1. Texas Accountability Intervention System (TAIS)

2. Data Process Reporting State Districts & Campuses IR or Met Standard Indexes & Safeguards Federal (ESEA Waiver) Districts & Campuses Priority and Focus Safeguards Performance-Based Monitoring (PBM) Districts PBMAS Targeted Improvement Plan with Progress Reports

3. “If you do not know how to ask the right question, you discover nothing.” --W. Edward Deming

4. Purpose Identify trends in your data Develop problem statements based on objective data findings

5. Sorting through the data

7. √

8. Texas Accountability Intervention System (TAIS) SYSTEM SUPPORTS Organizational Structure Processes/Procedures Communication Capacity & Resources

10. Texas Accountability Intervention System (TAIS) Critical Success Factors Academic Performance Use of Quality Data to Drive Instruction Leadership Effectiveness Increased Learning Time Family/Community Engagement School Climate Teacher Quality

12. CSF Data Sources

13. Problem Statement Current Performance Desired State

14. Has a problem been identified? Do collectively agree it is a problem? How is the problem relevant to our campus? Is the problem based on real data? Has a problem been identified? Do collectively agree it is a problem? How is the problem relevant to our campus? Is the problem based on real data?

15. CriteriaY/N Substantiated by facts/data Written objectively Uses concise language Includes specific details (who, what, when, where) Focuses on a single, manageable issue Has relevance to our campus Avoids causation or assigning solutions Problem statements are…

16. Problem Statement Quality Check ELLs have a 50% pass rate in reading due to a lack of parental involvement

17. Problem Statement Quality Check ❑ Verified by facts/ data? ELLs have a 50% pass rate in reading due to a lack of parental involvement X

18. ❑ Written objectively? ELLs have a 50% pass rate in reading due to a lack of parental involvement X Problem Statement Quality Check

19. ❑ Uses concise language? ELLs have a 50% pass rate in reading due to a lack of parental involvement Problem Statement Quality Check

20. ❑ Includes specific details (who, what, when, where)? ELLs have a 50% pass rate in reading due to a lack of parental involvement Problem Statement Quality Check

21. ❑ Focuses on a single, manageable issue? ELLs have a 50% pass rate in reading due to a lack of parental involvement X Problem Statement Quality Check

22. ❑ Has relevance to our campus? ELLs have a 50% pass rate in reading due to a lack of parental involvement Problem Statement Quality Check

23. ❑ Avoids causation or assigning solutions? ELLs have a 50% pass rate in reading due to a lack of parental involvement X Problem Statement Quality Check

24. REVISED Problem Statement ELLs have a 50% pass rate in reading ELLs have a 50% pass rate in reading due to a lack of parental involvement Problem Statement

26. Initial Data Analysis Work 1.Based on the gaps in your data, identify the problem area that caused your PBMAS staging. 2.Create a problem statement 3.Verify problem statement against the Problem Statement Checklist

27. Problem Statement

28. Data Analysis Quality Check Has a thorough data analysis been conducted on the performance indicators that were missed or are potential areas of concern? Have clear problem statements been identified and created? Do problem statements meet the criteria in the problem statement checklist?

29. Problem Statement Connect PS to Index Required Connect PS to System Safeguard Optional Connect PS to PBMAS Insert PS

30. T I P S COLLECTIVELY Ensure data has been COLLECTIVELY discussed and reviewed. CONCISEOBJECTIVE Use of CONCISE and OBJECTIVE language. TARGETEDSPECIFIC Ensure data are TARGETED and SPECIFIC to the gaps.

31. Purpose Conduct a Root Cause Analysis Determine why gaps exist Review additional data sources Identify root causes

33. Significance of the root cause It’s a HYPOTHESIS If we drill down, we may be able to solve the problem WHY

34. Problem Statement ELLs have a 50% pass rate in reading Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Root Cause WHY?

35. 5 Whys 10,5,5 2 Circles

36. 10,5,5

40. 10,5,5 10, 5, 5

41. Control Influence

43. Control Influence School is boring Class schedule Have to wear uniforms Lack of structure at home Education isn’t valued at home No system in place for tracking attendance Homeroom is first period

44. Team Consensus

45. ACTIVITY: Control Influence School is boring Class schedule Have to wear uniforms Have children of their own Education isn’t valued at home No system in place for tracking attendance Homeroom is first period ©2013 TCDSS

46. Root Cause 5 Whys 10,5,5 2 Circles 2 Circles 10,5,5

47. Problem statement: “ ELLs have a 50% pass rate in reading” Consensus: “School is boring.” 1. Why are the students bored at school? --because classes are boring for the students. 2. Why are students bored with their classes? --because students aren't connecting with the material.

48. Root Cause 5 Whys 10,5,5 2 Circles 2 Circles 10,5,5

49. Problem Statement Root Cause

50. ✓ Answers WHY the problem is occurring. ✓ Does not contain solutions or suggest actions. ✓ Is validated by data. ✓ Is focused on what the team can control. Root Cause Quality Check

51. 2015-2016 Template

52. T I P S ROOT CAUSE ANALYSIS Ensure a ROOT CAUSE ANALYSIS was completed. ANSWERs WHY Determine if the “root cause” ANSWERs WHY the gap is occurring. COLLABORATIVE Determine the analysis was COLLABORATIVE and VETTED VETTED by the team.

