices





builders




Core Idea

68

Deep and honest reflection leads to strong plans and even stronger

implementation.

Diving into Foundational Essential Actions

69

• There are 5 Prioritized Levers

• There are 6 Foundational Essential Actions

• Prioritized Lever 5: Effective Instruction has 2 Foundational Essential Actions

Review Key Practices for the

Foundational Essential Actions

Key Practices in Action

Success Criteria

Think about how the Foundational Essential

Action looks at our campus

Evidence Collection Planning (ESF Self

Assessment)

FOUNDATIONAL ESSENTIAL ACTIONS

Essential Action 1.1: Campus instructional leaders with clear roles and responsibilities

70

What does Essential Action 1.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?

Foundational Essential Action 1.1

71

Essential Action

Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities.

Key Practices

● Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars (observations, debriefs, team meetings).

● Performance expectations are clear, written, measurable, and match the job responsibilities.

● Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.

● Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.

● Principal improves campus leaders through regularly scheduled, job-embedded professional development consistent with best practices for adult learning, deliberate modeling, and observation and feedback cycles.

2.Effective Schools Framework, pg. 2

Two Key Practices in Action

72

Titche Elementary Leadership Team Meeting AgendasSomerset ISD Leadership Team Meetings

What systems and structures do these schools have in place to organize and support the campus instructional leadership team?

What makes these resources strong examples of these key practices in action?

❑ Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.

❑ Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.

8.ESF Essential Actions Exemplars Packet, pgs. 2-5



73

❑ Lead team members use agendas and tracking tools for their

instructional responsibilities including observation/feedback cycles,

PLCs, and data meetings

❑ Lead team meetings include written agendas, recorded meeting

minutes and next steps captured along with follow-up techniques,

with an emphasis on data analysis and progress monitoring

Essential Action 1.1 Success Criteria

74

9.ESF Essential Actions Success Criteria Six-Pager

ESF Self-Assessment: Evidence Collection Planning

75

6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab

ESF Self-Assessment: Evidence Collection Planning Model

76

• What steps does the facilitator take to ensure that they have a clear evidence collection plan?

• What does the facilitator take into consideration when developing the plan?



Evidence Collection Plan Success Criteria

77

❑ Observations and artifacts are identified that will provide authentic evidence of current campus implementation of each Essential Action

❑ A clear timeline is established for the collection and analysis of each piece of evidence identified

❑ The staff member(s) best positioned to gather the needed evidence is identified and assigned the task

Core Idea:

78

The campus evidence is the compass.

It guides the rest of the self-assessment

process.

Therefore, the evidence must authentically

represent campus practices.

Observations: Essential Action 1.1

79

Aligned Observations:❏ Schoolwide routines: Campus leader

roles and responsibilities during campus routines and transitions

❏ Campus Leader team meetings: meeting facilitation, activities, outcomes

❏ Teacher team meetings: meeting facilitation, activities, outcomes

❏ Other

What authentic campus practices could you observe

to demonstrate current implementation of Essential

Action 1.1?


Artifact Collection: Essential Action 1.1

80

Aligned Artifacts:❏ Campus administrator job descriptions❏ Leadership team meeting agenda and minutes❏ Leadership team sample calendars❏ Leadership team member goals and

performance evaluations

Best Practices:● When reviewing meeting agendas, including

minutes provides a clearer picture of current implementation

● When reviewing calendars, recent and relevant calendars are helpful

What authentic campus artifacts could you collect to

demonstrate current implementation of Essential

Action 1.1?


Key Takeaways from Essential Action 1.1

81

What are your key takeaways from our discussion of Essential Action 1.1: Campus instructional leaders (principals, assistant principals, counselors, teacher leaders) with clear roles and responsibilities?

What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 1.1?


Essential Action 2.1: Recruit, select, assign, induct, and retain a full staff of highly qualified

educators

82



83

Essential Action

Recruit, select, assign, induct, and retain a full staff of highly qualified educators.

Key Practices

• The campus implements ongoing and proactive recruitment strategies that include many sources for high-quality candidates.

• Clear selection criteria, protocols, hiring and induction processes are in place and align with the school’s vision, mission, values, and goals.

• Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high-performing staff.

• Teacher placements are strategic based on student need and teacher strengths. • Grade-level and content-area teams have strong, supported teacher leaders trained in adult

learning facilitation and team dynamics. • Preferred substitutes are recruited and retained.



84

Somerset ISD Teacher Leader-led Cluster Meeting Agenda and Tiered Teacher Support Protocol

What components of the meeting agenda and support protocol ensure that all teachers receive personalized strategies to support their development?

What makes these resources strong examples of these key practices in action?

❏ Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high performing staff.

❏ Grade-level and content-area teams have strong, supported teacher leaders trained in adult learning facilitation and team dynamics.



