texas accountability intervention system (tais) esc3 – net3 session: data analysis/problem...
TRANSCRIPT
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.