Debbie C. Hester
Austin ISD
July 9 & 11, 2012
Texas 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 Assistants
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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
Impacting
Factor
2. Possible
Impacting
Factor
3. Not an
Impacting
Factor
1.
School
Improvement
Plan
Strategy
SCHOOL IMPROVEMENT PLAN
• Site Based Decision Making
• Board Approval
• Submit to TEA
WHAT NEXT?
DISTRICT LEADERS
How can each department align their
work and services to support the
implementation of the School
Improvement Plan?
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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 achievement
Number of
Grade
Students in
Attendance
Target Group
(18+ absences in
the prior school
year)
6
7
8
0-1
Absences
this six
weeks
2-4
Absences
this six
weeks
5 to 8
Absences
this six
weeks
9+
Absences
this six
weeks
Behavior
How does behavior impact
academic achievement?
Number of
Grade
Students in
Discipline Target
Group
(5+ removals)
6
7
8
0-1
Referrals
2-4
Referrals
5-8
Referrals
9+
Referrals
eCST Service Tracking and Intervention Usage by
AU Middle School Campus (2011-2012 SY)
(enrollment)
Students
with service
tracking
# of service
tracking
records
Students with
intervention
goals
# of
intervention
goals
Bedichek (1,018)
Burnet (991)
Garcia (422)
Lamar (549)
Mendez (1,007)
Pearce (539)
973
907
338
474
938
604
8,114
7,194
1,825
3,655
7,130
6,823
414
737
290
54
158
249
783
1,985
573
86
211
317
Middle School
Campus
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 ISD
[email protected]
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A Leader`s Guide for Tx Turnaround Implementation