85

❏ High-performing teachers are identified based on improving student outcomes and willingness

to learn and develop

❏ Individualized professional development plans are developed and implemented to support all

staff

❏ Personalized strategies are employed to retain high performing staff including leadership

opportunities, recognition, and/or financial reward

❏ Selection and assignment of teacher leaders is based on demonstrated track record of student

achievement and adult leadership skills

❏ Targeted training includes adult facilitation and team dynamics

❏ Ongoing support includes administrative observation/modeling of meeting facilitation and

performance coaching


86



87

Aligned Observations:❏ Teacher leader facilitation of teacher

team meeting❏ Teacher induction training❏ Teacher leader training❏ Other



Action 2.1?



88

Aligned Artifacts:❏ Teacher recruitment materials ❏ Staff selection tools (rubrics, questions,

performance tasks) ❏ Induction schedules and content❏ Staff culture survey with data ❏ Teacher retention data differentiated by

performance❏ Teacher assignment charts with rationale provided❏ Teacher leadership selection criteria

Best Practices:● Consider when surveys were administered and

actions taken based on survey results for additional context



Action 2.1?



89

What are your key takeaways from our discussion of Essential Action 2.1: Recruit, select, assign, induct, and retain a full staff of highly qualified educators?



Go to www.menti.com

Code:


Essential Action 3.1: Compelling and aligned vision, mission, goals, values focused on a safe

environment and high expectations

90



91

Essential Action

Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.

Key Practices

• Stakeholders are engaged in creating and continually refining the campus’ mission, vision, and values.

• Campus practices and policies demonstrate high expectations and shared ownership for student success, with a drive towards college and career readiness and postsecondary success

• Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the daily life of the school.

• Regular campus climate surveys assess and measure progress on student and staff experiences.


One Key Practice in Action

92

Titche Elementary Campus Culture Artifacts

What components of these artifacts indicate a strong school culture and high expectations for students?

What makes these artifacts strong examples of this key practice in action?

❑ Campus practices and policies demonstrate high expectations and shared ownership for student success, with a drive towards college and career readiness and postsecondary success



93

❏ Practices and policies are captured in writing and consistently

implemented with fidelity

❏ Administrators and teachers demonstrate high expectations for all

students and use asset-based language in staff-to-staff and staff-to-

student interactions around performance, challenges, and strategies to

ensure all students succeed

❏ Artifacts in the classrooms and hallways reference practices and policies


94



95

Aligned Observations:❏ Morning Arrival❏ Dismissal❏ Hallway transitions❏ Cafeteria procedures and behavior❏ Hallway and classroom displays

(posters, posted rules, bulletin boards, etc.)

❏ Classroom systems and routines❏ Teacher>Student interactions❏ Student>Student interactions❏ Other



Action 3.1?



96

Aligned Artifacts:❏ School vision, mission, goals, and/or values

artifacts❏ School vision, mission, goals development process,

including stakeholder input list❏ Campus Improvement Plan that includes mission,

vision, values❏ Schoolwide student culture routines, procedures,

and systems ❏ Campus climate surveys with questions, results, and

response plans

Best Practices:● Consider when surveys were administered and

actions taken based on survey results for additional context



Action 3.1?



97

What are your key takeaways from our discussion of Essential Action 3.1: Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations?



Essential Action 4.1: Curriculum and assessments aligned to the TEKS with a year-

long scope and sequence

98



99

Essential Action

Curriculum and assessments aligned to TEKS with a year-long scope and sequence

Key Practices

● The scope and sequence, units, and assessments are aligned to the standards for all tested subject and grade areas, and grades PK-2nd mathematics and reading.

● Assessments aligned to state standards and the appropriate level of rigor are administered at least three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.

● Instructional materials with key ideas, essential questions, and recommended materials, including content-rich texts, are used across classrooms. The instructional materials include resources intentionally designed to meet the needs of students with disabilities and English learners among other student groups.

● High fidelity professional development calendars for teachers are implemented which provide introductory and ongoing content-focused, job-embedded training linked to high-quality curriculum for early childhood through grade 12, in all core subjects.



100

5th Grade Math Scope and Sequence and Assessment with Answer Key

What components of the Scope and

Sequence and Assessment set a campus and teachers up for success?


❑ The scope and sequence, units, and assessments are aligned the standards for all tested subjects and grade areas, and grades PK-2 mathematics and reading.

❑ Assessments aligned to state standards and the appropriate level of rigor are administered three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.



101

Scope and Sequence:

❑ Aligned to priority and supporting standards, with emphasis on readiness standards

❑ Structured in logically sequenced units of instruction, backwards planned from assessments

❑ Includes dedicated time for assessment and re-teaching


102

Assessment and Answer Key:

❏ Frequent: administered at least 3-4 times per year, may be cumulative in nature

❏ Common: assessment designed with the intent to be delivered across all grade level/content classrooms

❏ Aligned: ❏ Addresses the standards with the same prioritization and rigor as the

top-line assessment (STAAR, ACT, AP, etc.) in alignment with the scope and sequence

❏ Reflects the format and type of questions from the top-line assessment


103



104

Aligned Observations:❏ Classroom observation: use of

instructional materials❏ Teacher team meeting observation:

meeting agenda, activities, outcomes❏ Teacher professional development❏ Other



Action 4.1?



