Annual Goal and Strategy - PDF Free Download

Overview Reflection Data Analysis Needs Assessment Improvement Planning Implementation & Monitoring Annual Goal and Strategy Improvement Planning

Making Connections

Let s Review Hint: WHAT is the issue? Hint: WHERE we want to be. Fill in the Blank Hint: WHY it is occurring? Hint: HOW it will be addressed. Answer Choices: Strategy Root Cause Problem Statement Annual Goal

Problem Statement Annual Goal Root Cause Strategy

ELLs have a 50% pass rate in reading Problem Statement Annual Goal ELL student group will have 60% pass rate on 2016 STAAR reading Root Cause Does the annual goal resolve the problem statement? YES Strategy

Specific S Measurable Attainable Results-Based Time Bound M A R T

Let s Kahoot Select one person at your table to be your team representative Go to https://kahoot.it/ on your laptop or smart phone Enter Game Pin: Get ready to have some fun!

Problem Statement Annual Goal Root Cause Strategy

ELLs have a 50% pass rate in reading Problem Statement Annual Goal ELL student group will have 60% pass rate on 2016 STAAR reading Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Root Cause Strategy Implement sheltered instruction campus-wide

Strategy HOW to get from this to this to THIS!

Does the strategy directly address the root cause? Problem Statement Annual Goal Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Root Cause Strategy Implement sheltered instruction campus-wide

Reflection on 14-15 Plan Determine if your annual goal resolved your problem statement. If not, why not? Determine if the strategy provided the how to solve that specific root cause. If not, why not? Determine what SMART components your annual goal contained. If elements are missing, what did your campus lose by not having the missing element(s)? What adjustment do you need to make for 15-16 planning?

13-14 Template Insert problem statement (s) here Identified and Prioritized Needs: It is important to prioritize your needs so that your improvement plan is targ improvement plan is intended to address the specific reasons for low performance in the state accountability system. the greatest impact on the reason(s) for low performance in an index, system safeguard or PBM NA Tab Need 1: Need 2: Need 3: Need = Root Cause

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Work Time in 15-16 Plan Create an annual goal for your problem statement that you have identified Discuss and consider the strategy that will be used to address root cause Record annual goal and strategy in 15-16 template

Problem Statement 1: 0 Annual Goal:? <enter text> Root Cause 1: <enter text> Strategy:? <enter text> Index Number: Not Applicable Index 1: Student Achievement Index 2: Student Progress Index 3: Closing Achievement Gaps Index 4: Postseco CSF 1-Improve Academic Performance/ESEA TP: Strengthen the School s Instruction? CSF 2-Quality Data to Drive Instruction/ESEA TP: Use of Data to Inform Instruction Critical Success Factors (CSFs)/ CSF 3-Leadership Effectiveness/ESEA TP: Provide Strong Leadership ESEA Turnaround Principles (TPs)/ CSF 4-Increased Learning Time/ESEA TP: Redesigned School Calendar How will addressing this root cause impact the index/indicator/csf? <enter text> Major Systems CSF 5-Family/Community Engagement/ESEA TP: Ongoing Family and Community Engagement CSF 6-School Climate/ESEA TP: Improve School Environment CSF 7-Teacher Quality/ESEA TP: Ensure Effective Teachers Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar)

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Overview Reflection Data Analysis Needs Assessment Improvement Planning Implementation & Monitoring Quarterly Planning Improvement Planning

A Quarterly Goal IS a target for the implementation of the strategy IS NOT breakdown of annual goal

A Quarterly Goal IS a focus on stakeholder behaviors IS NOT equal to annual goal Problem Problem Statement 1: 0 Statement Annual Goal Problem Statement 1: 0 Increase performance of students served through special education by 8% Q4 (April, May, June)? Q4 Goal: Increase performance of students served through special education by 8%

A Quarterly Goal IS focused on results IS NOT focused on process

A Quarterly Goal IS Specific S SMART Sense of urgency Point for celebration

A Quarterly Goal IS A Quarterly Goal IS NOT A target for strategy implementation A focus on a change in stakeholder behavior Results-based (Outcome of implementation) A breakdown of annual goal Equal to annual goal (4 th quarter) Process-based (Summary of completed tasks) SMART Urgent Point for celebration

Strategy- Host a Dinner for a Group of Friends Q1 Q3 Q2 Q4

Reflection on 14-15 Plan Compare your quarterly goals to the Is and Is Not chart. Did your quarterly goal(s) contain any is nots? Which ones? What adjustments do you need to make for 15-16 planning to avoid any is nots? Did you gain a clarification or new understanding?

