texas accountability intervention system - region one esc handout… · texas accountability...

Texas Accountability Intervention Texas Accountability Intervention SystemRegion One ESC

Office of School Improvement, Accountability, and Compliance

September 26, 2012

©2012 Region One ESC Division of Instructional Support 1

ObjectiveObjective

To assist the LEA’s to properly engage in the To assist the LEA s to properly engage in the intervention process, keeping in mind that this process is now used for PBM integrated interventions as well as district-level state and federal interventions and the tools are for all three purposesthree purposes.

2©2012 Region One ESC Division of Instructional Support

State (AEIS) Federal (AYP) PBMAS (PBM)1. Student performance on the TAKS 3-

11 for all subjects measured against student:

Passing Standards all subjets3-11 grade levelsAll Assessment types

1. AYP Indicators include:Reading/ELA-87%Math-83%Graduation Rate 75% (4 yr), 80% (5 yr)Att d 90%

Evaluates the overall effectiveness of performance and program effectiveness of school districts and charters.

yp

2. Student Groups Evaluated• All Students• African American• Hispanic• White• Economically Disadvantaged

Attendance-90%

2. Student Groups Evaluated• All Students• African American• Hispanic• White

1. Bilingual Education and English as a Second Language (BE/ESL)

2. Career and Technical y g

3. ELL Progress Measure to receive Recognized or Exemplary

4. Annual drop out rates

• Economically Disadvantaged• Special Education• Limited English Proficient

3. District and Campus Ratings are meets AYP or missed AYP.

2. Career and Technical Education (CTE)

3. No Child Left Behind (NCLB/Title I)

5. Completion Rate

6. District and Campus Ratings are acceptable or unacceptable, recognized, and exemplary.

4. Participation Rate is 95% for student groups enrolled on test date.

5. Assessments include STAAR/TELPAS

4. Special Education (SPED)

7. Exceptions provisions5. Assessments include STAAR/TELPAS

Reading assessments for grades 3-8 and TAKS/TELPAS Reading assessments for grade 10. 3

2012-2013 District Methodology

STATE AYP PBMI

AU- 1 MISSED AYP NOT STAGED STAGE 1

AU- 2 STAGE 1 STAGE 2

STAGE 2 STAGE 3

STAGE 3 STAGE 4


Interventions Background and HistoryInterventions Background and History

Analysis and Intervention Systems

PBMAS / PBMI Interventions (BE/ESL, CTE NCLB Special Education)CTE, NCLB, Special Education)

AYP / Title I School Improvement AYP / Title I School Improvement Program (SIP)

State Accountability / Accountability interventions


AYPAYP

AEISPBMI


AYPAYPPBMI

AEIS


TAISTAIS

AYPAYPAEISPBMI


LEP

Migrant Special ED

CTECTE


Texas Accountability Intervention S stem PartnersSystem - Partners

TEA Division of Program Monitoring and InterventionsTEA Division of School Improvement and pSupportTexas Center for District and School e as Ce te o st ct a d Sc ool SupportRegional Education Service CentersRegional Education Service CentersDistricts/Charter Schools


Texas Accountability Intervention S stem (TAIS) born 2012System – (TAIS) born 2012

One Intervention System, with customization to accommodate accountability systems’ to accommodate accountability systems requirementsProcess not template drivenpTools to facilitate the process are available for single program and integrated interventionsT id dTwo guidance documents

PBMI single program and integrated interventions, and interventions, and State and/or federal accountability

• But same process and tools


Texas Accountability Intervention S stem System

One flow chart that applies to all programsOne public meeting Guidance D tDocumentImprovement Plan Workbook (district)

d t l idata analysisneeds assessmenti t limprovement plancorrective action plan (CAP)


Texas Accountability Intervention S stem System

O CAP ll llOne CAP – all programs, allinterventions for PBM, AU, AYPP R t (N b Progress Report (November, January, March, June)St dent Le el Re ie (SLR) Student Level Review (SLR) (PBM only)Oth i t b d Other requirements, based on systems identified for intervention


