Facilitator Guide Improvement Process - TCDSS · Facilitator Guide Improvement Process. Training Facilitator’s Guide: TAIS 101 1 Module Summary ... Based on the version of PPT formatting

TAIS 101 Training: Partnerships, TAIS Framework, Interventions,

and Components of the Continuous Improvement Process

FacilitatorGuide

Training Facilitator’s Guide: TAIS 101 1

Module Summary

The “Big Ideas” The purpose of this training is to provide an understanding of the roles, responsibilities, and interventions around the work of continuous improvement.

Participants’ Learning Objectives

By the end of this training module, participants should be able to:

• Become familiar with the TAIS framework and continuousimprovement

• Recognize their role in the development and implementationof the targeted improvement plan

Presenter’s Activities to Support this Learning

During this training, the presenter will engage participants in

• Table Talk

• Group Discussion

• Poster activity

Tools and Materials • PowerPoint slides

• Handouts

• Chart Paper

• Sticky notes

• Access to the targeted improvement plan

• Access to the internet for video use


Topic Facilitation Notes Facilitator Talking Points Slide/Supporting Materials

Opening Slides 1-2 (2 min)

Based on the version of PPT formatting of some slides may need to be considered (for example: slides with quotes may display off the edges of the slide). First slide is optional and can be used to help districts set up for the day or access materials. It can be hidden if you decide not to use it.

• Welcome audience. Thank you for attending the2016 Texas Accountability Intervention Systemstraining.

• This training is intended for any first year IRcampus leadership teams or any campus ordistrict leaders new to TAIS. .

• Before we begin our work, TEA has a message toshare with you

Optional Slide 1



Video Slide 3 (3 min)

PLAY VIDEO

Share the following points once the video is done

• TAIS is an ongoing process, not a mandatory meeting.

• This work requires a sense of urgency and the understanding that staying true to the process will yield sustainable practices.

Agenda Slide 4 (3 min)

*The intention is not to leave today with a fully fleshed out plan, but a strong understanding of the process that will be used to develop a plan to go back and model with teams at your campus/district.

• The purpose of today is to: • Provide information on the roles,

partnerships and responsibilities of the work around Texas Accountability Intervention System.

• Look at how campus and district ratings define what the work of improvement required will entail.

• Introduce and model concepts that will help build a strong improvement plan for the 2016-2017 school year

*The intention is not to leave today with a fully fleshed out plan, but a strong understanding of the process that will be used to develop a plan to go back and model with teams at your campus/district.

Handout: Agenda



Objectives

Slide 5 (2 min)

• This training has four objectives (outcomes):

• First, this session has been designed to build your foundational knowledge of the Texas Accountability intervention System (TAIS) Framework.

• Each section will be broken down into purpose, steps and actions, and next steps to assist you in navigating the continuous improvement process. Also included are “team practice” times built in throughout the day to give your team an opportunity to use some of the tools and processes highlighted today.

• Provide your campus leadership team with tools and resources you can use to support the work moving forward. The processes and supporting resources are designed for you to take back and replicate with your teams in order to develop the 2016-17 targeted improvement plan. .



Objectives Slide 6

(2 min)

• Ultimately, the purpose of developing your targeted improvement plan is to bring about changes on your campus in order to increase student outcomes.

• We know that student outcomes are a direct result of adult behavior. We will make connections between how the continuous improvement process can help you to plan for adult behavior changes on your campus that will impact student behaviors and ultimately student outcomes. .



NORMS Slide 7 (3 min)

This slide is for regional ESC norms

Possible Norms:

• Ask questions

• Be open to learning and problem solving. When possible try and take breaks at the designated times, however we know it’s a busy time of year so,

• Take care of your needs as they come up

• Be mindful of breaks and coming back together as a whole group. We’d like to honor your time and stick to the time on the agenda

Audience Slide 8 (1 min)

• Before we begin, I (WE) would like to acknowledge that this is a busy time of year. Students and teachers are getting settled into routines, and so we want to thank you for taking time to step away from your campus to learn about this process.



Slide 9 (1 min)

Spell out the letters of T. A. I. S or say TAIS with an “S” sound rather than saying it phonetically as “TAZE” process. This light activity can help the facilitator(s) get an idea of who is in the room and insight into their specific needs for the day.

• Let’s get an idea of who is in the room. • As your role is called, put your hand in

the air (have them stand if desired) • DCSIs-pause, • PSPs-pause, • Superintendents-pause, • Principal, pause, • Teachers, pause, • ESCs, pause, • Other, pause etc...

• Ask the group, “Put your hand in the air if you have experience with engaging in the TAIS Framework.”



Slide 10 (1 min)

• At this point, research clearly indicates that school improvement takes strong leadership. Leadership transforms the school environment and adult behaviors allowing students to achieve their full potential. This a not a single leader, but a team of leaders that work in concert to build capacity across the campus.

Slide 11 (10 min)

Ask participants to get with a partner or trio. OPTION 1 STEP 1: ON THEIR OWN, participants jot down answers to these questions (2 mins). STEP 2: Ask the participants to stand up, find someone in the room that they don’t know, and discuss question 1 (2-3 mins).

STEP 3: Ask the participants to find a new person in the room and discuss question 2

• Ask the group to think about the year ahead and the focus on school improvement efforts in order to meet index targets.



(2-3 mins).

STEP 4: Ask the participants to find a new person in the room and discuss question 3 (2-3 mins).

STEP 5: Ask participants to return to their seat.

OPTION 2 STEP 1: ON THEIR OWN participants jot down answers to these questions (2 mins). STEP 2: Discuss these questions within pairs or trios at their table (6-9 mins).



Slide 12 (2-3 min)

After the dialogue, share out and debrief with the group.

• Ask for volunteers to share out their discussions.

Slide 13 (<1 min)

Transition slide intended to bring back to points about leadership.

• At this point, research clearly indicates that school improvement takes strong leadership. Leadership transforms the school environment and adult behaviors allowing students to achieve their full potential. This a not a single leader, but a team of leaders that work in concert to build capacity across the campus.



Slide 14 (1-2 min)

Possibly ask a participant to read the quote.

• Although our ultimate goal is to improve academic performance, the theory of action of continuous improvement is to FIRST improve/change adults skills/behavior, which will lead to improvement in student outcomes.

• As leaders, you must commit to being the lead learners, by exemplifying the importance of building your personal skills. Then create conditions and provide resources that allow your staff to build their skills. In the end, this will lead to improved student outcomes.

Slide 15 (1-2 min)

Possibly ask a participant to read the quote.

• As a leader, if you are going to promise high quality education for your students, you must commit to equipping your staff with the skills to be effective educators.



Slide 16 (1 min)

• Please remember, as you embark on this journey towards continuous improvement, YOU ARE NOT ALONE….

• You have a vast support system here to aid you along the way

Partners Slide 17 (2 min)

• There is a statewide network of support to assist you in this process.

• This graphic represents the agency’s collaborative approach to supporting schools and districts.

• TEA believes its role is not monitoring or supporting, but monitoring and supporting, which is accomplished through the partnership between TEA, ESCs, TCDSS, and the PSP Network.

• Let’s further explore the roles of the partners in this network of support.

• ALTHOUGH TEA will (or has) address in greater detail the roles of the entities in a webinar, we are going to briefly review the roles.



Roles Slide 18 (2 min)

• One specific role from this network is your TEA or TCDSS Support Specialist.

• The role of the support specialist is to help support the work of each campus and district working with TAIS.

• They are there to:

• Answer questions

• Provide feedback and support on the continuous improvement efforts on your campus

• Connect LEAs with resources and tools

• Work in collaboration with statewide partners

• Clarify communications and expectations

• There will be a lot of information to process as we go through today and if you have questions moving forward, your support specialist at TEA or TCDSS will be there to support you.



• Support specialist assignments are currently pending, however once they are designated, ISAM will represent who is the assigned specialist to your campus.

Roles Slides 19 (2 min)

Please customize as needed to outline the responsibilities of your Regional Education Service Center.

• One specific role from this network is your local ESC.

• Please define this in a few sentences or bullets.



Roles: PSP Slide 20 (1-2 min)

Inform participants if it is a printed handout or where it can be located electronically.

Refer to the PSP job description handout

Acknowledge the PSPs that are in attendance (show of hands or stand up).

• Another key role is the PSP or Professional Service Provider.

Handout: PSP Job Description



Roles: PSP Slide 21 (1-2 min)

If questions regarding PSP selection come up that you cannot answer, you can direct them to call the PSP Network at TCDSS, or you can call the PSP Network to clarify. If your training is later in September, then the two bulleted talking points above may not be as applicable. You may instead just want to remind them that they should have already submitted the PSP’s name to TEA through ISAM.

Optional Activity Notes:

• Take 2-3 minutes to review PSP job description.

• Share with your table team about what other characteristics, skills, or responsibilities that jump out or you have questions about

Your PSP:

• Provides on-site technical assistance and support to build the capacity of campus leaders, teachers, and school staff to understand TAIS.

• Serves as a liaison between TCDSS, TEA, ESC, and district/charter school.

• Supports implementation of all campus intervention requirements.

• Your PSP must be an approved member of the PSP Network.

• A registry of qualified PSPs available in each region may be accessed via the ISAM application within TEASE.

• For a more in-depth understanding of the role of the PSP, review the job description that has been provided.

• Some key phrases from the PSP job description tell us that some key purposes of PSPs are to

• “…assist in building the capacity of campus/district leaders, teachers, and staff to understand and implement the TAIS continuous improvement process…”



Optional: Discuss: “How will you use your PSP to assist in your improvement efforts?”

• “…ability to influence improvement of student performance…”`

• “Ability to act as an agent of change, a motivator, an inspirer.”

Roles: DCSI Slide 22 (1-2 min)

Inform participants if it is a printed handout or where it can be located electronically. Handout 2:DCSI Job Description

• Next we are going to look at the DSCI, the District Coordinator of School Improvement

• Refer to the DCSI job description handout for more detail on the role.

• The document on the next slide is the job description. All involved in campus improvement can serve these expectations within their capacity.

Handout: DSCI Job Description





Roles: DCSI Slide 23 (3-4 min)

Optional Activity Notes:

• Click before each bulleted talking point below to animate each phrase that appears about the DCSI

• Take 2-3 minutes to review DCSI job description.

• Share with your table team about what other characteristics, skills, or responsibilities that jump out or you have questions about • If time doesn’t permit for teams to discuss and share their thinking around the role of a DCSI, at a minimum, allow time for individuals to review the job description.

The purpose of the DCSI is to:

• “Views this role as an integral part of his/her responsibilities”

• “Has authority to influence central office departmental procedures”

• “Ensures campuses are provided operational flexibility”

• “Takes an active role in problem-solving with campus and/or district leadership teams”



Roles: CIT Slide 24 (2 min)

TAC §97.1063. Campus Intervention Team.

Texas Education Code, Chapter 39.106,

• The PSP and DCSI together make up the Campus Intervention Team or CIT.

• The CIT is responsible for working collaboratively with the campus in the continuous improvement process and the development of the targeted improvement plan.

• If there are too many IR campuses in the district for the DCSI to serve as a CIT member on all, district may propose another qualified individual or individuals to serve as a designee or designees.

• District needs to submit names of the PSP and DCSI for approval by September 26, 2016, by creating DCSI and PSP profiles on the contact tab of ISAM.

• If a DCSI is new in their role as DCSI for the current district, DCSI qualifications (resume) also need to be submitted to TEA through ISAM by (September 26, 2016).



Roles: Principal Slide 25 (3-4 min)

Optional activity suggestion: Optional activity: Teams could be asked to discuss the work of the principal in pairs or triads. Have groups share out characteristics they have identified for the principal.

• The principal is also a key stakeholder in leading a campus through continuous improvement.

• The principal plays a critical role in bringing together the team needed to develop and implement the work of targeted improvement plan.

• It will take a lot of communication, collaboration, and support with the statewide network to do this work.

• It’s important to note the importance the role the principal plays in TAIS and the continuous improvement process. POSSIBLE SUPPORTING RESOURCES: PSP/DCSI

Roles: CLT Slide 26 (2 min)

Inform participants if it is a printed handout or where it can be located electronically. Reference CLT Job Description Handout 3: CLT Job Description

• The campus leadership team, or CLT, consists of a campus principal and administrator as well as representatives from appropriate content areas, departments, and programs including the counseling department and programs serving students in special populations (students with disabilities, English Language Learners, Title I and Migrant, or students participating in career and technical education courses).

