Closing The Gaps Focus School Support

1. Welcome! Closing The Gaps Focus School Support Spring 2013 Regional Education Service Center Insert your ESC logo here

2. Who do we have in the room today?

3. Norms for the Day -Fully participate and ask questions -Limit side conversations -Honor the schedule -Take care of your needs -Silence electronics -Be open to learning and problem solving

4. Today’s Agenda • Introduction and Objectives • Identification and Interventions • TAIS Process overview • Identifying instructional interventions • Tools, Resources, and Support

5. Today’s Objectives • Enhance your understanding of requirements and processes for the Texas Accountability Intervention System (TAIS) • Gain further clarity on the identification and interventions of a focus school • Receive a process for identifying and implementing a strong instructional intervention focused on closing achievement gaps • Learn about available tools and resources to support your work

6. What it means to be a Focus SchoolIdentification and Interventions

7. How were performance gaps calculated to identify Focus schools?

8. Where you find the data.

9. Subjects Evaluated

10. Student groups evaluated African American Hispanic White All Student Group Special Education ELL Economically Disadvantaged

11. Minimum Student Group Size 25

12. What you need to know? % met standard All Students Group-Reading % met standard All Students Group-Math % met standard of Student Groups that meet minimum size-Reading % met standard of Student Groups that meet minimum size-Math

13. For the All Students group and each group that meets minimum size you find the difference between the target of 75 and actual percent meeting standard. Example 63% of all students group met standard in Reading 63 12 75 Repeat for each group with Reading and Math

14. Let’s try an example: Texas School

15. Count number of student groups in Reading and Math that meet Minimum Size 12 meet minimum size

16. Target is 75

18. ADD 291

19. 291 24.25 12

20. 24.25 is the average gap between student performance groups and the 75% federal target

21. Interventions • Designate a district contact and • Engage in TAIS • Review ESEA TurnaroundPrinciples & Critical Success Factors

22. Interventions • Address at least 1 INSTRUCTIONAL • INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gap Reasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN Work collaboratively with local Education Service Center (ESC) for support and guidance

23. Intervention • Designate a district contact and Engage in TAIS

24. Texas Accountability Intervention Systems

25. District Commitments

26. Support Systems

27. DISTRICT CAMPUS

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

31. Turnaround Principles • See handout

32. Intervention • Review ESEA TurnaroundPrinciples & Critical Success Factors

33. Critical Success Factors and alignment with turnaround principlesDEFINITIONS

34. CSF/ Turnaround principles Activity

35. Turnaround Principle/ CSF Card Sort • Find your Turnaround/CSF envelope on your table • Spread out CSFs and turnaround principles • Sort turnaround principles under which CSF they fall under • Sort evidence cards under which CSF they fall

36. Activity Exampleoutcome Critical Success Factor #1 Turnaround Principle Evidence Evidence Evidence Critical Success Factor #3 Critical Success Factor #2 Turnaround Principle Turnaround Principle Evidence Evidence Evidence Evidence Evidence Evidence

38. School Improvement Process What does this model mean to you? Where are your campus areas of strength in this model? How effective is your campus in each of the individual processes? What is the biggest challenge of this model for your campus?

39. Intervention • Address at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gap • Reasons for identification and intervention are to be included in CAMPUS IMPROVEMENT PLAN

40. Problem Solving

41. We’ll be Right back!

42. The task of the leader is to get his people from where they are to where they have not been. - Henry Kissinger

43. Accelerated Improvement Process • Concentrated improvement method • Starts with identifying a problem or goal and ends with the development of an implementation plan

44. Accelerated Improvement Process Meeting 1 • Define the scope and purpose of the work Meeting 2 • Focus on possible solutions and the analysis of those solutions Meeting 3 • Finalize the solution and develop a plan for implementation

45. Meeting 1 Define the scope and purpose of the work • Work between meetings • Gather information or data on problems related to the identified gap • Use a flowchart to help understand the identified gap

46. Identifying the Need

47. Problem Solving

48. Identifying the Need • To find a solution – you must first know what the problem is….. • Dig deep • Isolate the root cause • Use your team’s collective thinking

49. Identifying the Need Problem Solving • Challenge: • Preconceived ideas with a solution in mind • Jump too quickly to “solve it” mode • Conflict and disengagement

50. Identifying the Need Problem Solving • Process for effective problem-solving • Identify and define the problem • Analyze the problem • Establish goals for improvement • Study and decide on solutions • Plan for implementation • Implement on a small scale – test and adjust as necessary • Monitor and improve