Texas Accountability Intervention S stem 2012 System 2012

PBM single program interventions – few changesPBM single program interventions – few changesPBM integrated interventions +AU district interventions +AU district interventions +SIP district interventions +Customized interventions because different Customized interventions, because different situations require different approachesBut one intervention system following one But, one intervention system following one process if staged in multiple accountability systemsy


Single Program Inter ention ProcessSingle Program Intervention ProcessPBMAS only:

Focus Data Analysis (FDA)System Analysis (SA)S d l SStudent Level Review (SLR)Compliance Review (CR)P E l ti Program Evaluation Improvement Plan (IP)C ti A ti Pl (CAP)Corrective Action Plan (CAP)


Systemic District Improvement AlignmentAlignment

Handout #117©2012 Region One ESC Division of Instructional Support

T D H d I k if I t d?To Do: How do I know if I am staged?

ISAM


C t Aff i ith ISAMCurrent Affairs with ISAM

Data structures and the user interface to facilitate the following:

Transparency

Communication

Tracking

Letter Generation

Reporting


To Do: Applying for TEALTo Do: Applying for TEALhttp://www.tea.state.tx.us/index4.aspx?id=3847Powerpoint available


District Name


2012 20132012-2013


Improvement Planning ProcessA process through which instances of performance concern and/or noncompliance are addressed through the

Improvement Planning Process

and/or noncompliance are addressed through the identification of desired results, evidence of change, activities, resources, and interim and final review timelines that drive positive program changethat drive positive program change.

Emphasis is on a improvement process which promotes improved student performance and program effectiveness p p p gover time.

Improvement planning occurs in a team environment, with required and recommended participants indentified


Texas Accountability Intervention S stemSystem


Intervention TypesIntervention TypesIntervention Types – Guides Activities

B li i d t i Baseline year-no assigned stage previous year.Standard Intervention Activities

Continuing Implementation-year after Baseline Yr.g p yData analysis, evaluations needs assessments, improvement plan

Year After On-site – required to initiate or Year After On-site – required to initiate or continue implementation of report requirements.Not assigned – Year After on-site (Same as above)Escalation – may receive on-site visit or monitor


Inter ention Process DeterminationIntervention Process Determination

Single Program Intervention, or

I t t d I t tiIntegrated InterventionIf the district is staged in 2 or more programs, orIf the district is staged in any combination of If the district is staged in any combination of program(s) and school improvement (AU or AYP)

(Guidance from the Texas Accountability Intervention S t Di t i t L l I t ti P g 11)System, Districts Level Intervention Process, page 11)


Single Program Interventions

Handout #2

28

Systemic Process ToolsSystemic Process ToolsProgram Specific ToolsCore Analysis Team ParticipantsIntegrated Student Level ReviewT Di t i t A t bilit I t ti Texas District Accountability Interventions Workbook Data AnalysisNeeds AssessmentNeeds AssessmentImprovement PlanCorrective Action Plan (if applicable)Corrective Action Plan (if applicable)Progress Report Workbook


How do I get my templates?


Templates


Current AffairsCurrent Affairs…(What’s old but still needs doing)

Downloading TemplatesVia the “Templates” pageOne template at a timeAll together as a ZIP fileAll together as a ZIP file


Templates


SubmissionsSubmissionsSubmission Window (begins when staging is

l d i ISAM d d 12/07/2012)released in ISAM and ends on 12/07/2012).LEAS staged in two or more program areas no higher than stage 1 will conduct integrated higher than stage 1 will conduct integrated interventions and submit only upon request.


Establishing a Core Analysis Team


Who will be a part of the Core Anal sis Team?

