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Welcome!. Closing The Gaps Focus School Networking Session #2. Handouts for Today: . June 19 , 2014 Education Service Center, Region 2. http://www.nclb.esc2.net/ESC2NCLBTitleITrainings.htm. Suzy Hartman suzy.hartman @esc2.us (361)561-8504. Tom Jaggard tom.jaggard@esc2.us

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closing the gaps focus school networking session 2

Welcome!

Closing The Gaps Focus School Networking Session #2

Handouts for Today:

June 19, 2014

Education Service Center, Region 2

http://www.nclb.esc2.net/ESC2NCLBTitleITrainings.htm

Suzy Hartman

suzy.hartman@esc2.us

(361)561-8504

Tom Jaggard tom.jaggard@esc2.us

361/561-8515

today s agenda
Today’s Agenda
  • Introduction and Objectives
  • Required Interventions
  • TAIS Process review
  • Identifying instructional interventions
  • Tools, Resources, and Support
slide3

Norms

-Fully participate and ask questions

-Limit side conversations

-Honor the schedule

-Take care of your needs

-Silence electronics

-Be open to learning, networking and problem solving

today s objectives
Today’s Objectives
  • Gain further clarity on the
    • Interventions of a Focus School
    • TAIS Process
    • CSF and Turnaround Principles
  • Review the process for identifying and implementing a strong instructional intervention focused on closing achievement gaps
  • Review and share one instructional intervention specifically targeted to address closing existing achievement gaps.
  • Collaborate with teams and other Focus Schools
focus schools information
Focus Schools Information
  • Focus list will remain the same for three years
      • 2013-14, 2014-15, 2015-16
  • Focus list will not be updated annually
focus schools funding 1003 a grant
Focus Schools Funding- 1003(a) grant
  • Unspent 2013-14 funding will roll forward
    • Roll-forward will show up in December 2014 on 2014-15 application
focus schools funding 1003 a grant1
Focus Schools Funding- 1003(a) grant
  • Focus schools will receive a new allocation of 1003(a) grant funding for school year 2014-15
      • Pre-Award for school year 2014-15 will be allowed beginning September 1, 2014 (Travel and registration only)
    • No limitation on 6100-Salaries
    • Continued 75% limitation on 6300-Supplies and Materials only
focus schools funding 1003 a grant2
Focus Schools Funding- 1003(a) grant
  • 1003(a) Compliance Report for school year 2013-14
    • Released mid-August
    • Due mid-October
1003 a amendment deadline june 16 2014
1003(a) amendment deadline—June 16, 2014
  • Focus Schools
  • Allocation comprised of both ‘12-’13 and ’13-’14
  • Must spend $10,000 (‘12-’13) by September 30, 2014
  • Unused $10,000 will roll into the ‘14-’15 application

Suggested draw down goals

focus school interventions
Focus School Interventions
  • Designate a district contact and
  • Engage in TAIS
  • Review ESEA Turnaround Principles & Critical Success Factors
  • Address at least 1 INSTRUCTIONAL INTERVENTION in 2013-2014 SY to target deficiencies and close achievement gap

Include reasons for identification and intervention in CAMPUS IMPROVEMENT PLAN

Work collaboratively with local Education Service Center (ESC) for support and guidance

csfs turnaround principles
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

slide15

Texas Accountability Intervention System (TAIS)

Improvement Planning

Step 1:

Assessing Readiness for Planning

Step 2:

Establishing Priorities Aligned to Core Values

Step 3:

Backwards Planning and Setting Annual Goals

Step 4:

Dissecting Annual Goals to Determine Strategies ad Interventions

Step 5:

Evaluating and Making Adjustments to the Plan

step 1 assessing readiness for planning
Step 1: Assessing Readiness for Planning

• Has the campus studied trends in the data using multiple sources?

• Has the campus clearly defined the problem?

• Has the campus conducted a root cause analysis that establishes causal and/or contributory relationships between the problem and the identified need or focus area?

• Has the campus prioritized needs based on the results of the root cause analysis?

step 2 establishing priorities aligned to core values
Step 2: Establishing Priorities Aligned to Core Values

Questions to consider when establishing priorities:

• What outcomes do we want for all students?

• What root causes and needs were identified by the needs assessment process?

• What was the process for establishing prioritized needs?

• How are the prioritized needs identified for the improvement plan aligned to desired outcomes for students?

• Which, if any, low performing student groups not represented in the prioritized needs?

