texas accountability intervention system (tais). data process reporting state districts &...

Texas Accountability Intervention System (TAIS)

Data Analysis

Needs Assessmen

t

Improvement Plan

Implement &

Monitor

Data Process ReportingState

• Districts & Campuses

• IR or Met Standard• Indexes &

Safeguards

Federal (ESEA Waiver)• Districts &

Campuses• Priority and Focus• Safeguards

Performance-Based Monitoring (PBM) • Districts• PBMAS

Targeted Improveme

ntPlan withProgress Reports

“If you do not know how to ask the right

question, you discover nothing.”

--W. Edward Deming

Purpose• Identify trends in your

data• Develop problem

statements based on objective data findings

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Sorting through the data

Texas Accountability Intervention System (TAIS)

SYSTEM SUPPORTS

Organizational Structure

Processes/Procedures

Communication

Capacity & Resources

Texas Accountability Intervention System (TAIS)Critical Success Factors

Academic Performance

Use of Quality Data to Drive Instruction

Leadership Effectiveness

Increased Learning Time

Family/Community Engagement

School Climate

Teacher Quality

CSF Data Sources

Problem Statement

Current Performance

Desired State

Has a problem been identified?

Do collectively agree it is a problem?

How is the problem relevant to our campus?

Is the problem based on real data?

Criteria Y/N

Substantiated by facts/data

Written objectively

Uses concise language

Includes specific details (who, what, when, where)

Focuses on a single, manageable issue

Has relevance to our campus

Avoids causation or assigning solutions

Problem statements are…

Problem Statement Quality Check

ELLs have a 50% pass rate in reading due to a

lack of parental involvement


❑Verified by facts/ data?

ELLs have a 50% pass rate in reading

due to a lack of parental

involvement

X

❑Written objectively?



involvement

XProblem Statement

Quality Check

❑Uses concise language?



involvement


❑ Includes specific details (who, what, when, where)?



involvement


❑ Focuses on a single, manageable issue?



involvement

XProblem Statement

Quality Check

❑ Has relevance to our campus?



involvement


❑ Avoids causation or assigning solutions?



involvement

XProblem Statement

Quality Check

REVISED Problem Statement

ELLs have a 50% pass rate

in reading

ELLs have a 50% pass rate in

reading due to a lack of parental

involvement

Problem Statement

PRACTICE

http://www.online-stopwatch.com/countdown-timer/

http://www.online-stopwatch.com/countdown-timer/

Initial Data Analysis Work 1. Based on the gaps in your data, identify the

problem area that caused your PBMAS staging.2. Create a problem statement3. Verify problem statement against the Problem

Statement Checklist

Problem Statement

Data Analysis Quality Check

• Has a thorough data analysis been conducted on the performance indicators that were missed or are potential areas of concern?

• Have clear problem statements been identified and created?

• Do problem statements meet the criteria in the problem statement checklist?

Problem Statement

Connect PS to IndexRequired

Connect PS to System SafeguardOptional

Connect PS to PBMAS

Insert PS

T I P SEnsure data has been COLLECTIVELY discussed

and reviewed.

Use of CONCISE and OBJECTIVE language.

Ensure data are TARGETED and SPECIFIC to the gaps.

Purpose• Conduct a Root

Cause Analysis• Determine why gaps

exist• Review additional

data sources• Identify root causes

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Significance of the root cause

It’s a HYPOTHESIS

If we drill down, we may be able to solve the problem

WHY

Problem Statement


Lack of teacher understanding for the

instructional strategies needed to meet linguistic needs

of ELLs

Root Cause

WHY?

Root Cause

5 Whys

10,5,52 Circles

10,5,5

10

55

Reasons

More

More

10,5,52 Circles

10, 5, 5

ControlInfluence2 Circles

Control Influence

School is boring

Class schedule

Have to wear uniforms

Lack of structure at home

Education isn’t valued at home

No system in place for tracking attendance

Homeroom is first period

Team Consensus

ACTIVITY: Control Influence

School is boring

Class scheduleHave to wear uniforms

Have children of their own

Education isn’t valued at home

No system in place for tracking attendance

Homeroom is first period

©2013 TCDSS

Root Cause

5 Whys

10,5,52 Circles

2 Circles

10,5,5

Problem statement: “ ELLs have a 50% pass rate in reading”Consensus: “School is boring.”

1. Why are the students bored at school?--because classes are boring for the students.

2. Why are students bored with their classes?--because students aren't connecting with the material.

Root Cause

5 Whys

10,5,52 Circles

2 Circles

10,5,5

Data

Problem Statement

Root Cause

✓Answers WHY the problem is occurring.

✓Does not contain solutions or suggest actions.

✓Is validated by data.

✓Is focused on what the team can control.

Root Cause Quality Check

2015-2016 Template

T I P SEnsure a ROOT CAUSE ANALYSIS was completed.

Determine if the “root cause” ANSWERs WHY the gap is occurring.

Determine the analysis was COLLABORATIVE and VETTED by the team.

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

● Set annual goals● Identify a strategy● Set quarterly goals● Determine

interventions

Purpose

Making Connections

Annual GoalProblem Statement

Root Cause

Strategy


ELLs have a 50% pass

rate in reading

ELL student group will have 60%

pass rate on 2016 STAAR

reading

Root Cause

Strategy

Does the annual goal resolve the problem

statement?YES

S.M.A.R.T.S

peci

fic

Mea

sura

ble

Atta

inab

le

Res

ults

-B

ased

Tim

e-B

ound

ELL student group will have 60% pass rate on 2016 STAAR reading

Can you find all of the SMART elements in this

annual goal?

