data analysis needs assessment improvement plan implement & monitor ●set annual goals...

Data Analysis Needs Assessment

Improvement Plan

Implement & Monitor

● Set annual goals● Identify a strategy● Set quarterly goals● Determine

interventions

Purpose

Making Connections

Annual GoalProblem Statement

Root Cause

Strategy


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?

YES

S.M.A.R.T.S

peci

fic

Mea

sura

ble

Atta

inab

le

Res

ults

-B

ased

Tim

e-B

ound

ELL student group will have 60% pass rate on 2016 STAAR reading

Can you find all of the SMART elements in this

annual goal?


SPECIFIC



MEASURABLE



ATTAINABLE


10% increase


RESULTS-BASED



TIME-BOUND


ANNUAL GOAL

PROBLEM STATEMENT

PRACTICE

Annual Goal Work 1. Create an annual goal that is aligned to and

resolves the problem statement you identified.2. Verify annual goal is a SMART goal.3. Write annual goal on your team’s poster.

T I P SEnsure 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


interventions

Purpose


Root Cause

Strategy

Annual GoalProblem StatementELLs have a 50%

pass rate in reading

ELL student group will have 60%

pass rate on 2016 STAAR reading

Root Cause

Strategy

Lack of teacher understanding for the instructional

strategies needed to meet linguistic

needs of ELLs

Implement sheltered

instruction campus-wide

Strategy

HOW to get from this… to this… to THIS!

IS broad and over-arching

StrategyStructures

Systems Models

Processes

IS NOT narrow and specific

TRAI

NING


Root Cause

Strategy

Lack of teacher understanding for the instructional

strategies needed to meet linguistic

needs of ELLs

Implement sheltered

instruction campus-wide

Does the strategy directly address the root cause?

YES

Quality Check

Focuses on broad, over-arching approaches such as systems, structures, models, processes.

Customize to address identified root cause on your campus.

Ensure that you have the capacity and resources to implement strategy with fidelity.

Annual Goal:

Strategy:

Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postsecondary Readiness

Problem Statement 1:

Index Number:

Critical Success Factors (CSFs)/

ESEA Turnaround Principles (TPs)/

Major Systems

Root Cause 1:

0

<enter text>

<enter text>

CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School’s Instruction

CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction

CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership

CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar

CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement

CSF 6-School Climate/ESEA TP: Improve School Environment

CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers

How will addressing this root cause impact the index/indicator/CSF?

<enter text>

Interventions by Quarter

Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)

<enter text>

?

?

?

PRACTICE

Strategy Work 1. Discuss and consider the strategy your campus

will implement to address root cause.2. Ensure it is a broad, over-arching method or

approach.3. Write strategy on your team’s poster.4. Can enter annual goal and strategy into

template.

T I P S

Strategies are a BROAD way to close the gap and achieve the annual goal.

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions

Purpose

A Quarterly Goal

IS a target for the implementation of the strategy IS NOT breakdown of annual goal

Quarter 2 Goal= 10%

Quarter 3 Goal= 10%

Quarter 4 Goal= 10%

Annual Goal =Increase Scores by 10%

Q 1 Goal= 2.5%

Q 2 Goal=2.5%

Q 3 Goal= 2.5%

Q 4 Goal= 2.5%

A Quarterly Goal

IS a focus on stakeholder behaviors IS NOT equal to annual goal

Problem Statement 1: 0

Problem Statement 1: 0

Q4 Goal:

Q4 (April, May, June)

?