105

Aligned Artifacts:❏ Sample Scope and Sequences❏ Sample Unit Plans❏ Sample Assessments❏ Sample Instructional Materials

Best Practices:

● Aligned artifacts for a specific grade level/content area provide clearer context of current campus practices



Action 4.1?



106

What are your key takeaways from our discussion of Essential Action 4.1: Curriculum and assessments aligned to the TEKS with a year-long scope and sequence?



Go to www.menti.com

Code:


Essential Action 5.1: Objective-driven daily lesson plans with formative assessments

107



108

Essential Action

Objective-driven daily lesson plans with formative assessments

Key Practices

• All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students with disabilities and English learners among other student groups, and formative assessments along with exemplar responses

• Campus instructional leaders review lesson plans frequently for alignment to the standards the scope and sequence, and the expected level of rigor, and provide teachers with feedback and lesson planning support.



109

Weekly Lesson Planning Template and Lesson Plan Feedback Samples

What components of the lesson plan template and feedback set a teacher and students up for success?


❏ All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students with disabilities and English learners among other student groups ,and formative assessments along with exemplar responses

❏ Campus instructional leaders review lesson plans frequently for alignment to the standards the scope and sequence, and the expected level of rigor, and provide teachers with feedback and lesson planning support.



110

Lesson Plan Template:❏ Complete: includes an objective, opening/closing activities, pacing,

instructional activities (with differentiation), and a formative assessment with an exemplar response

❏ Curriculum-driven: aligned to the scope and sequence, daily objective is aligned to the standard and written as a measurable student learning output

❏ Aligned: assessment and all learning activities are aligned to the objective❏ Data-driven: Informed by student data, includes frequent checks for

understanding aligned to the objective❏ Detailed: includes enough detail that another teacher could pick up the plan

and use it effectively ❏ Aligned execution: executed in alignment with lesson plan


111

Lesson Plan Feedback:❏ Right content: Evaluates lesson objective and activities’ alignment to standards,

scope and sequence, and expected level of rigor ❏ Precise and bite-sized: 1-5 precise pieces of feedback per daily lesson plan

focused on teacher actions that would have the greatest positive impact on student learning.

❏ Timely: Delivered to teacher with enough time to make recommended changes before lesson delivery


112



113

Aligned Observations:❏ Classroom observation: lesson plan

execution❏ Teacher team meeting observation:

meeting agenda, activities, outcomes❏ Other



Action 5.1?



114

Aligned Artifacts:❏ Lesson Plan templates ❏ Lesson Plan samples with formative

assessments❏ Lesson Plan samples with feedback provided❏ Lesson Plan submission and feedback cycle

expectations and protocols

Best Practices:● Examples of completed lesson plans and lesson

plan feedback provide additional context● Alignment of lesson plan with feedback or

curriculum scope and sequence provides additional context



Action 5.1?



115

What are your key takeaways from our discussion of Essential Action 5.1: Objective-driven daily lesson plans with formative assessments?



Go to www.menti.com

Code:


Essential Action 5.3: Data-driven instruction

116


Essential Action 5.3

117

Essential Action

Data-driven instruction

Key Practices

● Campus instructional leaders review disaggregated data to track and monitor the progress of all students, including students with disabilities and English learners among other student groups, and provide evidence-based feedback to teachers.

● Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach.

● Teacher teams have protected time built into the master schedule to meet frequently and regularly for in-depth conversations about formative and interim student data, effective instructional strategies, and possible adjustments to instructional delivery focused on meeting the needs of both struggling learners and learners needing acceleration.

● Student progress toward measurable goals (e.g., % of class and individual student mastering of objectives, individual student fluency progress, etc.) is visible in each and every classroom and throughout the school to foster student ownership and goal setting.

2.Effective Schools Framework, pgs. 6-7

One Key Practices in Action

118

Weekly Data Meeting Agenda and leader preparation

What components of the weekly data meeting agenda and leader preparation set the leader and teachers up for success?


❏ Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach.


One Key Practices in Action

119

❏ Unpack Standard and Create Exemplar: Unpack the standard into knowledge and skills, unpack the teacher created exemplar into knowledge and skills, and unpack the student exemplar into knowledge and skills

❏ Identify Gap: Determine key conceptual and procedural gaps between student work and exemplar, name the specific student error and misunderstanding

❏ Plan the Reteach: Plan an exemplar for the re-assessment that addresses the student error and misunderstanding, design a reteach lesson to address misconception, script key points, CFUs and formative assessment, lock in reteach date

❏ Practice the Reteach: Stand and deliver reteach with real-time feedback, redo portions until practice is strong

❏ Follow Through: Write the corrective instruction action plan, including identified gap and dates for reteach, specific students to be addressed, date and method of assessment, follow-up date for reassessment data review


120



121

Aligned Observations:❏ Visible evidence of student goals and

progress towards mastery (charts, tracking tools, posters, etc.) in classrooms or hallways

❏ Teacher team meeting observation: meeting agenda, activities, outcomes

❏ Leadership team meeting observation: meeting agenda, activities, minutes

❏ Other



Action 5.3?