The integrated process allows an LEA to determine who will be on the core analysis team in relation to programmatic issues

Analysis Team?

on the core analysis team in relation to programmatic issues leading to higher risk levels on indicators.It is important to consider the size of your LEA, risk levels on indicators, data analysis, and program areas.indicators, data analysis, and program areas.Each LEA will need to remember that their Core Analysis Team might look different from others.It is acceptable to have subgroups that report to the Core It is acceptable to have subgroups that report to the Core Analysis team in larger LEAs.Consider program areas, campuses and feeder patterns when selecting participantsselecting participants.Suggested Core Analysis Team participants are:


District Coordinator of School Improvement – formerly Internal CIT.LEA Central Office Administrator(s)BE/ESL Special Education CTE and/or Federal Programs Administrators/ BE/ESL, Special Education, CTE, and/or Federal Programs Administrators/ DirectorsCampus Administrator(s)Guidance Counselor(s)General Education Teacher(s)General Education Teacher(s)BE/ESL, Special Education, CTE Teachers and/or NCLB Program TeachersParents of Students Impacted by Indicator RisksLPAC MembersStudents representing the program areas under review, if applicableDAEP Representative(s), if applicableRepresentative(s) of any private and/or private non-profit schools participating in the program area to be reviewed Community Stakeholder(s)Curriculum Specialist(s)PEIMS staff member(s)Representative(s) of LEA alternative education programs or campusesRepresentative(s) of LEA alternative education programs or campusesRelated Service Provider(s)Speech Therapist(s)Evaluation PersonnelRepresentative(s) of campuses within the feeder patternsAdministrator(s) of residential facility, if staged in RF monitoring

38

Core Analysis TeamThe Core Analysis Team is responsible for conducting all activities in the intervention process

Core Analysis Team

conducting all activities in the intervention process. All required participants of the core analysis team must be involved during the process, but tasks, g p , ,responsibilities, or type of involvement may vary among team members. Individuals selected should not serve dual roles, and it is recommended that all instructional levels in the LEA be represented (i e elementary middle the LEA be represented (i.e., elementary, middle, and/or high school levels).


Core Analysis TeamCore Analysis TeamOriginal team members will remain in place as your LEA’s improvement process proceedsas your LEA s improvement process proceeds.Additional team members may be needed as appropriate to complete a particular activity. appropriate to complete a particular activity. Identify on the Core Analysis Team Participant Template which will be

b d hsubmitted to the TEA.Meet regularly and update their progress.R b thi i i Remember, this is an ongoing process.


Role & Function of Core Analysis TeamTeam

Select, Collect and Organize Data

Analyze and Identify the Problem(s)

Develop the Integrated Plan

Di i t d T iDisseminate and Train

Implement and Monitor the PlanImplement and Monitor the Plan

Evaluate and Adjust


Activity: Core Analysis Team SelectionSelection

Look over the data provided or your individual district’s dataDetermine the areas of concernIdentify members for the Core Analysis TeamIdentify the process for securing the team’s Identify the process for securing the team s involvement and commitment

Notifications Times to meetTimes to meetSubstitutesEtc.Complete the Action PlanComplete the Action Plansection

15 minutes

©2012 Region One ESC Division of Instructional Support

Handout #4 and #542

A l AAnalyzeData

AssessNeeds

Plan forImprovement

MonitorProgress ImprovementProgress

Analyzing Data©2012 Region One ESC Division of Instructional Support 44

Data AnalysisData AnalysisCollecting, organizing, reviewing, g, g g, g,considering, and analyzing dataReflective questioningReflective questioningIdentifying and documenting findingsP i iti i g fi di g d d i g Prioritizing findings and drawing conclusions/root causesInforming improvement plan development

AnalyzeyData


Data AnalysisData AnalysisNecessary resources

All the right people at the tableAdequate time and organization to ensure focus on and completion of the work Strategies to accomplish the various tasks ( l )(analyses)

Determination, consideration, winnowing, and prioritization of findingsprioritization of findingsDetermination of where findings should be addressed

AnalyzeyData


Data AnalysisData AnalysisData analysis content expectationsIdentification of causal factors for

low student performance on state passessmentslow completion/graduation, high low co plet o g aduat o , g dropout ratesprogram specific issuesprogram specific issues

AnalyzeyData


Crucial Conversations Are at the Root of all Persistent Are at the Root of all Persistent

Problems

“The measure of success is not whether or not you have a tough problem to deal with but you have a tough problem to deal with, but whether it’s the same problem you had last year.”

