Federal Accountability Focus
Schools:
Developing a Growth Mindset
Greetings,
Meeting 1…review
I. How
Identified…
and we
This
is a campuses
reminder were
that next
week when
meetrequired
you willinterventions
need to have complete a review
of your safeguard data and have your highest
II. TAIS Process overview
area of need identified for your improvement
plan
and 1003a
application.
If you have any
III. Identifying
instructional
interventions
question
please
feel
free
to
contact
me
IV. Tools, Resources, and Support
Natosha Scott. I look forward to seeing you
next week. Have a Happy Valentine’s
Weekend.
Agenda
• ESEA Turnaround Principles
and CSFs-A Deeper Look
• Action Steps and Support
Available
• TEA-Funding Application
and Updates
https://todaysmeet.com/Region10focus
OBJECTIVES
Understand how the TAIS framework is the lens
through which we do the work of the
continuous improvement process.
OBJECTIVES
Identify each component of the continuous
improvement process and key points
to consider when planning.
OBJECTIVES
Interpret how the steps of the continuous
improvement process can be used to develop
an improvement plan that aligns
to the CSFs and
ESEA Turnaround Principles
C
Improve Academic Performance
Increase the Use of Quality Data
to Drive Instruction
Increase Leadership Effectiveness
Increase Learning Time
Increase Family and Community Engagement
Improve School Climate
Increase Teacher Quality
Provide strong leadership
Ensure effective teachers
Redesigned school calendar
Strengthen the school’s instructional program
Use data to inform instruction
Improve school environment
Ongoing family and community engagement
Alignment Activity
Critical Success Factors
ESEA Turnaround Principles
Reflective Questions
What were your reflective thoughts/ideas
that you had about your campus, staff,
students or community as you were doing
the alignment activity?
What can YOU do now?
Not what you THINK
the data is telling you
Step 1: Individually, read the 1st question.
Step 2: In your own words, make note of
what the question is asking.
Step 3: Go around the table and share your
responses one at a time.
Step 4: Look at example 1 & 2 and discuss how
each response addresses the question asked.
What does the data
reveal about the
trends and patterns
over time?
Step 1: Individually, read the 2nd question.
Step 2: In your own words, make note of
what the question is asking.
Step 3: Go around the table and share your
responses one at a time.
Step 4: Look at example 1 & 2 and discuss how
each response addresses the question asked.
What is the impact
of the trends and
patterns?
Step 1: Individually, read the 3rd question.
Step 2: In your own words, make note of
what the question is asking.
Step 3: Go around the table and share your
responses one at a time.
Step 4: Look at example 1 & 2 and discuss how
each response addresses the question asked.
What other insights
does the data
reveal?
Not what you THINK
the data is telling you
“Instruction”
“Student Achievement”
“Instruction”
“Teachers lack the skills to plan
lessons relevant to the interests of
the students.”
Step 1: What need did the data reveal
at your campus?
Step 2: What Turnaround Principle (TP) or
Critical Success Factor (CSF) does this
need correspond to?
Step 3: Does everyone agree that this is the
need that will best help you close the
achievement gap?
Step 4:Write the need on sentence strip, and
post appropriately.
Improvement Planning
www.youtube.com/watch?v=WwP_tXXqx_M
©2013 TCDSS
• Assess readiness for
planning
Step 2
• Establish priorities
• Align to core values
Step 3
• Backwards plan
• Set annual goals
• Dissect annual goals to
determine strategies
and interventions
Step 5
• Evaluate and make
adjustments to the plan
Annual Goals
S M A R T
Specific
Measurable
Attainable
Results-based
Time-bound
“94%”
“Decrease time out of classroom
instruction”
“75% of all students will meet growth
expectations for index 2 in mathematics”
SPECIFIC
Vital few”-high leverage areas where largest gaps
between vision and current reality exist; therefore,
greatest gain will be seen
•“
•Align goals as a system when possible (district
campus classroom)
•Specificity provides concrete, tangible evidence of
improvement that teachers teams need to stay motivated
•Should be specific to skills or student groups
MEASURABLE
•Schools should focus on summative measures
•Teachers at classroom level should focus on both
summative and formative measures
•Schools should review measures one or more times a
year to see if they are on track
•Teachers need frequent, ongoing views of how students
are performing to assess learning and provide feedback
ATTAINABLE
•Goals must be attainable
•Goals motivate us to strive higher require to stretch in
order to achieve.
Attainability =
(How large the gap) x (how much focus, energy, time, and
resources you’re prepared to put in
RESULTS-BASED
•Focus on GAN (greatest area of
need)
•Overall amount of improvement
desired
TIME-BOUND
•Builds internal accountability and
commitment.