122

Aligned Artifacts:❏ PLC/Data Meeting Agendas ❏ Sample PLC/Data Meeting minutes❏ Progress monitoring and tracking tools ❏ Sample reteach plans ❏ Assessment Calendar

Best Practices:

● When reviewing meeting agendas, including minutes provides a clearer picture of current implementation



Action 5.3?



123

What are your key takeaways from our discussion of Essential Action 5.3: Data-driven instruction?



ESF Self-Assessment: Essential Action Implementation Analysis

124


125

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus


the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based


campus practice

3

Barrier Analysis

Identify potential

barriers that may


ability to address

focus areas for

improvement

4

Self-Assessment Tool: EA Analysis

126

1. Synthesize evidence gathered

2. Reflect on evidence through the lens of the success criteria

3. Determine implementation of each Key Practice

Determine the Essential Action implementation level based on the sum of the evidence gathered

6.Template_Campus ESF Self-Assessment Tool, EA Analysis Tabs

Model: Essential Action 1.1 Analysis

127

● How does the facilitator use the success criteria to support their understanding of the current implementation of each Key Practice?

● How does the facilitator use their analysis of the evidence to determine the Essential Action implementation level?



Essential Action Analysis Success Criteria

128

❑ Evidence is synthesized and aligned to the appropriate Key Practices

❑ Evidence is analyzed through the lens of the success criteria to determine the extent to which the Key Practice is being implemented

❑ The overall implementation of the Key Practices informs the Essential Action implementation level

Core Idea

129

The success criteria is the lens through which we

observe our “current location”.

When we know our “current location”, we can create

the best possible plan to reach our “destination”.

Practice: Essential Action 4.1 Analysis

130

For EA 4.1 Analysis Tab, complete the following:

1. Analyze the evidence through the lens of the success criteria 2. Determine the key practice implementation levels3. Determine the EA implementation level

10.Practice_Exemplar_Campus ESF Self-Assessment Tool, EA 4.1 Analysis Tab

Exemplar: EA 4.1 Analysis

131

Key Takeaways from Essential Action Analysis

132

What are your key takeaways from our discussion of the Essential Action Analysis process?

What do you want to keep in mind when determining each Essential Action’s implementation level?


Day 1 Closing

133

Day 1 Closing:

134

• Surveys

• Targeted Improvement Plans

• Timelines

• Updates

• Capacity Building

Thank you!

Effective Schools Framework Overview for Schools in Improvement

DAY 2

Training Outcomes

137

• Explain the purpose and rationale for the ESF

• Develop an understanding of each of the Foundational EAs and what they look like in practice.

• Understand the ESF Self-Assessment process and how it supports campus improvement efforts and plan for implementation

• Understand the purpose of the Targeted Improvement Plan and how to use the plan to support long-term, sustainable campus improvement

• Develop an initial understanding of the ESF diagnostic process and how it supports campus improvement efforts.

• Understand how the TEA, ESCs, and external partners will align efforts with the ESF to provide coherent supports and resources to achieve greater impact.

138

Agenda

Day One Day Two

ESF IntroductionESF Self-Assessment: Focus Area

Identification

School Improvement Pathway ESF Self-Assessment: Barrier Analysis

Introduction to the ESF Self-Assessment Process and Data Reflection Tool


ESF Self-Assessment: ESF Essential Action Deep Dives and Planning for the ESF Self-

AssessmentDeveloping a Targeted Improvement Plan

ESF Self-Assessment: Essential Action Analysis

School Improvement Campus Journey: Next Steps

Training Norms

139

★ Be punctual

★ Be fully present and engaged – participate

★ Ask questions

★ Provide open and honest feedback and recommendations

★ Avoid side conversations

★ Take care of your needs

★ Two-way confidentiality

ESF Self-Assessment: Review

140



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation





142


ESF Self-Assessment

Self-Assessment Process Review

143

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus


the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based


campus practice

3

Barrier Analysis

Identify potential

barriers that may


ability to address

focus areas for

improvement

4

How will the work we did yesterday set us up for today’s discussion of Steps 3-4 of the Self-Assessment process and the development of the Targeted Improvement Plan?


ESF Self-Assessment: Focus Area Identification

144


145

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus


the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based


campus practice

3

Barrier Analysis

Identify potential

barriers that may


ability to address

focus areas for

improvement

4

ESF Self-Assessment Tool: Focus Area Identification

146

2.Template_Campus ESF Self-Assessment Tool, Focus Area Identification Tab

Model: Focus Area Identification

147

● How does the facilitator determine the best fit improvement approach for the campus?