John Foster Dulles


Non Negotiable:Non Negotiable:Student Level Review (SLR)

AnalyzeyData


What does the SLR do?It is used to conduct the Focused Data Analysis (FDA) i th i t g t d i t ti

What does the SLR do?

(FDA) in the integrated intervention process.It supports a improvement process focused on student resultsstudent results.It analyzes factors contributing to higher levels of program concern.p gIt compiles information necessary to address identified issues in the Improvement Plan (IP).It identifies trends and patterns of service in areas of need.

AnalyzeyData


How do I choose the sample?LEAs will complete the SLR for indicators with a performance level of 2 or 3 and AR

How do I choose the sample?

performance level of 2 or 3 and AR.Any district with low performance on indicators related to any statewide assessment performance must use the selection criteria chart to identify the students who contributed to the low performance in the indicatorsto t e low pe o a ce t e d cato sConsider all students and prioritize by memberships across programs

l fl d dSample must reflect district size and composition

AnalyzeyData


Handout #6

51

What data systems are available to the district to cond ct anal sis?

TAKS Area Grade Level Test Passing Scale Score Intervention TAKS Area Grade Level Test Passing Scale Score InterventionReading 3 22/36 61% 483 (24/36)‐502 Reading 3 13/30 43% 2100 (15/30)‐2132

Selection Criteria for TAKS Selection Criteria for TAKS-M

the district to conduct analysis?

Reading 3 22/36 61% 483 (24/36) 502 Reading 3 13/30 43% 2100 (15/30) 2132Mathematics 3 26/40 65% 500 (28/40)‐515 Mathematics 3 15/30 50% 2100 (17/30)‐2124Reading 4 27/40 68% 554 (29/40)‐570 Reading 4 16/32 50% 2100 (18/32)‐2129Mathematics 4 27/42 64% 554 (29/42)‐567 Mathematics 4 15/34 44% 2100 (17/34)‐2137Writing 4 17/32 53% 2100 (19/32)‐2133 Writing 4 13/33 39% 2100 (15/33)‐2118Reading 5 30/42 71% 620 (32/42)‐632 Reading 5 15/34 44% 2100 (17/34)‐2125Mathematics 5 28/44 64% 603 (30/44)‐614 Mathematics 5 18/35 51% 2100 (20/35)‐2129Science 5 30/40 75% 2100 (32/40)‐2157 Science 5 25/32 78% 2100 (27/32)‐2169Reading 6 30/42 71% 644 (32/42)‐663 Reading 6 16/34 47% 2100 (18/34)‐2129Mathematics 6 28/46 61% 637 (30/46)‐648 Mathematics 6 19/37 51% 2100 (21/37)‐2148Reading 7 31/48 65% 670 (33/48)‐683 Reading 7 17/38 45% 2100 (19/38)‐2116Mathematics 7 27/48 56% 670 (24/48)‐683 Mathematics 7 17/38 45% 2100 (19/38)‐2134Writing 7 22/44 50% 2100 (24/44)‐2117 Writing 7 21/44 48% 2100 (23/44)‐2120Reading 8 35/48 73% 700 (37/48)‐717 Reading 8 20/38 53% 2100 (22/38)‐2123Mathematics 8 29/50 58% 700 (31/50)‐709 Mathematics 8 19/40 48% 2100 (21/40)‐2128S i 8 33/50 66% 2100 (35/50) 2137 S i 8 23/40 58% 2100 (25/40) 2121Science 8 33/50 66% 2100 (35/50)‐2137 Science 8 23/40 58% 2100 (25/40)‐2121Social Studies 8 21/48 44% 2100 (23/48)‐2121 Social Studies 8 22/38 58% 2100 (24/38)‐2132Reading 9 27/42 64% 2100 (29/42)‐2123 Reading 9 19/30 63% 2100 (21/30)‐2127Mathematics 9 28/52 54% 2100 (30/52)‐2119 Mathematics 9 21/42 50% 2100 (23/42)‐2148ELA 10 43/73 59% 2100 (45/73)‐2115 ELA 10 23/45 51% 2100 (25/45)‐2120Mathematics 10 32/56 57% 2100 (34/56)‐2114 Mathematics 10 20/45 44% 2100 (22/45)‐2127Science 10 33/55 60% 2100 (35/55)‐2118 Science 10 26/44 59% 2100 (28/44)‐2145Social Studies 10 25/50 50% 2100 (27/50)‐2120 Social Studies 10 21/40 53% 2100 (23/40)‐2128Social Studies 10 25/50 50% 2100 (27/50) 2120 Social Studies 10 21/40 53% 2100 (23/40) 2128ELA Exit Level 39/73 53% 2072 (Sem 1) (39/73)‐2072 ELA Exit Level 26/45 58% 2100 (Sem 1) (28/45)‐2122

