1. TAIS Overview for Districts
Presenter notes:
Welcome to the strategy and implementation overview for districts.
Texas Accountability Intervention System

2. Needs Assessment (Root Cause Analysis)
Data Analysis
Needs Assessment (Root Cause Analysis)
Developing an Annual Goal
Strategy Identification
Developing an Implementation Plan
Topics
Presenter notes:
In this training, we will review the steps district should take when developing an annual goal and identifying a strategy to resolve the root cause.
Most of the training will be spent on the third topic, developing an implementation plan. This section will address implementation planning in a way that will allow districts to input their information in the plan template of their choice.

4. Support Systems and Critical Success Factors
Improve academic performance
Quality data to drive instruction
Leadership effectiveness
Increased learning time
Family/community engagement
School climate
Teacher quality
Support Systems
Capacity and Resources
Communications
Processes and Procedures
Organizational Structures

5. Continuous
Improvement
Process

6. Process Reporting Data
State Accountability
Districts
Campuses
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Performance-Based Monitoring Analysis System (PBMAS)
Districts
Targeted Improvement
Plan
Federal Requirements (ESEA Waiver)
Priority campuses
Focus campuses

7. TAIS Continuous Improvement Process
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor

8. Data analysis Gather a team Select the right data Analyze the data
Create inferences and problem statements

9. CSF Data Sources

10. TAIS Continuous Improvement Process
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor

11. Needs assessment – why? Conduct a Root Cause Analysis (10-5-5, 5 Whys)
Determine why gaps exist
Review additional data sources
Root causes are not solutions – root causes are answers as to WHY the problems exist

12. Root cause analysis
Once gaps in data have been identified and problem statements have been developed, the next step is to determine WHY the problem exists.
We do this through conducting a root cause analysis to identify and agree on possible root causes to the problem statements identified.

13. Root cause analysis
This is possibly the most critical step in the process, yet often overlooked when developing a strong improvement plan.
The root cause that is identified determines which strategy(ies) will be selected, thus sets the stage for the remainder of the continuous improvement process.

15. Needs Assessment – Narrowing the Focus
District systems are NOT evident, but…
Some campuses are meeting the needs of ELLs better than others.
Digging Deeper…..
What are those campuses doing?
How can that be shared with other campuses?
Does it make sense to move those campuses practices into district systems/expectations?

16. Needs Assessment – Narrowing the Focus
District systems are in place. Campus staff understand the systems. Campus staff are implementing the systems as designed.
Now what???
Are our systems effective?
You may have to dig a little deeper.

17. Campuses are not implementing the program model
Inconsistent understanding of program model among teachers
Training take-aways not being implemented
No follow-up or coaching
Not a focus in classroom walk-throughs
Principals were not trained and no monitoring expectations were set

18. Maximize time and effort
Focus on improvement
Maximize time and effort
Use of multiple data sources
Collaboration and coordination of effort
Commitment to continuous improvement

19. TAIS Continuous Improvement Process
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor

20. TAIS Continuous Improvement Process
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor

21. Establish an annual goal
Presenter Notes:
In this section, we will cover how to create an annual goal that will drive our improvement planning.

22. Problem Statement Review
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Presenter Notes:
First, we need to gather the problem statements that we identified in our data analysis. Here we show a sample problem statement.

23. Annual Goal Resolve the problem SMART What is an annual goal?
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal
SMART
Presenter Notes:
The annual goal will correspond to the problem statement. The annual goal should do 2 things: (click 1) resolve the problem statement and (click 2) be written as a SMART (specific, measurable, ambitious/attainable, results-based, time-bound) goal.

24. Annual Goal Quality Check
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Does it resolve the problem statement?
Specific?
Measurable?
Attainable/Ambitious
Results-based?
Time-bound?
Presenter Notes:
Here is a sample annual goal. Let’s check to see if it meets the criteria for a well-written annual goal: (each click brings in a question)
Does it resolve the problem statement? (Note that state accountability or PBMAS indicator targets will provide some context for this work.)
Is the goal specific?
Is the goal measurable?
Is the goal ambitious, but attainable?
Is the goal results based?
Is it time-bound?
Optional Activity: Does the sample annual goal meet all the criteria? If not, how would you rewrite it?