● How does the facilitator determine the highest leverage focus areas for improvement for the campus?



Focus Area Identification Success Criteria

148

❑ Essential Actions are sorted by implementation level to determine which are considered “bigger” and “smaller” gaps

❑ Reflection questions and campus/district context are used to inform whether the campus pursues a bigger or smaller gap approach

❑ Highest leverage focus areas align with the decided approach

❑ When more than 3 Essential Actions align with the decided approach, the highest leverage focus areas are those that would have the biggest ripple effect on other actions

Core Idea:

149

Highest leverage actions are those that create

the biggest ripple effects.

Key Takeaways from Essential Action Analysis

150

What are your key takeaways from our discussion of the Focus Area Identification process?

What do you want to keep in mind when determining your highest leverage campus’s focus areas for improvement?


ESF Self-Assessment: Barrier Analysis

151


152

1

Evidence Collection

Gather evidence of

current campus

practice in six ESF

Essential Actions

Analysis of Current

Practice

Reflect on evidence

of current campus


the ESF

2

Focus Areas for

Improvement

Identify 2-3 focus

areas for

improvement based


campus practice

3

Barrier Analysis

Identify potential

barriers that may


ability to address

focus areas for

improvement

4

What does the barrier analysis entail?

153

● We’ve created a shared understanding of the gaps in our practice (current reality vs. ideal implementation). Now we create a shared understanding of why the current reality exists.

● Barrier Analysis activities include:○ Identifying the mindsets (beliefs), behaviors (actions or inaction), and

resource issues (lack of resources or misallocation of resources) that have prevented essential action implementation in the past

○ Identify the issues that might derail our implementation in the future so we can proactively plan around them

Barrier Analysis Process

154

For each focus area, consider:

● What mindsets (beliefs/opinions) may have contributed the gap between current practice and strong implementation?○ What mindset shift needs to occur for

strong implementation to occur?● What behaviors (actions or lack of action) may

have contributed the gap between current practice and strong implementation?○ What behaviors have to change for strong

implementation to occur?● What resources was the campus/district lacking

that may have contributed the gap between current practice and strong implementation? ○ What resources are needed to implement

this action?

2.Template_Campus ESF Self-Assessment Tool, Barrier Analysis Tab

Barrier Analysis Exemplar

155

● What did this campus identify as barriers?● What would be the benefit of identifying these barriers and

codifying them prior to planning?



Barrier Analysis Success Criteria

156

❑ The mindsets, behaviors, and resource issues that may have prevented implementation in the past or may prevent implementation in the future for each focus area (essential actions) are taken into consideration

❑ Conversation is open and transparent

❑ Conversation include a variety of stakeholders

Key Takeaways from Barrier Analysis

157

What are your key takeaways from our discussion of the Barrier Analysis process?

What do you want to keep in mind when reflecting on potential barriers aligned to your focus areas for improvement?



158

How can district systems and structures best support the campus improvement process?


159


ESF Self-Assessment

District Commitments

160

Reread the District Commitments for each Prioritized Lever.

As you read, consider:What impact would the district commitments have on the implementation of the Foundational Essential Actions (and DDI) in each lever?


District Commitments Review

161

● District Commitments serve as the foundational structures and systems upon which school-based best practices can be built.

● The district commitments ensures that the conditions exist for the campus to successfully implement the essential actions.

● District leaders’ actions play a critical role in campus implementation of essential actions.

What does the development of a District Commitments Theory of Action entail?

162

● A theory of action describes the causal relationship between the specific actions an organization takes and the outcome it will achieve○ The outcome for this theory of action is that the campus will be supported in

implementing essential actions● By developing a Theory of Action, the district can identify the specific actions

it needs to take to support the campus in implementing best practices.● Developing a district commitments theory of action includes:

○ Identifying the campus’ focus areas for improvement (through self-assessment and diagnostic)

○ Selecting District Commitments the district will prioritize to support those focus areas○ Recording the District Commitment Theory of Action in the Targeted Improvement Plan

and creating a plan for district actions

District Commitments Theory of Action Process

163

1

Campus Self-Assessment

(or ESF Diagnostic)

Campus identified 2-3

focus areas for

improvement

(Essential Actions)

Identify Prioritized

Levers

Select Prioritized

Levers the campus’

focus areas fall under

2

District Commitment

Selection

Consider district

context (organization,

capacity, current

initiatives) to select 1-2

commitments per

Prioritized Lever

3

Write Theory of

Action

Adjust language to create

an if/then statement that

connects district actions to

campus implementation

of Essential Actions

4

District Commitments Theory of Action Tool

164

● Supports districts in selecting the district commitments they will prioritize to support campus implementation

● Goal: Identify what the district will do in the current year to ensure the campus has the necessary support to implement best practices aligned to their focus areas for improvement


4.Template_District Commitments ToA Tool

District Commitments Theory of Action Exemplar

165

● How will the commitments this district selected create the conditions for the campus to implement the Essential Actions?