Handout:CLT Job Description



• The CLT is responsible for the development, implementation, and monitoring of the targeted improvement plan, monitoring student performance, and determination of student interventions and support services.

• The CLT and CIT will collaboratively engage in the Texas Accountability Intervention System (TAIS) to develop and monitor a targeted improvement plan, taking responsibility for improving outcomes for low performing students.



Optional Slide 27 (XX)

Slides 27-45 are optional, unhide these slides in the PPT if you would like to use.

The review of IR identification and index review are being left as optional slides. If you choose to use them, the training session will be longer than 6 hours. This may also be a time to share your ESC’s state accountability contacts and their contact information. Perhaps these colleagues (if not yourself) can be available at break/lunch for any specific questions.

• The majority of this session is about engaging in the TAIS continuous improvement process, but before we discuss TAIS, we want to briefly review what triggered the rating of Improvement Required.





If you use this slide, be prepared for both content and time for questions about the Index system.

May be another opportunity to share your ESC services/contacts regarding state accountability index system support.

• What does it mean to be 1st year Improvement Required?



Slide 30 (1 min)

Share with the group the definition according to 2016 TEA accountability manual

Slide 31 (1 min)

• Let’s talk more about what this means.



Optional Slide 32 (3-4 min) Slide 32 (continued)

CONFIRM ANY UPDATES/REVISIONS TO FOLLOWING OPTIONAL SLIDES…

• The state accountability system assigns one of three academic ratings to each district and campus: Met Standard, Met Alternative Standard, or Improvement Required.

• These ratings are based on a framework of four indexes that combine a range of indicators into a comprehensive measure of performance.

• The performance index framework combines results from STAAR assessments, graduation rates, rates of students completing the various graduation plans, and other indicators.

• The performance indexes are as follows: • (CLICK and ask the crowd what is index 1

and after the crowd respond click to reveal the answer)

• Index 1: Student Achievement provides a snapshot of performance across subjects. (CLICK)

• (CLICK and ask the crowd what is index 2 and after the crowd respond click to reveal the answer)

• Index 2: Student Progress measures year-to-



year student progress. (CLICK) • (CLICK and ask the crowd what is index 3

and after the crowd respond click to reveal the answer)

• Index 3: Closing Performance Gaps emphasizes the academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups. (CLICK)

• (CLICK and ask the crowd what is index 4 and after the crowd respond click to reveal the answer)

• Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, job training programs, the workforce, or the military.

Optional Slide 33 (3-4 min)

• For each index, a specific target is determined, and districts and campuses must meet an index’s target in order to demonstrate acceptable performance for that index.



• For each index, a specific target is determined, and districts and campuses must meet an index’s target in order to demonstrate acceptable performance for that index.

• Districts and non-AEA campuses (campuses not evaluated under alternative education accountability provisions) have separate targets from charter districts and AECs evaluated under alternative education accountability provisions. In addition, for non-AEA campuses only, separate targets are identified for each SCHOOL TYPE for Index 2, Index 3, and Index 4.

• INDEX 4

• For non-AEA districts and campuses, Index 4 is comprised of four components: • STAAR results

• Graduation rate

• Graduation-plan rate

• College and career readiness

• Because not all districts and campuses have data for each of these components, Index 4 has two separate targets:



• One based on all four components and

• One based on STAAR results only

• The target that a district, campus, or charter is required to meet is determined by whether it has data for each of the four components.

• For a district, high school campus, or campus serving grades K– 12 (elementary/secondary), the target for Index 4 is based on all four components. • For elementary campuses, middle school

campuses, and any district or campus that does not have data for each of the four components, the target is based on the STAAR component only.

• Targets for non-AEA campuses are set at about the fifth percentile of non-AEA 2016 campus performance by campus type. Targets for non-AEA districts correspond to about the fifth percentile of non-AEA 2016 campus performance across all campus types.



Slide 34 (1-2 min)

INDEX 4

• For AEA campuses and charter districts, Index 4 is comprised of two components:

• STAAR results

• The graduation rate/dropout rate

• Because not all AEAs have data for both of these components, Index 4 has two separate and distinct targets:

• One based on both components

• One based on graduation rate/dropout rate only

• AEAs can also earn bonus points towards their Index 4 score. Please see Chapter 4 – Performance Index Indicators for a complete description of bonus points.

• Targets for both AEA charter districts and campuses are set at about the fifth percentile of AEA 2016 campus performance.



Slide 35 (3-4 min)

• A campus with performance data for all four indices must meet the target on either Index 1 or Index 2 and the targets on Index 3 and Index 4.

• A campus with performance data for Index 1, Index 3, and Index 4 must meet the target on all three of those.

• A campus with performance data for only Index 1 and Index 3 must meet the target on both indices. A campus with performance data for only Index 1 and Index 2 needs only to meet the target on either one.

Slide 36 (3-4 min)

Click to reveal the answer • Ok, now it’s time to take a short quiz on what we just talked about…

• Read question and enlist group response



Slide 37 (3-4 min)

Click to reveal the answer • Read question and enlist group response

Slide 38 (3-4 min)

Pause to read through the question to prep the following “quiz” questions

• Iterate each area that could be missed

Slide 39 (3-4 min)




Slide 40 (3-4 min)


Slide 41 (3-4 min)

• What does it mean to be 1st year Improvement Required?

Slide 42 (3-4 min)

Ask participants if they have need for clarifications



Slide 43 (3-4 min)

• SY2014-15 (2 years ago) Using data results from school year 2013-14 (2014), the campus was identified as MET STANDARD or FORMERLY IR (FIR).

• SY2015-16 (last year) Using data results from school year 2014-15 (2015), the campus was identified as MET STANDARD.

• SY2016-17 (this year) Using data results from school year 2015-16 (2016), the campus was identified as IMPROVEMENT REQUIRED.

Slide 44 (3-4 min)

Share ESC specific resources (if any) that support accountability

• For more information on the 2016 accountability guidelines, visit the TEA website.



Slide 45 (3-4 min)

Handout 4: Optional Accountability Rating System Infographic

• Share with the group the infographic layout TEA has created and provided on their website.

• Also, note that there is a short one and half minute video regarding the accountability system located on the website as well.

Handout: Optional handout

Slide 46 (3-4 min)

Break for ten minutes



Slide 47 (3-4 min)

Review the state intervention and submissions guidance document (TEA)

Handout: Intervention and Submission chart

• As mentioned in the opening, the purpose of this training is not to review all required interventions, rather to focus on the most important aspect of the work, engaging in the TAIS continuous improvement process.

• TEA has (will) conducted a webinar that digs deeply into the required interventions.

• Also, for your reference the following guidance documents have been created.

Slide 48 (3-4 min)

Allow time for participants to look through the chart and ask questions.

Handout 4: Intervention and Submission Requirements Chart

• Now let’s take a look at the interventions you will be engaging in this year as an improvement required campus or district.

• Here is the chart that outlines interventions and submissions. Pay close attention to the foot notes on each side.

Handout: Intervention and Submission Chart



TAIS overview Slide 49 (3 min)

• The Texas Accountability Intervention System is a research based approached to school improvement that engages the district and school in the improvement process. The framework outlines five systemic components regarding district-level commitments, four support system components to be implemented at both the district and campus levels, and seven factors known to be critical to campus success. Planning for continuous improvement through the lens of these District Commitments, Support Systems, and Critical Success Factors will result in the outcomes of accelerated achievement, sustainability, and system transformation.

• The Framework for district and school support was developed collaboratively between TEA and TCDSS. Local ESCs continue to develop tools and support for districts and campuses that align with the framework that drives continuous improvement.

• All of these elements are part of a healthy system for improvement. It takes each part of the system operating together for school success.

• I have a short video to share with you that gives an overview of this framework.

•



TAIS Overview Slide 50

Play video • After the video - Let’s take a moment to look at the TAIS framework a little more closely.

TAIS Overview Slide 51 (1 min)

• Here is a review of the elements of the

framework. • The commitments of the district are essential for

the success and sustainable improvement at each campus

• This red ring of the framework represents the philosophy or mindset of the district in its role for improvement.

• Components of the District Commitments are Operational Flexibility, Clear Vision and Focus, Sense of Urgency, High Expectations, and District-wide Ownership and Accountability.




• Inside the District Commitments are the support systems. The support systems are the evidence of the district commitments.

• If you consider the District Commitments as “how” the district functions, you could view the components of the blue Support Systems ring as “what” provides structure to the improvement process.

• Components here are Organizational Structure, Processes and Procedures, Communications, and Capacity and Resources.


• Within the support systems are the critical success factors. The concept is to define tangible, achievable, and measurable CSFs around which decisions are made.

• Projects are then defined and managed based on the Critical Success Factors. The CSFs serve as key focus areas for improvement at the school level.

• The CSFs are grounded in evidence based research and have been found to be key elements for campus and cross-district improvement efforts.



Jigsaw Activity Slide 54 (8-10 min)

Explain each of the Activity Steps below. Repeat these steps for Support System Once you have explained the steps, then click through to the next slide so that the discussion questions are displayed during the activity time. Total Activity Time 8-10 min.

Handout: TAIS Brochure

• We are going to familiarize ourselves with the foundational knowledge of each ring of the framework (District Commitments, Support Systems, and the Critical Success Factors) through a jig-saw activity with your table team.

Activity Steps: Step 1: Starting with district commitments, assign one commitment per person to read through its description in the TAIS brochure (due to numbers, more than one person may be assigned to a given commitment, system, or CSF) Step 2: Each person quietly read through the description of that district commitment. Step 3: Once each person has read through their description, have each person begin to share out what they have learned about that commitment. Step 4. After the person has shared about a district commitment, have the table consider the following questions that are posted on next slide. • What does this commitment look like in practice?

• How does our district already support/practice these commitments?

• Is this district a commitment a strength or

Handouts: TAIS Brochure



weakness?

Jigsaw Activity Slide 55 (8-10 min)

Have this slide displayed as teams are working through this activity to help facilitate the conversation portion.


Show participants the www.taisresources.net website

• At the heart of the framework lies the Continuous Improvement Process.

• There are numerous tools and resources available to assist your improvement efforts through TCDSS or your local ESC.

• One resource we will be using throughout today’s training is TAISresources.net. This website is defined to give the user a comprehensive look at each of the components of the continuous improvement process as well as share what expert speakers and practitioners have to say



about data analysis, needs assessment, improvement planning, and implement and monitor. Built in throughout the resource are questions to guide discussions and activities to enhance team thinking around the continuous improvement process.


• With District Commitments and Support Systems in place and continuous improvement efforts focused on the Critical Success Factors, the outcomes of Accelerated Achievement, System Transformation, and Sustainability can be realized.

• Throughout this school year and with the help and support of your team, PSP, TEA/TCDSS support specialist and ESC, you will develop a deeper understanding of how integrating the TAIS framework into your practice impacts your school improvement efforts.

• This framework is not a static symbol of interventions and actions. The work of the TAIS framework is robust and has a variety of cross connections.




• Let’s explore the framework together. Using the TAIS framework handout – Work with your group to align the components found within the rings of the framework.

Handout: TAIS framework


Alert teams to the handout and wheels

• We discussed that nested within the support systems and district commitments are the critical success factors.

• The concept is to use the CSFs as a lens in which to look through as we identify opportunities for refining current and future practices. By aligning the district commitments and support systems to each of the critical success factors, we create the opportunity to closely examine how we approach our work.

• In addition to looking at our current way of doing business we also open up the opportunity to see new ways of approaching the work.



• The CSFs serve as key focus areas for improving and re-evaluating our commitments, systems, and campus level work.

TAIS Overview CSFs Slide 60 (2-3 min)

These directions are the lead into the next activity.

Let’s try it together. First we will walk through an example.

• Looking through the lens of Critical Success Factors and Support Systems:

• Align a critical success factor with a support system (for example, School Climate aligned with Communications)

• Discuss what considerations a campus might take into account when aligning the Critical Success Factor with the Support System?

TAIS Overview Slide 61 (2-3 min)

• Across the top of the handout, you will see the support systems found in the TAIS framework.

• Across the side of the handout, you will see each of the CSFs.

• Each of the CSFs is nested within each of the 4 Support Systems. Each of which contains

Handout: Operationalizing the TAIS



processes and procedures that operationalize the CSFs.


Slide is animated to go with description

• In our example, we align school climate and communications.

