1. Overview of TAP for Pre-TAP schools
Louisiana TAP
Overview of TAP for Pre-TAP schools

2. Purpose of this Overview
The purpose of this overview is to open your minds and thoughts to a different and more successful system for operating your classrooms and your school.
Please keep in mind the purpose of this overview is not to provide you with ALL of the information that you need to begin implementing TAP. You will need to discover the many elements of TAP together, as a team.

3. National Reform Initiative … National Perspective
President Obama’s address to the nation on education reform
Proclaimed that to complete our race to the top requires “recruiting, preparing, and rewarding outstanding teachers.”
Singled out the “promising work” of the Teacher Advancement Program
Hailed TAP for “making an unprecedented commitment to ensure that anyone entrusted with education our children is doing the job as well as it can be done.”
Sheila
Review the president’s comments.
Reference the NIET letter that is in their binder.

4. You and your school faculty and staff are to be commended for your efforts to learn about TAP.
Thank You.

5. Louisiana TAP Growth You Are Here 2003-2004: 5 schools (Pilot Schools)
: 28 TAP schools & 28 PreTAP schools
: 42 TAP schools & 26 PreTAP schools
We are creating a rich and exciting history for La TAP … and you are now a part of that history.

6. 2009-2010 Schools and Districts 42 TAP Schools 19 School Systems
15 Year One Schools
15 Year Two Schools
12 Year Three+ Schools
27 Pre-TAP Schools
19 School Systems
15 Local School Districts
Recovery School District
Charter Organizations
ACSA
ABR
Independent Charter School

7. Forest Hill Elementary 2008 TAP National Founder’s Award
Full and proficient implementation of all four TAP elements
Proficient scores on TAP program reviews
Achievement according to state or federal measures; and
Notable recognition as a school and a resource of best practice
Vicky
Trainer will frontload the DVD from Forest Hill --- Trainer will emphasize that when the TAP model is followed closely, the results are tremendous in terms of student achievement and teacher proficiency.

8. Forest Hill Elementary Rapides Parish 2008 TAP National Founder’s Award
87% free/reduced lunch
Large ESL population
SPS growth from 98.4 to 121.5
Vicky

9. What is TAP?
How does it help?

10. TAP is a system that provides schools powerful opportunities for growth by …
Examining student data to determine the greatest student needs
Obtaining new learning for teachers and administrators that targets those specific needs
Collaborating with all teachers and administrators to work and learn together to achieve the goals
TAP in some ways defies applying a singular noun … program … process… system … structure.
TAP is holistic in its approach and focuses on
Student data to determine needs
New learning for educators
Collaboration
Strategic guidance and support
… comprehensive … 4 elements … diverse
… with guidance and support from trained master and mentor teachers and administrators.

11. TAP is …
A comprehensive reform … not just professional development … not just performance-based pay.
Based on four critical elements of success … intertwined and interdependent … identified in research as important to improving teacher quality.
Adaptable in diverse schools and school situations.
TAP … example of the whole being greater than the sum of its parts
Four critical elements … research grounded … tapestry like
Adaptable to diverse schools and situations Adaptable in low performing schools to high performing schools – elementary to high school…

12. This, is how I describe TAP……
an Energizer
for your school!!

13. Research tells us …
The single most important school related factor in determining the achievement level of a student is the quality of the classroom teacher and the quality of instruction delivered by the classroom teacher.
Research tells us what we have known as parents … and as educators
… and yet we struggle with out to effect the change we want

14. TAP allows us to address the question …
How are the “things” we are doing in our schools and classrooms improving the quality of all teachers and changing the quality of classroom instruction?
So the question is … we know that we are doing LOTS of things … but how are those things changing instruction
Do the individual pieces, programs have the desired and collective outcome? Are the individual pieces and the results (are non-results) providing us with a good return on our investment?
We suggest that rather than individual pieces we need a more integrated comprehensive system of reform

15. TAP provides an opportunity to work together….
to improve the quality of
instruction and
student achievement
So the question is … we know that we are doing LOTS of things … but how are those things changing instruction
Do the individual pieces, programs have the desired and collective outcome? Are the individual pieces and the results (are non-results) providing us with a good return on our investment?
We suggest that rather than individual pieces we need a more integrated comprehensive system of reform

16. What do you see in this picture?
A show like Grey’s Anatomy differs from the medical shows of 30 years ago.

17. The only room in the hospital that still has only one doctor working alone is the coroner's office !
If a coroner fails to improve his/her skills, it really has little effect on the individuals he/she is seeing.

