texas accountability intervention system (tais) overview ......texas accountability intervention...

Texas Accountability Intervention System (TAIS) Overview

Training: Vanguard Academy

http://www.esc1.net/Page/2799

• Enhance your understanding of the Texas Accountability Intervention System (TAIS) process

• Clarify requirements: statutory and federal

• Provided overview of System Safeguards

• Learn about tools and resources to support the TAIS process

OBJECTIVES

N O R M S Be open to learning &

problem solving

Take care of your needs

Ask questions

Honor schedule

Intervention Requirements

Intervention Requirements for all Campuses, Districts, and Charter Schools

rated Met Standard that Failed to Meet One or More System Safeguard

Measures

Districts, campuses, and charter schools rated Met Standard or Met Alternative

Standard that failed to meet one or more system safeguard measures are required

to utilize the DLT/CLT to engage in the TAIS continuous improvement process to

address the system safeguard(s) missed. Districts and campuses should include

intervention activities that are designed to address the missed system safeguard(s)

in their TEC §11 improvement plans. Although no submissions or progress

reporting are specified at this time, TEA may request the submission of the district

or campus TEC §11 plan that contains these intervention activities.

Intervention Requirements

Did not meet one or

more System

Safeguards

DLT/CLT

Engages in TAIS to

address System

Safeguard missed

Address System Safeguard in TEC §11

improvement plans

TEC §11 improvement

plans must be available

should TEA request it

The disaggregated performance results will serve as the basis of safeguards for the accountability rating

system to ensure that poor performance in one area or one student group is not masked in the performance

index.

2016 System

Safeguard rules

will be released

with Accountability

manual in Spring

2016

System Safeguards

Disaggregated performance results that serve as safeguards for the

accountability rating system

1. Performance

2. Participation

3. Graduation Rates

4. Limits on the use of Alternative Assessments

(federal accountability)

System Safeguards

Target

System Safeguards

State System Safeguards

State System Safeguards

2015 Federal System Safeguards

ESEA

Waiver

Update!

2016

Performance

Targets Reading

and Mathematics=

87%

Graduation Rates

4 YR=88%

5 YR = 90%

http://tea.texas.gov/Texas_Schools/Waivers/NCLB-

ESEA_Waiver_Information/

Safeguard Measure State Federal

Performance

Target 60

83 (2015)

87 (2016)

Subjects Reading, writing, science,

social studies and Algebra I

Reading and mathematics

(includes grades 3-8 math, STAAR A

and STAAR Alt 2)

Student

Groups

11 Student groups

ELL includes= current, M1

and M2 students

7 Student Groups

ELL includes= current, M1 and

M2 students

MSR All students=None (SNA)

Student Groups=25

All students=25 (no SNA)

Student Groups=25 and 10% or

200 for Student Groups

Performance Rates

The student performance standards for STAAR grades 3-8 mathematics that will be set by the

commissioner of education in summer 2015 will be applied to federal accountability performance

rate calculations.

Participation Rate

Participation Measures:

1. Based on all students enrolled at the time of testing and defined as the total number of test documents submitted by each school district. (denominator)

2. Not limited to students enrolled for a full academic year.

3. Answer documents coded as absent or other are not counted as participants and therefore, not included in calculating the participation numerator.

Scored Answer Documents

____________________________

_

Total Number of Answer

Documents Submitted

Safeguard Measure State Federal

Participation

Target 95% 95%

Subjects Reading and Mathematics Reading and Mathematics

Student

Groups

11 Student Groups

ELL’s include only current ELLs

7 Student Groups

ELL’s include only current ELLs

MSR All Students=none (SNA)

Student Groups=25

All Students=25 (no SNA)

Student Groups=25 and 10% or 200

Other Not Applicable

STAAR A and STAAR Alt 2

excluded

No Authentic Academic Response

(NAAR):included as participants.

Medical Exception: not included, no

impact

STAAR A: Only students receiving

special education services are

included in the special education

student group results

Participation Rate

2015 Graduation Rate

Four Year

Graduation Rate

State wide Goal

Four Year

Graduation Rate

Annual Target

Four Year

Graduation Rate

Growth Target

Five Year

Graduation Rate

Annual Target

90.0 percent

83.0 percent 10.0 percent

decrease in the difference between

prior year graduation rate

and the 90.0 percent goal

88.0 percent

Texas is required to use the National Center for Education Statistics (NCES) dropout definition and federal graduation rate calculation.

Safeguard Measure State Federal

Graduation

Rate

Target 4 year= 83% 5 year=88%

4 year= 83% 5 year=88% (2015)

4 year=88% 5 year=90% (2016)

Student

Groups

11 student Groups

ELL’s include Ever ELL

7 Student Groups

ELL’s include Ever ELL

MSR All Students=none (SNA)

Student Groups=25

All Students=10 (no SNA)

Student Groups=25 and 10% or 200

Safeguard Measure State Federal

Limit on Use

of

Alternative

Assessment

s

STAAR Alt

2

Not Applicable;

excluded from 2015

accountability

1% Limit on Use of

Alternative

Assessment

STAAR Alt 2 included

Federal Limits

Use of Alternative Assessments

Number of scores that meet STAAR Alternate 2 Phase In 1 Satisfactory

standard may not exceed 1% of the district’s total participation.