• If school climate is a critical element to the success of the campus system, and communications is a necessary support system to operationalize school climate then what are the necessary communication processes and procedures that ensure the campus has a healthy climate?

• How might we improve our communication processes and procedures to improve the climate of our school?

• In this example, let’s pretend that out campus has a problem with behavior. What communication processes and procedures must we analyze and improve to address the behavior



problem that is plaguing our climate?

• Let’s do another example together….


Give campus teams about 10 minutes to operationalize their TAIS Framework and make connections across the rings based on their own campus needs and thinking.

Refer back to directions slide if needed.

• Explain example: When we align academic performance with capacity and resources we could ask ourselves a number of questions:

• How could we identify academic needs to ensure we have the capacity and resources to support those identified needs?

• How might our academic performance be enhanced by adjusting our processes and procedures for building capacity in the areas of curriculum and instruction?

• How might we improve our processes and procedures for allocating resources to the areas of curriculum and instruction?

• So in this example, we may want to ensure our trainings are focused on the academic goals of the campus.



• We have shared a couple of examples, now it’s your turn…..


Team talk time: consider 3 min.

• The district commitments aligned with the support systems create a lens to look at and evaluate our current work.

• This alignment can also serve as an awareness about our current state and where we would like to be.

• Consider how you may use this activity with various stakeholders across your district/campus to help better understand the work.




Have taisresources.net up and walk the group through how to get to videos on the website. Show them where to locate extended learning guides on the website for each video.

• Throughout the remainder of the training we will use video from www.taisresources.net to provide tips for engaging in the TAIS continuous improvement process.

• In this first video. Dr. Laura Lipton highlights the importance of cultures that value inquiry and are willing to engage in an objective and honest conversation about the problems that are occurring on the campus.


After watching the video, ask the participants to share the keys points made regarding the importance of cultures of inquiry and honest dialogue.

Before moving forward, inform the participants that www.taisresources.net includes extended learning guides along with the videos that would allow the participants to return to their



campus and immediately lead a professional development session on a number of topics related to the TAIS framework.


• Provide the participants time to read this quote.

• Then inform them that as we move through each section, especially data analysis and needs assessment, to remember the underlying message in this quote.

• Think about what this quote means to each step in the continuous improvement process.




TEC 39.106 (a)….Requires that a targeted improvement plan be developed, approved and submitted that addresses the areas of low performance. This should be covered in your data analysis and a problem statement developed for each area of low performance.

• The remainder of this presentation is developed to provide skills that you can use once you return to your campus to guide your Campus Leadership Team through the process of reflecting on what led to your IR designation and other problem areas, identifying the root causes of the identified problem areas, which will enable you to develop a targeted improvement plan.

• The entry point for the TAIS continuous improvement process is data analysis.

• Although the process we are guiding you through today will help you develop a plan for the year, it’s important to understand that the continuous improvement process should take place on your campus daily, weekly, monthly, and quarterly.

• For example, a good teacher analyzes formative assessments daily, identifies the roots causes that led to individual students failing to grasp the concepts taught, develops a plan for how to re-teach the lesson in subsequent days, implements the plan, and uses data to monitor the effectiveness of the plan, and then starts the process again.



TAIS: DA Slide 69 (1 min)

• As mentioned in opening, the purpose of this training is not to review all required interventions, rather to focus on the most important aspect of the work, engaging in the TAIS continuous improvement process.

• Now we are going to take a look at the first quadrant of the continuous improvement process, data analysis.


Share with group the use of chevrons to indicate the progression of where we are at in the continuous improvement process.

TEC 39.106 (a)….Requires that a targeted improvement plan be developed, approved, and submitted that addresses the areas of low performance. This should be covered in your data analysis and a problem statement developed for each area of

• We are going to first look at the Data Analysis quadrant.

• Data analysis is about carefully identifying WHAT the data is telling you. Data alone doesn’t carry meaning, so it must be interpreted to reveal factual insights to the strengths and needs of the campus/district system.

• Data analysis should utilize multiple sources of data over time throughout the continuous improvement process to identify trends and patterns that contribute to areas of low performance.



low performance.

• It’s imperative that at this point in the process, the team remains objective, factual, and addresses only the WHAT.


• Data guru Victoria Bernhardt proposes that campus teams begin their end-of-year/planning for upcoming year data analysis process by addressing the following questions.


• As you review these questions, keep in mind Dr. Laura Lipton’s recommendations about the importance of a culture of inquiry and honesty.

• Although it is essential to revisit your vision, we are going to reserve that discussion for conversations back on the campus. For the next 5-10 minutes, discuss your roadblocks with your team member(s).




• The following is a list of high level steps that can be taken when navigating the data analysis process.

• In this section, we will briefly discuss specific actions that can be taken to fulfill each of these steps.


Question for discussion: Table talk (5 min)

Last point setting up the Margaret Heritage clip

Use questions to get teams thinking about Margaret heritage explain where to begin with the data analysis process.

• In terms of data, most campuses tend to focus their energy on STAAR results and other data found on TAPR reports and other state reports.

• Please keep in mind, your accountability data only serves as a signal to your campus that there is a problem that must be addressed. It should be viewed simply as a “siren” to signal that action must be taken - not an indication of the source of the problem.

• What does your accountability rating mean as a signal for your campus? In addition to state assessment data, what data sources give you a deeper understanding about the source of the problem?




Go to www.taisresources.com --locate the data analysis section and find Margaret Heritage, “Preparing for Data Analysis”

• Let’s take a look at what Dr. Heritage has to say around data. As you watch, be thinking about the prompt that precedes the video.


Remind campuses that this is a suggested process for data analysis.

Encourage teams to see how these steps align to processes that they already may have in place.

• By creating an inventory of data sources, we will be able to identify why the alarm is sounding.

• Consider looking for data sources through the lens of each of the critical success factors.

• It is important to consider all data points that your campus/district has access to in addition to state assessment data.




Emphasize the importance of data analysis through the CSF lens is to gain a clear picture of the effectiveness of each CSF system and/or process that is in place.

• The CSFs represent the elements of a campus system that are critical to success. Analyzing data around each CSF provides a true picture of the functions and systems within a school that leads to the student achievement outcomes.

• We are going to take a deeper look at the kinds of data your team can draw from in order to get this holistic pictures. We are about to get into a tool that will organize these possible data sources.

TAIS: DA Slide 79 (5-7 min)

Set up the activity and review the steps teams will work through Give teams 5-7 min working time Check in with teams around 6 min to add a 3-4 more min

• The purpose of this activity is to collaboratively identify the data sources campuses/districts are already collecting around each CSF.

Step 1. Access CSF placemat Step 2. Ask teams to begin to fill out the chart with data sources teams use to analyze data that would fit into each CSF. (Note: Encourage teams to fill out more than one or two columns and to consider CSFs other than Academic

Handout: CSF Placemat (blank)



Performance).

• Data analysis is continuous, therefore revisiting this chart each quarter will not only help strengthen data discussions, but be able to help the team identify what data sources need to be collected to ensure effective implementation of reconstitution planning/implementation.

TAIS: DA Slide 80

Share the examples as a means to continue conversations and make them aware of an additional resource.

• This is a CSF data sort example. This is a great resource if team seems a little stuck or needs extra assistance. Share the examples as a means to continue conversations and make them aware of an additional resource.

• Consider how you might use this overall activity across your campus to allow all stakeholders to be a part of the process and see the importance of their role.

Handout: CSF Placemat (examples)




If time permits have teams reflect individually on these questions

Slides 81-82 set up the next section of data analysis, which is analyzing trends.

• So, as Margaret stated - a good starting point is gathering and looking at what data you have. Once you have the big picture it will reveal to you what you need to investigate further.


• Think about the various data sources as you navigate through the continuous improvement process. Because data analysis lives throughout the continuous improvement process, data sources and HOW you use those data sources will vary throughout the process. With that in mind, consider the following questions.




OPTIONAL ACTIVITY:

STEP 1: Allow participants 2-3 minutes to review this handout. STEP 2: Allow participant 5-7 minutes to discuss the insights gained from this handout. STEP 3: Allow participants 5 minutes to discuss how to use the CSF inventory and the multiple measures handout to deepen their data analysis conversations.

• Once you have taken an inventory of the data you currently have available, it’s important that you also understand the different types of data, or the “multiple measures of data.”

• An awareness of the types of data, helps to clarify what information we should expect to glean from the various sources of data we collect.

• For example, perception data, the most overlooked source of data, over time will tell whether school climate and culture are improving. Moreover, looking at perception data by demographic will tell us which student groups are positively and negatively affected by the climate and culture.

• To apply this to the TAIS framework: Looking at perception data by demographic for the CSF teacher quality would lead us to discover which students are positively and negatively impacted by our teacher’s classroom environment

TAIS: DA Slide 84

• After thinking about all of the data available to you, you may be feeling a little like this….

• To get a clear picture of what the data says, it’s imperative to analyze data sources to



(1-2 min) identify trends and patterns that contribute to areas of low performance.

• As data is analyzed, gaps based on the data emerge and teams will need to determine what the problem areas are.

• Often when gaps are identified, an immediate reaction is to assign the reason and/or solutions for the gap. However, before taking action, problem statements will be developed in order to launch into a root cause analysis to discover WHY the problem exists.


Have teams reflect individually (or as teams) on how they practice analyzing trends and patterns.

Get teams to stretch their thinking by being specific about the actions or questions they rely on to do so.

• Our next step is to analyze the trends and patterns seen within the data.

• After doing so, only then can we truly identify the problem area(s) that resulted in the IR rating. Remember we are looking to see what factual evidence the data is revealing.

• Margaret Heritage shared some valuable tips around data analysis: (ask teams to recall the tips Dr. Heritage shared).


You may want to have participants open a version of the template and follow along with you while going

• The first four questions in the Data Analysis tab of the targeted improvement plan template will refer to your index data.

• These questions are designed to help you dig

Handout: TIP templates (do we still want this) or electronic version



through these slides.

You may choose to wait until a work time to have participants access a version of the template.

See the OPTIONAL opening slide that may help facilitate accessing the template. Handouts can also be accessed on the PMI website or from the TCDSS website.

deeper in and around the index data to pinpoint specific student groups with the largest gaps in their outcomes.

• Index 1 focuses on Student Achievement.• The question is, “which student group

is in greatest need of improvement?”You will identify by student group andcontent area that had the most impacton your Index 1 score. Systemsafeguards, which give data by studentgroup and tested content areas, is toolthat helps you with this analysis. Thiswill help you narrow your focus inidentifying gaps your in data.




• Index 2 focuses on student growth and thesequestions help to narrow the focus on specificstudent groups impacting this index.


• The first question here asks you to identify the two ethnic/race student groups that you were held accountable for on your 2015 State Accountability ratings.

• The second question allows us to be proactive in thinking about ratings that will come out in August of 2016.

• The two ethnic/race student groups that you will be held accountable for in August 2016 will be the two lowest performing ethnic/race based on their 2015 federal system safeguards...


Topic Facilitation Notes Facilitator Talking Points Slide/Supporting Materials • ...rather than the 2015 state system

safeguards or 2015 index 1 due to the exclusion of 3-8 math from our 2015 state accountability.

• By doing, this we can keep these student groups in mind as we plan for the upcoming year.


• For Index 4, the first question is just yes/no ifyou met the index target.

• If you miss index 4, the follow-up questionasks you to focus in on which component(s)contributed to missing Index 4.

• This question is really for high schoolcampuses.

• For other campuses, only the STAARcomponent figures into Index 4.

• Remember, the STAAR component herefocuses on students meeting the final passingrate, not phase-in.




Connect this section to systems thinking as it leads into the root cause analysis process piece Reference back to inventory….this section gets at what CSF data is “contributing” IR problem area

• As mentioned previously, it is important that your campus team uses multiple data sources to validate the problem.

• Data is used throughout the continuous improvement planning process. It is critical that your team uses multiple data sources beyond the accountability reports while working in this process.

• This section in the data analysis tab of the template, allows your team to capture the work that was introduced earlier in this section wherein you completed a data inventory by CSFs.

• Throughout the needs assessment process, this data will be used to validate whether your hunches about your root cause(s) are verifiable.

• This will be especially helpful as you begin to validate the root cause(s) identified when conducting your root cause analysis.




• Section III - For the campus tab – they will need to think through the PBMAS lens – did your campus contribute to the PBMAS district report?