18. Why TAP?
Goal of TAP is to increase student achievement through teacher quality.

19. TAP consists of four critical elements for success
TAP consists of four critical elements for success. These elements are effectively combined to address:
Improvement of Instruction
Improvement in Student Achievement
“At first, people refuse to believe that a strange new thing can be done….

20. FOUR CRITICAL ELEMENTS for Success
We will look at each element independently … but the connectedness of the elements are what give it the strength, sustainability, and flexibility that is needed for effective reform

21. Numerous opportunities for more responsibility and commensurate pay

22. Multiple Career Paths Discuss each and their responsibilities
Career Teacher
Teach; collaborate with colleagues; team teach; participate in professional
development activities
Mentor Teacher
Teach; help to lead cluster groups; conduct evaluations; provide classrooms support; model lessons; assist master teachers
Typically earns $2,000 - $5,000 salary addendum
Recommended ratio – 1:8
Master Teacher
Share instructional leadership; plan/lead cluster meetings; field test
strategies; model lessons; provide classroom support; conduct evaluations;
Typically earns $5,000 - $10,000 salary addendum
Recommended ratio – 1:15
Discuss each and their responsibilities
Talk about a “pipeline” or building human capacity … the structure for multiple career paths within TAP actually puts that into practice

23. Continuous on-site professional development during the school day
Susan
(and Leadership Team Meetings)

24. Ongoing, Applied Professional Growth Cluster Groups of Professional Learning
During the school day
Grade-alike or subject-alike groups
Led by master teachers
Supported by mentor teachers
Guided by the needs of that cluster group
Extend learning to include support and follow-up by master/mentor teacher
Evaluate impact on students
Follow a cluster protocol
Here the phrase job-embedded, ongoing PD thrown about often … but what does it really mean and what does it look like
Read list
Emphasize the protocol and how we will look at that a bit more
Cluster Groups are concrete actions … that continue to keep the big picture in mind.
Visual representation with sheet of paper—Cluster time is sacred in TAP Schools: (In our highest performing TAP schools, clusters are never cancelled… demonstrate by ripping paper “Teacher Quality, Student Achievement)

25. What drives improvement of instruction is what happens in Cluster Meetings … and how it happens
… the how is the cluster protocol
TAP is driven by student need and teacher need.

26. Cluster Meeting Protocol Steps for Effective Learning
Step 1 – IDENTIFY the NEED
Step 2 – OBTAIN the NEW LEARNING
Step 3 - DEVELOP
Step 4 - APPLY
Step 5 - EVALUATE
Identify the need based on multiple data sources
Obtain New Learning
Develop
Apply
Evaluate
… but it doesn’t stop inside cluster!!

27. Cluster Meeting Protocol Steps for Effective Learning
Step 1 - Identify Need:
Students cannot appropriately answer questions.
Step 2 - Obtain-Use of the XYZ Strategy may help - Field Test – Bring to Cluster
Step 3 – DEVELOP – in cluster
Step 4 – APPLY in classrooms
Step 5 - EVALUATE
Identify the need based on multiple data sources
Obtain New Learning
Develop
Apply
Evaluate
… but it doesn’t stop inside cluster!!

28. All strategies are “field tested” before they are presented in cluster meetings.

29. All rights reserved. Do not duplicate without permission.
The Five Steps for Effective Learning guides all learning that takes place in a TAP School …
Learning in Leadership Teams
Learning in Clusters
Learning in Classrooms
All rights reserved. Do not duplicate without permission.

30. What drives improvement in student achievement is … what happens in the classroom AFTER the new learning is presented and developed in Cluster Meetings …is the new learning being implemented correctly? …are master and mentor teachers providing classroom support?