36/73 49% 2045 (Sem 2) (36/73)‐2045Mathematics Exit Level 27/60 45% 2058 (Sem 1) (27/60)‐2058 Mathematics Exit Level 23/48 48% 2100 (Sem 1) (25/48)‐2131

23/60 38% 2015 (Sem 2) (23/60)‐2015Social Studies Exit Level 20/55 36% 2067 (Sem 1) (20/55)‐2067 Social Studies Exit Level 24/44 55% 2100 (Sem 1) (26/44)‐2130

17/55 31% 2033 (Sem 2) (17/55)‐2033Science Exit Level 26/55 47% 2068 (Sem 1) (26/55)‐2068 Science Exit Level 25/44 57% 2100 (Sem 1) (27/44)‐2134

23/55 41% 2035 (Sem 2) (23/55)‐2035


How do I complete the SLR?Statewide Assessment Performance:

How do I complete the SLR?

LEAs must complete the SLR for the program area(s), participation area(s), and/or statewide assessment subject area(s) that received an assessment subject area(s) that received an performance level of 2 or 3. Consideration is all students who contributed to the low performance All assessment worksheets, including Student

b l d ll l dParticipation, must be completed on all selected students.

AnalyzeyData


Completion: LEAs receiving a performance level of 2 or 3 on any PBMAS indicator related to graduation rate, dropout rate and or RHSP/DAP diploma rate for dropout rate, and or RHSP/DAP diploma rate for any program area must complete this worksheet for all selected students.

AnalyzeyData


Special Ed cation SLR orksheetsSpecial Education SLR worksheets

InterventionsSE DisciplineSE LRESE LREState Assessment Paticipation

Assessment ELA/RAssessment ELA/RAssessment MathAssessment WritinggAssessment ScienceAssessment Social Studies


SLR Step By Step InstructionsEnter each student selected for the sampling into the worksheet.

SLR Step By Step Instructions

Complete the worksheets associated with any indicator receiving a 2 or 3 performance level. After the data has been entered on the first worksheet, “S l t d St d t ” th i f ti ill l t “Selected Students”, the information will repopulate on all other worksheets. (gray portions)Sort the data collected in the SLR by various criteria, and identify trends and patterns related to student identify trends and patterns related to student performance.Then, evaluate effectiveness of services provided and the impact of interventions for individual students. pThe information on all, but the first worksheet, maybe sorted to assist the LEA in identifying patterns.

AnalyzeyData


Texas District Accountability Inter ention WorkbookIntervention WorkbookData Analysis Worksheet (non-negotiable)

Determining causal factors, patterns and trends contributing to low performance, program d fi i i d d t litdeficiencies and poor data quality

Low PerformanceCompletion/ Drop OutCompletion/ Drop OutSpecial Education

AnalyzeHandout #7 yData


Handout #7

57

Low Performance ProbesLow Performance ProbesFeeder PatternAttendanceDisciplineSt d t D tStudent DataCurriculum and AssessmentI t ti l P gInstructional Program

AnalyzeyData


Completion/ Dropout ProbesCompletion/ Dropout ProbesCohort studentsEffectiveness of special services and programsProcess to monitor student progress prior to failurefailure

AnalyzeyData


TAIS Data Analysis WorkbookTAIS Data Analysis WorkbookSample

AnalyzeyData


Sample Probes for Data Anal sisAnalysis

AnalyzeHandout #8


yData

Handout #8

62

Activity: Organize the work Activity: Organize the work Look at the Data Analysis providedNote the reflective nature of the questions for the sections.What questions do we want answered or What questions do we want answered or measured for each section? What levels of data will be required in order to What levels of data will be required in order to address the probes?Who is responsible for gathering the data?30 minutes

AnalyzeHandouts #7 and #8

yData


So Where Are We?So Where Are We?

