Closing The Gaps Focus School Support

1. Welcome! Closing The Gaps Focus School Support Spring 2014 Regional Education Service Center

2. Expectations of your Regional Education Service Center Today’s meet ESC20 Focus Schools https://todaysmeet.com/FocusforYou

3. Who do we have in the room today?

4. 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

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

6. 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

7. What it means to be a Focus SchoolIdentification and Interventions How were performance gaps calculated to identify Focus schools?

8. Where You Find the Data

9. Subjects & Groups Evaluated • All Students • Eco Disadvantaged • Hispanic • White • African American • ELL • Special Ed Minimum size = 25 tests

10. 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

11. For the All Students group and each group that meets minimum size, 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

12. Let’s try an example: Texas School

13. Count number of student groups in Reading and Math that meet Minimum Size Ensure each student group has a minimum of 25 tests and is at least 10% of the “All Students” group. 12 meet minimum size

14. Target is 75

16. ADD 288

17. Sum of all “Distance to Targets” for groups meeting minimum size 295 24.00 12 average gap between student performance groups and the 75% federal target Total of all groups meeting minimum size

18. Now Let’s Look at Your Campus

19. Interventions • Designate a district contact and • Engage in TAIS • Review ESEA TurnaroundPrinciples & Critical Success Factors • Address at least 1 INSTRUCTIONAL INTERVENTIONin 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

20. Texas Accountability Intervention Systems

21. District Commitments

22. Support Systems

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

25. CSFs & Turnaround Principles Critical Success Factors Turnaround Principles Strengthen the School’s Instructional Program Use of Data to Inform Instruction Provide Strong Leadership Redesigned School Calendar Ongoing Family and Community Engagement Improve School Environment Ensure Effective Teachers

26. CSF/Turnaround Principles Activity

28. 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?

29. 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

30. Improvement Plan Process Include in 2013-2014 CIP & Begin Implementation Determine Achievement Gaps Identify Needs Set Goal to Address Closing Gaps Determine Strategies/ Interventions Include in 2014-2015 CIP & Fully Implement Four key questions when identifying needs • Why is the need occurring? • Where is the need occurring? • How big is the need? • What are the biggest drivers of the need?

31. Revealing Root Cause • 10 – 5 – 5 • 5 Why’s Analysis Use when: • Multiple failed solutions • Stuck in complex problem or issue

32. 10 – 5 – 5 List 10 reasons for the problem statement that you created. List 5 more List 5 more

33. 5 Why’s Analysis

34. 5 Why’s Analysis

35. Problem Statement The African American group is significantly lower in mathematics than the other sub-groups.

36. 5 Whys - Example Why 1 • Why is the gap more significant between the African American student group and other student groups in math? • Because African American student needs are ignored in the classroom.

37. 5 Whys - Example Why 2 • Why are African American student needs ignored in the classroom? • Because African American students have under developed language skills.

38. 5 Whys - Example Why 3 • Why do African American students have under developed language skills? • Because there is a lack of opportunity to practice and apply academic language in the classroom.

39. 5 Whys - Example Why 4 • Why is there is a lack of opportunity to practice and apply academic language in the classroom? • Because teachers do not use differentiated questioning techniques for all students.

40. 5 Whys - Example Why 5 • Why do teachers not use differentiated questioning techniques for all students? • Because teachers lack the skills to effectively differentiate.

41. Your Turn…

42. Establishing Goals • Multiple goals may exist for one problem • The goal should relate to the purpose and problem it is attempting to solve

43. The Importance of Setting Goals

44. S.M.A.R.T. Time-Bound Measurable Attainable Relevant Specific

45. SMART Goal Example Problem Statement: A 50 point gap exists between African American student scores in math and the target in the 2012—2013 school year. SMART Goal: By the end of the 2013-2014 school year, African American scores in math will have increased by 20 points as indicated by the STAAR system safeguard report (Lagging indicator).

46. SMART Goal Example Root Cause: Teachers lack the skills to effectively differentiate. SMART Goal: In the next 30 days (leading indicator), 95% of campus staff will implement 2 new differentiation strategies in the classroom as evidenced by classroom walkthroughs and student course grades.

47. Deciding on a Strategy • Record all of the identified solutions • Brainstorm and discuss additional ideas • Option A - facilitate an exercise where everyone can offer any solution – viable or not – then scale to reality • Option B – use a tuning protocol for sharing information, create a matrix or rubric to help narrow down solutions • Document your solution

48. Implementing the Strategy The plan should: • be assessed • align with the campus mission • be clearly stated • tasks, time frames, involvement • be communicated effectively

49. 90 Day Strategy • As a campus, consider the activities you will need to engage in over the next 90 days that could address your problem statement. • Use chart paper to outline your campus’ next steps in meeting a 90 day strategy.

50. Expectations of your Regional Education Service Center Today’s meet ESC20 Focus Schools https://todaysmeet.com/FocusforYou