• Section IV – This section is only applicable for priority campuses. All other campuses will skip if you are not priority. This is basically identifying student groups that contributed to them being a priority campus.


Emphasize the importance of staying in the “what” of data and not the “why”. The team further examines the causal factor for the problem statement during the need assessment process a root cause analysis

● The next steps we are going to walk through are how to create a problem statement based on the data and verifying the problem statement with a check list resource.




.

The main purpose of conducting a data analysis is to develop a clear picture of the campus’s current performance


Emphasize that the intention isn’t to complete all of the work around problem statements today. But as a team, begin practicing the process of developing a problem statement.

• Once your team has a clear picture of your current performance, you will create 2-5 problems statements based on high leverage areas for which a significant gap between current performance and future is identified.

• A problem statement objectively describes WHAT the data indicates about the campus’s current performance.

• The team further examines the causal factor for the problem statement, or WHY the problem is occurring, during



the needs assessment process at which time the campus conducts a root cause analysis.

• Problem statements will also very likely be rooted in student performance data, however it is not required that all problem statements are rooted in STAAR data.

• It’s important to note if a gap exists, based on the data, in culture or climate on a campus. A problem statement can reflect this gap as well.

• Let’s take a closer look at the element of a well written problem statement


Have participants access the problem statement checklist

Reiterate that this practice is to become very clear about WHAT the problem are is, not why or how to address it.

Give teams time to review each criteria

• To help support the development of a problem statement, the following check list may also be used with your team. Notice that the criteria maintain objective and factual. Again, at this point, we are only exploring what the problems are.

• Being that the requirement to develop a targeted improvement plan is to focus on the areas of low performance, it’s possible that teams may only identify 2-3 problem statements.

Handout: Problem Statement Checklist



• Keep in mind that, the rest of the plan will be developed further once the problem statements have been generated. At this point in the process you are bringing clarity to what issues need to be addressed in your plan.

• Refer to the Problem Statement Checklist handout. This is a resource that you can use in the development of your problems statements.

• With this criteria in mind, let’s review a sample problem statement to see if it is well written.




• Explain that as a group, you will assess the

above problem statement according to the criteria in the tool.

• Ask that the group help as you assess the problem statement according to each piece of the criteria by giving a “thumbs up,” “thumbs down,” or something in between.

• Tell them that the end goal will be to produce an even better problem statement.


• Explain that as a group you will assess the above problem statement according to the criteria in the tool.

• Ask that the group help as you assess the problem statement according to each piece of the criteria by giving a “thumbs up”, “thumbs down” or something in between.

• Tell them that the end goal will be to produce



an even better problem statement.


.

• Ask the group if the problem statement is

written objectively.

• Ask some individual participants to share out why they think it was or was not written objectively.

• If the point is not raised by the group explain that since the parental involvement piece is not supported by data that it is an opinion, and thus not written objectively.


• Ask the group if the problem statement is written objectively.

• Ask some individual participants to share out why they thought it was or was not written objectively. Summarize and explain that this piece of the criteria is fairly subjective but that we can mostly agree that is written fairly succinctly.




• Ask the group if the problem statement contains specific details such as who, what, when, where.

• Again encourage sharing out, if appropriate.

• Mention that it could possibly be more specific, however it does contain specific enough information to know who, what, when we are talking about, etc.




• Ask the group if the problem statement focuses on a single issue.

• Explain that we have already discussed that there are 2 issues contained in the problem statement: ELL pass rate in reading and parental involvement.


Perhaps give the group some time to re-write the problem statement using the lessons learned from the criteria tool. Have them share out what they came up with. Allow the group to assess each one that is shared.

• Ask the group if the problem statement contains specific details such as who, what, when, where.

• Again encourage sharing out, if appropriate. If the group does not raise the point, explain that when we see the words “due to”, we are assigning blame.




Encourage sharing out, if appropriate. If the group does not raise the point, explain that when we see the words “due to”, we are assigning blame. OPTIONAL ACTIVITY Perhaps give the group some time to re-write the problem statement using the lessons learned from the criteria tool. Have them share out what they came up with. Allow the group to assess each one that is shared.

(7-10min) .

• Here is an example of a revised problem statement that addresses the criteria that were not followed previously.

• Perhaps quickly run the new problem statement through the criteria to illustrate – especially highlight no causation and one manageable issue.



TAIS: DA Slide104 (1-2 min)

• REMEMBER the problem statements identified and recorded within the template should be concise and objective statements that reflect the current state according to the data.

• These statements do not assign causation as to why a gap in the data exists or solutions to the problems. These statements clearly articulate the campus’s current performance.

• Essentially, problem statements capture “where you are” compared to “where you want to be.”

• Before beginning any planning or needs assessment, it is important to have a true picture of what the problems are as the foundation for your planning.




You may want to have a model ready to show participants. You can use the components from the training example to build out your poster. This activity was used during our summer TTIPS training. We found it very useful in being able to check for understanding for each component of these foundational connections.

If a campus was off track, we were able to use this poster and the quality checks (Problem Statement Checklist) as a way to start a conversation to help guide campuses to a clearer understanding.

• Now it’s your turn to practice. • At your tables, there are posters/chart paper

where teams will record the work from the day.

• For this work section, only focus on the problem statement.

• Explain the poster activity steps below. Poster Activity Steps: • Have participants take piece of chart paper

and fold it into quarters. • Have participants label top left quadrant

“Problem Statement.” • Once teams have worked through identifying

a gap in the data and creating a problem statement, have them record their problem statement in that top, left quadrant.

• Have teams post their posters close to their tables.

• Teams will return to this poster throughout training as they continue building these connections.




• Ask teams to bring data while going through this training, or make campus accountability reports available during training.

• OPTIONAL – You could have participants try to enter problem statement on template during this time.

This might depend on whether or not you had introduced the template yet and/or how many colleagues you have available to assist.

• As a team, or individual, you are going reflect on the gaps based on data that caused the IR rating.

• Once a gap has been identified, know that more time and data will be needed. For the purposes of today, we are modeling and practicing the process so that it can be replicated back at your campus.

• Practice developing a problem statement using the problem statement checklist.

• When trying to determine which gap to focus on, consider which gaps (if addressed through a root cause analysis and plan) may have a positive impact on more than one CSF.

• Team work time: start with 13 minutes and check in; allow for a couple more minutes if needed.

• Once teams are done, have them record their problem statement on the poster.




• To help support the development of a problem statement, the following checklist may also be used with your team. Notice that the criteria maintain objective and factual. Again, at this point we are only exploring what the problems are.

• Being that the requirement to develop a targeted improvement plan is to focus on the areas of low performance, it’s possible that teams may only identify 2-3 problem statements.

• Keep in mind, the rest of the plan will be developed once the problem statements have been generated. At this point in the process, you are bringing clarity to what issues needs to be addressed in your plan.

• Refer to the Problem Statement Checklist handout. This is a resource you can use in the development of your problems statements.




Provide the participants time to read this quote.

• Provide the participants time to read this quote. Then inform them that as we move through each section, especially data analysis and needs assessment, the underlying message in this quote w section think about what this quote means to each step in the continuous improvement process.


• These questions have been developed for a quality check to be conducted before moving on to the needs assessment.

• This will help guide your work once you are back at your campus working with the rest of the team.

• The data analysis guidance document is available as well to support this process.




• After you have conducted a thorough data analysis and developed a problem statement, you will enter your problem statement(s) on the targeted improvement plan.

• This part of the template indicates where you will place your identified problem statements.

• You will relate your problem statement to the missed index.

• Based on district request, we have added the ability to connect your problem statement to a missed system safeguard. This is not a state requirement for DCSIs. If you choose locally for them to make that decision, you now have the ability.


Allow teams to make note of steps. Emphasize that these steps don’t trump the process teams may already practice. Encourage them to use what works for them.

• These questions have been developed for a quality check to be conducted before moving on to the needs assessment.

• This will help guide your work once you are back at your campus working with the rest of



the team.

• The data analysis guidance document is available as well to support this process.


The purpose of this video is to be a “teaser” for the next section, needs assessment. Play Video

If there is time, follow up questions with teams

• As we transition into the needs assessment section, we’re going to watch a short video from Laura Lipton about launching a data pursuit.

• This video emphasizes the need to continuously refer back to your data as you begin to explore WHY (i.e., the root cause) your problems are occurring.


• Share out practices that you are already utilizing to analyze data. Share what you think you’ll add to your process based on what we have discussed so far today.



114 (10 min)

10 min break

TAIS: DA Slide 115 (<1 min)

Transition slide for next step in the process.



TAIS: NA Slide 116 (1-2 min)

Remind participants that this section moves into the needs assessment (green quadrant) of the continuous improvement process

• Often times when a problem is discovered, an action or intervention is immediately applied to the problem in an attempt to resolve it.

• The danger in action planning before drilling down to the root cause may only allow for the treatment of the symptoms of a bigger problem.

• Recall that the data analysis process is an attempt to identify WHAT the problem is. The jump from WHAT the problem is to HOW it can be fixed overlooks the most important step, which is determining WHY the problem exists.

• In order to align actions with areas of need, the root cause must be identified.


Go to www.taisresources.net select continuous improvement process and click on needs assessment Play video

● As you watch Dr. Heritage, consider the process your campus/district currently uses to narrow the focus in order to achieve desired results.

● Listen for the key points Dr. Heritage outlines that are important to consider as we transition from data analysis to needs assessment.

Play video



Coming back from video: ● How can data support the needs assessment

process? ● Data corroborates our hunches and helps to

narrow the focus and dig deeper by conducting a root cause analysis.

TAIS: NA Slide 118 (2-3min)

Remind groups that this is a suggested list of high level steps. As we go through this section, have teams think about the ways campuses/districts may already practice examining the WHY of this work. Share that these steps will be modeled in a way for teams to be able to replicate the work with their teams.

• The following is a list of high level steps that can be taken when navigating the needs assessment process.

• As we go through this section, keep in mind the ways your campus/district may already practice examining the WHY of this work.

• These steps will be modeled in a way to be replicated with your teams to continue the work.

• 1. Once problem statements have been developed and prioritized, the next step is to determine WHY the problem(s) exists by conducting a root cause analysis. This is a three-step process that we will review later in this section.

• 2. As teams move through each step of the



process, additional data may need to be gathered and/or reviewed to help corroborate/substantiate suggested reasons why a problem exists.

• 3. Lastly, teams will narrow down possible causes to each problem statement and arrive at a consensus on possible root cause(s).


Acknowledge those who may already work with a root cause analysis process.

• The purpose of the root cause analysis is to identify possible reasons WHY the problem is occurring. Digging beneath the surface of the common assumptions that are often made when attempting to fix the problems we see. Understanding the root cause will lead to a more effective plan that addresses the real issues and is not based on assumptions.

• Once we have analyzed the data and gained a clear understanding of what the data says through the development of problem statements, we can effectively begin to drill into WHY these problems exist. The needs assessment, or root cause analysis, will help us understand WHY the problems, or gaps in data, exist.

• The root cause is significant because it helps answer WHY the problem (or gap based on



data) exists. Determining a reason WHY a gap exists, especially one that isn’t an obvious reason why, gives us insight as to HOW best to address the problem in the planning phase of the process.

• The root cause is a hypothesis for the problem statement. This hypothesis sets the context for us to treat the deeper issues, below the surface of the problem statement. This hypothesis is a data grounded, proposed reason why this problem is occurring. However, there are no absolutes when it comes to determining whether or not the “right” root cause has been identified.

• The root cause analysis process allows one to drill deep below the surface reasons why. Drilling deep enough helps better identify the root cause, thus allowing us to select the best possible strategy later in the process.




• If the problem statement we identified was “ELLs have a 50% pass rate in reading” once we conducted our root cause analysis process, we determined a possible reason why the ELL passing rate is this low. o In this example, after a root cause

analysis was conducted it was determined that the ELL passing rate is 50% because of a “Lack of teacher understanding for instructional strategies needed to meet linguistic needs of ELLs”

• Notice there is no call to action, proposed solutions, interventions or data listed within this reason. In this case, once a closer look was taken into why, it was revealed that it’s possibly due to a lack of knowledge and skills.

• Now, let’s talk through how we got there.





● There are 3 actions teams can take to address the first step. We’ll go through each action and allow time to practice.

● By the end of this section, a root cause will be identified and recorded on team posters.


