WelcomeApproved Service Provider Orientation
Webinar
THSRRP Grant Cycle VISpring 2010
We will begin at 10:00 CST. If you are not hearing any audio through your speakers, click the Audio Setup link to
adjust mic/speaker settings or call 512-919-5132
Webinar Agenda
• Webinar Procedures• Introductions and roles• Grantee Profile• Region XIII Technical Assistance• Grant Structure• Grant Implementation Monitoring• Approved Service Provider Reporting
Webinar Logistics: Asking Questions
• To ask a question, please use the “Question” feature of the Webinar software. We will address most questions live at the end of the presentation.
• If you prefer to have a personal answer to a question, then please e-mail Nicole at [email protected] or call 512-919-5132
Support ContactsDr. Mary Alice DeikeProgram [email protected]
Dan FuchsProgram [email protected]
Dixie BinfordProgram [email protected]
Dr. Donna CalzadaProgram [email protected]
Nicole MoralesProgram [email protected]
Dr. Kelly ShapleyTEA Grant Program [email protected] 512-936-9571
Grantee Criteria
• A middle school or junior high school shall be eligible to participate if it serves students in two or more of grades 6, 7, 8, 0r 9.
• A high school shall be eligible to participate if it serves students in two or more of grades 9, 10, 11, or 12 and if at least 50% of its student population is in grade 9 or higher.
Awarded Campuses – Cycle VI
Arthur Davila Middle School Bryan ISD Dixie Binford Sterling H. Fly Junior High School Crystal City ISD Dixie Binford Florence Middle School Dallas ISD Mary Alice Deike
(3 Cycle V Schools)Everman Junior High School Everman ISD Dan Fuchs
(2 Cycle V Schools)
Humble High School Humble ISD Donna Calzada(3 Cycle 5 Schools)
La Pryor High School La Pryor ISD Dixie BinfordPremont High School Premont ISD Donna Calzada
Stripling Middle School Fort Worth ISD Dan FuchsArlington Heights High School Fort Worth ISD Dan Fuchs
Waco High School Waco ISD Dixie BinfordBrazos Middle School Waco ISD Dixie Binford
Region XIII Technical Support• Campus Snapshot• Data DIG• Assessing Impact: Evaluation Framework• Building Capacity in Campus Leadership• Approved Service Provider Coordination• Evidence Collection • Case Management
Case Manager Function
Campus
Texas Secondary School Redesign
and Restructuring Grant Program
District
Service Provider Service Provider
Service Provider
State Level Assistance:
•Lead planning phase of grant development process
•Determine progression to continuation phase of grant
•Provide accountability oversight for project
•Plan and conduct professional development and other support activities for campuses
•Monitor fidelity of grant implementation
•Evaluate and report progress
Case Manager Functions:
•Work with partners to create integrated scope and sequence of all PD activities from all partners
•Identify and resolve issues related to partner services
•Assist with process to create performance and accountability targets for partners
•Work with district staff to integrate improvement efforts with district efforts/requirements
Multiple partners allows for specialization of services to meet unique campus needs
Planning Phase: April to June
Conduct Comprehensive Needs Assessment•Snapshot•Data DIG
Attend Secondary Summit•Assessing Impact of Professional Development Training
•Create Evaluation Framework
Select Provider from Approved Service
Provider List
Meet with ASP and Case Manager to Plan for
Semester One/Review Evaluation Framework
Summer Professional Development Activities
Implementation Phase: Semester One
Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework
•Generated Reports to Campus/ASP
One Site Visit•ASP•Principal/CIT
Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Components•Budget
Professional Development Evaluation,
Analysis, Adjustment
End of Semester Evaluation with ASP/Principal/Staff to
determine second semester Goals/Evaluation Framework
Implementation Phase:Semester Two
Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework
•Generated Reports to Campus/ASP
One Site Visit•ASP•Principal/CIT
Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Componets•Budget
Professional Development Evaluation,
Analysis, Adjustment
End of Semester Evaluation with ASP/Principal/Staff to
determine second semester Goals/Evaluation
Framework
