Closing The Gaps
Focus School Support
Spring 2014
Regional Education Service Center
Expectations of your Regional
Education Service Center
Today’s meet ESC20 Focus Schools
https://todaysmeet.com/FocusforYou
Who do we have
in the room today?
Today’s Agenda
I. Introduction and Objectives
II. Identification and Interventions
III. TAIS Process overview
IV. Identifying instructional
interventions
V. Tools, Resources, and Support
Today’s Objectives
• Enhance your understanding of
requirements and processes for the Texas
Accountability Intervention System (TAIS)
• Gain further clarity on the identification
and interventions of a focus school
• Receive a process for identifying and
implementing a strong instructional
intervention focused on closing
achievement gaps
• Learn about available tools and resources
to support your work
What it means to be a Focus School
Identification and Interventions
How were performance gaps
calculated to identify Focus schools?
Where You Find the Data
Subjects & Groups Evaluated
Minimum size = 25 tests
•
•
•
•
•
•
•
All Students
Eco Disadvantaged
Hispanic
White
African American
ELL
Special Ed
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, 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
African
Students American
Hispanic
White
Spec Ed
ELL
Eco Dis
Reading
63
38
58
76
56
24
63
Math
48
25
45
75
32
24
40
Count number of student groups in
Reading and Math that meet Minimum Size
All
Students
African
American
Hispanic
White
Spec Ed
ELL
Eco Dis
Reading #
120
30
50
40
30
24
100
Reading
Target
75
75
75
75
75
75
75
Scores
63
38
58
76
56
35
63
Math #
125
33
50
42
31
24
100
Math
Target
75
75
75
75
75
75
75
Scores
48
25
45
75
Distance
to Target
Distance
to Target
12 meet minimum size
Ensure each student
32 has a21
40
group
minimum
of 25 tests and is at
least 10% of the “All
Students” group.
Target is 75
All
Students
African
American
Hispanic
White
Spec Ed
ELL
Eco Dis
Reading
Target
75
75
75
75
75
75
75
Scores
63
38
58
76
56
35
63
Math
Target
75
75
75
75
75
75
75
Scores
48
25
45
75
32
21
40
Distance
to Target
Distance
to Target
All
African
Students American
Hispanic
White
Spec Ed
ELL
Eco Dis
Reading
Target
75
75
75
75
75
75
75
Scores
63
38
58
76
56
35
63
Distance
to Target
12
37
17
0
19
40
12
Math
Target
75
75
75
75
75
75
75
Scores
48
25
45
75
32
21
40
Distance
to Target
33
50
30
0
43
51
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
33
50
37
0
43
35
288
White
Spec Ed
Eco Dis
Sum of all “Distance to
Targets” for groups
meeting minimum size
295
12
Total of all groups meeting
minimum size
24.00
average gap between
student performance
groups and the 75% federal
target
Now Let’s Look at Your
Campus
Interventions
Designate a district contact and
Engage in TAIS
Review ESEA Turnaround Principles & Critical Success
Factors
Address at least 1 INSTRUCTIONAL INTERVENTION
in 2013-2014 SY to target deficiencies and close
achievement gap
Reasons for identification and intervention are
to be included in CAMPUS IMPROVEMENT PLAN
Work collaboratively with local Education Service
Center (ESC) for support and guidance
Texas Accountability
Intervention Systems
Critical Success Factors
Improve
School
Climate
Teacher
Quality
Academic
Performance
Utilize
Data
Family
Community
Engagement
Leadership
Effectiveness
Increase
Learning
Time
CSFs & Turnaround Principles
Critical Success Factors
Turnaround Principles
Improve Academic Performance
Strengthen the School’s Instructional
Program
Increase Use of Quality Data to
Drive Instruction
Use of Data to Inform Instruction
Increase Leadership Effectiveness
Provide Strong Leadership
Increase Learning Time
Redesigned School Calendar
Increase Family and Community
Engagement
Ongoing Family and Community
Engagement
Improve School Climate
Improve School Environment
Increase Teacher Quality
Ensure Effective Teachers
CSF/Turnaround Principles Activity
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?
• Address at least 1 INSTRUCTIONAL
INTERVENTION in 2013-2014 SY to target
deficiencies and close achievement gap
• Reasons for identification and intervention
are to be included in CAMPUS
IMPROVEMENT PLAN
Improvement Plan Process
Determine
Achievement
Gaps
Identify Needs
Set Goal to
Address Closing
Gaps
Determine
Strategies/
Interventions
Four key questions when identifying needs
•
•
•
•
Why is the need occurring?
Where is the need occurring?
How big is the need?
What are the biggest drivers of the need?