Problem Statement

Annual Goal

Increase performance of students served through special education by 8%

Increase performance of students served through special education by 8%

A Quarterly Goal

IS focused on results IS NOT focused on process

A Quarterly Goal IS

Sense of urgency

SMART

Point for celebration

Specific

S

A Quarterly Goal IS A Quarterly Goal IS NOT

A target for strategy implementation

A breakdown of annual goal

A focus on a change in stakeholder behavior

Equal to annual goal (4th quarter)

Results-based (Outcome of implementation)

Process-based (Summary of completed tasks)

SMART

Urgent

Point for celebration

Strategy- Host a Dinner for a Group of Friends

Q1

Q2 Q4

Q3

Strategy Implementation = Stakeholder Behaviors

Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department

Design training plan and calendar

Teachers will understand how to incorporate all four

language domains into lessons

Teachers will incorporate language objectives into lesson

plans

Students are making growth in language proficiency levels

Conduct walkthroughs Provide training

Design walkthrough protocol

Teachers will understand linguistic

instructional strategies

Teacher will incorporate multiple

language domains into daily lessons

Students’ academic vocabulary increases

Provide feedback Do walkthrough to monitor implementation

and calibrate with campus admin

Conduct walkthroughs Teachers will incorporate linguistic


Provide follow-up support training

Provide feedback to campus leadership team

Provide feedback to teachers on

walkthroughs

Evaluate strategy implementation

Provide coaching and resources

Assist admin team in designing training plan

and calendar

Attend training Attend training



Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide

Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department

Design training plan and calendar

Teachers will understand how to incorporate all four

language domains into lessons

Teachers will incorporate language objectives into lesson

plans

Students are making growth in language proficiency levels

Conduct walkthroughs Provide training


Teachers will understand linguistic


Teacher will incorporate multiple

language domains into daily lessons

Students’ academic vocabulary increases

Provide feedback Do walkthrough to monitor implementation

and calibrate with campus admin

Conduct walkthroughs Teachers will incorporate linguistic


Provide follow-up support training

Provide feedback to campus leadership team

Provide feedback to teachers on

walkthroughs


Provide coaching and resources

Assist admin team in designing training plan

and calendar

Attend training Attend training



Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide

1 1

2

2

3

45 6

7

8

8

8

9

10

10 11

12

13

14

15

16

17 17

17

Stakeholder Brainstorm1. Find the blank stakeholder behavior brainstorm

resource2. For each stakeholder, brainstorm all the needed

actions/behaviors needed to implement strategy.

3. Then, regardless of stakeholder, order the actions in the order they need to be done.

Grouped Stakeholder Behavior

Quarter Goals and Interventions

Q3Q2Q1

Q4

• Admin and ICs attend training

• Design training plan and calendar with assistance from BE/ESL dept.

• Design walkthrough protocol

• BE/ESL dept. delivers training to staff

• Teachers will learn how to incorporate all four language domains into lessons.

• Teachers will incorporate language objectives into lesson plans.

• Teachers will incorporate all four language domains into lessons.

• Admin and ICs will conduct walkthroughs with BE/ESL dept

• BE/ESL department will provide feedback to admin team

• Admin and ICs provide feedback to teachers

• ICs provide coaching and support

• ICs provide follow-up training

• Teachers will understand linguistic instructional strategies and how to incorporate into lessons.

• The language proficiency levels of ELLs will increase.

• Teachers will incorporate linguistic instructional strategies into lessons.

JUNE/JULY

Q1 AugSeptOct

Q2NovDecJan

Q3FebMar

Q4AprilMay June

• Students’ academic vocabulary increases.

• Evaluate strategy implementation.• Staff survey• Data review

• Identify training needs for 16-17

• Intervention groups based on assessment results
















JUNE/JULY




By the end of the 1st nine weeks, 100% of teachers are including appropriate

language objectives in their lesson plans to provide

students the opportunity to work in multiple language

domains.


Q1 AugSeptOct

Q2NovDecJan

Q3FebMar

Q4AprilMay June

A Quarterly Goal Is Focused on Results

• By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.

• By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans.

• 100% of teachers received training in sheltered instruction.

Results-focused with

student impact

Results-focused

Process-focused
















JUNE/JULY







domains.

By the end of the 1st semester, students are working in at least

two language domains in 80% of classes observed.

By the end of March, 80% of teachers are

incorporating vocabulary strategies into lessons to

improve students’ academic vocabulary.