25. Identifying a Strategy
Presenter Notes:
Once you have written annual goals for all your problem statements, you’ll identify a strategy.

26. Strategy What is a STRATEGY?
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Strategy
Presenter Notes:
A strategy is the approach the district will take to address the root cause of a problem. While effective implementation of the strategy should lead to the resolution of the problem statement (and achievement of the annual goal), the strategy needs to be based on the ROOT CAUSE of the problem.
To identify our strategy, we need to gather the root cause for each problem statement so we know what we really need to address.

27. Linking the strategy to the root cause
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Root Cause
Strategy
…because…
Presenter Notes:
The reason we choose a strategy based on the root cause is because the root cause is the reason the problem happened. Let’s look at an example.

28. Linking the strategy to the root cause
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Root Cause: Administrators were not holding teachers accountable for implementing language strategies.
Strategy
…because…
Presenter Notes:
The reason we choose a strategy based on the root cause is because the root cause is the reason the problem happened. Here is a sample root cause for this problem statement.
Discussion question: How might our strategy identification differ if we based it on the problem statement rather than on the root cause?

29. Strategy: Broad approach
Selecting a strategy
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Root Cause: Administrators were not holding teachers accountable for implementing language strategies.
Strategy: Broad approach
…because…
Presenter Notes:
Now we need to select a strategy that will help us address the adult behaviors in the root cause.
Keep in mind that the strategy needs to be the BROAD approach to resolving the root cause.

30. What is a STRATEGY? A strategy is… A strategy is NOT… Broad
Evidence based
Should require multiple people and steps to implement
Targeted to the root cause
Narrow and specific
Only limited to training
Something that can be implemented by a single person or group
Presenter Notes:
Let’s review what a quality strategy is and is not. (Click through for each bullet)
Discussion question:
Does you strategy meet all of these criteria?

31. 4. 1. 2. 3. Strategy Alignment …because… …so that… So we will…
Problem Statement: Students who are English Language learners have a 30% pass rate in reading.
Annual Goal:
Students who are English Language learners will have a 50% pass rate in reading.
Root Cause: Administrators were not holding teachers accountable for implementing language strategies.
Strategy: District leadership team will partner with campus principals to oversee the implementation of sheltered instruction strategies at each campus.
…because…
…so that… 2. 3.
So we will…
Presenter Notes:
Once you have identified a strategy that meets all the necessary criteria, check to be sure that the strategy is aligned to your problem statement and annual goal. You should be able to read all four components in the order shown on the slide, and it should make sense.

32. Strategy Alignment
Students who are English Language learners have a 30% pass rate in reading because administrators were not holding teachers accountable for implementing language strategies, so the district leadership team will partner with campus principals to oversee the implementation of sheltered instruction strategies at each campus so that students who are English Language learners will have a 50% pass rate in reading.
Presenter Notes:
Here’s how our example reads:
Discussion Question: . If the STRATEGY is implemented with fidelity, will it result in meeting the annual goal?

33. Implementation Planning
Presenter Notes:
Now that we have established where we want to be and what we are going to do to get there, we will shift our focus to implementation planning, which is HOW we are going to implement the strategy.

34. Template Flexibility and Implementation Planning
If NOT using a template developed by the agency, plan MUST include:
Strategies (include Root Cause with Strategy if there is not a separate place to document)
Goal(s)
Activity/Objectives
Staff Person(s) Responsible
Progress Measuring
Formative and Summative
Evidence of Success (Results, Data Results, and Status)
Presenter Notes:
For the school year, districts (like campuses) have the flexibility to use a template designed by the agency (either the template with quarterly goals or the template with short, intermediate, and long term goals), OR districts can use a template of their choice as long as it meets the criteria shown here.

35. Template Flexibility and Implementation Planning
Checkpoint Goals
Actions under each checkpoint
New template (agency developed)
Short, Intermediate, and Long term goals
Activities
16-17 template (agency developed)
Quarterly goals
Interventions
District template of choice
???
Presenter Notes:
Because there are a variety of planning templates available for districts to use, not all will use the same language. This chart shows how that language compares to the old agency template in each of the two implementation planning steps. If you are using a template of your choice, you’ll want to determine the corresponding language from the template before you continue.