“When you start with an honest and diligent effort to When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident . . . You b l t l t k i f d d i i absolutely cannot make a series of good decisions

without first confronting the brutal facts.”- Jim Collins- Jim Collins


A l AAnalyzeData

AssessNeeds

Plan forImprovement


Assessing Needs©2012 Region One ESC Division of Instructional Support 65

Needs AssessmentNeeds AssessmentInvolves evaluation (assessment) of existing

i t t d programs, services, systems, etc, and determination of needsMany LEAs annually evaluate programs Many LEAs annually evaluate programs, services, and systems – these should be in considerationconsiderationData analysis should provide insight into the priority areas in which needs should be priority areas in which needs should be assessed

AssessNeeds©2012 Region One ESC Division of Instructional Support 66

Assess NeedsAssess NeedsOf the Foundation School Program, which serves almost all students almost all the time serves almost all students almost all the time (curriculum and assessment, instruction, teacher quality, learning time)q y g )Of programs serving students with special needs

f h l f h hOf other critical success factors, which may include school culture and climate, administrative leadership quality data administrative leadership, quality data, student support services, and family/community support


Assess Needs of Special ProgramsAssess Needs of Special ProgramsAssessment of

Systems of serviceProgram effectivenessgCompliance with rule and lawPublic perceptionPublic perception


Identifying NeedsIdentifying NeedsWhat needs were identified that are considered major priorities and how do we best address them?major priorities and how do we best address them?What about needs of lesser priority?When needs are identified, consider,

What is the best way to devise a solution, implement it, and monitor it?

District-level plan?District level plan?Campus plan?Budgeting, etc?PLCs?Administratively?

Not all needs must be addressed in the district-Not all needs must be addressed in the districtlevel improvement plan Assess

Needs©2012 Region One ESC Division of Instructional Support 69

Pl i f A l A

Planning for I tAnalyze

Data

AssessNeeds

Improvement

Plan forImprovement



Impro ement C ti Improvement Plan

Corrective Action Plan

Performance

Action Plan

PerformanceProgram

Findings of noncompliance

Effectivenessnoncompliance

Plan forImprovement


Improvement

71

Improvement PlanA comprehensive integrated document that:

S i th d i i b d lt f ll

Improvement Plan

Summarizes the decisions based on results of all intervention activities and is data drivenA cohesive plan geared for improvement in student A cohesive plan geared for improvement in student performance and program effectiveness


Improvement PlanpPulls together the core team’s findings into a commitment to actTargets specific areas for improvement may need to prioritize Determine what the outcome should beDetermine what the outcome should beIdentify what specific actions/strategies/initiatives will be takenDetermine who’s responsible for each action and strategy—get down to the person who has the most impactimpactDetermine timeline—when can this be accomplishedaccomplished


Sections of the Impro ement PlanPerformance Area TargetedIndicator Description

Sections of the Improvement Plan

Indicator DescriptionMajor Systems TargetedComponentsComponentsStrategies, Initiatives, Activities Start DateProjected Completion DateResources required and persons responsibleEvidence of implementationEvidence of impact


