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Closing The Gaps Focus School Support

Closing The Gaps Focus School Support

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Closing The Gaps Focus School Support

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  1. Welcome! Closing The Gaps Focus School Support February 4, 2014

  2. Video Activity • http://www.tcdss.net/tcdss/waiver.html

  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. What it means to be a Focus SchoolIdentification and Interventions

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

  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 groups in Reading and Math that meet Minimum Size 12 meet minimum size

  16. Target is 75

  17. ADD 282

  18. 282 23.5 12

  19. 23.5 is the average gap between student performance groups and the 75% federal target

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

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

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

  23. Video • http://www.tcdss.net/tcdss/waiver.html

  24. Texas Accountability Intervention Systems

  25. District Commitments

  26. Support Systems

  27. DISTRICT CAMPUS

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

  30. Turnaround Principles • See handout

  31. Intervention • Review ESEA TurnaroundPrinciples & Critical Success Factors

  32. Critical Success Factors and alignment with turnaround principlesDEFINITIONS

  33. CSF/ Turnaround principles Activity

  34. 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

  35. 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

  36. Campus View What processes/programs do you have in place to support turnaround principles? Does your campus have principles of challenge? Does your campus have principles of strength?

  37. Problem Solving

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

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

  40. 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

  41. Identifying the Need

  42. Problem Solving

  43. 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

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

  45. 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

  46. Identify and Define Develop a collective understanding of the problem • Use data as much as possible • Ask colleagues outside of the team to verify the team’s thinking about a problem • Write a problem statement Beware: Lengthy and challenging process