Data Driven Decisions for School Improvement Education Service Center – Region 19 Glenn Nathan Research Analyst

Data Driven Decisions for School Improvement

Data Driven Decisions for School Improvement AGENDA I. Focus and Priority School Methodology II. State vs. Federal Accountability III. System Safeguard Implications IV. Planning to Meet Accountability Targets V. Setting Strategic Priorities VI. Communicating Improvement with Stakeholders VII. School Improvement Calendar

Framing the Lesson We Will: I Will : Examine our campus data through the lens of state and federal accountability while considering why my school has not met all measures. I Will : Create 2 strategic priorities for meeting accountability targets in the 2017-2018 academic school year.

Accountability Methodology State Accountability (IR = Improvement Required) Must meet minimum index score for the current performance index framework: Index 1 or 2 and Index 3 and Index 4.

Accountability Methodology Federal Accountability (Priority or Focus School) Methodology changed for 2017-2018 identification. Data sources from 2016 accountability . No exit process for schools identified as priority or focus for school year 2017–2018.  Information on exiting priority or focus status will be released in Fall of 2018 when new priority and focus schools are identified under ESSA for school year 2018-2019.

Accountability Methodology Federal Accountability (Priority or Focus School) The federal target/AMO for performance on safeguards is 87%. Student groups identified for the waiver include African American, White, Hispanic, English Language Learners (ELL), Special Education, Economically Disadvantaged, and All Students. MSC = 25 MSC = 10 for graduation rate

Accountability Methodology Priority Schools Priority schools include a combination of Texas Title I Priority Schools (TTIPS) from Cycles 3, 4 and 5, Title I schools with graduation rates less than 60%, and the lowest achieving Title I campuses based on state accountability identification of Improvement Required and reading/math safeguard performance in the seven federal student groups at the federal safeguard target of 87% The Graduation Rate is determined as the highest of the 2015 four-year and 2014 five-year completion rates.  This calculation is consistent with the graduation rate analysis used under the state accountability system.

Accountability Methodology Priority School Determination Bottom 5% of all Texas title 1 schools. Current TTIPS schools Schools less than 60% graduation rate Improvement required status Percentage of missed safeguards in reading and mathematics

Accountability Methodology Focus Schools Focus schools include 10% of Title I schools not already identified as priority schools with the next lowest achieving campuses based on state accountability identification of Improvement Required and reading/math safeguard performance in the seven federal student groups at the federal safeguard target of 87%.

Accountability Methodology Priority and Focus School Additional Funds

STUDENT OUTCOMES DON’T CHANGE UNTIL ADULT BEHAVIORS CHANGE A. J STUDENT OUTCOMES DON’T CHANGE UNTIL ADULT BEHAVIORS CHANGE A.J. Crabill

Accountability Methodology How did Sample Large HS fare based on Spring 2017 state assessment results?

Accountability Methodology Sample Large HS 2017 STAAR EOC scoring

Accountability Methodology Time to Practice! Target is 87 in Reading and Mathematics

Accountability Methodology SAMPLE Large HS 2017 STAAR EOC’s All Students African American White Hispanic English Language Learners (ELL’s) Special Education (SPED) Economically Disadvantaged (Eco Dis) Reading Target (MSC) 87% (25) Reading 2017 Score (# of Tests) 66% (1453) 68% (28) 64% (39) (1376) 36% (239) 17% (201) 61% (931) MSC met (Yes or No) Reading Target Gap Yes 21% 19% 23% 51% 70% 26% Math Target Math 2017 Score 86% (618) 92% (13) 71% (14) (587) 75% (110) 49% (89) 84% (412) Math Target Gap 1% No 12% 38% 3%

Accountability Methodology SAMPLE Large HS 2017 STAAR EOC’s All Students African American White Hispanic English Language Learners (ELL’s) Special Education (SPED) Economically Disadvantaged (Eco Dis) Reading Target (MSC) 87% (25) Reading 2017 Score (# of Tests) 66% (1453) 68% (28) 64% (39) (1376) 36% (239) 17% (201) 61% (931) MSC met (Yes or No) Reading Target Gap Yes 21% 19% 23% 51% 70% 26% Math Target Math 2017 Score 86% (618) 92% (13) 71% (14) (587) 75% (110) 49% (89) 84% (412) Math Target Gap 1% No 12% 38% 3% How many system safeguards were missed? All 12 that met MSC. 12/12 = 100%

Accountability Methodology Table Conversation What does the data show? How will your campus address the issue(s)? What supports will you create? What does intervention look like?

Accountability Methodology SAMPLE Large HS 2017 STAAR EOC’s All Students African American White Hispanic English Language Learners (ELL’s) Special Education (SPED) Economically Disadvantaged (Eco Dis) Reading Target (MSC) 87% (25) Reading 2017 Score (# of Tests) 66% (1453) 68% (28) 64% (39) (1376) 36% (239) 17% (201) 61% (931) MSC met (Yes or No) Reading Target Gap Yes 21% 19% 23% 51% 70% 26% Math Target Math 2017 Score 86% (618) 92% (13) 71% (14) (587) 75% (110) 49% (89) 84% (412) Math Target Gap 1% No 12% 38% 3% Table Conversation What does the data show? How will your campus address the issue(s)? What supports will you create? What does intervention look like?