When PSPs aren’t present or able to be there, consider having teams available to facilitate this process during the training. Make note to participants that this is a suggested root cause analysis process

• The root cause analysis process is designed to explore the reason why the problem(s) exists.

• Therefore, starting with the problem statement, our first ACTION uses the 10, 5, 5 process to generate a possible list of reasons WHY the problem exists. As we brainstorm this list we must use the data that we

Handout: Root Cause Analysis



collected to validate whether this possible list is simply unsubstantiated claims or potential root causes.

• Our second ACTION is to use the 2 circle process to narrow our list to a set of potential root causes that are within our realm of control.

• Finally we use the 5 WHY process to dig as deeply as possible to identify the root cause that the team feels most certain is creating the problem on our campus.

• For those of you who aren’t familiar with a root cause analysis, we have a suggested process and associated protocol to share with you. Beginning with the problem statement, the following root cause analysis can be utilized to help drill down into why the gaps in data are occurring.

• As we discuss each phase of the process, time will be dedicated for you to practice the protocol starting with the problem statement you developed previously.

• Refer to the Root Cause Analysis handout. Inside the packets are the materials you can



use to work through this process.


• Before we practice this process, it important to understand that this process is designed to be a funnel.

• We start with a broad understanding of the problem based on the comprehensive data analysis and we gradually and intentionally narrow the focus of our conversation to a previously undiscovered underlying issue that is contributing to the problem identified.

Handout: Root Cause Analysis

TAIS: NA Slide 125 (1-2min)

The first phase of this analysis is called the 10, 5, 5 • 10, 5, 5---This is a group brainstorming

process meant to begin conversations around the possible reasons WHY the problems or gaps exist.

• This process establishes multiple hypothesis to a given problem statement.

• The purpose of this activity is to stretch brainstorming beyond the surface level or common reasons “why.”

• In a minute, starting with the drafted problem



statement written on your poster, you’re going to be given time individually to come up with a list of reasons why the problem is occurring AND THEN YOU WILL BE GIVEN TIME TO WORK WHOLE GROUP TO COMBINE YOUR POSSIBLE REASONS WHY THE GAP EXISTS.

• There are no wrong answers so record whatever possible reasons come to mind that problem is occurring. However, it’s important to note that data will need to be referenced in order to avoid subjectivity and opinion based reasons moving forward.


• You have a handout in the root cause analysis process packet that looks like this.

• Please do not work ahead of the group. It’s imperative to following the protocol as facilitated in order to get the most out of the process.

TAIS: NA Explain and follow activity steps

Explain and follow activity steps below.



Slide 127 (1-2 min)

Emphasize the importance of following the timing within the protocol

Activity Steps: Step 1: Allow teams 5-7 minutes to come up with 10 reasons why the problem exists individually (don’t advance the slides until it’s time for the next step). Let teams know when time is up and if they haven’t gotten to 10 reasons it’s ok. If they feel compelled to write more than 10 reasons, that’s ok too. Step 2: Click to next step when time is up. Now come up with 5 more reasons why the problem exists. Mention to them that it may be a little more difficult to come up with 5 more reasons. Encourage them to stretch their thinking and try to come with 5 more. 3-5 minutes Step 3: Click to next step. Now come up with 5 more reasons why the problem exists. This may be getting more difficult which is the intention. Allow 3 more minutes for this part.

Acknowledge with teams that this may be hard to do after coming up with 15 reasons. The intention is to move past the obvious reasons and possible “finger pointing” that takes place when we think about why



something isn’t working. Encourage them to do their best, there isn’t a right or wrong. Now, allowing teams to work whole group, have them share their reasons with one another and record the reasons on one piece of paper.

Step 4: Ask the participants to take note of the reasons for which they currently have data to support their belief and which one’s need additional data.


Ask teams if it became more challenging to come up with responses as time lapsed. Encourage them and let them know this is supposed to get more difficult. The idea is to dig deep.

• Your handout is probably starting to look something like this

• Next, we need to narrow down the list. In order to do so we will get into the next phase called “2 Circles.”




Two circles is an adaptation of Stephen Covey’s Circle of Influence and Circle of Concern.

• Often times we expend energy in solving issues that are beyond our direct control but perhaps we still have influence over.

• In order to make urgent changes that have a strong impact, we want to focus our attention on what we can directly control.

• So, in this next phase, you will sort through the list of 20 reasons and begin to decide which of those ideas we can control and which might we only have an influence over.




Take 10-12 minutes for this phase. Check in to see if more time can be allotted. Get as far as you can in this activity.

• For this activity, assign a scribe to record responses.

• Have each team member share one response and move to the next team member while the scribe records responses (click for animation).

• The scribe will place check marks next to repeated responses (click for animation).

• The team needs to swiftly decide which column or circle the reason belongs in: Control or Influence.

• To reiterate, “control” is defined by how directly a campus can act based on that reason.

• For example, if transportation schedule was a reason, in most cases, a campus is unable to make a change to the bus schedule without having to make some calls or have a meeting with district level team members.

• However, in some cases, campuses do have a direct impact on making that kinds of change without having to schedule meetings with outside team members. These decisions can take place within the walls of the campus.

• Either graphic organizer will work. It’s up to



you/team to decide. • You may also use one of the 10, 5, 5, lists

recorded from a team member and place an “I” or “C” next to each.

• BEFORE MOVING ON Ask the participants to take note of the reasons for which they currently have data to support their belief and which one’s need additional data.


Remind teams that this is a process being modeled for purposes of replication. Time designated won’t allow for teams to complete the work

• Now that we have narrowed the list by determining what you think is in “control” vs “influence,” the next step is to select 1 reason listed in your circle of control.

• To do this, the team will need to come to a consensus as to which reason they would like to take through the next phase of the needs assessment process (5 Whys, which we’ll discuss in a minute).

• Possible practice is to utilize “hot dots” which is a voting protocol that can be easily and quickly used when faced with coming to a consensus. Have each team member use a sticker, post it, marker etc...and mark their top 2-3



possible reasons why the problem exists. • The one with the most “dots” or indicators will represent the team consensus.

• An important point to make here is that while it most likely isn’t available to you today, it’s important to verify these reasons with data. This will help in deciding which reason to go with.

• Consider which of those reasons listed in the circle of control would have a high impact if you tried to resolve it.

• Also consider if there is data backing up this reason why or if this is just a stated opinion or feeling.

• Please know that the time provided today isn’t enough time to thoroughly conduct this analysis, however the intention is to begin to model the process so that you can take this back to your team when you have the right stakeholders, time, and data with you.

• Take 3-5 minutes and vote as a team



on which reason listed within your control you’d like to move on with.

• Write that consensus at the bottom of your handout.


Bring group back together, review the next action in the process.

• The last phase to this process is called 5 Whys.

• Once a consensus has been reached, the 5 Whys will provide an opportunity for teams to dig deeper into why the problem is occurring.

• The last answer to the last question becomes the possible root cause.

• Know that 5 is not a magic number, it’s possible your team may want to explore up to 7 “whys” and in other cases, only 3.

• Let’s revisit our example...


This slide is to model the first questions of this process

• In the example, the problem statement started with “ELLs have a 50% pass rate in reading.”

• The consensus was to look at “School is boring.” (Click)

• To begin the 5 Whys process, take the possible reason the team had a consensus on



and turn it into the first question, “Why is school boring?”

• In the handout provided, the scribe can record responses. (Click)

• Once an answer is settled upon, write it down on the handout and turn the response into question 2. (Click)

• Each answer to “Why” becomes the next question until the team feels like they have landed on a root cause that

• Is still within the team’s control • Has some sort of data to verify it’s a cause, again the purpose is to avoid opinions and subjectivity • Is not stated in a way that takes action or describes how to solve the problem.

• It’s also important to avoid finger-pointing and blaming. It’s important to stay in the circle of control.

TAIS: NA Slide 134 (15-20

• This process is lengthy and should generate a lot of discussion.

• We’ll start with giving teams 15-20 minutes to conduct the 5 Whys and check in along the



min)

way. • If your team gets stuck, determine if you have

moved your way out of the “circle of control.” • It’s possible that your final root cause may

appear vastly different than where your team started. This is ok. This is a result of digging deeper and going beyond the obvious reason of why the gap exists.

• Record the root cause on the poster at your table.


● The actions around step two (which should be considered throughout the needs assessment process) are to review additional data.

● Once a root cause has been selected through the root cause process, determine if there are data to support any evidence of the hypothesis.

● Data will help reduce generalizations and personal opinions when hypothesizing WHY. Therefore if any possible reasons WHY aren’t supported by data, it would be beneficial for the team to revisit the brainstormed list of



possible reasons WHY with data in mind. Possible example: 1. Why are the students bored at school? ● --because classes are boring for the students. ● Data to corroborate this answer: when

conducting walkthroughs, data was collected indicating a high number of disengaged students. When interviewing a focus group of students regarding disengagement, students shared that they felt bored in class.

2. Why are students bored with their classes? ● --because students aren't connecting with the

material. ● Data to corroborate this answer: When

discussing the issue of student disengagement, many teachers felt that students were not connecting with the materials being taught.


• Remember the many data sources available as you ensure the root cause being considered is supported by data.

• The CSF data sources document was introduced during the data analysis section of



the training. • Use the completed CSF data sources

document to ensure all data sources that may support the proposed root cause are considered.


Optional handout: 12_CSF Placemat

• Provided to you in a handout form is a blank tool for your team to talk through what kind of data you already collect and analyze around the CSFs.

• Consider, does any of this data provide information or insight into the root cause identified?

• Not only does this data help with the root cause identification, but it will become important during the improvement planning development. Specifically, when it comes to determining the data that will be used to track quarterly interventions.

• (Time permitting, otherwise, it’s a tool to take back to their campuses and walk through with their PSPs)

Handout: CSF Placemat- Blank




• Step three will lead to the selection of the root cause for each problem statement.

• It’s important to remember that there are no absolutes in identifying the root cause, but a hypothesis should be supported with data.


• Before finalizing the root cause, ensure it is supported by data. In this example, the root cause is supported by classroom walkthrough data and teacher interviews.




• Remember that to keep the following list in mind when arriving at the root cause.

• This quality check list can be used to determine as a team if the root cause “passes”


Read aloud to the group, specifically using the “because of” language connecting the problem statement and root cause.

• Another quality check that is built into the template is located on the Needs Assessment tab of the template.

• Problem statements carry over from the data tab. Once the root cause is entered, be sure to read aloud the problem statement and root cause all at once.

• When read together, the way the root cause is written should sound like it’s answering why the problem exists, such as this example here.

• Read aloud to the group, specifically using the “because of” language connecting the problem



statement and root cause.


• Access the targeted improvement plan template.

• Familiarize yourselves with the flow of the tool and if the root cause is ready to be entered, do so.

• It is possible, the team will need to revise the root causes developed today so placing it in the tool is not required at this moment.




Review the tips with the group and provide time for questions.

Review next steps Optional Activity: If there is time, allow for teams to take a closer look at the root cause analysis protocol.

• Review the data for one student outcome that interests the team. What conditions in the school or district environment might be influencing this outcome?

• Develop some hypotheses regarding possible causation. What data could you collect to test these hypotheses?

• Create a brief action plan to collect that data and come back together to determine if you have appropriately identified the root cause(s) and narrowed the focus of improvement efforts.



BREAK Slide 144 (10 min)

10 min break

TAIS:IP Slide 145 (1-2 min)

• In the data analysis process we looked at “what” contributed to the problem. The needs assessment helped identify the root cause of “why” the problem is occurring.

• The purpose of this section is to establish “how” we address the root cause of the problem by developing a targeted improvement plan.

• There are several steps to improvement planning. The first one we will discuss is establishing your annual goal.




Emphasize the key words of what, why and how.

• In the data analysis process we looked at “what” contributed to the problem. The needs assessment helped identify the root cause of “why” the problem is occurring.

• The purpose of this section is to establish “how” we address the root cause of the problem by developing a targeted improvement plan.

• There are several steps to improvement planning. The first one we will discuss is establishing your annual goal.

TAIS:IP Slide 147 (3 min)

• Throughout the remainder of the training, we will use video from www.taisresources.net to provide tips for engaging in the TAIS continuous improvement process.

• In this first video, Dr. Michael Fullan highlights the importance of developing a targeted improvement plan that focus on a few critical areas. Dr. Fullan refers to these narrowly focused plans as a “skinny plan.” Nonetheless the concept is synonymous to the targeted improvement plan.

