Embed Size (px)
Citation preview
Federal Program Director’s 2017-2018 Consolidated Application, New Form Training
3-2-2017
Agenda
Continuous Improvement Process
• Commissioner’s priorities
• Needs assessment requirements
• CIP Requirements
– How work will affect new forms• PS3001: Needs Assessment, Priorities and Program Outcomes
• PS3099: Private School Services
• SSA implications
Materials
• http://www.esc20.net/default.aspx?name=ais_sup.nclb.FPDMeetings
• Campus Continuous Improvement Planning Teams Glossary
• TEA Strategic Priority Guide
• Commissioner’s Priorities
• ESSA: Section 1114 Schoolwide Program Plan
• Possible Data Sources Organized by Critical Success Factors
• Sample PS3001: Needs Assessment, Priorities and Program Outcomes
• Sample PS3099: Private School Services
• PS3001 Worksheet (ESC 20 Draft)
• (Table copy) 2017-2018 ESSA Consolidated Application for Funding Recommended USE of ESSA Funds
• (Table copy) CNA and Planning across systems
• (Table copy) Root Cause Analysis
Quick Survey
• District CNA/CIP Process
• Campus CNA/CIP Process
• At what stage in the process is your district?
PS30
01
–N
eed
s
Assessm
en
t,
Pri
ori
ties, an
d
Pro
gra
m O
utc
om
es
TEA’s Strategic Priorities
TEA Role: Enablers
Continuous Improvement Process
Texas AccountabilityIntervention System
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
State Accountability• Districts & Campuses• Improvement Required or
Met Standard• 4 Indexes & System
Safeguards• CaSE Ratings
Federal (ESEA Waiver)• Districts & Campuses• Priority or Focus• Annual Measureable
Objectives / Graduation Rate
Performance-Based Monitoring (PBM) • Districts• Staging• Performance-Based
Monitoring Analysis System
Continuous Improvement Process
NCLB to ESSA: New Roles for State/Local
NCLB ESSA
Top-down, one-size-fits-all with strong controls• ED academic achievement goals• Annual Yearly Progress• Mandated 5-state school
improvement interventions
Increase flexibility, authority and responsibility for state and local agencies
NCLB to ESSA: New Roles for State/Local
• TEA
– Performance management
– Guidance (accelerate student outcomes)
– Oversight
• LEA
– School performance management
– Guidance and technical assistance for improvement planning
– Coordinated use of funds
How will we increase local
agencies capacity to offer guidance and technical assistance to support schools?
NCLB to ESSA: New Roles for State/Local TEA Resources
• Recommended use of ESSA Funds
• Strategic Priority Guide
NCLB to ESSA: New Roles for State/Local
• TEA: Performance Management and Oversight
– Adopt challenging academic standards, assessments and accountability measures• No AMAOs, AYP or mandated five-stage school improvement
– Develop an ESSA State Consolidated Plan
– Collect and use data to monitor LEA continuous improvement
– State-determined Title I, Part A highly-qualified teacher** criteria; emphasis on equitable distribution of excellent educators
**NCLB paraprofessional highly-qualified criteria still in effect
NCLB to ESSA: New Roles for State/Local
• LEAs: Comprehensive Planning and Coordinated Spending
– Well-rounded educational opportunities, not limited to core academic content. Title IV, Part A – Student Support and Academic Enrichment Grants.
– Methodology: Title I, Part A Supplement not Supplant compliance**
**Title I-C, I-D, II, III and IV SNS requirements did not change
NCLB to ESSA: (New) Roles for Local
• Identified needs and planning out the impact they expect
• Stop just doing that has always been done
• Look at what identified needs are and output districts want
• If district determines what they have always been doing is the right thing, then continue doing it
• TEA is going to expect the campus plan to be a living, breathing document, everything to tie back to needs assessment
• Campus plan is going to have to be their campus’ actual planning document. Focused on identified needs.
• SMART goals, relevant and reasonable toward performance measure.
Comprehensive Needs Assessment
ESSA: Title I, Part A
• Schoolwide – developed annually with meaningful stakeholder input, integrative approach to federally-funded programs, and based on school’s comprehensive needs assessment.
• Targeted Assistance – provide services to eligible children identified as having the greatest need … Each targeted assistance program shall determine which students will be served.
Comprehensive Needs Assessment
ESSA
• Title II – Part A
– Use data for ongoing continuous improvement
– Update plan based on performance monitoring
• Title III – Part A
– Identify ELL students and provide effective programs
– Update plan based on performance monitoring
• Title IV – Part A
– Complete a needs assessment
Migrant Specific
19
LOCAL NEEDS ASSESSMENT
MEP SERVICE DELIVERY
REQUIRED
Program
Activities
PLANNED
SUPPLEMENTAL
Activities
To Meet
STATEWIDENEEDS
To Meet
OTHERNEEDS
Migrant Specific LNA
20
• More migrant first graders must be promoted to second grade
• More 3-11 grade students must attend summer TAKS remediation if failed any content area
• More must be served in out-of-state summer migrant programs (all grades)
Migrant Specific LNA
21
Middle School
• More must use learning and study skills
• More must have timely attention and interventions
• More must have necessary homework assistance and tools at home
Secondary
• More must earn required credits for on-time graduation
• More must make up coursework missing due to late entry and/or early withdrawal
• More must be served in out-of-state summer migrant programs.