PRACTICE

Annual Goal Work 1. Create an annual goal that is aligned to and

resolves the problem statement you identified.2. Verify annual goal is a SMART goal.3. Write annual goal on your team’s poster.

Problem Statement Annual Goal

Root Cause

T I P SEnsure the annual goal is aligned to

the PROBLEM STATEMENT

Check to see the goal is written in a S.M.A.R.T way

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions

Purpose


Root Cause

Strategy

Annual GoalProblem StatementELLs have a

50% pass rate in reading

ELL student group will have 60% pass rate

on 2016 STAAR reading

Root Cause

Strategy

Lack of teacher understanding

for the instructional strategies

needed to meet linguistic needs

of ELLs

Implement sheltered instruction

campus-wide

Strategy

HOW to get from this… to this… to THIS!

IS broad and over-arching

StrategyStructures

Systems Models

Processes

IS NOT narrow and specific

TRAI

NIN

G Lack of teacher understanding for the

instructional strategies needed to meet linguistic needs

of ELLs


Root Cause

Strategy

Lack of teacher understanding

for the instructional strategies

needed to meet linguistic needs

of ELLs

Implement sheltered instruction

campus-wide

Does the strategy directly address the root cause?

YES

PS & RC

Pre-populate

Insert Annual Goal and Strategy

Quality Check

Focuses on broad, over-arching approaches such as systems, structures, models, processes.

Customize to address identified root cause on your campus.

Ensure that you have the capacity and resources to implement strategy with fidelity.

Data Analysis

Needs Assessmen

t

Improvement Plan

Implement &

Monitor


interventions

Purpose

Quarterly

Goal 1

Quarterly

Goal 2

Quarterly

Goal 3

Quarterly

Goal 4

NOTICE:Length of Quarters

NOT REQUIRED

Quarter 2 Goal= 10%

Quarter 3 Goal= 10%

Quarter 4 Goal= 10%

Annual Goal =Increase Scores by 10%

Q 1 Goal= 2.5%

Q 2 Goal=2.5%

Q 3 Goal= 2.5%

Q 4 Goal= 2.5%

4th Quarter Goal

IS a focus on stakeholder behaviors IS NOT equal to annual goal

Problem Statement 1: 0

Problem Statement 1: 0

Q4 Goal:

Q4 (April, May, June)

?

Problem Statement

Annual Goal

Increase performance of students served through special education by 8%

Increase performance of students served through special education by 8%

A Quarterly Goal IS

Sense of urgency

SMART

Point for celebration

Specific

S

A Quarterly Goal IS A Quarterly Goal IS NOT

A target for strategy implementation

A breakdown of annual goal

A focus on a change in stakeholder behavior

Equal to annual goal (4th quarter)

Results-based (Outcome of implementation)

Process-based (Summary of completed tasks)

SMART

Urgent

Point for celebration

What are we wanting to see happen or change because of the process or

training?

A Quarterly Goal Is Focused on Results

• By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.

• By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in

their lesson plans.

• 100% of teachers received training in sheltered instruction.

Results-focused with

student impact

Results-focused

Process-focused

WHY

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions

Purpose

Interventions

Data Sources

Small Action Steps

1ST QTR Interventions

Required

1st QTR Data

Sources NOT

Required

Goal NOT Required

Potential Challenges in Interventions and Data

Sources

Use data components to measure implementation of interventions;

Be aware of interventions vs. strategies.

Align interventions in order to accomplish quarterly goal;

Remember to:

Align data sources to the interventions; and

Stakeholder Actions InterventionsDesign walkthrough protocol

BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans

Teachers work on language objectives during planning in PLCs and include in lesson plans. Lesson plans reviewed and feedback given individually and through PLCs.

Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability

Design walkthrough protocol

BE/ESL dept. delivers training to staff

Teachers will learn how to incorporate all four language domains into lessons.

Teachers will incorporate language objectives into lesson plans.

Teachers will incorporate all four language domains into lessons.

Admin and ICs will conduct walkthroughs with BE/ESL dept.

Stakeholder actions Interventions

Data Sources

• Must connect to your interventions

Key Points to RememberInterventions

• No magic in 4 interventions• Multiple behaviors could be combined to develop one

intervention• One behavior could result in multiple interventions• Sometimes additional details will need to be added to a

behavior in order to develop an intervention• Multiple data sources could be used to measure the

impact of an intervention

Purpose● Review data by

quarter● Determine level of

impact● Ensure quarterly

reporting● Adjustments to the

plan ensure success

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor

End of Quarter Reporting

Potential Challenges in Implementation and

Monitoring

Plans are living and working documents.

Remember that:

Plans are not written in stone.


MonitoringRemember,

Plans must be monitored


Monitoring

than to continue in the wrong direction.AND that:

It is best to adjust,

T I P S

Determine what kind of data will be collected to reflect levels of

IMPLEMENTATION and IMPACT.

Quarterly reporting is based on COLLABORATIVE data collection and analysis.

T I P S

The monitoring plan can serve as an“EARLY WARNING” to inform adjustments

and corrections.

End of Year Reporting

Helpful Resources• Know and use your Support Specialist• Stay tuned to the TCDSS website:

http://www.tcdss.net/

• Access the Guidance Documents and Planning Resources

• Work with your PSP• Please add more!

www.tcdss.net TCDSS Homepage

http://www.tcdss.net/

Thank you for your attention

and have a great year!