31. All rights reserved. Do not duplicate without permission.
Fair evaluations based on clearly defined, research-based standards
Multiple evaluations
Multiple trained and certified evaluators
Cluster training and classroom support
Instructionally Focused Accountability
Traditionally, when it comes to being reviewed, teachers might get a one-shot observation from their principal. But how does that really help someone improve or strengthen what they’re doing right?
That’s why TAP’s accountability system works hand-in-hand with its ongoing professional development. TAP’s fair and transparent system of evaluation is based on clearly defined instructional standards and rubrics.
Fairness is further insured by multiple evaluations by more than one trained, certified evaluator.
Teachers are well-prepared for these evaluations, thanks to the ongoing cluster training and classroom support from master and mentor teachers.
All rights reserved. Do not duplicate without permission.

32. Instructionally- Focused Accountability
Utilizes TAP Rubrics (comprehensive teaching standards) that all teachers are trained to meet
Provides 4 evaluations per year – conducted by administrators, master teachers, mentor teachers
Provides coaching to all teachers for improvement (not just for remediation)
Allows teachers to be rewarded financially for their good evaluations
Ensures that all teachers have the opportunity to grow and become better instructors so that student achievement is impacted
To measure teaching skills, knowledge and responsibilities, TAP has defined a set of professional indicators required of all TAP teachers.
Review key attributes of Instructionally-Focused Accountability
Master and mentor teachers model and label the indicators when facilitating cluster, as well as in the classroom when providing follow-up support to teachers.

33. Instructionally-Focused Accountability TAP Rubrics
Implementing Instruction
Planning Instruction
Instructional Plans
Student Work
Assessment
Expectations
Managing Student Behavior
Environment
Respectful Culture
Professional Accountability
Developing Professionally
Reflecting on Teaching
Standards and Objectives
Motivating Students
Presenting Instructional Content
Lesson Structure and Pacing
Activities and Materials
Questioning
Academic Feedback
Grouping Students
Teacher Content Knowledge
Teacher Knowledge of Students
Thinking
Problem Solving
Learning Environment
TAP’s Teaching Skills, Knowledge and Responsibility Standards are divided into four domains. Within each domain, performance indicators are listed with bulleted descriptors and a rubric specifying three performance levels for measuring actual teacher performance.
Teachers earn a score of 1, 2, 3, 4, or 5.
Responsibilities

34. I Instructionally-Focused Accountability – TAP Rubric Domain: Implementing Instruction Indicator: Academic Feedback
Exemplary (5)
Proficient (3)
Oral and written feedback is consistently academically focused, frequent, and high quality
Oral and written feedback is mostly academically focused, frequent, and mostly high quality
Feedback is frequently given during guided practice and homework review
Feedback is sometimes given during guided practice and homework review
Teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.
The teacher circulates during instructional activities to support engagement, and monitor student work
Feedback from students is regularly used to monitor and adjust instruction
Feedback from students is sometimes used to monitor and adjust instruction.
Teacher engages students in giving specific and high quality feedback to one another.

35. Salaries and bonuses tied to responsibilities, instructional performance and student achievement growth (value added).
The teacher’s instructional performance
Student achievement growth in his/her classroom
Student achievement growth of the school (as a whole)
Rounding out the TAP system is Performance-Based Compensation.
TAP provides opportunities for every teacher. Yes, every teacher is eligible to earn bonuses based on three factors:
The teacher’s instructional performance
Student achievement growth a teacher makes in the classroom and
Student achievement growth the school makes as a whole

36. What is Value-Added Achievement?
Value-added is student achievement growth measured over time.
Value-added looks at growth, rather than a fixed attainment level.
Value-added student achievement data looks at the amount a student is expected to grow, based on the student’s historical data, compared with similar schools/students across the state.
Sue
Now you may wonder how it’s fair to judge a teacher based on student achievement. We all know that students enter the classroom with various degrees of preparation and support. Is a teacher of children raised in poverty…or in homes where English isn’t the primary language…going to be penalized? The answer is no!
TAP rightly recognizes that regardless of where a student starts out, every child has the potential to improve. That’s why TAP’s performance-based compensation is based on a demonstrated system of measurement called value added.
“Value added” means that we look at where students start and where they end. Then we measure the impact (or “value”) of the teacher and school on their student achievement growth. The bottom line is that if students make a year’s worth of expected student achievement growth, their teachers are rewarded. And if schools as a whole make a year’s worth of growth, the faculty gets an additional bonus. This way, the staff is encouraged to work together to progress together. .