Setting Goals Based on the Data How will writing a goal of increasing 5% - 10% in ELA/Reading affect this school in terms of state and federal accountability? How will writing a goal of increasing 5% in Mathematics affect this school in terms of state and federal accountability? What does the data really tell us is the issue at this school?

Accountability Methodology YOUR TURN! Using your 2017 STAAR data, determine what your areas of need are to make immediate improvements in accountability scores to meet Index target goals.

Setting Goals Based on the Data Let’s examine a sample middle school

Setting Goals Based on the Data We missed the Index 1 target of 60, but how many more tests were needed to meet the target? # of tests passed Index Target Desired # of tests attempted 100 Find the number of tests needed and subtract from the actual number of tests passed to determine how many more tests were needed to meet the desired target.

Setting Goals Based on the Data Lets meet the Index 1 state and federal target. # of tests passed 87 1968 100 # of tests passed 1712 1712 – 997 715 tests needed to be passed to meet target goal

Setting Goals Based on the Data Where can you quickly acquire the 715 tests needed to meet your Index 1 goal?

Setting Goals Based on the Data We missed the Index 3 target of 26, but how many more points were needed to meet the target? total points needed Index Target Desired maximum points 100 Find the number of points needed and subtract from original points earned to determine the total percentage points needed to meet the index target.

Setting Goals Based on the Data Lets meet the Index 3 state and target. total points needed 32 1000 100 Total points needed 320 320 – 242 78 percentage points needed to meet index goal

Setting Goals Based on the Data Where can you quickly acquire the 78 percentage points to meet your Index 3 goal?

State and Federal Accountability Why do we see schools that meet Index 1 – 4 targets identified as Focus or Priority Schools? Is it possible to receive a Distinction Designation and also be a Focus or Priority School? What are the most critical components to meeting state and federal accountability measures?

Setting Goals Based on the Data YOUR TURN! Using your 2017 STAAR data, determine what your areas of need are to make immediate improvements in accountability scores to meet Index target goals.

Dr. Victoria Bernhardt - Six Reasons to Use Data

Setting Strategic Priorities Texas Accountability Intervention Systems

District Commitments

Support Systems

Critical Success Factors

Critical Success Factors Improve School Climate Family Community Engagement Teacher Quality Increase Learning Time Academic Performance Utilize Data Leadership Effectiveness

CSFs & Turnaround Principles Critical Success Factors Turnaround Principles Improve Academic Performance Increase Use of Quality Data to Drive Instruction Increase Leadership Effectiveness Increase Learning Time Increase Family and Community Engagement Improve School Climate Increase Teacher Quality Strengthen the School’s Instructional Program Use of Data to Inform Instruction Provide Strong Leadership Redesigned School Calendar Ongoing Family and Community Engagement Improve School Environment Ensure Effective Teachers

School Improvement Process What data do you need to effectively analyze your campus? What additional data is needed to continuously improve and meet your campus needs? Where are your campus areas of strength based on your current need? Data Analysis Needs Assessment Implement and Monitor Plan How effective is your campus in each of the individual processes to address to meet your current need? What is the biggest challenge to successfully implementing and monitoring your plan to address your current need?

Setting Strategic Priorities Determine Achievement Gaps Set Goal to Remedy the Need ASAP Determine Strategies/ Interventions Identify Needs Include in 2014-2015 CIP & Fully Implement 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?

Setting Strategic Priorities Multiple goals may exist for one problem. The goal should relate to the purpose and problem it is attempting to solve. Strategic Priorities should be few and narrow in focus to create the strongest effect possible in pursuit of immediate goals.

Communicating with Stakeholders Based on your priorities, which stakeholder segments must be included in your message? How will this message be shared? What role does each stakeholder segment play in meeting your goals?

Communicating with Stakeholders What are some anticipated obstacles to effective communication with each stakeholder segment? How may these challenges or obstacles be overcome? What ingredients are necessary for your recipe to success?

School Improvement Calendar TEA is in the process of completing the school improvement calendar. Notification in early to mid-August. Suggested to begin identifying your school improvement team. Work with your DCSI and PSP.

Key Points to Remember

Critical Elements to School Improvement Teachers have the greatest impact on student achievement. Principals have the next greatest impact on student achievement. Coaching teachers to improve instruction. School climate and culture matters. Data is absolutely critical and can change climate, culture, and effect students, teachers, and principals.

STUDENT OUTCOMES DON’T CHANGE UNTIL ADULT BEHAVIORS CHANGE A. J STUDENT OUTCOMES DON’T CHANGE UNTIL ADULT BEHAVIORS CHANGE A.J. Crabill

Exit Ticket What are your priorities for the 2017-2018 academic school year? Identify 2 priorities to significantly impact school improvement and develop a plan to communicate your priorities to at least one stakeholder segment.

QUESTIONS or SUPPORT Glenn A. Nathan Research Analyst – ESC Region 19 915.780.6517 (o) ganathan@esc19.net https://www.esc19.net/Page/724