•




Transition Slide • The work of quality improvement planning is

built by making some important connections to components that we have already identified in our work.

• These connections, when made correctly, form the foundation for a strong improvement plan.


• Before we move into the improvement planning section, let’s review the work we’ve done thus far…




Keep slide up for discussion as teams discuss each question


Share out team discussions .




Keep slide up for discussion as teams discuss each question


Share out team discussions




• The work of quality improvement planning is built by making some important connections to components that we have already identified in our work.

• These connections, when made correctly, form a strong foundation for your improvement plan.

• The annual goal is built from the problem statement.

• If the problem statement defines where we are according to data, then the annual goal establishes where we want to be at the end of the year.

• The annual goal begins with the end in mind. It establishes the progress the campus plans to make in one year. By doing so, it sets the purpose for the rest of the planning.



TAIS: IP Slide 155 (5-7 min)

Ask teams to bring data while going through this training, or make campus accountability reports available during training.

OPTIONAL – You could have participants try to enter problem statement on template during this time.

This might depend on whether or not you had introduced the template yet and/or how many colleagues you have available to assist.

• As a team, or individual, you are going reflect on the gaps based on data that caused the IR rating.

• Once a gap has been identified, know that more time and data will be needed. For the purposes of today, we are modeling and practicing the process so that it can be replicated back at your campus.

• Practice developing a problem statement using the problem statement checklist.

• When trying to determine which gap to focus on, consider which gaps (if addressed through a root cause analysis and plan) may have a positive impact on more than 1 CSF.

• Team work time: start with 13 minutes and check in; allow for a couple more minutes if needed.

• Once teams are done, have them record their problem statement on the poster.




• Going back to our example. CLICK to animate

• We established that the problem statement, the gap in the data, for this campus was that ELLs have a 50% pass rate in reading. CLICK to animate

• An aligned annual goal might read, “ELL student group will have 60% pass rate on 2016 STAAR reading.”

• Notice that the problem statement identified a gap in reading performance so the annual goal states the improvement in reading performance that this campus wanted to see in one year. CLICK to animate

• So, let’s remember the quality check for annual goal and that is does it directly resolve the problem statement? CLICK to animate

• The strategy will address the root cause and determine how the plan will accomplish the annual goal in order to close the gap stated in



the problem statement.


• Consider as a team the vision or desired performance based on current state, or performance of the campus.


PLAY optional VIDEO • Remember, in addition to SMART, when writing the annual goal, it should be linked to the problem statement.

• The problem statement represents the current state and the annual goal represents where the team wants to be one year from now.




Remember to periodically remind participants that the example is designed to model the process you are sharing today. The exact annual goal or percent increase needed will vary.

• Going back to our example, we established that the problem statement, the gap in the data, for this campus was that ELLs have a 50% pass rate in reading.

CLICK to animate • An aligned annual goal might read, “ELL

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

• Notice that the problem statement identified a gap in reading performance so the annual goal states the improvement in reading performance that this campus wanted to see in one year.

CLICK to animate




Remember to periodically remind participants that the example is designed to model the process you are sharing today. The exact annual goal or percent increase needed will vary.

CLICK to animate

• So, let’s remember the quality check for an annual goal and that is, does it directly resolve the problem statement?

CLICK to animate

• And the answer is yes. In this example, the annual goal is aligned to the gap in the data identified in the problem statement.


• Annual goals (and later quarterly goals) should be SMART goals.

• If you’re familiar with SMART goals, it’s important to revisit the concept to ensure clear and measureable planning.

CLICK to animate Goals should be:

• Specific – meaning clear and easily understood.

• Measurable – a goal being measurable is what allows you to know whether you’ve



accomplished you goal by using data/evidence.

• Attainable – a goal needs to be doable, but not so easy that the team does not have high expectations. Sometimes Assertive is also used as the “A” in SMART. There is a fine balance that you are trying to strike in what can be reasonably accomplished in a year, while still calling your staff/team to action.

• Results-Based: The team has to see that the goal directly connects to their work and is focused on outcomes. You need to be able to get results to keep the buy-in of the team.

• Time-Bound: This indicates the end date of meeting the established goal.




• The second quality check we offer is to ensure the annual goal is aligned to the SMART criteria.


Participants may note other elements that help make this goal specific.

• Let’s go back to our annual example and see if we can identify all the SMART elements.




Participants may note other elements that help make this goal specific.

Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.

• Can someone shout out what phrases in the goal make it specific?

• Allow participants to shout out/popcorn responses.

CLICK to animate • Specific student group and content area help

make this goal direct and easy to understand.



• Can someone shout out what phrases in the goal make it measureable?


CLICK • Having a specific data source and target

allows this goal to be measurable. This campus team will clearly be able to determine whether or not it meets this goal.





• Can someone shout out what phrases in the goal make it attainable?


CLICK • This goal targets a 10% increase in a year.

This would seem to be reasonable for a year’s growth.





• Can someone shout out what phrases in the goal make it results-based.


CLICK • This goal is based on student outcomes.

Annual goals based on student performance, more readily lend themselves to results-based goals.

• We will discuss results-based goals again later when we discuss quarterly goals.



• Can someone shout out what phrases in the goal make it time bound.


CLICK • This goal notes that the data used to measure

this goal will be a year from now. Again, time-bound for annual goals is easy to note.



• This component of SMART will also apply to quarterly goals that we will discuss later.


• Again, keeping in mind the annual goal quality check.


• Remember, in addition to SMART, when writing the annual goal, it should be linked to the problem statement.

• The problem statement represents current state and the annual goal represents where the team wants to be one year from now.




Ensure teams pause and think about where they want to be in one year’s time. This will help to guide a richer discussion around the SMART components.

As we move into practice, as a team review the problem statement identified on your posters. Discuss where the team wants to be at the end of the school year. Then, begin to draft an annual goal that is aligned to smart.


You may want to have a model ready to show participants. You can use the components from the training example to build out your poster.

Allow up to 5 minutes for this activity.

http://www.online-stopwatch.com/countdown-timer/ is a great online timer that is easy to use.

Use teams writing annual

• Time to practice. • Locate the poster that we have been building

throughout the day. • For this work section, we are connecting our

annual goal to our problem statement. • Explain the poster activity steps below. Poster Activity Steps: • Have participants label top right quadrant

“Annual Goal.” • Once teams have worked through creating an

annual that is aligned to their identified problem statement, have them record their

Material: Poster



goal on poster for two things:

• To help monitor time and give time warnings

• To monitor appropriate connections and development of annual goal. Read teams’ annual goals as they are posted to ensure that they:

• Are SMART goals

• Have a data source that is aligned with the problem statement

Be watchful and ready to address misalignment of data sources between the problem statement and the annual goal.

problem statement in that top, right quadrant.






Bring the group back together. Have teams share out and listen for alignment to the quality check.

• Remember that annual goals are aligned with the problem statements. The data source should be the same.

• Be sure to make your annual goal a SMART goal.


• The next step in the Improvement Planning quadrant is identifying the strategy.

• The strategy is how we are going to get to our annual goal.




Visual anchor. Talk through the pieces as a lead into the strategy selection.

• The next step in Improvement Planning quadrant is identifying the strategy.



• The strategy is the solution to the root cause; the broad method or approach for achieving the annual goal.

• The strategy focuses the direction of interventions, or the actions steps that you and staff will take to reach your annual goal.

• If root causes are different, such as discipline, the strategy might be implementation of PBIS.


• The strategy is how you get from where you are to where you want to be.

• The implementation of the strategy is what will move you from your current state to your



desired state


• Strategy is how you are going to accomplish the annual goal.

• The implementation of the strategy must be a focus throughout the entire year.




VIDEO

• The strategy is the solution to the root cause; the broad method or approach for achieving the annual goal.

• The strategy focuses the direction of interventions, or the actions steps that you and staff will take to reach your annual goal.

• If root causes are different such as discipline, the strategy might be implementation of PBIS.


Another clarifying talking point if needed: The interventions will be the action step that will lead to full implementation of the strategy.

• The strategy cannot be too narrow and specific. It is something that you work to implement and monitor and adjust all year long. Training alone is not a strategy.

• In example – lack of understanding of instructional strategies – the strategy was not just to train teachers in sheltered instruction. To get to improved student achievement it is going to take more than just training – this campus has to ensure that the training gets implemented in the classroom, which requires monitoring and support. Training probably is an action step (what we will call interventions) in most strategies in some way, shape, or form.



• For example, if you are implementing a new system, model, or process you need to incorporate training in the beginning or throughout the year for various stakeholders.

• However, there is more to the broad, over-arching strategy.


• The next step in Improvement Planning quadrant is identifying the strategy.


TAIS: IP Slide 182 (3 min)

• We are walking through an example today. • A campus with the same or similar root cause

could have other strategies. • A campus with a similar problem statement

could have identified another root cause. • It is important to review these points. We want



to emphasize the campus-specific aspect of this work. While a good strategy, not every ELL problem statement should have sheltered instruction as its strategy.

• Let’s reflect back to our conversation and work around root cause analysis. It is very important to work to find correct root cause, because we build our solution from that.

• Let’s continue looking at our example. • CLICK to animate • This campus team established earlier that the

root cause for the ELL 50% pass rate in reading was the lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs.

• CLICK to animate • To address this root cause, the campus team

is going to implement sheltered instruction campus-wide to help build this capacity among all staff.

TAIS: IP Slide 183

• The scope of strategy implementation will span the length of the school year, therefore it is critical to assess whether or not the campus has the means to implement a given process,



(1-2 min)

model or system. It’s important not to overlook the time, money, and human capacity needed to implement the strategy with fidelity.

• In some cases, the team may determine that there is already a process, model or system in place, however it may need to be refined or redesigned to achieve desired results.


• So, to sum things up, the quality check at this point is to ensure that the strategy directly addresses the root cause.


• For our example, ask yourself if the implementation of sheltered instruction campus-wide would directly address the lack of teacher understanding.

• If you can’t see that connection, then you



need to pause, because you won’t be addressing the true reason for problem. So, in turn you will not be moving the needle towards achieving your annual goal.

TAIS: IP Slide 186 (5-7min)

Remind the group that this work is about going through the process and the template is where this work is recorded. Continue to message the importance of the process.

• This is a screenshot of where the annual goal and strategy live in the template. This is further down the NA and IP tab.

• Your problem statement and root cause will prepopulate from the needs assessment section at the top of the tab.

• The alignment on the template matches the alignment in our puzzle analogy.

• The annual goal is beside the problem statement

• The strategies address the root cause, so it lives beside it.




You may want to have a model ready to show participants. You can use the components from the training example to build out your poster. Allow up to 5 minutes for this activity. http://www.online-stopwatch.com/countdown-timer/ is a great online timer that is easy to use. Use teams writing strategy on poster for two things:

• To help monitor time and give time warnings

• To monitor appropriate connections and development of strategy. Read teams’ strategies as they are posted to ensure that

• Time to practice. • Locate the poster that we have been building

throughout the day. • For this work section, we are connecting our

strategy to our identified root cause. • Explain the poster activity steps below. Poster Activity Steps: • Have participants label bottom right quadrant

“Strategy.”

• Once teams have worked through identifying a strategy that will address their root cause, have them record their strategy in that bottom, right quadrant.





they:

• Are broad approaches (usually a system, structure, process, or model)

• Address the root cause.

Be prepared to engage teams in questions that will help them “step back” and seek a broader approach with their strategy.


• For our example, it would be good to ask yourself if the implementation of sheltered instruction campus-wide would directly address the lack of teacher understanding.

• If you can’t see that connection then you need to pause because you won’t be addressing the true reason for problem, so in turn you will not be moving the needle towards achieving your annual goal.




Review the next step. It may be a good time to take a stretch break, the following piece becomes more technical in delivery.

Pause frequently for questions and processing time.

• Now that we have strategy…we have to ask, • How are we going to implement it? • How are we going to get our

stakeholders on board? • What do we need to do in what

order? • The rest of this process is about designing a

plan for implementation of the strategy. • If the strategy is what will move the needle,

we have to be sure that we get it done. Quarterly planning helps to keep our work intentional and focused by thinking through each step that we need to take.


• If we look to the whole year, that can seem overwhelming.

• It easier to plan by quarters. • Quarterly planning is about breaking it down

into implementation chunks to keep our overall course on track.

• Think about these quarters and quarterly goals as formative assessments on the



implementation of your strategy. They are checkpoints to ensure that the end of the year hasn’t snuck up on you and you realize that you haven’t implemented the strategy and are not going to move the needle toward your annual goal.

