1. Tom Bean High School Targeted Improvement Plan Summary - 2018-2019
(presented at TBISD Board Meeting and Public Hearing on October 15, 2018)

2. TBHS Campus Rating Status
Tom Bean High School has received a state accountability rating of “Improvement Required” based on the items selected by TEA to be used to establish the rating. (Released Early August 2018)
Region 10 ESC sent a team to meet with us a few days after the ratings were released to go over all of the components with us and to let us know that they are ready to provide any support or assistance that we might need to carry out our TIP. They informed us about the mandatory TEA developed Initial training scheduled at Region 10 on August 22, They also provided us with the Interventions and Submissions: Improvement Required Year 1 Dates/Schedule (see next 2 slides)

5. Domain Construction (brief summary):
House Bill Accountability Decision Framework (The Commissioner of Education presented his final decision for 2018 Accountability) The overall design of the accountability system evaluates performance according to three domains: Student Achievement, School Progress, and Closing the Gaps
Domain Construction (brief summary):
Student Achievement – evaluates performance across all subjects for all students, on both general and alternative assessments.
STAAR EOC Assessment Percentage at Approaches Grade Level or Above, Percentage at Meets Grade Level or Above, Percentage at Masters Grade Level
College, Career, and Military Readiness (CCMR) – TSI, ACT, SAT, College Prep Course in ELA and Mathematics, Meet criteria AP or IB exams in any subject
Three Hours of Dual-Course Credits in ELA/Mathematics or Nine Hours in Any Subject
Enlist in the US Armed Forces
Earn an Approved Industry –Based Certification
Earn an Associates Degree while in High School
Graduate with Completed IEP and Workforce Readiness
CTE Coherent Sequence Coursework Completion and credit aligned with approved Industry-Based Certification
Graduation Rate – best of four year, five-year, or six-year longitudinal Graduation Rate
The Student Achievement Domain uses the following percentages to get the score calculation: STAAR ECO-40%, CCMR-40%, and Graduation Rate or Annual Dropout Rate-20%

6. School Progress – measures district and campus outcomes in two parts: the number of students that grew at least one year academically (or are on track) as measured by STAAR results, as well as the achievement of students relative to similar districts or campuses.
School Progress, Part A: Academic Growth – provides an opportunity for districts and campuses to receive credit for STAAR results that either meet the student-level criteria for the STAAR progress measure or maintain proficiency.
School Progress, Part B: Relative Performance – evaluates the achievement of all students relative to district or campus with similar socioeconomic statuses. (HighSchool includes CCMR with the STAAR components)
The School Progress Domain Calculation is figured for both Part A and Part B and take the higher scale score to use for School Progress domain rating.

7. Closing the Gaps - measures achievement differentials among students including differentials among students from different racial and ethnic groups and socioeconomic backgrounds and other factors including students formerly receiving special education services, continuously enrolled students , and students who are mobile.
Components:
Academic Achievement in Reading and Math
Four-year Graduation Rate for High Schools, K-12s, and Districts
College, Career, and Military Readiness Performance for High Schools, K-12s, and Districts
Closing the Gap Domain Calculation
Cumulative performance for each component is based on the total number of eligible student groups that meet the minimum-size criteria. The maximum number of measures met for each component is totaled and then divided by the total count of eligible measures, resulting in an overall percentage for each of the three domain components. Percentages for each component are then weighted based on the district or campus type to calculate an overall domain score.

8. Data Analysis and Root Cause Analysis
Superintendent, HS Principal and Curriculum Director (DCSI) attended a TEA Continuous Improvement Training at Region 10 in late August.
The training consisted of:
Focused Data Analysis
Guided Root Cause Analysis
Aligned Strategy Identification
Implementation Planning and Fidelity
Returned to have meetings with Campus Leadership Team (CLT) to do the following:
Develop Vision Statement
Guided Root Cause
Begin identifying strategies that are aligned with the data and root causes and begin looking at possible implementation planning with fidelity.

9. Tom Bean High School Vision Statement: The vision of TBHS is to be an exemplary community empowering learners with the knowledge, skills, and resources necessary for life-long success in an ever-changing society.
Focused Data Analysis: Problem #1 – At least 40% of our students did not approach grade level on the STAAR EOC Reading in Root Cause – Data analysis has not been utilized to drive instruction to meet the needs of our students. Annual Goal #1 – We will increase the % of students who meet the “meets” or “masters” level to 46% in Reading on the STAAR ECO in ELAR. Strategy #1 – Implement questioning strategies from the higher levels of Bloom’s Taxonomy. The TIP has several activities that are Short-term, Intermediate and Long – Term with a timeline, resources needed, person(s) responsible for implementing, expected outcomes, results, and possible next steps.

10. Focused Data Analysis: Problem #2 – 85% of our students did not achieve “meets” or above in math. Root Cause – Use of the TEKS Resource System has not been implemented with fidelity. Annual Goal #2 – We will increase the % of students who meet the “meets” or “masters” level to 48% on the Algebra I STAAR EOC. Strategy #2 – Implement questioning strategies from the higher levels of Bloom’s Taxonomy Mr. Lusk selected Judy Caskey to be our Professional Service Provider (PSP). In early September, Mrs. Caskey met with Mr. Lusk, Mrs. McCarty, Mr. Orozco, and Ms. Noga to introduce herself and look at what planning and early stages of implementation have already occurred. It was determined that she would return the following week to meet with the TBHS Leadership Team and the ELAR and math teachers to assist them in completing the draft of the Targeted Improvement Plan. She suggested that instead of trying to rush and get the plan ready for the Public Hearing and for Board approval at the September Board meeting, that we provide the Board with the draft and where were currently in the planning and implementation process at that point. Mr. Lusk submitted the draft to TEA through TEASE stating that it was pending a Public Hearing and Board approval at the October meeting. Last week, Mr. Orozco was provided a schedule of required training webinars for the DCSI to participate in each month with two months having training sites to attend.

11. Questions,Suggestions/Recommendations???
Wednesday, October 24, 1:00 p.m. Telephone conference with TEA Representative to discuss the initial TIP submission. (PSP, DCSI, Principal, Superintendent, Region 10 Assigned Staff)