Areas TargetedState

AAssessmentCompletion RateGraduation Rate

Drop OutDrop OutData Systems

SE

©2012 Region One ESC Division of Instructional Support Handout #9 75

Major SystemsCurriculum AssessmentCurriculum Assessment

InstructionStudent SupportCulture-Climate

Parents-CommunityRF

SE +Data SystemsData Systems


ComponentsEach Major System has a list of components to a list of components to

select from


Critical Success FactorsAcademic PerformanceAcademic Performance

Use of DataLeadership

Learning TimegFamily/ Community

School ClimateTeacher Quality


This column This column contains the

activities of the Plan

These columns contain other requirements


CAPCAPNoncompliance can be student specific or systemicsystemicDetermine steps/procedures/processes the LEA will take to correct any student specific y pnoncomplianceDetermine steps/procedures/processes the LEA will take to determine if problem is systemicwill take to determine if problem is systemicIf systemic, determine steps/procedures/ processes the LEA will take to make sure processes the LEA will take to make sure noncompliance does not occur with any other students


Non Compliance ExamplesNon Compliance Examples1. Specifically, four-year plans had

not been developed for CTE students.students.

2. Specifically, LPACs were not held 2. Specifically, LPACs were not held at the end of the school year to discuss students’ progressdiscuss students progress.


3 Specifically there was no parent 3. Specifically, there was no parent at the ARD committee meeting

d h d i and there was no documentation of attempts to obtain parent participation.

Parents will receive notice of

Special EducationDirector

ARDs.


Corrective Action PlansCorrective Action Plans

B ifi i h t t ill b t k Be specific in what steps will be taken to correct the noncompliance. Think th t th hlthe process out thoroughly.

What person will actually be responsibility for carrying out the activity?


What Makes an Effective I t Improvement

Plan and Plan and CAP?CAP?


Submissions


SubmissionsSubmissionsSingle Program Integrated Programs

All documentation for Stage Level required activities

Core Analysis TeamIntegrated Interventions WorkbookData AnalysisNeeds AssessmentImprovement PlanImprovement PlanCorrection Action PlanIndividual program templates as determined by TEA monitor


Submissions


Assuring ProgressCamp s Staff Needs to KnoCampus Staff Needs to Know….

Why the district was selected for on-site and how their campus impacted that?p p

What did the Focused Data Analysis show?

What is in the CIP?

What activities in the CIP should they be doing to address the targeted needs?

What specifically are they doing on their campus to meet the PBMAS standards?


Progress Report


Progress ReportProgress ReportDesigned to provide TEA with periodic report on th g t d i l ti g th the progress toward implementing the improvement planProjected due dates Projected due dates

November 2012 (previously identified SI)January 2013March 2013June 2013


Progress Report QuestionsProgress Report QuestionsBriefly describe the verifiable evidence of implementation and the verifiable evidence of pimpact for each strategy, initiative, or redesign.Briefly describe the progress the LEA has made toward full implementation of the improvement p pplan, and any barriers to implementation that have been encountered.If progress has not been made, briefly describe what i l dj b i improvement plan adjustments are being recommended. If no adjustments have been made, explain why.Additi l i f ti di LEA Additional information regarding LEA progress toward improving the targeted areas of student performance.


Progress Report QuestionsProgress Report QuestionsJune only:

What improvement plan What improvement plan strategies/initiatives/redesign activities, if any, were not fully implemented or completed? Explain why and describe any future plans related to the why, and describe any future plans related to the activity.Based on preliminary state assessment results

d/ h il bl d l d d i and/or other available data related to graduation, dropout, attendance rate, or other areas of low performance, what planning, activities, and strategies will be implemented during the summer to address the targeted areas of low performance?


A l AssessMonitoring ProgressAnalyzeData

AssessNeeds

Monitoring Progress

Plan forImprovement



Monitoringg

The systematic collection and analysis of i f ti j t information as a project progresses Aims at improving the efficiency and effectiveness of project or organizationBased on targets set and activities gplanned during the planning phaseKeeps the work on track!p


Checking the bottom lineChecking the bottom line

Are we making a differenceAre we making a difference

Identify problems in the improvement Identify problems in the improvement plan and/or implementation of the plan

Make adjustments in the plan


Monitoring has to be a part of the planning part of the planning process when the improvement plan and/or improvement plan and/or CAP is developed! •How often will we monitor?How often will we monitor?•What do we need to know?•What different kinds of information do we need?•How will we get this i f ti ?information?•Who should be involved in gathering information?gathering information?


