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

2. Making Connections

3. Annual Goal Problem Statement Root Cause Strategy

4. 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? YES

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

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

7. ELL student group will have 60% pass rate on 2016 STAAR reading SPECIFIC ELL student group will have 60% pass rate on 2016 STAAR reading

8. MEASURABLE ELL student group will have 60% pass rate on 2016 STAAR reading

9. ATTAINABLE ELL student group will have 60% pass rate on 2016 STAAR reading 10% increase

10. ELL student group will have 60% pass rate on 2016 STAAR reading RESULTS-BASED ELL student group will have 60% pass rate on 2016 STAAR reading

11. TIME-BOUND ELL student group will have 60% pass rate on 2016 STAAR reading

12. Let’s Kahoot  Select one person at your table to be your team representative  Go to https://kahoot.it/ on your laptop or smart phonehttps://kahoot.it/  Enter Game Pin:  Get ready to have some fun!

13. ANNUAL GOAL PROBLEM STATEMENT

15. 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.

16. 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

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

18. Annual Goal Problem Statement Root Cause Strategy

19. 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

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

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

23. IS NOT narrow and specific TRAINING

24. 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?

25. 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.

28. Strategy Work 1.Discuss and consider the strategy your campus will implement to address root cause. 2.Ensure it is a broad, over-arching method or approach. 3.Write strategy on your team’s poster. 4.Can enter annual goal and strategy into template.

29. T I P S Strategies are a BROAD way to close the gap and achieve the annual goal.

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

33. A Quarterly Goal IS a target for the implementation of the strategy IS NOT breakdown of annual goal

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

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

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

37. A Quarterly 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%

38. A Quarterly Goal IS focused on results IS NOT focused on process

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

40. 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

41. Strategy- Host a Dinner for a Group of Friends Q1 Q2 Q4 Q3

44. Strategy Implementation = Stakeholder Behaviors

45. Administrative TeamTeacher-LearningTeacher-PracticeStudent-LearningInstructional Coaches District BE/ESL Department Design training plan and calendar Teachers will understand how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans Students are making growth in language proficiency levels Conduct walkthroughs Provide training Design walkthrough protocol Teachers will understand linguistic instructional strategies Teacher will incorporate multiple language domains into daily lessons Students’ academic vocabulary increases Provide feedback Do walkthrough to monitor implementation and calibrate with campus admin Conduct walkthroughs Teachers will incorporate linguistic instructional strategies Provide follow-up support training Provide feedback to campus leadership team Provide feedback to teachers on walkthroughs Evaluate strategy implementation Provide coaching and resources Assist admin team in designing training plan and calendar Attend training Evaluate strategy implementation Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide

46. Administrative TeamTeacher-LearningTeacher-PracticeStudent-LearningInstructional Coaches District BE/ESL Department Design training plan and calendar Teachers will understand how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans Students are making growth in language proficiency levels Conduct walkthroughs Provide training Design walkthrough protocol Teachers will understand linguistic instructional strategies Teacher will incorporate multiple language domains into daily lessons Students’ academic vocabulary increases Provide feedback Do walkthrough to monitor implementation and calibrate with campus admin Conduct walkthroughs Teachers will incorporate linguistic instructional strategies Provide follow-up support training Provide feedback to campus leadership team Provide feedback to teachers on walkthroughs Evaluate strategy implementation Provide coaching and resources Assist admin team in designing training plan and calendar Attend training Evaluate strategy implementation Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide 1 1 2 2 3 4 5 6 7 8 8 8 9 10 11 12 13 14 15 16 17

47. Stakeholder Brainstorm 1.Find the blank stakeholder behavior brainstorm resource 2.For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy. 3.Then, regardless of stakeholder, order the actions in the order they need to be done.