53. Data Analysis WHAT Needs Assessment WHY Improvement Plan HOW Implement & Monitor ●Set annual goals ●Identify a strategy ●Set quarterly goals ●Determine interventions Purpose

54. Making Connections

55. Annual Goal Problem Statement Root Cause Strategy

56. Annual Goal Problem Statement ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading Root Cause Strategy Does the annual goal resolve the problem statement? YE S

57. S.M.A.R.T. Specific Measurable Attainable Results- Based Time- Bound

58. ELL student group will have 60% pass rate on 2016 STAAR reading Can you find all of the SMART elements in this annual goal?

60. Annual Goal Work 1.Create an annual goal that is aligned to and resolves the problem statement you identified. 2.Verify annual goal is a SMART goal. 3.Write annual goal on your team’s poster.

61. Problem Statement Annual GoalRoot Cause

62. T I P S Ensure the annual goal is aligned to the PROBLEM STATEMENT Check to see the goal is written in a S.M.A.R.T way

63. Data Analysis Needs Assessment Improvement Plan Implement & Monitor ●Set annual goals ●Identify a strategy ●Set quarterly goals ●Determine interventions Purpose

64. Annual Goal Problem Statement Root Cause Strategy

65. Annual Goal Problem Statement ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading Root Cause Strategy Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide

66. Strategy HOW to get from this… to this… to THIS!

67. IS broad and over-arching Strategy Structures Systems Models Processes

68. IS NOT narrow and specific TRAINING Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs

69. Annual Goal Problem Statement Root Cause Strategy Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide Does the strategy directly address the root cause?

70. PS & RC Pre-populate Insert Annual Goal and Strategy

71. Quality Check Focuses on broad, over-arching approaches such as systems, structures, models, processes. Customize to address identified root cause on your campus. Ensure that you have the capacity and resources to implement strategy with fidelity.

72. Data Analysis Needs Assessmen t Improvement Plan Implemen t & Monitor ●Set annual goals ●Identify a strategy ●Set quarterly goals ●Determine interventions Purpose

73. Quarterly Goal 1 Quarterly Goal 2 Quarterly Goal 3 Quarterly Goal 4 NOTICE: Length of Quarters NOT REQUIRED

74. Quarter 2 Goal= 10% Quarter 3 Goal= 10% Quarter 4 Goal= 10% Annual Goal = Increase Scores by 10%

75. Q 1 Goal= 2.5% Q 2 Goal= 2.5% Q 3 Goal= 2.5% Q 4 Goal= 2.5%

76. 4 th Quarter Goal IS a focus on stakeholder behaviors IS NOT equal to annual goal Problem Statement Annual Goal Increase performance of students served through special education by 8%

77. A Quarterly Goal IS Sense of urgency SMART Point for celebration Specific S

78. A Quarterly Goal ISA Quarterly Goal IS NOT A target for strategy implementation A breakdown of annual goal A focus on a change in stakeholder behavior Equal to annual goal (4 th quarter) Results-based (Outcome of implementation) Process-based (Summary of completed tasks) SMART Urgent Point for celebration

79. What are we wanting to see happen or change because of the process or training? A Quarterly Goal Is Focused on Results By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans. 100% of teachers received training in sheltered instruction. Results- focused with student impact Results- focused Process- focused WHY

80. Data Analysis Needs Assessment Improvement Plan Implement & Monitor ●Set annual goals ●Identify a strategy ●Set quarterly goals ●Determine interventions Purpose

81. Interventions Data Sources Small Action Steps 1 ST QTR Interventions Required 1 st QTR Data Sources NOT Required Goal NOT Required

82. Potential Challenges in Interventions and Data Sources Use data components to measure implementation of interventions; Be aware of interventions vs. strategies. Align interventions in order to accomplish quarterly goal; Remember to: Align data sources to the interventions; and

83. Stakeholder Actions Interventions Design walkthrough protocol BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans Teachers work on language objectives during planning in PLCs and include in lesson plans. Lesson plans reviewed and feedback given individually and through PLCs. Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability Design walkthrough protocol BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons. Teachers will incorporate language objectives into lesson plans. Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct walkthroughs with BE/ESL dept.

84. Stakeholder actions Interventions

85. Data Sources Must connect to your interventions

86. Key Points to Remember Interventions No magic in 4 interventions Multiple behaviors could be combined to develop one intervention One behavior could result in multiple interventions Sometimes additional details will need to be added to a behavior in order to develop an intervention Multiple data sources could be used to measure the impact of an intervention

87. Purpose ●Review data by quarter ●Determine level of impact ●Ensure quarterly reporting ●Adjustments to the plan ensure success Data Analysis Needs Assessment Improvement Plan Implement & Monitor

88. End of Quarter Reporting

89. Potential Challenges in Implementation and Monitoring Plans are living and working documents. Remember that: Plans are not written in stone.

90. Potential Challenges in Implementation and Monitoring Remember, Plans must be monitored

91. Potential Challenges in Implementation and Monitoring than to continue in the wrong direction. AND that: It is best to adjust,

92. T I P S Determine what kind of data will be collected to reflect levels of IMPLEMENTATION and IMPACT. Quarterly reporting is based on COLLABORATIVE data collection and analysis.

93. T I P S The monitoring plan can serve as an “EARLY WARNING” to inform adjustments and corrections.

94. End of Year Reporting

95. Helpful Resources Know and use your Support Specialist Stay tuned to the TCDSS website: http://www.tcdss.net/ Access the Guidance Documents and Planning Resources Work with your PSP Please add more!

96. www.tcdss.net TCDSS Homepage

97. Thank you for your attention and have a great year!