Results


What h happens if we if we find it is find it is not not working? g


Implement Implement monitoring plan

Plan how monitoring will occur

Analyze information

Share information

with organizationorganization

Keep going as is?Adjust?Adjust?

Start over?©2012 Region One ESC Division of Instructional Support 101

Maximizing Maximizing Technical Technical Assistance Assistance ResourcesResources


“Ensuring Academic Rigor For ALL”Region One Education Service Center—Division of Instructional Support

Level I Support – Comprehensive Professional Development•High Quality Professional Development Support Offerings

Level II Support – Targeted Professional Development•Transformation to Educational Excellence Model (TEEM Framework): High Quality Professional Development aligned to Critical Success Factors

Level III Support – Schools in Need of Improvement Professional Development

•Turnaround Educator Series for Identified Low Performing S h lSchools

Level IV Support – Special Populations Professional Development•Innovative Approaches: Students Receiving Special Education Services•Innovative Approaches: Students Identified as Limited English pp : gProficient

Level V Support – Content/Grade/Course Specific Professional Development

•Student Learning Progression Academies: Enhancing Teacher Effectiveness Leading to Advanced Academic Teacher Effectiveness Leading to Advanced Academic Performance

©2012

High Need Priorities Support Teaching and Learning—Rigorous Classroom Environment


Turnaround Educator SeriesTurnaround Educator SeriesTurnaround Educator SeriesTurnaround Educator Series

Understanding for Teaching for Teaching for

L i Monitoring for Understanding for

Learning

Data with PurposeSourcesLevels

Teaching for Learning (Design)

Revised Learning Standards (TEKS)

• Cognitive

Learning (Design)

Concept Based Instruction

Performance Level

Learning (Delivery)

Student Engagement

gLearning

Formative Assessment in the Classroom• Planning Process• Eliciting

Assessment E id

AnalysisImplications

Planning for Learning

• Cognitive Complexity

Assessed Curriculum• Readiness

StandardsS ti

Performance Level Descriptors (PLD’s)

Performance Levels

Content Descriptors

Designing Learning

High Yield Instructional Strategies

QualityQuestioning

Evidence• Making

Instructional Adjustments

• Adjusting Learning Tactics

• Types of

Systems-RigorTeacher

EffectivenessResource

Utilization

• Supporting Standards

• Process Skills

Vertical Alignment

Designing Learning Progressions

Learning ProgressionsBuildingScaffoldingAssessing for

Questioning

Building Academic

Vocabulary

Cooperative

Types of Formative Assessment

Collaborative Coaching for Teacher

LeadersUtilization

Operational Flexibility

Collaborative Planning

Rigor in AssessmentContentComplexity

Assessing for Mastery

Making Instructional Adjustments

CooperativeLearning

• Coaching Framework

• Stages of Growth

• Role of the Coach

• Reflective Feedback

• Reflective Feedback

©2012, Region One Education Service Center 105©2012 Region One ESC Division of Instructional Support

ResourcesLinkso PBMI guidance and tools

Resources

ghttp://www.tea.state.tx.us/index2.aspx?id=2147504027&menu_id=2147483703&menu_id2=2147483708

o TEASE Accesshttp://www.tea.state.tx.us/index2.aspx?id=2728

o TEAL Accesshttps://pryor.tea.state.tx.us/TSP/TEASecurePortal/Access/LogonServlet

Questions/Feedback related to [email protected]

Questions/Feedback related to TEASE/[email protected]


Questions?Questions?


Wrap-UpWrap-Up


ESC ContactsOmar Chavez, NCLB, Migrant, [email protected]

ESC Contacts

Ed Garcia, CTE, [email protected]

B li d G S h l I t Belinda Gorena, School Improvement, [email protected]

Connie Guerra, Bil/ESL, Title III, [email protected]

Kelly Solis, Special Ed., [email protected] , p , @

Ruth Solis, Special Ed., [email protected]


texas accountability intervention system - region one esc handout… · texas accountability...

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