• Are we selecting a need out of habit or based on current data?

• How do the identified priorities represent the LEA/campus core values?

step 3 backwards planning and setting annual goals
Step 3: Backwards Planning and Setting Annual Goals

Annual goals should be specific, measurable, attainable, relevant and time-bound (SMART).

• Specific: Goals need to be clear and focused. This is what ensures the improvement plan will be targeted.

• Measurable: Goals should be measurable so that you have tangible evidence that you have accomplished the goal. Also, track goals using data in order to gauge improvement or to identify potential problems.

• Attainable: It is important to have high expectations, but goals should be attainable for LEA/campus-specific situations and involve the ability for immediate action. Goals that have immediate positive impact will also help with stakeholder buy-in.

• Relevant: Goals need to connect to the core values and desired outcomes.

• Time-bound: Goals should have clear checkpoints and an endpoint. Annual goals can be broken down into short term goals for monitoring purposes.

Backwards planning using annual goals can keep the work aligned to campus core values, targeted, and prevent random activities and strategies from becoming part of the plan. Knowing the end result keeps the work focused on that outcome. Developing a plan aligned to annual goals ensures proactivity rather than reactivity interventions.

step 4 dissecting annual goals to determine strategies and interventions
Step 4: Dissecting Annual Goals to Determine Strategies and Interventions

When determining the most effective strategies:

• Review the data analysis findings and trends.

• Analyze student groups in order to determine the impact of the proposed strategy on all students.

• Consider current successful interventions.

• Evaluate resources in order to determine the efficacy or ability to implement proposed strategies.

• Determine if the strategy can be implemented with fidelity and in a timely fashion.

step 4 dissecting annual goals to determine strategies and interventions1
Step 4: Dissecting Annual Goals to Determine Strategies and Interventions

Once annual goals have been written and strategies to accomplish these goals have been determined:

1. Develop short term goals and interventions to ensure that the plan is on track to meet the desired outcomes for the year. These interventions are the specific actions and daily activities to implement your strategy.

2. Establish short term goals to help evaluate the success of interventions and their evidence of impact. This enables mid-course corrections to be made in order to achieve an annual goal.

3. Remember that annual goals always link back to the original problem or gap revealed in the data during the data analysis and needs assessment work.

step 5 evaluating and making adjustments to the plan
Step 5: Evaluating and Making Adjustments to the Plan

Questions to consider when EVALUATING the plan:

• Is the plan easy and understandable for all stakeholders?

• Is the plan realistic yet infused with a sense of urgency for improvement?

• Is the plan focused on core values and student success?

• Is the plan “in writing” and easy to reference on a regular basis?

• Is the plan focused on actions to address areas of low performance?

• Is the plan flexible and does it allow for mid-course corrections?

• Is the plan based in annual goals and short term goals?

step 5 evaluating and making adjustments to the plan1
Step 5: Evaluating and Making Adjustments to the Plan

Questions to consider for ADJUSTMENTS to the plan:

• What is the set schedule for regular review of the improvement plan?

• How does the intervention team assess whether the improvement plan is continuing to impact student success once implemented?

• If change to the improvement plan is needed, what is the process for developing mid-course corrections?

• Do all of our goals, strategies, and interventions have data sources that the intervention team can review in order to determine the effectiveness of interventions or need for adjustments?

• Before adjustments are made, has full implementation occurred? Does the LEA/campus have enough data to determine whether it is the intervention or implementation that is not effective?

• Who is involved in the decisions to make adjustments to the plan?

partner pair up
Partner Pair-Up

Be ready to share out with the whole group.

  • Share your largest gap as identified in the 2013 system safeguards accountability report.
  • Discuss your planned intervention to close that gap.
  • Items for further discussion:
    • Were any similar interventions tried in the past school year? What were the effects/results?
    • Did that subject and subgroup percentage meeting standard increase according to your preliminary 2014 results?
reminders
Reminders:
  • Focus Schools Networking session on

Aug. 12, 2014

  • Requested on-site Campus visit or meeting now through Aug. 31, 2014
  • Amendment deadline June 16, 2014
    • Amount labeled 2013 carryover must be spent by September 30, 2014
  • 2014-2015- Implement the plan
slide25

Suzy Hartman

suzy.hartman@esc2.us

361-561-8504 (office)

361-742-9638 (cell)

Stephanie Smith

Stephanie.smith@esc2.us

(361)561-8567

25