37. Performance-Based Compensation
Compensation is given for taking on increased responsibility and authority (e.g. salary augmentation for master and mentor positions.)
Incentive awards are earned based on performance
50% Skills, Knowledge, and Responsibility
30% Classroom-level Value-Added Student Achievement Gains
20% School-level Value-Added Student Achievement Gains
TAP Salary enhancements are all over and above traditional salary schedule.
Set pool of money (e.g. $2,000 - $3,000 per teacher) determined by district/school is established. Teachers “pull” from that performance pay fund.
Remind participants that although Performance-Based Compensation gets the most attention … the focus is always on the end result … student achievement and teacher proficiency.
Discuss bullet points

38. For teacher in state testing subjects/grades
Individual Student
Value-Added
Achievement
gains
30%
School-Wide
Student
Teacher Skills,
Knowledge, and
Responsibilities
50%
Determined by
Evaluations
Using
TAP Rubrics
and
Responsibility
Survey
Determined by
Approved
Testing
20%
20%
Every TAP school creates a performance award pool that is used to fund teacher bonuses. Teachers pull from the pool based on performance.
For a teacher of a tested subject, her bonus is based on:
50% her teaching behavior on the rubric
20% her classroom achievement gain
30% the school achievement gain
These performance awards are considered a one-time award. They must be earned yearly and are in addition to a teacher’s base salary.
For a teacher in a non-state-tested subject,
For teacher in state testing subjects/grades

39. For teacher in non-state-testing subjects/grades
School-Wide
Student
Value-Added
Achievement
50%
Teacher Skills,
Knowledge, and
Responsibilities
Determined by
Evaluations
Using
TAP Rubrics
and
Responsibility
Survey
Determined by
Approved
Testing
For a teacher of a non-tested subject, her bonus is based on:
50% her teaching behavior on the rubric
50% the school achievement gained
No one earns less than their base pay – everyone has the opportunity to earn more.
For teacher in non-state-testing subjects/grades

40. It May Be Cliché, But … TAP is “greater than the sum of its parts.”
Seeing is believing.
Vicky
Each of the four elements is absolutely critical in order for TAP to maximize student achievement and teacher proficiency. However, TAP is much greater than the sum of its parts. Let’s take a look inside of one of our Louisiana TAP schools so that you can get a better idea of why TAP works so well…
“At first people refuse to believe that a strange new thing can be done….
then they begin to hope that it can be done…then they begin to see it can be….

41. How does a school effectively implement TAP?
Leadership Meetings………Cluster Meetings……. Evaluations………..…Coaching……..….. …Hiring Master and Mentor Teachers…….. Looking at Data…….Selecting Strategies……. ……..Field Testing……………Assessment…………….
Perhaps the most valuable resource/support we provide are our State Executive Master Teachers. These are individuals with experience in a TAP school and with a strong knowledge of and commitment to the program.
These individuals visit schools regularly – probably about 80-90% of their time – and offer technical assistance, coaching, and modeling.
These individuals also develop and lead the Master Teacher Networking meetings.
If you become a TAP school, you will have a State Executive Master Teacher assigned to work with you.

42. Support is provided by NIET and the State
Training to implement TAP Elements of Success
Site Visits by Executive Master Teachers
to provide technical assistance and
coaching to effectively implement TAP
State Master Teacher Networking
Meetings
TAP Program Reviews
Perhaps the most valuable resource/support we provide are our State Executive Master Teachers. These are individuals with experience in a TAP school and with a strong knowledge of and commitment to the program.
These individuals visit schools regularly – probably about 80-90% of their time – and offer technical assistance, coaching, and modeling.
These individuals also develop and lead the Master Teacher Networking meetings.
If you become a TAP school, you will have a State Executive Master Teacher assigned to work with you.