36. Process flow Brainstorm activities
Categorize activities by stakeholder
Connect activities by timeframe
Develop checkpoint goals (short/intermediate/long term goals or quarterly goals)
Determine what specific actions you will take and what data you will use to determine if checkpoint goal is being met
Complete plan template
Presenter Notes:
This is process we will follow to develop the implementation plan: (read from slide)

37. Step 1: Brainstorm activities
Strategy
Activity
IMPLEMENTATION
Presenter Notes:
Our first step is to brainstorm all the possible activities that need to be completed to implement the strategy. The combination of all these activities will lead to full implementation. It is important to have multiple stakeholders at the table for this brainstorm so you make sure to get all the activities captured.

38. Step 2: Categorize activities by stakeholder
Presenter Notes:
Our next step is to begin to organize all the actions we brainstormed. First, we will categorize all these activities by stakeholder using the stakeholder behavior chart. Not only will this give you an idea of who is responsible for what, it will also help with creating the timeline for implementation (for example, teacher learning activities will take place before teacher practice activities).
Adjust the stakeholder headings as needed for your activities.

39. Step 3: Connect activities by timeframe
Activities related to….
Acquiring knowledge/skills
(Short term goals)
Ensuring new knowledge is being used
(Intermediate goals)
Ensuring new practice is improving outcomes
(Long term goals)
Presenter Notes:
The next step is to identify the timeframe for activities. Again, you’ll need to consider what timeframes are included in your plan template. In general, your activities will fall into three timeline “buckets”: acquiring new knowledge or skills, ensuring the new knowledge is being out into practice, and then ensuring that the new practice is improving student outcomes. Here we show how this is aligned to the timeframe on the new agency template.

40. Step 4: Develop checkpoint goals
ANNUAL GOAL
Checkpoint goal
Presenter Notes:
Now that we have categorized all our activities by stakeholder and timeframe, we will develop checkpoint goals that align to the annual goal. These will be your short/intermediate/long term expected outcomes (if using the new agency template) or your quarterly goals (if using the old agency template).
Your checkpoint goals should still be SMART goals that help you get to the annual goal.

41. Step 4: Develop checkpoint goals
Results-based…
…NOT process based
Presenter Notes:
Most importantly, to keep you on track to meeting the annual goal, your checkpoint goals should be RESULTS based, not process based. A results based goal includes a data target for stakeholder behavior and cannot be answered with a yes or no. A process based goal means that the goal just determines whether an action was completed but not the impact that the action had on students.

42. Step 4: Develop checkpoint goals
Are the checkpoints results based?
Are the checkpoints aligned to the strategy and the annual goal?
How are the checkpoints aligned to the root cause you identified? Will they help resolve the root cause?
Presenter Notes:
Here are some questions your team can answer to ensure you have high quality checkpoint goals: (read slide)

43. Activities or Interventions
Step 5: Determine what specific actions you will take and what data you will use to determine if checkpoint goal is being met
Stakeholder Actions
become
Activities or Interventions
Presenter Notes:
Next, we will determine the specific actions you will take to meet each checkpoint and the data sources to be used to determine if your goals are being met. First, you’ll want to revisit your stakeholder actions brainstorm and organize these by each checkpoint. (These will be your activities if you are using the new template or your interventions if using the old template.)

44. Step 5: Determine what specific actions you will take and what data you will use to determine if checkpoint goal is being met
Presenter Notes:
Next, we will determine data sources to be used to determine if your goals are being met. The sources shown here are student learning data, but you may want to consider other types of data. Refer to the systemic data analysis training for more information on data sources.
Keep in mind that each intervention or activity in your plan should have at least one data source that allows you to monitor the progress of that intervention or activity.

45. Step 5: Determine what specific actions you will take and what data you will use to determine if checkpoint goal is being met
Presenter Notes:
You’ll also want to consider how frequently you are collecting data. This pyramid, also taken from the systemic data analysis training, can help you ensure you are not waiting until the end of the year to evaluate the success of a strategy or intervention.

46. Step 6: Complete the plan template
…or template of your choice
Presenter Notes:
The final step is to complete your plan template (if you weren’t already doing so as you went along). You will then repeat the process for each problem statement and root cause you identified.