Campus Improvement Plan
A local education agency may receive a subgrantunder this part for any fiscal year only if such agency has on file with the state educational agency a plan, approved by the state educational agency.
NOT new: Consolidated application is the LEA plan that state has on file.
Campus Improvement Plan
Timely and meaningful consultation: Teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders … administrators, other appropriate school personnel, and parents of children served.
NOT new: Applies to both ISDs and Charter Schools.
CNA and CIP
Table Talk
• Discuss how many programs, systems require needs assessments and improvement plans.
Continuous Improvement Process
ESSA: Campus Improvement Plan
• No longer calling required areas within the improvement plan “components”
• But …
PS3001: Needs Assessment, Priorities, and Program Outcomes
• Inventory School Plans, Teams and Planning Resources– Do we have a framework for districtwide planning?– How will we resolve issues that arise during our
work?– Do team members
• Know how to distinguish between inputs, outputs and outcomes
• Understand improvement planning and student outcome concepts
PS3001: Needs Assessment, Priorities, and Program Outcomes
Framework for planning teams
Characteristics of data analysis activities
Data analysis guiding questions
Who will collect what data?
Ongoing and informative What does the data reveal about trends and patterns over time?
What data sets? Snapshot of the LEA or school
What is the impact of these trends?
Required for decision-making
What other insights does the data reveal?
Process-driven What problemstatements have been identified?
Continuous Improvement Process PS3001
Needs Assessment, Priorities, and Program Outcomes
• TEA will not prescribe a CNA or CIP template
• Areas of investigation for CNA can align to previous 8 areas, CSFs, Commissioner Priorities
Analyze student data and draft problem statements that are
• Supported by facts and data
• Objective
• Concise language
• Specific details: who, what, when
• Relevant
• Avoids causations and jumping to solutions
Continuous Improvement Process PS3001
Collecting and analyzing student data
What are the problems?
Which problems are priority?
What are local needs?
Identifying root causes
Why do problems exist?
Continuous Improvement Process PS3001
Root Cause Analysis: Best Practices
Dialectical Analysis, Reflective Questions, Interrogating the Data
• 10-5-5 Process
• The 5 Whys
• Why … Because
Continuous Improvement Process PS3001
Practice Root Cause Analysis
Use PS3001 worksheet (ESC 20 draft)
Develop SMART Goals
Continuous Improvement Process PS3001
Root Cause Analysis
• PS3001 Worksheet
Setting SMART Goals
What are SMART Goals?
How can I write SMART Goals?
Setting S.M.A.R.T. Goals• Specific, Measurable, Achievable, Relevant and Time-oriented goals
are tailored to support professional and personal success.
• Define what a SMART Goals means to you.
S systematic, significant, or streamline
M meaningful, motivating, methodical
A accountable, action plan, agreed-upon
R realistic, responsible, rooted in facts
T tenacity, target date, tangible
SMART goals are meant to be realistic
targets for employees to reach on a regular basis.
Writing S.M.A.R.T Goals• Break down each goal into a specific set of tasks and activities to
accomplish your goals.
• Goals are intentions:
Increase teacher training to improve their understanding of the five components of reading.
The percentage of teachers receiving training in the five components of reading will increase from 35 percent to 45 percent that will result in increased student reading levels by 2018.
Baseline 35% Goal 60%
• PS3001 Worksheet
Root Cause Analysis
SMART Goals
PS3001 worksheet
PS3001
Continuous Improvement Process PS3001
Priority 1
District/Campus CNA
• Do you have a need within your existing CNA that could align with Commissioner’s Priority 1?
• Does that need have baseline data to grow from?• Could you use the root cause analysis process to refine that
need?• Once refined, could you then develop a performance measure
and a goal around the root cause?• Do you have activities identified within your improvement
plan that currently address that root cause?• Are funds coordinated toward that activity or is it a single
funding source?• Are data sources identified?
Priority 2
Priority 3
Priority 4
IDENTIFIED NEED THAT ALIGNS WITH STRATEGIC PRIORITY
LEP/IMM
ALL FUND SOURCES
PS3001
Actual data to be collected at end of year to include money spent and student outcomes.
All programs
One-year, SMART goal 3-5 year goal
PS3001: Considerations• Baseline data this first year• What are districts doing in their initiatives• Write performance measures using SMART goals for student
outcomes• SMART goal is reasonable and ATTAINABLE• Summer of 2018, column will be added to identify progress
toward SMART goal.• If district is not making progress they will have an additional
schedule toward improvement in the following year• Two-three years with no progress, district will go into corrective
action and have specific conditions place on grant award.
PS3099
Affirmations may be due at the time application is submitted, June 30 for many districts.
PS3099
Only for 17-18 as of June 1
Shared Service Arrangements and ESSA
• ESSA Consolidated Application will still be completed by fiscal agent
• PS3001 not applicable to fiscal agent
• As of this year, goals set by each program per ESC 20 initiative
Contacts
• Alex Dominguez Title I, A; Private [email protected] 210-370-5410
• Carolina Gonzales Title II, Title [email protected] 210-370-5483
• Patricia Martinez Migrant [email protected] 210-370-
• Jacob Ortega Migrant Education
[email protected] 210-370-
