Closing The Gaps
Focus School Support
February 4, 2014
Video Activity
• http://www.tcdss.net/tcdss/waiver.html
Today’s Agenda
I. Introduction and Objectives
II. Identification and Interventions
III. TAIS Process overview
IV. Identifying instructional
interventions
V. Tools, Resources, and Support
What it means to be a Focus
School
Identification and Interventions
Interventions
• Reasons for identification and intervention are
to be included in CAMPUS IMPROVEMENT
PLAN
• Address at least 1 INSTRUCTIONAL
INTERVENTION in 2013-2014 SY to target
deficiencies and close achievement gap
• Work collaboratively with local Education
Service Center (ESC) for support and guidance
How were performance gaps
calculated to identify Focus schools?
Where you find the data.
Subjects Evaluated
Student groups evaluated
All Student Group
White
Economically
Disadvantaged
Special Education
ELL
Hispanic
African American
Minimum Student Group Size
25
What you need to know?
% met standard
All Students GroupReading
% met standard of
Student Groups that
meet minimum sizeReading
% met standard
All Students GroupMath
% met standard of
Student Groups that
meet minimum sizeMath
For the All Students group and each group that
meets minimum size you find the difference
between the target of 75 and actual percent
meeting standard.
Example 63% of all students group
met standard in Reading
75
63
12
Repeat for each group with Reading and Math
Let’s try an example:
Texas School
All
Students
African
American
Hispanic
White
Spec Ed
Eco Dis
Reading
63
38
58
76
56
63
Math
48
25
45
75
32
40
Count number of groups in Reading and
Math that meet Minimum Size
All
Students
African
American
Hispanic
White
Spec Ed
Eco Dis
Reading #
120
30
50
40
30
100
Reading
Target
75
75
75
75
75
75
Scores
63
38
58
76
56
63
Math #
125
33
50
42
31
100
Math
Target
75
75
75
75
75
75
Scores
48
25
45
75
32
40
Distance
to Target
Distance
to Target
12 meet minimum size
Target is 75
All
Students
African
American
Hispanic
White
Spec Ed
Eco Dis
Reading
Target
75
75
75
75
75
75
Scores
63
38
58
76
56
63
Math
Target
75
75
75
75
75
75
Scores
48
25
45
75
32
40
Distance
to Target
Distance
to Target
All
Students
African
American
Hispanic
White
Spec Ed
Eco Dis
Reading
Target
75
75
75
75
75
75
Scores
63
38
58
76
56
63
Distance
to Target
12
37
17
0
19
12
Math
Target
75
75
75
75
75
75
Scores
48
25
45
75
32
40
Distance
to Target
27
50
30
0
43
35
ADD
All
Students
African
American
Hispanic
Reading
Target
75
75
75
75
75
75
Scores
63
38
58
76
56
63
Distance
to Target
12
37
17
0
19
12
Math
Target
75
75
75
75
75
75
Scores
48
25
45
75
32
40
Distance
to Target
27
50
30
0
43
35
282
White
Spec Ed
Eco Dis
282
12
23.5
23.5 is the average gap
between student
performance groups
and the 75% federal
target
Interventions
• Designate a district contact and
Engage in TAIS
• Review ESEA Turnaround Principles &
Critical Success Factors
Interventions
• Reasons for identification and intervention are
to be included in CAMPUS IMPROVEMENT
PLAN
• Address at least 1 INSTRUCTIONAL
INTERVENTION in 2013-2014 SY to target
deficiencies and close achievement gap
• Work collaboratively with local Education
Service Center (ESC) for support and guidance
Designate a district contact
and Engage in TAIS
Video
• http://www.tcdss.net/tcdss/waiver.html
Texas Accountability
Intervention Systems
DISTRICT
CAMPUS
School Improvement Process
What does this
model mean to
you?
What is the biggest
challenge of this
model for your
campus?
Where are your
campus areas of
strength in this
model?
Data
Analysis
Needs
Assessment
Implement
and
Monitor
Plan
How effective is
your campus in
each of the
individual
processes?
Critical Success Factors
Needs
Assessment
Implement &
Monitor
Improvement
Plan
Improve
School
Climate
Teacher
Quality
Academic
Performance
Data Analysis
Utilize
Data
Family
Community
Engagement
Leadership
Effectiveness
Increase
Learning
Time
Turnaround Principles
• See handout
Review ESEA Turnaround
Principles & Critical Success
Factors
Critical Success Factors and alignment
with turnaround principles
DEFINITIONS
CSF/ Turnaround principles
Activity
Turnaround Principle/ CSF
Card Sort
1.