• We are going to discuss the quarterly planning process by first talking about quarterly goals. Let’s begin by discussing what quarterly goals are and are not.


• Quarterly goals are checkpoints or targets in the implementation of the strategy and are not breakdowns of the annual goal.

• Appropriate implementation of that strategy will assist in achieving the annual goal.

• If the implementation of the strategy is what will move the needle on the annual goal, then we have to ensure that it is going to get done.

• CLICK to animate • In working with campuses, we often see them

trying to break their annual goal into four parts for their quarterly goals. However, this is not the correct approach to this phase of the



process. • Let’s spend a little bit of time talking about

why breaking the annual goal into four parts is not the best approach.


• As we just discussed, quarterly goals are checkpoints for the implementation of the strategy which will lead to meeting the annual goal.

• In our example, the annual goal is to increase ELL reading achievement by 10%.


• Our first instinct might be to take that 10% and simply divide it evenly between the 4 quarters.

• Often times, quarterly goals will look something like this…(animate one at a time).




Optional Activity:

Before talking through why breaking into four parts is not the best approach, you could pose the question to participants – “Why do you think this is not the best approach?” Let them shout out responses. You can then address any of the talking points above that do not get mentioned by participants.

• Reasons why this is not a good approach: • “Growth doesn’t occur uniformly - change happens at different rates and cannot be measured in that way” • “Those numbers are arbitrary” • “These numbers don’t relate to the need of rigor” • “Can’t measure STAAR at each quarter”

• Sometimes when implementing change (i.e. strategy) you move faster than other times, but you are still trying to reach the same goal. Each quarter is focused on what needs to happen at that time to ultimately get you to where you want to be.

• Quarterly goals as checkpoints of strategy implementation help us monitor implementation so that we can make adjustments to get back on track while we can still make adjustments.




• Stakeholders implement the strategy. Quarterly goals tie into the implementation of the strategy.

• “ If you always do what you have always done, then you will always get what you have always gotten” –Henry Ford.

• If the strategy implementation is what moves the needle, who are the stakeholders that are implementing that strategy?

• If we want to change student achievement, behavior, and/or outcomes, we, as campus stakeholders, have to change what we are doing first in order to influence the student achievement, behavior, and/or outcomes.

• CLICK to animate




• Another common mistake that we sometimes see in working with campuses, is that the fourth quarter goal is the same as the annual goal.

• Let’s remember that your quarterly goals are checkpoints toward the implementation of the strategy to achieve your annual goal.

• We still need to be focusing on implementation during the 4th quarter and the shift to results that occurs during this quarter. We will discuss this later.

• As you will see during our work of quarterly planning development, students are stakeholders too. The impact on student learning and/or behavior is part of this process, but does not have to be the focus of every quarterly goal.




• We are not talking about TEKS process standards, and if you are trying to make that connection, it is best to just disconnect from that.

• Results=outcomes. • A result-based goal is not task-oriented, like

process-based. CLICK to animate • A process-based goal can answer yes/no. Did

I do it or not? • What we want to focus on is the

results/outcomes of our actions. We will show an example of this a little later.




• These are few more things that a quarterly goal is.

• Quarterly goals need to be SMART goals – Let’s talk about the A in SMART – attainable. We want a quarterly goal to be something that helps staff get behind the change we are trying to implement. However,

• There is a fine balance that we need to work to find between attainable and aggressive, another A that can apply to SMART goals.

• While attainable, quarterly goals also need to help create a sense of urgency – a call to action – for our stakeholders. Not a sense of panic, but a sense that we as a team are going to have to roll up our sleeves and get to work in order to accomplish this.

• Discuss the importance of finding reasons to celebrate- This is tough work and we need checkpoints along the way to celebrate what we are doing and the progress that we have made. Even if we have not met the quarterly goal, we need to celebrate the fact that we are looking at data and having the conversations to address it and have time to



correct it.


Allow time for them to find this. Handout: _13 Quarterly Goal Is Is Not Chart

• This is a summary of the characteristics we have discussed. You have this as a resource. (Allow time for them to find this.)

• You can use this resource as you develop your quarterly goals. These are your quality checks for quarterly goals.

Handout: Quarterly Goal is/is not


10 minute break




• Now that we have a strategy…we have to ask,

• How are we going to implement? • How are we going to get our stakeholders on board?

• What do we need to do in what order?

• The rest of this process is about designing a plan for implementation of the strategy.

• If the strategy is what will move the needle, we have to be sure that we get it done. Quarterly planning helps to keep our work intentional and focused by thinking through each step that we need to take.




• We are about to walk through a process that aims at developing quarterly goals and interventions.

• It starts by creating a list of stakeholder behaviors that you would see in the successful implementation of the strategy.

• Remember we have talked about the importance of identifying the changes to stakeholder behaviors that are necessary in order to achieve an outcome that is different than what we have seen in the past.

TAIS: IP Slide 203 (<1 min)




Start with 13 minutes for this activity, knowing you will probably use 15.

If you have additional colleagues to help facilitate, that would be great. Important to use timer, as it will help participants and you stay on track.

• You are now going to have time to begin working through this process with your work.

• Taking the strategy that you are considering from your earlier work, THEN WALK THROUGH STEPS ON SLIDE

• Explain the importance of getting through this part – we are trying to walk through the process, so that you can go back and replicate it with your team at your campus.

• This part is necessary in order to continue with process.

Handout: Blank Stakeholder Behavior organizer


You may want to remind them that you want to be looking at this slide on your computer since the font is pretty small or print as a handout. Participants will need to be able to see this slide in a more close-up manner than just on the screen. We often used a blank copy of the brainstorm resource to

• This is an example only and you could have two campuses implementing the same strategy and they could have different stakeholders based on their individual needs, capacity, and resources on the campus.

• This graphic organizer is a tool to help you with this brainstorming process.

• Asking yourself WHO needs to do WHAT in order to successfully implement the strategy.

• What stakeholders do you have on your campus that are necessary to the successful



help discuss this section.

Handout 14_Optional Example Stakeholder Brainstorm

implementation of the strategy. • Blank columns for your use. • In this example, this campus was using

instructional coaches and the district BE/ESL department as additional stakeholders for implementation of this strategy.

• These stakeholders may not make sense for you. You need to decide which stakeholders make sense for your campus and the strategy that you are working to implement.

• Acknowledge rural schools if appropriate. – • These additional stakeholders may not be

available to you. Your ESC, PSP, DCSI, strong teacher/team, other consultant may be other stakeholders that can assist with strategy implementation

• Notice - students are a stakeholder too • For each stakeholder list all the

actions/behaviors that need to be done over the course of the entire year to successfully implement the strategy.

• At this point, we are not worried about what needs to be done first, just brainstorm all the



actions. • Let’s look at the behaviors/actions – Goes

beyond training, it includes implementation and monitoring – all the actions/behaviors needed for a successful implementation of the strategy.


Start with 13 minutes for this activity, knowing you will probably use 15.

If you have additional colleagues to help facilitate, that would be great. Important to use timer, as it will help participants and you stay on track.

• You are now going to have time to begin working through this process with your team.

• Take the strategy that you are considering from your earlier work, THEN WALK THROUGH STEPS ON SLIDE.

• Explain the importance of getting through this part – we are trying to walk through the process, so that you can go back and replicate it with your team at your campus.

• This section is necessary to continue with the process.


• Next, regardless of stakeholder, order the actions/behaviors in the order that they need to happen.

• What has to be done first, second, etc. • Notice some stakeholders may have same

actions. In this example they are ordered with



the same number because both stakeholder groups will be doing them together.

• However, it could be that there are different numbers for different stakeholder groups on same actions because different groups will take the lead at different times.

• Once we have an ordered list of stakeholder actions, we begin to group them by what we want to accomplish in each quarter.

• This leads to quarterly goals and interventions.

• Many of the listed stakeholder behaviors will become interventions.


Play video • As we have noted previously, this is only an example. These actions could be ordered or grouped a different way….the exact actions, order, and final product will be based on each individual campus, its needs, resources, etc. It is this process that should be replicated.

• This is an ordered list of all of the behaviors that we came up with on our resource document listed in the order that we established on the stakeholder behavior organizer.



TAIS: IP Slide 208 (continued)

• You will begin looking at them and finding the natural breaks and what would make sense on your campus, taking into account the months accounted for in the quarter.

• Walk through which months fall into each quarter.

• So, after working with my team, we had this list of stakeholder action. CLICK

• We looked at the first two – Admin/IC training and developing training plan – these are actions that need to be done, but that would be done before August, which is the first month that is reported in quarter 1

• Next, we began to look at the next actions, thinking - “To keep our full implementation on track, where is it that we need to be by the end of October (end of quarter 1)? What actions work together and what will be that checkpoint? If we are here by October, then we will be on track. CLICK

• We grouped these action together. If we can get everyone trained and have teams consistently thinking and planning during PLCs about incorporating multiple language domains into lessons and capturing this




through appropriately written language objectives, then we will be on the right track for overall strategy implementation. We will also begin walk-throughs this quarter.

• We continued this same type of thinking for the other quarters and grouped the rest of the stakeholder behaviors in this way. CLICK

• Notice that the work is not just simply divided evenly among the quarters and this list may grow or change.


• Now that we have all of our stakeholder behaviors and actions grouped by what we are going to do each quarter – we need to set goals for each quarter. Statements that specifically capture the measurable results/outcomes of our work. The quarterly goal is how we will know that we are on track.

• So, let’s go back and look at quarter 1. We said that

• We were going to train teachers • Have them plan and discuss in PLCs • Incorporate multiple language domains in lessons




• Begin walk-throughs • What is a checkpoint that would let us know

we are on track with these things? • Here is what the campus team arrived on

CLICK • A couple of notes –

• We are not saying this is the goal for overall implementation. It is where we want to be by end of 1st nine weeks. If we do not meet this, then we will have to think about making adjustments in order to keep our overall implementation on track.

• Be sure to reflect back to the Is and Is Not chart while developing quarterly goals.




• In quarter 1 especially, it is easy to sometimes lean toward process-focused goals, rather than results-based goals. You are trying to get things started.

• Remember to keep your focus on the results of the actions…what are we wanting to accomplish with these actions?

• In quarter 1, we often see a goal written like this – CLICK

• While it is measurable, it is still about a process that we check off the list. Have we trained teachers? Yes or no?

• To help take us to the next step of being more results focused, we can ask what are wanting to see happen or change because of this process (training)? Again, this is an example, so there are lots of different ways to answer that particular question, even with this specific training example of sheltered instruction. In this case, the campus team, decided, this CLICK.

• We have talked about that strategy implementation involves lots of different




stakeholders. Therefore, quarterly goals can include those different stakeholder groups. However, we always want to keep the impact and results for students in the forefront of our thinking, since that is our ultimate goal (annual goals). Our changes in behavior is so that there is a change for the students. To help include this thinking and focus in this quarterly goal, the campus team, landed on this CLICK

• This helps us keep in mind ultimately where these stakeholder behaviors are leading. And we know we have some stakeholder actions that are part of this quarter 1 goal that relate to seeing this outcome in the classroom.

• So, to sum up CLICK, we can remember that we can move what starts out as a process based goal to a more results focused goal by thinking through the why of the process. What are the results we want because of the process?

• And remember to always keep student impact/learning at the forefront of our thinking to be sure our actions and goals are connecting to our annual goal.




• Okay, back to our stakeholder behaviors and quarterly goal development.

• We will continue the same type of thinking as we’ve been discussing to develop quarter 2 and quarter 3 goals (you may want to quickly summarize the stakeholder behaviors for quarter 2). CLICK.

• Another important piece to our thinking during goal development has to be what data sources we will use to measure this goal. This needs to be a simultaneous thought in goal development. We need to know at the time of development how we will measure it.

• In the quarter 2 goal, we want 80% of our classes to have students working/learning in multiple language domains. What data source will we use to verify that we have met that goal? Walkthrough data?

• Take it a step further – I’m going to have ensure a strong walkthrough system. Our walkthroughs have to have a focus on implementation of multiple language domains from student working/learning perspective.




• Walkthroughs with a focus on higher order thinking skills is important, but it would not help us measure this specific goal.

• For another reminder, let’s look at goal 3 CLICK.

• Note: Summarize behaviors and read aloud 3rd quarter goal.

