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

2. Data Driven Decisions for School Improvement

3. 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

4. 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 academic school year.

5. 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.

6. Accountability Methodology
Federal Accountability (Priority or Focus School)
Methodology changed for 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

7. 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

8. 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.

9. 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

10. 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%.

11. Accountability Methodology
Priority and Focus School Additional Funds

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

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

14. Accountability Methodology
Sample Large HS 2017 STAAR EOC scoring

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

16. 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%

17. 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%

18. 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?

19. 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?

20. 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?

21. 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.

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

23. 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.

24. Setting Goals Based on the Data
Lets meet the Index 1 state and federal target. # of tests passed # of tests passed – tests needed to be passed to meet target goal

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

26. 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.

27. Setting Goals Based on the Data
Lets meet the Index 3 state and target. total points needed Total points needed – percentage points needed to meet index goal

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

29. 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?

30. 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.

31. Dr. Victoria Bernhardt - Six Reasons to Use Data

32. Setting Strategic Priorities
Texas Accountability
Intervention Systems

33. District Commitments

34. Support Systems

35. Critical Success
Factors

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

37. 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

39. 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?

40. Setting Strategic Priorities
Determine Achievement Gaps
Set Goal to Remedy the Need ASAP
Determine Strategies/ Interventions
Identify Needs
Include in
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?

41. 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.

42. 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?

43. 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?

44. 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.

45. Key Points to Remember

46. 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.

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

48. Exit Ticket
What are your priorities for the 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.

49. QUESTIONS or SUPPORT
Glenn A. Nathan Research Analyst – ESC Region (o)