Measures are reported separately for reading and mathematics

State Federal

INTERVENTIONS Campus & District

Texas Accountability Intervention System (TAIS)

Purpose • Identify trends in your data

• Develop problem statements based on objective data findings

Data Analysis

WHAT

Needs Assessment

WHY

Improvement Plan

HOW

Implement & Monitor

Problem Statement

Criteria Y/N

Substantiated by facts/data

Written objectively

Uses concise language

Includes specific details (who, what, when, where)

Focuses on a single, manageable issue

Has relevance to our campus

Avoids causation or assigning solutions

Problem statements are…

Problem Statement

ELLs have a 50% pass rate in reading due to a

lack of parental involvement

Considering

criteria: How

could this be

revised?

REVISED Problem Statement

ELLs have a 50% pass rate

in reading

ELLs have a 50% pass rate in

reading due to a lack of parental

involvement

Problem Statement

PRACTICE

Initial Data Analysis Work

1. Based on the gaps in your data, identify the problem area that would cause you to miss a system safeguard if you had the MSR

2. Create a problem statement 3. Verify problem statement against the Problem

Statement Checklist

Data Analysis Quality Check

• Has a thorough data analysis been conducted on the indexes and system safeguards that were missed or are potential areas of concern?

• Have clear problem statements been identified and created?

• Do problem statements meet the criteria in the problem statement checklist?

T I P S Ensure data has been COLLECTIVELY discussed

and reviewed.

Use of CONCISE and OBJECTIVE language.

Ensure data are TARGETED and SPECIFIC to the gaps.

Purpose • Conduct a Root Cause

Analysis • Determine why gaps exist • Review additional data

sources • Identify root causes

Data Analysis

WHAT

Needs Assessment

WHY

Improvement Plan

HOW

Implement & Monitor

Significance of the root cause

It’s a HYPOTHESIS

If we drill down, we may be able to solve the problem

Problem Statement

ELLs have a 50%

pass rate in reading

Lack of teacher

understanding for the

instructional

strategies needed to

meet linguistic needs

of ELLs

Root Cause

Root Cause

5 Whys

10,5,5 2 Circles

10,5,5

10

5

5

Reasons

More

More

10,5,5 2 Circles

10, 5, 5

Control

Influence

Control Influence

School is boring

Class schedule

Have to wear uniforms

Lack of structure at home

Education isn’t valued at home

No system in place for tracking attendance

Homeroom is first period

Team Consensus

ACTIVITY: Control Influence

School is boring

Class schedule Have to wear uniforms

Have children of their own

Education isn’t valued at home

No system in place for tracking attendance

Homeroom is first period

©2013 TCDSS

Root Cause

5 Whys

10,5,5 2 Circles

2

Circles

10,5,5

Problem statement: “ ELLs have a 50% pass rate in reading” Consensus: “School is boring.”

1. Why are the students bored at school? --because classes are boring for the students. 2. Why are students bored with their classes? --because students aren't connecting with the material.

Root Cause

5 Whys

10,5,5 2 Circles

2

Circles

10,5,5

CSF Data Sources

✓Answers WHY the problem is occurring.

✓Does not contain solutions or suggest actions.

✓Is validated by data.

✓Is focused on what the team can control.

Root Cause Quality Check

T I P S

Ensure a ROOT CAUSE ANALYSIS was completed.

Determine if the “root cause” ANSWERs WHY the gap is occurring.

Determine the analysis was COLLABORATIVE and VETTED by the team.

Data Analysis Needs

Assessment

Improvement Plan

Implement & Monitor

● Set annual goals

● Identify a strategy

● Set quarterly goals

● Determine

interventions

Purpose

Making Connections

Annual Goal Problem

Statement

Root Cause

Strategy

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?

YE

S

S.M.A.R.T. S

pe

cific

Measura

ble

Attain

able

Results-

Based

Tim

e-

Bound

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

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor

● Set annual goals

● Identify a strategy

● Set quarterly goals

● Determine

interventions

Purpose

Annual Goal Problem

Statement

Root Cause

Strategy

3. Annual Goal 1. Problem

Statement ELLs have a

50% pass rate

in reading

ELL student

group will have

60% pass rate

on 2016 STAAR

reading

2. Root Cause

4. Strategy

Lack of teacher

understanding

for the

instructional

strategies

needed to meet

linguistic needs

of ELLs

Implement

sheltered

instruction

campus-wide

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

Helpful Resources

• Region One ESC http://www.esc1.net/Domain/19

• Stay tuned to the TCDSS website: http://www.tcdss.net/

• TEA PMI Homepage

http://tea.texas.gov/pmi/accountabilitymonitoring/

www.tcdss.net

TCDSS Homepage

PMI Homepage

http://tea.texas.gov/pmi/accountabilitymonitoring/

Thank you

Contacts

Division of Instructional Support

Office of School Improvement, Accountability and Compliance

Dr. Tina McIntyre, Administrator

956 984-6027

tmcintyre@esc1.net

Belinda S. Gorena, Coordinator

956 984-6173

bgorena@esc1.net

Ruben Degollado, Specialist

956-984-6185

rdegollado@esc1.net

Benjamin Macias, Evaluation and Assessment Specialist

956 984-6234

bmacias@esc1.net

Kelly VanHee, Specialist

956 984-6190

kkvanhee@esc1.net