• Quarterly goals are checkpoints. • We are not saying that this is the expectation or annual goal. The expectation could very well be 100% but, when we think about it as a checkpoint, we are saying that we might need to make an adjustment or mid-course correction if we do not see at least 80% in order to meet the annual goal of 60% ELL passing rate on 2016 STAAR reading.

• Even if we meet the 80% goal, that doesn’t mean that we are then going to ignore the 20% that still are not fully implementing. We are going to go ahead and continue supporting them, but meeting that target keeps us on



track to meet the annual goal. • CLICK • To sum up, we are going to look at some key

reminders.


Pause and review the following before moving on to the 4th quarter

• When planning, keep in mind the amount of time in each quarter. Where do you want to be in strategy implementation by the end of that quarter?

• Quarterly goals are checkpoints toward our overall implementation of the strategy. They may not necessarily represent our overall expectation for the campus, but are checkpoints to let us know at that moment in time if we are on track or if we possibly need to make mid-course corrections.




• Okay, stay with me…one more quarter to go! • As we continue planning for quarter 4, let’s

keep in mind that quarterly goals are about the implementation of the strategy. This is why quarter 4’s goal is not equal to the annual goal. We are still focusing on the strategy.

• That being said, we want to take a moment to acknowledge what happens in quarter four.

• With quarter four including April, May, and June, this quarter has final implementation components. However, during quarter 4, the focus does begin to shift from implementation to results.

• So, quarter four will contain components of implementation as seen with the stakeholder action of having intervention groups based on assessment results.

• This is also a quarter that we begin to evaluate the effectiveness of the implementation of the strategy.

• In this example, you will see that we are going to look at TELPAS data, assessment results, and the staff survey to help determine the effectiveness and where we are as a campus




in implementing the strategy. • Why would it be important to think

about this during quarter 4, rather than waiting until August? At this time, it is more fresh with teachers and as a campus leadership team, we have this data for summer planning, so that we have plan in place when teachers come back.

• So, in this example CLICK, the quarterly goal has an evaluative focus, even though it includes implementation stakeholder behaviors/actions.

• All quarter four goals do not have to be this way. You could have a quarter four goal with an implementation focus, but it has evaluative behaviors as well.

• One example would be if our strategy was implementing PBIS.

• Suppose we had determined a root cause related to student management and implementing PBIS was our strategy.

• In quarter four with PBIS in heavy



implementation, we all know keeping students focused those last few weeks is a challenge. So, we may have a lot of plans, however, we don’t want to forget to evaluate. Because, again we want to know what worked and what didn’t when we plan for the next year.

• Evaluation is a key component of continuous improvement. Even if we meet the annual goal, we want to know what did and didn’t work. We can’t just stop implementing the strategy if we are successful, because the strategy is what got us here. We want to know how to do it better and that is what the evaluative component allows us to do.


Remind the group about the importance of the process and the template records the work.

• Quick template reference: This is where quarterly goals live in the targeted improvement plan template.




Start to set up the next team practice time.




Allow 13 minutes – may need to go to 15. Use timer.

Optional approach – You could also have them write quarterly goal on poster. This may allow you to help monitor goals and redirect teams if necessary.

Some groups may have to go back to finish ordering.

May need to help groups focus on just one quarter. Keep submission requirements for 1st year IR in mind. Handout: 15_Blank Stakeholder Behavior Organizer

● You are now going to have time to begin working through this process with your team.

● Take the strategy that you are considering from your earlier work, THEN WALK THROUGH STEPS ON SLIDE.

● Explain the importance of getting through this part. We want at least one quarterly goal at the end of the work time to be able to continue carrying on.

● Have this quarterly goal to carry through final steps of the process.




● There is a video located on the TCDSS website that walks you through this process if you want to watch it with your team.

● Note the other two resources.


5-7 minute break

The exact placement of this break can be varied.

May need to do it before work time.

May go through intervention talking points before break.

Our experience is that participants need breaks to “sandwich” this heavy thinking work.




Access taisresources.net

Play Dr. Heritage’s video on Moving to Action: From Needs Assessment to Improvement Planning


OPTIONAL

After watching the video ask the participants to share the keys points from this video clip that relate to the discussion around quarterly goals.




• When developing quarterly goals, we have to simultaneously think about the specific data source and measure of that data source.


• Now we are going to move into determining interventions.

• This is the final step in improvement planning and will help us identify what activities will be occurring during each quarter.





• We are about to walk through a process that aims at developing quarterly goals and interventions.

• It starts by creating a list of stakeholder behaviors that you would see in the successful implementation of the strategy.

• Remember we have talked about the importance of identifying the changes to stakeholder behaviors that are necessary in order to achieve an outcome that is different than what we have seen in the past.




Play video • Let’s go back to our ordered stakeholder behaviors/actions when we were developing quarterly goals.

• Interventions are the action steps that we take; these very stakeholder behaviors that we have listed out,

• So, this is where we start in our intervention development.


• So here are our stakeholder behaviors from the list.

• Design walkthrough protocol – in this example, this behavior becomes its own intervention.

• Remember we need this protocol to include looking for students working/learning in multiple language domains.

• Let’s look at the next two stakeholder behaviors. We are going to combine these into one intervention.




• Also note in this intervention development, we realize that for this to be successful, the administration will have to set the expectation for including language objectives in lesson plans.

• Next two behaviors we are combining as well because of how they relate to one another. Again, we are adding a little detail as to how this will actually be done as we develop our intervention step.

• Looking at the last stakeholder behavior, it becomes our fourth intervention, again with some additional detail that helps remind us of the purpose for walkthroughs at this point of strategy implementation.


• This is where the interventions live within the targeted improvement plan template.




• Here is a visual to demonstrate alignment of quarterly goals to data.

• Like we have mentioned earlier, each of the interventions must have at least one data source that can be used to measure progress.

• It is wonderful if you have more than one, but you MUST have at least one.

• It is very important to think through this step as you are working through developing your interventions.

• It is this information that you will be using to discuss your progress throughout the year.


• Interventions are the action steps needed to implement the strategy.

• Be aware and mindful of the interventions and how they connect and support meeting the quarterly goal.

• Data is of the utmost importance as it gives us a way to measure progress.

• Keep in mind that interventions need to be



smaller steps or activities and not big over-arching approaches.


Review each of the considerations





Allow 10 minutes – maybe 8

Use timer

• You are now going to have time to begin working through this process with your work.

TAIS: IM Slide 233 (1-2 min)




• Now that we have developed our plan, we will want to begin discussions regarding the expectations for the implementation and monitoring of our plan.

• The purpose of implementing and monitoring is to ensure that the targeted improvement plan is implemented with fidelity and to ensure that progress towards annual goals is being made.

TAIS: IM Slide 235 (3 min)

Access taisresources.net Play Fullan’s video on Opening the Black Box for Quality Implementation




OPTIONAL

After watching the video, ask the participants to share the keys insights and connections between the information shared by Dr. Fullan, and the previous section regarding establishing quarterly goals and interventions.


● At this point in the process, it is not timely to delve deeply into the implementing and monitoring.

● However, the following is a list of critical steps to include in your implementation and monitoring process. ● 1. The monitoring plan should include

who will be responsible for monitoring the intervention, when the monitoring will takes place, and what data will be collected. The monitoring plan should be communicated to all staff affected by the plan.



● 2. At a minimum the campus leadership team should review the plan quarterly. Decision to review the plan should be based on the degree to which the plan is being implemented with fidelity, whether the strategy is/is not effectively eliminating the root cause, and whether quarterly goals are met. ● 3. Every quarter, the campus is

responsible for reporting progress to TEA. At this time, the campus leadership team should communicate progress to the campus and celebrate any successes. ● 4. Remember, this plan is a living

document.


May want to have participants reflect and shout out different types of data sources that help monitor student impact. (benchmarks, walkthrough data, in-class formative assessments, student discussion, etc.). Want participants to realize

● As you can see, it is important that the campus maintains a focus on a long-term annual goal while also ensuring successful implementation of the strategy chosen to address the root cause.

● To resolve your problem statement, you must maintain a focus on the campus’s progress towards meeting the annual goal.

● Tracking whether the campus is meeting



that benchmarks are not the only way to measure student impact.

quarterly goals allows the campus to monitor progress towards meeting the annual goals, while serving as an opportunity to celebrate success and make adjustments when needed.


● Remember, the campus’ strategy should directly address your root cause.

● Monitoring the implementation of interventions and tracking whether the campus is meeting quarterly goals allows the campus to ensure that the strategy is being implemented with fidelity and to identify whether the strategy is addressing the root cause.

TAIS: I0 Slide 240 (2-3 min)

• As we begin discussing implementation and monitoring, we want to include some key consideration that are often overlooked by campuses and districts with this section.

• 1. As Dr. Fullan warned, don’t expect for things to run smoothly in the beginning

• 2. We were concerned at the numbers of campuses that were not comfortable reporting when their data reflected that they were not



TAIS: IM Slide 240 (continued)

on track to meet their annual goal. It is important that we not treat our plans as if they are etched in stone. Instead we should proceed utilizing them as working documents and not be afraid or hesitant to make adjustments. As educators we realize and understand that a plan is just that and may look different once implementation begins.

• 3. It is very important for plans to be locally developed and monitored by a group of stakeholders. Monitoring should never be job for one person. A plan will not be as strong if it is not implemented and monitored with fidelity.

• 4. When the group comes together to review the progress of the plan, it is encouraged that you take the time to make necessary adjustments. Not making the adjustments in your plan causes you to continue in the wrong direction and veer even further off track. It is always best to adjust and come back from a detour, than to continue on in the wrong direction.

• 5. Even though there are changes to the submission structure for this year, we want to ensure that the expectations for check-ins are



still on a quarterly schedule. Check-ins should be happening at least quarterly and not only happening right before a submission is due.


Consider using the following questions as a guide for monitoring.

And thinking about end of quarter reporting.

Where am I going? Where am I now?

What’s next?

• Emphasize that it is ok to answer honestly when reporting out on whether you met your quarterly goal and on track to meet your annual goal.

• It’s important to utilize and report on what the data is telling you about implementation.

TAIS: IM Slide 242 (4 min)

Access taisresources.net Play Dr. Schmoker’s video on Monitoring for Effective Implementation




POSSIBLE QUESTIONS: • Why does Dr. Schmoker advise against

having too much to monitor? • How does the monitoring process Dr.

Schmoker describes compare to your current practices?

• How might you use collective, rather than individual, data to guide improvement?

• How might your leadership team effectively review data with course- or grade-level teams to produce the desired changes?

• How do the elements of improving instructional practices that Dr. Schmoker discusses apply to other areas of school improvement?

• Why are each of these components critical to success:

• Narrow focus • Share responsibility of monitoring with

leadership team • Share findings with large groups • Model exemplary practices




• Please remember, as you embark on this journey towards continuous improvement, YOU ARE NOT ALONE….

• You have a vast support system here to aid you along the way.


• Remind participants of the support network that they have to assist them in this work.




ISAM access is a district decision. DCSI will have access for submissions.

• You can find your assigned specialist in ISAM by clicking on the Review tab found along the left hand side of the screen.

• In the lower right hand corner, you can find the name of your TEA or TCDSS support specialist.

• Please ensure that you maintain the monitoree section with the current PSP and DCSI for your campus.


ESCs can add more resources to this list.




• Program Monitoring and Interventions- Accountability Monitoring page.

• Additional resources and guidance available here.


• Looking even more deeply at the framework, the continuous improvement process has been designed in such a way that regardless of what accountability rating initiates the engagement to the framework, the continuous improvement process is universally applicable in getting the work done in a targeted way.


Play Video • Often campus leaders, especially those serving low-performing campuses, are overwhelmed with a number of challenges to address and initiatives to implement. The overarching goal of this day was to share a process designed to help you narrow the focus of your improvement efforts. As you go through the process of designing a targeted



improvement take note of the message in this video…

• Designing something takes times

• It takes focus

• Start with the end in mind

• Develop your plan around the intention and values of your campus


• And remember, improvement is an iterative process, do your best to identify the root cause of your problem, implement a strategy, and monitor the implementation. If the strategy does not work, go back to the drawing board, but if you remain focused on the goal and trust the process, you will experience success and enhance the lives of the students on your campus.





Facilitator Guide Improvement Process - TCDSS · Facilitator Guide Improvement Process. Training Facilitator’s Guide: TAIS 101 1 Module Summary ... Based on the version of PPT formatting

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