THE GOAL
SMART
GOAL
INDICATORS
•Evidence we look at to determine if goal is being
achieved; standard/benchmarks that students
have previously performed poorly on in the GAN
•Improving that area should help improve other
areas
SMART
GOAL
INDICATOR
(Area/objective of weakness
that must be addressed to achieve
goal)
MEASURES
•Assessment you will use to gauge progress on
indicators.
SMART
GOAL
INDICATOR
MEASURES
TARGETS
•Establish improvement targets for each
measure to track improvement (as a whole
or subgroup).
•How much growth is needed to meet the
goal.
SMART
GOAL
INDICATOR
MEASURES
TARGETS
•If goals are set by a team, common
assessments should be used as a
measure.
•If goal is set by teacher, targets would be
within shorter time frames and focus on
improving student’s level of performance.
SMART GOAL PROCESS
1. Identify and verify needs (data review)
2. Identify and create SMART Goal (goal,
indicators, measures, and targets)
3. Determine best practices to address GAN and
meet goal (instructional strategies)
4. Plan professional development if needed
5. Analyze results and refocus
HANDOUT
ORIGINAL
“Increase academic performance with a
percentage of students meeting passing
performance of 80% or greater.”
REVISED
“By the end of the 2014-2015 school year,
9th grade reading performance will increase
from 70% to 80% as measured by CBAs.”
So far…
Gaps
in Data
(Problem statement)
Annual
Goal
Link to the need to achieve the annual goal
Are research based
Are broad and overarching
Increase efficiency in teaching and learning
Provide overall direction
When selecting strategies…
Selecting strategies…
“Data driven decisions will be made”
“Address student group needs that will
ensure mastery of all standards required.”
HANDOUT
“Utilization of Professional Learning Communities”
“Increase capacity of teachers by utilizing
differentiated instruction in the classroom ”
“Tie awards and incentives to positive academic
interventions”
Annual Goal
Strategy
QUARTERLY
QUARTERLY GOALS
Short-term
Results-based
Implementation of the strategy
Support the annual goal
HANDOUT
STRATEGY:
Utilization of Professional Learning
Communities
ANNUAL GOAL:
“By the end of the 2014-2015 school year, 9th
grade reading performance will increase from
70% to 80% as measured by CBAs.”
INTERVENTION
Steps to achieve
quarterly goal
Specific actions for
implementation
Collecting data on intervention
HANDOUT
Are you on track to meet the
ANNUAL GOAL?
1
Describe the type of data used
.2 to determine if the goal will or
will not be met.
.. What, if any, adjustments must
3
be made in order to meet the
ANNUAL GOAL?
ESEA Turnaround
Principles and
Critical Success
Factors...a deeper look
Sample aligned interventions
• Think in terms of your campus
• Have someone record major thoughts
• Be prepared to share
Providing Strong
Leadership
http://www.tcdss.net/ttips/leadershipeffectiveness.html
Redesigning the school day, week, or
year to include additional time for
student learning and teacher
collaboration
http://www.tcdss.net/ttips/learningtime.html
Strengthen the School’s Instructional
Program
http://www.tcdss.net/ttips/academicperformance.html
Using data to inform instruction and
for continuous improvement, including
by providing time for collaboration on
the use of data
http://www.tcdss.net/ttips/qualitydata.html
Establishing a school environment that
improves school safety and discipline and
addressing other non-academic factors
that impact student achievement
http://www.tcdss.net/ttips/schoolclimate.html
Provide ongoing mechanisms for
family and community engagement
http://www.tcdss.net/ttips/familycommunity.html
Ensuring teachers are effective
and able to improve instruction
http://www.tcdss.net/ttips/teacherquality.html
• On paper, and without speaking to
anyone…brainstorm most effective
instructional interventions for your
identified need.
• Share your list with your campus
partners.