Include in
2013-2014 CIP
& Begin
Implementation
Include in
2014-2015 CIP &
Fully Implement
Revealing Root Cause
• 10 – 5 – 5
• 5 Why’s Analysis
Use when:
• Multiple failed
solutions
• Stuck in complex
problem or issue
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
10 – 5 – 5
List 10 reasons for the problem statement that you
created.
List 5 more
List 5 more
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
5 Why’s Analysis
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
5 Why’s Analysis
Hispanic
White
Spec Ed
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
All
Students
African
American
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
33
50
30
0
43
35
Problem Statement
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
The African American group is significantly lower in
mathematics than the other sub-groups.
5 Whys - Example
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Why 1
• Why is the gap more significant between the African
American student group and other student groups in
math?
– Because African American student needs are
ignored in the classroom.
5 Whys - Example
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Why 2
• Why are African American student needs ignored in
the classroom?
– Because African American students have under
developed language skills.
5 Whys - Example
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Why 3
• Why do African American students have under
developed language skills?
– Because there is a lack of opportunity to practice
and apply academic language in the classroom.
5 Whys - Example
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Why 4
• Why is there is a lack of opportunity to
practice and apply academic language in the
classroom?
– Because teachers do not use differentiated
questioning techniques for all students.
5 Whys - Example
Why 5
• Why do teachers not use differentiated
questioning techniques for all students?
– Because teachers lack the skills to effectively
differentiate.
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Your Turn…
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Establishing Goals
• Multiple goals may exist for one problem
• The goal should relate to the purpose and problem it
is attempting to solve
The Importance of Setting Goals
Needs
Assess
ment
Implem
ent and
Monitor
Plan
Time-Bound
Relevant
Attainable
Measurable
Specific
Data
Analysis
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
SMART Goal Example
Problem Statement:
A 50 point gap exists between African American student
scores in math and the target in the 2012—2013 school year.
SMART Goal:
By the end of the 2013-2014 school year, African American
scores in math will have increased by 20 points as indicated by
the STAAR system safeguard report (Lagging indicator).
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
SMART Goal Example
Root Cause:
Teachers lack the skills to effectively differentiate.
SMART Goal:
In the next 30 days (leading indicator), 95% of
campus staff will implement 2 new differentiation
strategies in the classroom as evidenced by
classroom walkthroughs and student course grades.
Deciding on a Strategy
• Record all of the identified solutions
• Brainstorm and discuss additional ideas
– Option A - facilitate an exercise where
everyone can offer any solution – viable
or not – then scale to reality
– Option B – use a tuning protocol
for sharing information, create
a matrix or rubric to help
narrow down solutions
• Document your solution
Implementing the Strategy
The plan should:
• be assessed
• align with the campus mission
• be clearly stated
– tasks, time frames, involvement
• be communicated effectively
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
90 Day Strategy
Data
Analysis
Needs
Assess
ment
Implem
ent and
Monitor
Plan
• As a campus, consider the activities you will need to
engage in over the next 90 days that could address
your problem statement.
• Use chart paper to outline your campus’ next steps
in meeting a 90 day strategy.
Expectations of your Regional
Education Service Center
Today’s meet ESC20 Focus Schools
https://todaysmeet.com/FocusforYou
Now Let’s Look at the Grant
Application
1003(a) Grant
•
•
•
•
2/13/14 – Opening date in eGrants
3/17/14 – Closing date in eGrants
6/16/14 – Amendment deadline
9/30/14 – Grant period ends
Focus Schools = $20,000
1003(a) Sample Grant
Percentages must
add up to 100%
May allocate up to 40%
for LEA-level activities
Important Grant Information
Grant Funding
Allowable Costs
• NOGA will have two
“pots” on money
• Costs must be reasonable
and necessary to carry
out grant
• Capital outlay and
supplies/ materials
combined cannot exceed
75%
• Personnel expenses
cannot exceed 30%
• Ensure activities/supplies
identified through CNA
and CIP
– 2013 Allocation
– 2014 Entitlement
• Amount labeled 2013
Allocation (50%) must be
spent by September 30,
2014, or will be returned
to USDE
Important Grant Information
• Remember supplement, not supplant – even
to Title I, A
• Follow guidelines on Grant Administration Link
• In Part 10, use generic description – don’t say
“Smart Board” say “interactive white board”
• On the Equitable Access and Participation
(PS3400) section, if don’t check “ALL”, you
must put at least one check mark in a column
or cannot save schedule
School Support Contacts
•
Samantha Gallegos, Coordinator
samantha.gallegos@esc20.net
370-5481
•
Stephen Enriquez
stephen.enriquez@esc20.net
370-5486
•
Cheri Hendrick
cheri.hendrick@esc20.net
370-5451
•
Jill Rhodes
jill.rhodes@esc20.net
370-5475
•
Cyndi Zaragoza
cyndi.zaragoza@esc20.net
370-5396