Texas Accountability Intervention System (TAIS) ESC3 – NET3 Session: Data Analysis/Problem Statements.

Texas Accountability Intervention System (TAIS) ESC3 – NET3 Session: Data Analysis/Problem Statements

AGENDA• What does your data tell you?

• Problem Statements - GOALS

• Building a Strong Improvement Plan

• Important Dates and Steps To Be Taken Now

Data Analysis

Needs Assessme

nt

Improvement Plan

Implement &

Monitor

Data Process ReportingState

• Districts & Campuses

• IR or Met Standard• Indexes &

Safeguards

Federal (ESEA Waiver)• Districts &

Campuses• Priority and Focus• Safeguards

Performance-Based Monitoring (PBM) • Districts• PBMAS

Targeted Improveme

ntPlan withProgress Reports

Purpose• Identify trends in your

data• Develop problem

statements based on objective data findings

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Sorting through the data

si

Problem Statement

Criteria Y/NSubstantiated by facts/data

Written objectively

Uses concise language

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

Focuses on a single, manageable issue

Has relevance to our campus

Avoids causation or assigning solutions

Problem statements are…

REVISED Problem Statement

ELLs have a 50% pass rate

in reading

ELLs have a 50% pass rate in

reading due to a lack of parental

involvement

Problem Statement

Data Analysis Quality Check

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

• Have clear problem statements been identified and created?

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

CSFs Organized by Data Sources

• Screenshot of Data sources by CSF

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

Reading Writing Science Social Studies Mathematics

<Type your problem statement here.>

Student Group

African American

Hispanic

White

American Indian

Asian

Pacific Islander

Two or More Races

Economically Disadvantaged

Not Applicable

Index 1: Student Achievement

Index 2: Student Progress

Index 4: Postsecondary Readiness

Index 3: Closing Achievement Gaps

Special Education

English Language Learners

Problem Statement 1:

Which Index(es) does this problem statement address?

Campuses may also connect this problem statement to missed/targeted system safeguard(s).

Content Area

Improvement Plan TemplateOptionalRequired

T I P SEnsure data has been COLLECTIVELY discussed

and reviewed.

Use of CONCISE and OBJECTIVE language.

Ensure data are TARGETED and SPECIFIC to the gaps.

Purpose• Conduct a Root

Cause Analysis• Determine why gaps

exist• Review additional

data sources• Identify root causes

Data AnalysisWHAT

Needs Assessment

WHY

Improvement PlanHOW

Implement & Monitor

Significance of the root cause

It’s a HYPOTHESIS

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

Problem Statement

ELLs have a 50% pass rate in reading

Lack of teacher understanding for the

instructional strategies needed to meet linguistic needs

of ELLs

Root Cause

WHY?

Root Cause

5 Whys

10,5,52 Circles

10

55

Reasons

More

More

Control

Influence

2 Circles

Root Cause

5 Whys

10,5,52 Circles

2 Circles

10,5,5

Data

CSF Data Sources

✓Answers WHY the problem is occurring.

✓Does not contain solutions or suggest actions.

✓Is validated by data.

✓Is focused on what the team can control.

Root Cause Quality Check

New Template EXAMPLE

There is a lack of a streamlined communication process and protocol with our external providers

Average parent attendance/participation at our quarterly parent night is 25%

ELLs have a 50% pass rate in reading

Teachers lack of understanding the instructional strategies needed to meet the linguistic needs of ELLs

2015-2016 Template

T I P SEnsure a ROOT CAUSE ANALYSIS was completed.

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

Determine the analysis was COLLABORATIVE and VETTED by the team.