Q1 AugSeptOct

Q2NovDecJan

Q3FebMar

Q4AprilMay June

Key Points to RememberDeveloping Quarterly Goal• Consider the timing of the quarter

• Ensure you have identified the data source you will use to measure

• Quarterly goals are checkpoints toward implementation

• Ensure quarterly goals are following the “Is” column
















JUNE/JULY







domains.

By the end of the 1st semester, students are working in at least

two language domains in 80% of classes observed.

By the end of March, 80% of teachers are

incorporating vocabulary strategies into lessons to

improve students’ academic vocabulary as

reflected by walkthroughs.• Intervention groups based on

assessment resultsBy mid-June, campus leadership will review multiple data sources to determine the effectiveness

of strategy and to identify barriers to address through

16-17 planning.

Q1 AugSeptOct

Q2NovDecJan

Q3FebMar

Q4AprilMay June

Key Points to RememberFourth Quarter

The fourth quarter has both implementation and evaluative components.

• Fourth quarter goals could have either animplementation focus (PBIS example) or an evaluative focus (sheltered instruction example).

• Regardless of the focus of the goal, you may have implementation intervention activities and evaluative implementation activities.

Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

Q1 InterventionsDistricts and 1st Year IR campuses are required to provide, at a

minimum, the interventions accomplished for quarter 1 (Q1).Q2 Interventions Q3 Interventions Q4 Interventions



By end of 1st 9 weeks, 100% of teachers are including appropriate language objectives in lesson plans to provide students with opportunity to work in multiple language domains.

By end of 1st semester, students are working in at least two language domains in 80% of classes.

By the end of March, 80% of teachers are incorporating vocabulary strategies into their lessons to improve students' academic vocabulary.

By mid-June, campus leadership will review multiple data source to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning.

? ? ? ?

Quarterly Goal Development1. Group stakeholder behaviors by quarter.2. Choose one quarter and develop a quarterly

goal.3. Verify against Is/Is Not chart.4. Record quarterly goal in template.

T I P S

REMEMBER quarterly goals will be different based on quarterly interventions and targets.

Quarterly goals are CHECKPOINTS for your STRATEGY IMPLEMENTATION

Quarterly goals should be RESULTS-BASED goals

• Quarterly planning video at www.tcdss.net

• Guidance documents at www.taisresources.net

• Documents• Stakeholder graphic

organizer

http://www.tcdss.net/

http://www.taisresources.net/

Data Analysis

Needs Assessment

Improvement Plan

Implement & Monitor


interventions

Purpose

Potential Challenges in Interventions and Data

Sources

Use data components to measure implementation of interventions;

Be aware of interventions vs. strategies.

Align interventions in order to accomplish quarterly goal;

Remember to:

Align data sources to the interventions; and

Stakeholder Actions Interventions

Stakeholder Actions Interventions


BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans

Teachers work on language objectives during planning in PLCs and include in lesson plans and lesson plans reviewed and feedback given individually and through PLCs

Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability


BE/ESL dept. delivers training to staff

Teachers will learn how to incorporate all four language domains into lessons.

Teachers will incorporate language objectives into lesson plans.Teachers will incorporate all four language domains into lessons.

Admin and ICs will conduct walkthroughs with BE/ESL dept.

Stakeholder actions Interventions

Data Sources

• Must connect to your interventions

Q1 Goal: Q2 Goal: Q3 Goal: Q4 Goal:

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

1) 1) 1) 1)

2) 2) 2) 2)

3) 3) 3) 3)

4) 4) 4) 4)

What data will be collected to monitor interventions in Q1?

Results from common assessment, team data analysis notes.

Student intervention group assignments and intervention class lesson plans

Sign sheets and end-of-training feedback including "What questions are still rolling around?" to help guide feedback and support for teachers

PLC agenda, training materials Lesson plans and lesson plan feedback

Implementation data from walk-throughs Implementation data from walkthroughs, feedback forms, coaching conference schedule/notes, PLC agendas

Inter-rater feedback from BE/ESL department and implementation data from walk-throughs

Assessment data disaggregated by ELL student group, grade, and subject

What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4?