Implementation Phase:Semester Three
Planning for Grant Completion
Summer Professional Development Activities
Monthly Case Manager Visits•Principal•Staff Members conduct classroom visits using Evaluation Framework
•Generated Reports to Campus/ASP
One Site Visit•ASP•Principal/CIT
Members/Staff/Central Office•Classroom visits•Evaluation Framework•Grant Componets•Budget
End of Grant EvaluationAnalysis of
Data per Evaluation Framework
Continuation Plan Development
Case Manager Feedback Process
Conduct Planned Professional Development
CAMPUS LEADERSHIP TEAM FUNCTION
Survey Participant Reactions and Learning
CASE MANAGER FUNCTION
Determine and Communicate Participant
Support NeedsCASE MANAGER
FUNCTION
Observe Implementation of Participant Learning
CASE MANAGER FUNCTION
Inform Leadership and Provider of Needs/Gaps
from Learning to ImplementationCASE MANAGER
FUNCTION
Gather and Analyze Student Assessment Data (Campus, District, State,
National Data)CAMPUS LEADERSHIP
TEAM FUNCTION
Guskey’s Five
Levels of
Evaluation
Level One:
Participant
Reactions
(Survey)
•Were goals and objectives for the learning clearly specified?
•Did the topic address an identified need?
•Were the activities relevant to the topic?
•Was your understanding of the topic enhanced?
•Will you be able to apply what you learned?
Level Two:
Participant
Learning
(Survey)
•Did you achieve the specified goals and objectives for learning?
•What is the most useful thing you learned from the session?
•What issues or concerns need to be addressed further?
•Has the workshop altered the way you view student learning within your class?
•Have you shared any of the information with anyone else in your school? If so, who?
Level Three:
Organization
Support and
Change(Discuss
ion)
•What resources do you still need to implement the learned strategies in your classroom?
•Who is not involved in assisting you with implementation that you feel should be involved?
•What needs to happen in order to increase the level of implementation in your classroom?
Level Four:
Use of New
Knowledge and
Skills(Observation)
•Ideal teacher behaviors indicating a high level of implementation of professional learning activities
•Proficient teacher behaviors indicating a moderate level of implementation of professional learning activities
•Acceptable teacher behaviors indicating a low level of implementation of professional learning activities
•Unacceptable teacher behaviors indicating no implementation of professional learning activities
Level Five:Stu
dent Learnin
g Outcom
es
•Classroom-generated student assessment data
•District-generated student assessment data
•State-level student assessment data
•National-level student assessment data
•Student assessment data from examining student-generated work products
Approved Service Provider Reporting
• Report submitted monthly to the Region XIII TSSRRP Office
• Case Manager Reviews Reports• Clarifying questions submitted to
approved service providers• Adjustments in services based on input
from Campus
Approved Service Provider Role
Possible Campus Questions
Do you have a track record of success in both improving campus performance and increasing campus and
district leadership capacity in settings similar to the Grantee campuses?
What is the evidence that supports your success at struggling campuses?
Do you offer a job-embedded professional development component with ongoing
support for implementation?
How often are you available to assist with implementation between professional
development sessions?
How much time (hours per week) will you spend on the campus, working directly with individual staff members to build
capacity for sustainability?
How do you foster a relationship with the individual or team that will primarily
work with you from the campus?
Lessons Learned• One-time professional development sessions are not
as effective as on-going, job-embedded learning experiences
• A follow-up/support visit from the provider 1 to 2 times per week yields a greater chance for implementation in the classroom
• Building capacity through reflective practice between “official” visits increases fidelity of implementation
• Coaching is the best strategy to ensure high levels of implementation
Thank you for attending theApproved Service Provider Orientation
Webinar
THSRRP Grant Cycle VISpring 2010
512-919-5132