43. Four Critical Elements for Success
What is the success, the results, in Louisiana?

44. Change in % of TAP Students Scoring Basic or Above from 2007 to 2008
Louisiana TAP-Results
In 15 of the 16 state level assessments, Math and ELA scores in TAP Schools increased from
Change in % of TAP Students Scoring Basic or Above from 2007 to 2008
Grade
# of schools
Test
ELA
Math 3 18
iLEAP
+ 0.4
+ 1.5 4 19
LEAP
+ 6.3
- 1.7 5
+ 4.3
+ 5.3 6 17
+10.7
+14.7 7 15
+ 1.0
+ 7.7 8 14
+ 4.9
+ 7.0 9
+ 6.6
+14.6 10
GEE
+ 8.4
+15.5
TAP in Louisiana Schools , Peggy Kirby

45. Louisiana TAP… Results
TAP Schools at least doubled the state gains in 4th, 5th, 9th, and 10th grade ELA.

46. Louisiana TAP… Results
TAP Schools at least doubled the state gains in 5th, 8th, 9th, and 10th grade math.
then the whole wonders why…….

47. Achievement (Value Added) Growth
ACSA School G
ACSA School H
ACSA School K
ACSA School Q
ACSA School R
ACSA School S
ISheila
n February, performance bonuses were handed out to teachers at six Algiers charter schools that realized or exceeded a year’s achievement growth. Now that’s progress!
1 Low Growth 2
3 One Year of Growth 4
5 High Growth
As calculated by SAS-EVAAS for the State of Louisiana

48. Hazel Park Elementary 2009 TAP National Founder’s Award
Full and proficient implementation of all four TAP elements
Proficient scores on TAP program reviews
Achievement according to state or federal measures; and
Top non-magnet elementary school in Jefferson Parish
Vicky
Trainer will frontload the information about Hazel Park stressing that schools like Forest Hill and Hazel Park that follow the model get great results! Show DVD – Hazel Park

49. Hazel Park Elementary Jefferson Parish 2009 TAP National Founder’s Award
72% free/reduced lunch
SPS growth: 87.6 to 107.7
Vicky
Trainer will frontload the information about Hazel Park stressing that schools like Forest Hill and Hazel Park that follow the model get great results! Show DVD – Hazel Park

50. How does a school become a TAP School?

51. Two Pathways TAP and Pre-TAP
Pre-TAP School – Year of learning about TAP in order to
make decision about becoming a TAP School
Site visits to existing TAP schools
State workshops
Faculty TAP Overview Presentation
TAP School – Immediate entry into full implementation of TAP
Faculty vote
Recruiting/hiring of master/mentor teachers
Summer trainings

52. This is what is being said about the TAP School visits: “The visit provided us with an excellent overview of Cluster Meetings. The teachers who attended utilized the modeling on problem solving and thinking the next day in their classrooms.
Continued…

53. TAP Visits…..
We learned more about funding TAP, using Benchmark Assessments, and the impact of quality teaching on student achievement.
The TAP system drives everything and diminishes the need for outside intervention. We are thankful to all who participated in the discussions and visit.”
Stewart Elementary, PreTAP

54. Financing TAP: What are the Costs?
Estimated to cost approximately $ per student annually – amount varies based on existing structures at the school site
Funds are needed to
Pay salary addendums to master/mentor teachers
Provide performance awards
Professional Development Expenses – materials, travel, substitutes
Data management and analysis tools

55. Financing TAP: What are the Sources of Revenue?
Reallocation/redirection of existing funds
Federal Funds – Title I, Title II, IDEA
State Funds – 8(g)
Local district operational budgets
Foundations and private businesses
ARRA (American Recovery and Reinvestment Act)
Race to the Top
Stimulus Innovation Funds
Teacher Incentive Funds
Vicky

56. “At first, people refuse to believe that a strange new thing can be done…. then they begin to hope it can be done…. then they see it can be done – then the whole world wonders why it was not done a long time ago.” The Secret Garden Frances Hodgson Burnett, 1911
Vicky

57. Have you begun to hope that TAP can be done
Have you begun to hope that TAP can be done? If so, then this year you will want to be a part of a group of teachers from your school that visits TAP schools to discover that it can be done!! And then you, too, will wonder why this wasn’t done before……….
Vicky

58. Burning questions??? CONTACT INFORMATION Sheila Talamo TAP State Director or
Vicky