Walkthrough form

Q1 InterventionsDistricts and 1st Year IR campuses are required to provide, at a

minimum, the interventions accomplished for quarter 1 (Q1).Q2 Interventions Q3 Interventions Q4 Interventions



ICs and admin conduct walkthroughs to determine implementation and effectiveness of vocabulary strategies. Feedback is provided to teachers through walk-through forms, coaching conf., and PLCs

CLT will review new assessment data to deterine impact of sheltered instruction strategies on ELL performance

Follow-up walk throughs to determine the implementtion of multiple language domains during instruction

Department common assessments include authentic academic vocabulary component and results are discussed in PLC

Design intervention groups for ELLs based on results of vocabulary assessment component


Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability

Provide refresher training on vocabulary strategies Campus leadership team will review TELPAS data to determine student growth in composite language proficiency

Provide feedback to teachers

Staff survey and results

Lesson plans, PLC agendas, admin team agendas, coaching conversations, and IC reports

By end of 1st 9 weeks, 100% of teachers are including appropriate language objectives in lesson plans to provide students with opportunity to work in multiple language domains.

By end of 1st semester, students are working in at least two language domains in 80% of classes.

By the end of March, 80% of teachers are incorporating vocabulary strategies into their lessons to improve students' academic vocabulary.

By mid-June, campus leadership will review multiple data source to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning.

BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans

IC provide follow-up support to teachers through model lessons

Teachers plan and implement vocabulary strategies in lessons

Create and administer staff survey regarding implementation of sheltered instruction to determine staff successes and needs

Teachers work on language objectives during planning in PLCs and include in lesson plans and lesson plans reviewed and feedback given individually and through PLCs

Coaching conference schedule Sign sheets and end-of-training feedback including "What questions are still rolling around?" to help guide feedback and support for teachers

TELPAS composite scores

? ? ? ?

Key Points to RememberInterventions

• No magic in 4 interventions• Multiple behaviors could be combined to develop one

intervention• One behavior could result in multiple interventions• Sometimes additional details will need to be added to a

behavior in order to develop an intervention• Multiple data sources could be used to measure the

impact of an intervention

Intervention Development1. Using stakeholder brainstorm and behaviors

grouped for the quarterly goal you developed, determine intervention activities.

2. Set data sources for these interventions.3. Record interventions in 15-16 template.

T I P S

Determine the SPECIFIC ACTIONS that will be taken to accomplish quarterly

goals.

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

Annua

l Goal

Strategy

Annual Goal

Strategy

Potential Challenges in Implementation and

Monitoring

Plans are living and working documents.

Remember that:

Plans are not written in stone.


MonitoringRemember,

Plans must be monitored


Monitoring

than to continue in the wrong direction.

AND that:

It is best to adjust,

Quarterly Check-In Expectations

•Set inter-quarter dates to discuss progress

•Don’t wait until mid-year submission to reflect and make adjustments

Presenter Talking Points:

Q3Q2Q1 Q4

Initi

al S

ubm

issi

on (N

ov 1

0)

Mid

-Yea

r (Fe

b 10

) TEA

Det

erm

ined

End-

of-Y

ear (

June

10)

T I P S

Determine what kind of data will be collected to reflect levels of

IMPLEMENTATION and IMPACT.

Quarterly reporting is based on COLLABORATIVE data collection and analysis.

T I P S

The monitoring plan can serve as an“EARLY WARNING” to inform adjustments

and corrections.

Monitor

Support

Helpful Resources• Know and use your Support Specialist• Stay tuned to the TCDSS website:


• Access the Guidance Documents and Planning Resources

• Work with your PSP• Region One: http://www.esc1.net/Page/2570

http://www.esc1.net/Page/2570

http://www.esc1.net/Page/2570

PMI Homepage

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

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

www.tcdss.net TCDSS Homepage


Where are Support Specialists Located in ISAM?

Thank you for your attention

and have a great year!

data analysis needs assessment improvement plan implement & monitor ●set annual goals...

Documents

exact annual goal

annual goal sets

annual goal presenter

work problem statement

problem area

work of improvement

quarterly planning

pass rate