● How will this Theory of Action help the district understand what actions it needs to take to support campus improvement?

5.Exemplar_District Commitments ToA Tool


District Commitments Theory of Action Success Criteria

❑ Key district staff, including the DCSI and principal’s supervisor, are involved in the creation of the District Commitment Theory of Action

❑ The Theory of Action identifies the actions the district will take so that the campus can implement selected Essential Actions

❑ Selected district commitments align to the campus’ identified essential actions

❑ Selected district commitments will support the campus’ implementation of identified essential actions and create the necessary conditions for improvement on the campus

166

Key Takeaways for District Commitments Theory of Action

What are your key takeaways from the District Commitments Theory of Action process?

What do you want to keep in mind when identifying district commitments aligned to your focus areas for improvement?

167


Targeted Improvement Planning

168

How do we plan to improve and monitor our progress?



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation




170

Targeted Improvement Plan (TIP)

● Record the gaps that have been identified and prioritized

● Bridging the gaps: ○ Set the vision and goals for the

year○ Identify the specific actions to

take to achieve the vision and goals

● Action planning broken down in 90 day cycles

6.Template_Campus Targeted Improvement Plan

TIP Submissions

171

● The TIP is approved by the board and submitted to TEA (F and comprehensive campuses)○ Targeted/Additional Targeted, D

domain, D overall campuses develop and retain locally

● Initial submission is due Sept. 27○ Board approval not required until

first progress submission (Nov. 22nd)● Progress submissions throughout the

year○ Update student data○ Modify actions based on success in

previous cycle

TIP Development Process

172

1

Record findings from

needs assessment

Foundations tab

Identify annual

outcomes/goals

Foundations tab and

Data tab

2

Identify Cycle

outcomes and goals

Data tab and 90-day

Cycle tabs

3

Create cycle action

plan

90-day Cycle tabs

4

Targeted Improvement Plan: Foundations Tab

173

6.Template_Campus Targeted Improvement Plan, Foundations Tab

Model: Foundations Tab

174

● How does the facilitator use the completed Campus Data Tool, ESF Self-Assessment, and District Commitments Theory of Action to complete the Foundations Tab?

● How does the Foundations tab set the campus up for success throughout the rest of the improvement planning process?



Foundations Tab Success Criteria

175

❑ The Foundations Tab serves as the foundation for the rest of the Targeted Improvement Plan, locking in the focus areas for improvement and desired annual outcomes, which will inform the actions the campus takes during each improvement cycle.

❑ The completed Campus Data Tool supports the campus in completing the Data Analysis Needs Assessment.

❑ The results of the Self-Assessment, including Essential Action ratings, prioritized focus areas for improvement, rationale for their selection, and potential barriers to address, are included in the Self-Assessment Results.

❑ The desired annual outcome for each focus area is outlined, describing what the campus practice will look and sound like at the end of the year, if the Targeted Improvement Plan is implemented with fidelity

❑ The District Commitment Theory of Action statement is included in the Self-Assessment Results.

Foundations Tab: Initial Submission

176

What has to be completed on the Foundations Tab with the Initial Submission?

● Campus Information

● Assurances

● Data Analysis Questions

● Self-Assessment OR Diagnostic results

○ Leave Self-Assessment results blank and complete Diagnostic results if you had an ESF Diagnostic in Spring 2019.

Targeted Improvement Plan: Student Data Tab

177

Required in Initial Submission

6.Template_Campus Targeted Improvement Plan, Student Data Tab

Model: Student Data Tab

178

● How does the facilitator use the completed Campus Data Tool to support the completion of the Student Data Tab?

● How does the Student Data tab create a common understanding of student outcomes throughout the year?



Student Data Tab Success Criteria

179

❑ STAAR tested grade levels/subject areas are tracked (minimum requirement; best practice is all grade levels/subject areas)

❑ When possible, data sources are aligned throughout the year

❑ Summative goals align with domain accountability goals set in the Foundations tab

Student Data Tab: Initial Submission

180

What has to be completed on the Student Data Tab with the Initial Submission?

● Grade levels/subject areas you are tracking

○ minimum requirement: STAAR tested

● Cycle 1 data sources and goals

○ Cycle 2 and 3 data sources and goals optional; must be completed with progress submissions

● Summative data sources and goals

○ Data source must be STAAR for tested grade levels/subject areas

Targeted Improvement Plan: 90 Day Cycle Tabs (Outcomes)

181

6.Template_Campus Targeted Improvement Plan, 90 Day Cycle Tabs

Model: Cycle 1 Outcomes

182

● How does the facilitator use the completed Foundations Tab to develop a strong vision and goal for Cycle 1?

● How does the cycle goal setting process set the campus up to create a strong action plan for this cycle?



