Closing The Gaps Focus School Support Spring 2014 Regional Education Service Center Welcom e!

Expectations of your Regional Education Service Center Today’s meet ESC20 Focus Schools

Who do we have in the room today?

Norms for the Day -Fully participate and ask questions -Limit side conversations -Honor the schedule -Take care of your needs -Silence electronics -Be open to learning and problem solving

Today’s Agenda I.Introduction and Objectives II.Identification and Interventions III.TAIS Process overview IV.Identifying instructional interventions V.Tools, Resources, and Support

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 Today’s Objectives

How were performance gaps calculated to identify Focus schools? What it means to be a Focus School Identification and Interventions

Where You Find the Data

Subjects & Groups Evaluated All Students Eco Disadvantaged Hispanic White African American ELL Special Ed Minimum size = 25 tests

What You Need to Know % met standard All Students Group- Reading % met standard All Students Group- Reading % met standard of Student Groups that meet minimum size- Reading % met standard All Students Group- Math % met standard All Students Group- Math % met standard of Student Groups that meet minimum size- Math

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 Repeat for each group with Reading and Math

All Students African AmericanHispanicWhiteSpec EdELLEco Dis Reading Math Let’s try an example: Texas School

All Students African AmericanHispanicWhiteSpec EdELLEco Dis Reading # Reading Target 75 Scores Distance to Target Math # Math Target 75 Scores Distance to Target 12 meet minimum size Count number of student groups in Reading and Math that meet Minimum Size Ensure each student group has a minimum of 25 tests and is at least 10% of the “All Students” group.

All Students African AmericanHispanicWhiteSpec EdELLEco Dis Reading Target 75 Scores Distance to Target Math Target 75 Scores Distance to Target Target is 75

All Students African AmericanHispanicWhiteSpec EdELLEco Dis Reading Target 75 Scores Distance to Target Math Target 75 Scores Distance to Target

All Students African American HispanicWhiteSpec EdEco Dis Reading Target 75 Scores Distance to Target Math Target 75 Scores Distance to Target ADD 288

24.00 average gap between student performance groups and the 75% federal target 295 Sum of all “Distance to Targets” for groups meeting minimum size 12 Total of all groups meeting minimum size

Now Let’s Look at Your Campus

Interventions Address at least 1 INSTRUCTIONAL INTERVENTION in 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 Designate a district contact and Engage in TAIS Review ESEA Turnaround Principles & Critical Success Factors

Texas Accountability Intervention Systems

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

CSFs & Turnaround Principles Critical Success FactorsTurnaround 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

CSF/Turnaround Principles Activity

Data Analysis Needs Assessment Plan Implement and Monitor School Improvement Process What does this model mean to you? Where are your campus areas of strength in this model? How effective is your campus in each of the individual processes? What is the biggest challenge of this model for your campus?

Intervention Address at least 1 INSTRUCTIONAL INTERVENTION in SY to target deficiencies and close achievement gap Reasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN

Determine Achievement Gaps Identify Needs Set Goal to Address Closing Gaps Determine Strategies/ Interventions Include in CIP & Begin Implementation Include in CIP & Fully Implement Improvement Plan Process 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?

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 Plan Implem ent and Monitor

10 – 5 – 5 List 10 reasons for the problem statement that you created. List 5 more Data Analysis Needs Assess ment Plan Implem ent and Monitor

5 Why’s Analysis Data Analysis Needs Assess ment Plan Implem ent and Monitor

All Students African American HispanicWhiteSpec EdEco Dis Reading Target 75 Scores Distance to Target Math Target 75 Scores Distance to Target Why’s Analysis Data Analysis Needs Assess ment Plan Implem ent and Monitor

Problem Statement The African American group is significantly lower in mathematics than the other sub-groups. Data Analysis Needs Assess ment Plan Implem ent and Monitor

5 Whys - Example 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. Data Analysis Needs Assess ment Plan Implem ent and Monitor

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 Plan Implem ent and Monitor

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 Plan Implem ent and Monitor

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 Data Analysis Needs Assess ment Plan Implem ent and Monitor

Why 5 Why do teachers not use differentiated questioning techniques for all students? – Because teachers lack the skills to effectively differentiate. 5 Whys - Example Data Analysis Needs Assess ment Plan Implem ent and Monitor

Your Turn… Data Analysis Needs Assess ment Plan Implem ent and Monitor

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

Specific Measurabl e Attainable Relevant Time-Bound Data Analysis Needs Assess ment Plan Implem ent and Monitor

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 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 Plan Implem ent and Monitor

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. Data Analysis Needs Assess ment Plan Implem ent and Monitor

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 Plan Implem ent and Monitor

90 Day Strategy 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. Data Analysis Needs Assess ment Plan Implem ent and Monitor

Expectations of your Regional Education Service Center Today’s meet ESC20 Focus Schools

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 Will be pre-populated based on campus Must address both components May allocate up to 40% for LEA-level activities Percentages must add up to 100%

Important Grant Information Grant Funding NOGA will have two “pots” on money – 2013 Allocation – 2014 Entitlement Amount labeled 2013 Allocation (50%) must be spent by September 30, 2014, or will be returned to USDE Allowable Costs 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

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, Stephen Cheri Jill Cyndi