48. Grouped Stakeholder Behavior Quarter Goals and Interventions Q3 Q2 Q1 Q4

49. Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. 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 BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. The language proficiency levels of ELLs will increase. Teachers will incorporate linguistic instructional strategies into lessons. JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Q3 Feb Mar Q4 April May June Students’ academic vocabulary increases. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 Intervention groups based on assessment results

50. Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. 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 BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. The language proficiency levels of ELLs will increase. Teachers will incorporate linguistic instructional strategies into lessons. JUNE/ JULY Students’ academic vocabulary increases. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 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. Intervention groups based on assessment results Q1 Aug Sept Oct Q2 Nov Dec Jan Q3 Feb Mar Q4 April May June

51. 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

52. Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. 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 BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. The language proficiency levels of ELLs will increase. Teachers will incorporate linguistic instructional strategies into lessons. JUNE/ JULY Students’ academic vocabulary increases. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 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 semester, students are working in at least two language domains in 80% of classes observed. By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary. Intervention groups based on assessment results Q1 Aug Sept Oct Q2 Nov Dec Jan Q3 Feb Mar Q4 April May June

53. Key Points to Remember Developing Quarterly Goal Consider the timing of the quarter Ensure you have identified the data source you will use to measure Quarterly goals are checkpoints toward implementation Ensure quarterly goals are following the “Is” column

54. Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. 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 BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. The language proficiency levels of ELLs will increase. Teachers will incorporate linguistic instructional strategies into lessons. JUNE/ JULY Students’ academic vocabulary increases. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 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 semester, students are working in at least two language domains in 80% of classes observed. By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary as reflected by walkthroughs. Intervention groups based on assessment results By mid-June, campus leadership will review multiple data sources to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning. Q1 Aug Sept Oct Q2 Nov Dec Jan Q3 Feb Mar Q4 April May June

55. Key Points to Remember Fourth Quarter The fourth quarter has both implementation and evaluative components. Fourth quarter goals could have either an  implementation focus (PBIS example) or  an evaluative focus (sheltered instruction example). Regardless of the focus of the goal, you may have implementation intervention activities and evaluative implementation activities.

57. Quarterly Goal Development 1.Group stakeholder behaviors by quarter. 2.Choose one quarter and develop a quarterly goal. 3.Verify against Is/Is Not chart. 4.Record quarterly goal in template.

59. T I P S REMEMBER quarterly goals will be different based on quarterly interventions and targets. Quarterly goals are CHECKPOINTS for your STRATEGY IMPLEMENTATION Quarterly goals should be RESULTS-BASED goals

60. Quarterly planning video at www.tcdss.net www.tcdss.net Guidance documents at www.taisresources.net www.taisresources.net Documents Stakeholder graphic organizer

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

63. 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

64. Stakeholder Actions Interventions

65. 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 and 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.

66. Stakeholder actions Interventions

67. Data Sources Must connect to your interventions

69. 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

70. Intervention Development 1.Using stakeholder brainstorm and behaviors grouped for the quarterly goal you developed, determine intervention activities. 2.Set data sources for these interventions. 3.Record interventions in 15-16 template.

71. T I P S Determine the SPECIFIC ACTIONS that will be taken to accomplish quarterly goals.

72. 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

73. Annual Goal

74. Strategy

75. Annual Goal Strategy

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

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

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

80. Quarterly Check-In Expectations Set inter-quarter dates to discuss progress Don’t wait until mid-year submission to reflect and make adjustments Presenter Talking Points:

81. Q3Q2 Q1 Q4 Initial Submission (Nov 10) Mid-Year (Feb 10) TEA Determined End-of-Year (June 10)

83. PAIRED CAMPUSES 2014-2015 Requirements 2015-2016 Requirements Each Paired Campus Submitted a Targeted Improvement Plan A Single Targeted Improvement Plan Will Be Submitted for Both Campuses Expectations: Evidence of data from both campuses in data analysis Evidence of strategies for both campuses Evidence of leadership from both campuses participating in planning

84. 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.

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

86. Monitor Support

87. 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 Region One: http://www.esc1.net/Page/2570 http://www.esc1.net/Page/2570

88. PMI Homepage http://tea.texas.gov/pmi/accountabilitymonitoring/

89. www.tcdss.net TCDSS Homepage

90. Where are Support Specialists Located in ISAM?

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

92. Q3Q2 Q1 Q4 Mid-Year (Feb 10)Initial Submission

93. Q3Q2 Q1 Q4 Mid-Year (Feb 10)Initial Submission

94. Q3Q2 Q1 Q4 Mid-Year (Feb 10)Initial Submission