90 Day Cycle Tabs (Outcomes) Success Criteria

183

❑ The 90 Day Outcome describes what it will look and sound like on the campus at the end of the cycle, and the sum of all three 90 day cycle outcomes would lead to achieving the annual desired outcome (foundations tab)

❑ Barriers for each cycle are detailed and timely for the 90 day cycle; they are pulled from the barrier analysis results in the foundations tab

❑ District actions for the cycle align to the District Commitments Theory of Action and will support the campus achieving the 90 Day Outcome

90 Day Cycle Tabs (Outcomes): Initial Submission

184

What has to be completed in the Goal Setting section of the Cycle Tabs the Initial Submission?

● All sections are completed for cycles 1-3○ Cycle 4 is completed in the Spring to prepare for next school year

Targeted Improvement Plan: 90 Day Cycle Tabs (Action Planning - Milestones)

185

6.Template_Campus Targeted Improvement Plan

Model: Cycle 1 Action Planning –Milestones

186

● How does the facilitator use the Cycle 1 goal setting section to complete the Cycle 1 action plan?

● How does the Cycle 1 action plan set the campus up to achieve the cycle and annual goals?



90 Day Cycle Tabs (Action Planning - Milestones) Success Criteria

187

❑ Milestones include actions that the campus will take to implement the focus areas (essential actions and key practices) and demonstrate a clear sequence of events

❑ Successful completion of the cycle milestones would lead to the campus reaching its 90 day desired outcome

❑ The action plan includes steps to address barriers and district actions

❑ Each milestone has a timeline, resource, and person(s) responsible

❑ The evidence that will be collected is observable and would accurately show the status of the milestone

90 Day Cycle Tabs: Success Criteria Practice

188

• How do the goal setting and action planning sections of the Cycle 2 tab meet the success criteria?

• How will the cycle goal help the campus create a strong action plan?

• How will the action plan set the campus up to achieve their cycle and annual goals?

7.Exemplar_Campus Targeted Improvement Plan, Cycle 2 Tab

90 Day Cycle Tabs Success Criteria

189

Action Planning - Milestones

● Milestones include actions that the campus will take to implement the focus areas (essential actions and key practices) and demonstrate a clear sequence of events

● Successful completion of the cycle milestones would lead to the campus reaching its 90 day desired outcome

● The action plan includes steps to address barriers and district actions

● Each milestone has a timeline, resource, and person(s) responsible

● The evidence that will be collected is observable and would accurately show the status of the milestone

Outcomes

● The 90 Day Outcome describes what it will look and sound like on the campus at the end of the cycle, and the sum of all three 90 day cycle outcomes would lead to achieving the annual desired outcome (foundations tab)

● Barriers for each cycle are detailed and timely for the 90 day cycle; they are pulled from the barrier analysis results in the foundations tab

● District actions for the cycle align to the District Commitments Theory of Action and will support the campus achieving the 90 Day Outcome

Core Idea:

190

A compelling goal and a clear plan for how to

reach it ensure strong implementation, and

ultimately…

strong school and student outcomes.

90 Day Cycle Tabs (Action Planning - Milestones): Initial Submission

191

What has to be completed in the Action Planning section of the Cycle Tabs the Initial Submission?

● Only complete cycles 1-3○ Cycle 4 is completed in the Spring to prepare for next school year

● Complete columns in blue (Milestones, Prioritized Focus Area, Timeline, Resources Needed, Person(s) Responsible, Evidence used to Determine Progress toward Milestone, Evidence Collection Date)○ Other columns and cycle reflection are completed prior to progress

submission○ Ex.: For the first progress submission (Nov. 22nd), complete the “Progress

toward Milestone” and "Necessary Adjustments /Next Steps" columns and the “Reflection and Planning for the Next Cycle” section in the cycle 1 tab

TIP Development Process

192

1

Record findings from

needs assessment

Foundations tab and

Data tab

Identify annual

outcomes/goals

Foundations tab and

Data tab

2

Identify Cycle

outcomes and goals

Data tab and 90-day

Cycle tabs

3

Create cycle action

plan

90-day Cycle tabs

4

Key Takeaways for Targeted Improvement Plan

What are your key takeaways from the Targeted Improvement Plan development process?

What do you want to keep in mind when you develop your Targeted Improvement Plan?

193


ESF Diagnostic and Long Term Planning

194



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation




Goal of the ESF Diagnostic Process

196

✓ Deeply reflect on campus practices and survey results to develop a shared vision of current practice

✓ Identify campus and district strengths and areas for growth in alignment with ESF essential actions

✓ Determine 2-3 highest leverage focus areas for long-term, sustainable improvement

Making a Connection

197

T-TESS “POP” Cycle

Pre-Conference

ObservationPost-

Conference

What makes this cycle effective?

What does the diagnostic process entail?