• Choose one intervention and write on
second sentence strip
• Post intervention under the need you
posted this morning
Items to Cover…
•
•
•
•
•
Focus Schools
Funding and Resources
Title I, 1003(a) Priority and Focus school grant
Q&A
TEA Contact Information
2013-14 Focus Schools
2013-14 Focus Schools
• 598 Focus schools
– Ranked by the widest gaps between reading/math
performance of the 7 federal student groups and
safeguard targets of 75%
2013-14 Focus Schools
• 2013-14 Focus school list in effect for 3 years
• Please contact our office when choosing to Not
Serve an identified campus with Title I funds
2013-14 Focus Schools
• Currently researching and developing Exit
Process for schools making significant progress
for two consecutive years following
interventions and who no longer fit the criteria
to be identified as a focus school
Funding and Resources
Funding and Resources
• No carry-over from 2012-13 unspent School
Improvement Program (SIP) funds
• Title I, 1003(a) Focus school grant funding is a
combination of unspent 2012-13 and 2013-14
funding
Funding and Resources
• Funding provided to Education Service Center (ESC)
Turnaround Teams for support to Focus Schools to:
– deliver on-going and continuous support around the
Texas Accountability Intervention System (TAIS)
– review with the campus the ESEA turnaround principles
and Critical Success Factors (CSFs)
– assist the campus and district in identifying,
implementing and including in the 2013-14 campus
improvement plan, no less than one instructional
intervention targeted to meet the deficiencies of the
campus and assist in closing existing achievement gaps
Funding and Resources
• End of year reporting from ESCs to TEA on
services provided to Focus Schools
• End of year reporting from LEAs to TEA on ESC
services provided to Focus Schools
Title I, 1003(a) Focus school grant
Title I, 1003(a) Focus School Grant
Application
– Scheduled to open in eGrants on February 13, 2014
– Closing date in eGrants March 17, 2014
– Amendment deadline June 16, 2014
– Grant ends on September 30, 2014
Allocations
– Non-TTIPS Priority Schools $161,000
– Focus Schools $20,000
Title I, 1003(a) Focus School Grant
Pre-award
– No pre-award attachment
– Line item in Part 7 of BS6004
– Pre-award costs are allowable from December 12, 2013 for
registration and travel costs to TEA required trainings only
NOGA for Grant will have 2 lines
– 2014 allocation
– 2013 amount added from unspent 2012-2013 SIP funds – will
be labeled 2013 carryover
– Amount labeled 2013 carryover must be spent by 9/30/14
Title I, 1003(a) Focus School Grant
Allowable Costs In Program Guidelines
– Reasonable and necessary to carry out grant
– Supplement, not supplant – even to Title I, Part A
– Needs identified in Campus Needs Assessment
and/or Improvement Plan
– Guidelines posted on Grants Administration Link
Title I, 1003(a) Focus School Grant
• PS3010 – Priority OR Focus School
• Campus Identification
• Open Enrollment Charter School
• Identified as Improvement Required (IR)
• Planned Expenditures and Action Plan
– Provide a summary of each activity planned to
address the required principle OR goal
Title I, 1003(a) Priority and Focus
School Grant
Focus Planned Expenditures and Action Plan
Each goal must be addressed
• Decrease the school’s widest gaps between the
seven federal student subgroups in reading/math
performance
• Meet Annual Measurable Objective (AMO) targets
of 75% or higher for the seven federal student
subgroups
Title I, 1003(a) Priority and Focus
School Grant
• Focus Planned Expenditures
– Provide a summary of the activities for each goal
– Provide the estimated percentage of funds to be used to
carry out the planned activities – 1% minimum
• LEA level activities (Optional)
– Provide a summary of the LEA level activities for each
goal
– Provide the estimated percentage of funds to be used to
carry out the planned activities – 40% maximum
– Must total 100%
Question and Answer
Q:
A:
I would like to pay my PSP with these
funds. Is that allowable?
Professional Service Providers (PSP) are
not required for Priority and Focus schools.
A school may contract with a person to
assist the campus in meeting the intent
and purpose of the grant.
Q:
A:
Why does my NOGA have 2 lines?
One line is for 2012-13 funds and the other
is for 2013-14 funds.
Q:
A:
Will pre-award be allowed?
Yes. Pre-award will only be allowed for
travel to the required trainings that occur
prior to this application being submitted
through eGrants.
Q:
A:
How much must I spend before
September 30, 2014?
Priority schools approximately 54%
Focus schools approximately 50%
Q:
What are the timelines associated with
this grant application?
A:
Open in eGrants – February 13, 2014
Deadline in eGrants – March 17, 2014
Amendment Deadline – June 16, 2014
NOGA ends – September 30, 2014
Q:
A:
Will any funds roll forward into 2014-15?
Yes. Unspent 2013-14 funds will roll
forward.
Q:
A:
May we expend all Priority/Focus funds at
the LEA level?
No. There is a 40% maximum limit of
funds to be spent at the LEA level.
Q:
What are allowable expenses?
A:
Allowable costs are:
- Reasonable and necessary to carry out grant
(turnaround principle or goal);
- Supplement, not supplant – even to Title I, Part A;
- Follow Guidance on Grants Administration Links:
Federal Cost Principles Side-by-Side, Updated 06-17-2013 (PDF 705 KB) and
TEA Guidelines Related to Specific Costs, Updated 06-03-2013 (PDF 447 KB);
- Identified need through Campus Needs Assessment;
- Salary only if justified and then no more than 30%;
- No more than 75% combined budgeted in object codes
6300 (Supplies and Materials) and 6600 (Capital Outlay)
Contact Information
Division of School Improvement and Support
Leticia Govea (512) 463-1427; leticia.govea@tea.state.tx.us
Becca Marsh (512) 936-2256; becca.marsh@tea.state.tx.us
Shayna Sheehan (512) 463-2617; shayna.sheehan@tea.state.tx.us
Lisa Gonzales (512) 463-3246; lisa.gonzales@tea.state.tx.us
Nicole Chupka (512) 936-2142; nicole.chupka@tea.state.tx.us