Find your Turnaround/CSF envelope on your table
2.
Spread out CSFs and turnaround principles
3.
Sort turnaround principles under which CSF they
fall under
4.
Sort evidence cards under which CSF they fall
Activity Example
outcome
Critical Success Factor #1
Turnaround Principle
Evidence
Evidence
Evidence
Critical Success Factor #2
Critical Success Factor #3
Turnaround Principle
Turnaround Principle
Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
Campus View
Achievement
Gap
Needs
Problem
Solving
Goal
Goal
Intervention/
Strategy
Intervention/
Strategy
Intervention/
Strategy
Plan for
implementation
Plan for
implementation
Plan for
implementation
The task of the leader
is to get his people
from where they are
to where they have
not been - Henry Kissinger
Accelerated Improvement Process
• Concentrated improvement method
• Starts with identifying a problem or goal and
ends with the development of an
implementation plan
Data
Analysis
Needs
Assessment
Implement
and
Monitor
Plan
Meeting 1
Define the scope and purpose of the work
- Work between meetings
- Gather information or data on problems related to
the identified gap
- Use a flowchart to help understand the identified
gap
Identifying the Need
Achievement
Gap
Needs
Problem
Solving
Goal
Goal
Intervention/
Strategy
Intervention/
Strategy
Intervention/
Strategy
Plan for
implementation
Plan for
implementation
Plan for
implementation
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Identifying the Need
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
• To find a solution – you must first know what the
problem is…..
• Dig deep
• Isolate the root
cause
• Use your team’s
collective thinking
Identifying the Need
Problem Solving
• Challenge:
– Preconceived ideas with a solution in mind
– Jump too quickly to “solve it” mode
– Conflict and disengagement
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Identifying the Need
Problem Solving
• Process for effective problem-solving
–
–
–
–
–
Identify and define the problem
Analyze the problem
Establish goals for improvement
Study and decide on solutions
Plan for implementation
• Implement on a small scale – test and adjust as necessary
– Monitor and improve
Identify and Define
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Develop a collective understanding of the problem
• Use data as much as possible
• Ask colleagues outside of the team to verify the
team’s thinking about a problem
• Write a problem statement
Beware: Lengthy and challenging process
Analyzing the Problem
• Four key questions (Let’s Four Square)
– Why is the problem occurring?
– Where is the problem occurring?
– How big is the problem?
– What are the biggest drivers of the problem?
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Sticky Note Review
• As a group, look at all the questions that were
generated and categorize them (students,
teachers, professional development, etc...).
10 – 5 – 5
List 10 reasons for the identified category that you
created with the most sticky notes.
Discuss the evidence (data) that supports thinking
Discuss the research that supports or negates your
practice
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
10 – 5 – 5
List 5 more reasons for the identified category that you
created with the most sticky notes.
Discuss the evidence (data) on your campus that
supports your thoughts
Discuss the research that supports or negates your
practice
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
10 –5– 5
List 5 action steps for the identified category that you
created with the most sticky notes.
Discuss the evidence (data) on your campus that
supports change for this identified category
Discuss the research that supports your identified
practice
5 Why’s Analysis
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Meeting 2
• Focus on possible solutions and the analysis of
those solutions
- Work between meetings
- Team members collect and
analyze data/ information
on potential solutions
Data
Analysis
Needs
Assessment
Implement
and
Monitor
Plan
Establishing Goals
Planning Resources
• Project Share
– Texas Achievement Items Repository (TxAIR)
– ESTAR/MSTAR Universal Screener (MSTAR
Diagnostic Assessments)
– OnTRACK Lessons
– Professional Development Courses
Planning Resources Continued
• Region 10 ESC Services
– Gaining Ground Services
– Online courses (Webinar Wednesdays)
– Case managers
– Vital Information for Principals Meetings (VIP)
– Closing the Achievement Gap Institute
• April 28-29
– Turnaround School Academy
• Pending
STAAR Principles & Tools
STAAR: Plotting Our Course
Region 10 Resources that will help with navigating
the STAAR:
• STAAR Analyses
• STAAR Study Guides
• STAAR Question Stems
• STAAR Instructional Readiness Checklist
http://olc.region10.org/catalog/Resources/STAAR
Research
• Conzemius, A. and O’Neill, J. (2002). The
Handbook for SMART School Teams.
Bloomington, IN: Solution Tree Press
Thank you