198

• ESF Facilitator spends approximately 3 weeks with a district/campus working collaboratively with the Principal Supervisor/DCSI and Principal to conduct the diagnostic process

• Diagnostic activities include:• Pre-visit: Evidence and artifact collection and analysis aligned to ESF

foundational essential actions

• On-campus visit: ESF Facilitator, DSCI/Principal Supervisor, and Principal conduct a shared diagnostic of campus practices

• Post-visit: Debrief conversation during which ESF Facilitator, DCSI/Principal Supervisor, and Principal analyze the evidence and conduct a process to determine highest leverage focus areas for improvement


199












Conducted in Partnership

200

ESF Facilitator

PrincipalPrincipal

Supervisor/DCSI

Diagnostic Process

201

1

Pre-Work

Gather artifacts and

data sources to

provide background

context on campus

practices

Pre-Visit

Conversation

Provide ESF

Facilitator with

additional campus

context and plan

campus visit logistics

2

Campus Visit

Collaboratively

observe campus

practices in relation

to the ESF

3

Post-Visit

Conversation

Determine highest

leverage focus areas

for improvement

based on diagnostic

results

4

Diagnostic Process with ESF Facilitator

Purpose of the ESF Diagnostic Pre-Work

202

➔ Supports the ongoing campus reflection on current practices relative to the ESF

➔Provides additional campus context for ESF Facilitator➔ Supports planning of campus visit

ESF Diagnostic Pre-Work*

203

Pre-Work Document Artifact Collection Pre-Work Data Tool

Reflect on artifacts and data tool, provide additional context, and analyze current implementation of essential actions.

Collect campus-level artifacts that represent campus current practice in relation to essential actions.

Collect grade-level and teacher-level student outcomes data as well as data sources aligned to essential actions.

*Updated versions of ESF Self-Assessment tools

ESF Diagnostic Process: Pre-Visit Conversation

204

Key Ideas:

- Campus pre-work guides conversation- Provide ESF Facilitator with additional context about campus

practices- Proactively plan for campus visit logistics- Scheduled 1-2 weeks before campus visit

ESF Diagnostic Process: Campus Visit

205

Key Ideas:

- One day visit to campus - Collaborative observation and evidence collection process with

ESF Facilitator, Principal Supervisor/DCSI, and Principal - Conduct observations (classroom, campus climate, PLC/data

meeting) and focus groups (teacher and administrator)

ESF Diagnostic Process: Identification of Focus Areas for Improvement

206

Key Ideas:

- ESF Facilitator, Principal Supervisor/DCSI, and Principal debrief on evidence collected and determine current campus implementation of essential actions

- Team determines 2-3 highest leverage focus areas for long-term, sustainable improvement based on analysis

- Scheduled within one week of campus visit

ESF Diagnostic Process: Identification of Focus Areas for Improvement

207

What would be the impact of having this information in the Spring going into the upcoming school year?

8.Example_Effective Schools Framework Diagnostic_Final Report


Moving to Action


school practices





builders




Capacity Builder Connection

Key Ideas:

- TEA and ESCs support in connecting campuses with capacity builders with expertise in focus areas for improvement

- Capacity builders can provide sustained training, coaching, and implementation support

- Future expectation that all “vetted” capacity builders demonstrate clear alignment to the ESF essential actions and a proven track record of improving student outcomes

- Work with capacity builder informs development and implementation of improvement plans

209

Capacity Builder Connection - Example

Possible Scenario:

- Campus A identifies that their highest leverage focus areas for improvement are 5.3 Data-Driven Instruction and 1.1 Campus Leader Roles and Responsibilities during the ESF Diagnostic

- Campus connects with ESC, who provides capacity building support through their Texas Instructional Leadership DDI training program. - ESC provides multiple training opportunities throughout the

year, coupled with ongoing implementation support on the campus, and direct coaching of the principal supervisor

210



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation




Key Takeaways for Targeted Improvement Plan

What are your key takeaways from the ESF Diagnostic process and long-term improvement planning?

What do you want to keep in mind when preparing for the ESF Diagnostic process?

212


Putting it all together

213



ESF Self-Assessment



Sept.

ESF-Aligned Survey

Oct. through Nov.

ESF Diagnostic

Jan. through Apr.


Jun. through Aug.



Needs Assessment


Plan Implementation




Intervention and Submissions Calendar

215



Accessing Templates, Exemplars, and Resources

texasesf.org

School Improvement website

216

217

218

Day 2 Closing

219

Day 2 Closing:

220

▪ August 30th – Submit DCSI Name and Attestation Statement in ISAM

▪ August 22 - September 27th – TIP collaboration and writing (ESC assistance available)

▪ September 27th - Targeted Improvement Plan Initial Submission in ISAM by DCSI. Although ideally a board approved plan needs to be submitted, a plan does not have to be approved by this date.

▪ November 22nd - DCSI submits Progress #1 and TIP must be board approved

Dr. Belinda S. Gorena, Administrator

956-984-6173

[email protected]

Ruben Degollado, Director

956-984-6185

[email protected]

Rosey Guerra, Effective Schools Lead

956-984-6145

[email protected]

Francene Phoenix, Effective Schools Lead

956-984-6027

[email protected]

Aminta Silva, Effective Schools Lead

956-984-6147

[email protected]






Thank you!

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