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Envisioning the Future

Strategy Implementation = Stakeholder Behaviors

Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department Design training plan and calendar Design walkthrough protocol Conduct walkthroughs Provide feedback to teachers on walkthroughs Teachers will understand how to incorporate all four language domains into lessons Teachers will understand linguistic instructional strategies Teachers will incorporate language objectives into lesson plans Teacher will incorporate multiple language domains into daily lessons Teachers will incorporate linguistic instructional strategies Evaluate strategy implementation Students are making growth in language proficiency levels Students academic vocabulary increases Conduct walkthroughs Provide feedback Provide follow-up support training Provide coaching and resources Provide training Do walkthrough to monitor implementation and calibrate with campus admin Provide feedback to campus leadership team Assist admin team in designing training plan and calendar Attend training Attend training Evaluate strategy implementation Evaluate strategy implementation

Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016 Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs. Strategy: Implement sheltered instruction strategies campus-wide Administrative Team Teacher-Learning Teacher-Practice Student-Learning Instructional Coaches District BE/ESL Department Design training plan and calendar Design walkthrough protocol Conduct walkthroughs 2 3 8 Provide feedback to teachers on walkthroughs Teachers will understand how to incorporate all four language domains into lessons Teachers will understand linguistic instructional strategies 13 Teachers will incorporate language objectives into lesson plans 5 6 Teacher will incorporate multiple language domains into daily lessons Teachers will incorporate linguistic instructional strategies 14 Evaluate strategy implementation Students are making growth in language proficiency levels Students academic vocabulary increases 10 17 11 7 15 16 Conduct walkthroughs 8 12 Provide feedback 10 Provide follow-up support training Provide coaching and resources Provide training Do walkthrough to monitor implementation and calibrate with campus admin Provide feedback to campus leadership team 9 Assist admin team in designing training plan and calendar 2 4 8 Attend training Evaluate strategy implementation 1 1 17 17 Attend training Evaluate strategy implementation

Work Time in 15-16 Plan Find blank organizer Determine needed stakeholder actions to implement strategy Order stakeholder actions

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Grouped Stakeholder Behavior Quarter Goals and Interventions

JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons. Teachers will incorporate language objectives into lesson plans. Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 Q3 Feb Mar Q4 April May June

JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff are Teachers including will learn appropriate how to incorporate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide coaching and support ICs provide follow-up training Teachers will understand linguistic instructional strategies and how to incorporate into lessons. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 Q3 Feb Mar Q4 April May June

A Quarterly Goal Is Focused on Results Resultsfocused Processfocused 100% of teachers received training in sheltered instruction. By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans. By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains. Resultsfocused with student impact

JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff are Teachers including will learn appropriate how to incorporate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide classes coaching observed. and support By the end of the 1 st semester, students are working in at least two language domains in 80% of ICs provide follow-up training By the end of March, 80% of teachers are Teachers will understand linguistic instructional strategies and how to incorporating incorporate into lessons. vocabulary strategies into lessons to improve students academic vocabulary. Teachers will incorporate linguistic instructional strategies into lessons. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 Q3 Feb Mar Q4 April May June

Key Points to Remember Developing Quarterly Goal Consider the timing of the quarter Ensure you have identified the data source you will use to measure Quarterly goals are checkpoints toward implementation Ensure quarterly goals are following the Is column

JUNE/ JULY Q1 Aug Sept Oct Q2 Nov Dec Jan Admin and ICs attend training Design training plan and calendar with assistance from BE/ESL dept. Design walkthrough protocol By the end of the 1 st nine weeks, 100% of teachers BE/ESL dept. delivers training to staff are Teachers including will learn appropriate how to incorporate all four language domains into lessons. language objectives in their Teachers will incorporate language objectives lesson into plans lesson to plans. provide students the opportunity to work in multiple language Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct domains. walkthroughs with BE/ESL dept BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers ICs provide classes coaching observed. and support By the end of the 1 st semester, students are working in at least two language domains in 80% of By the end of March, 80% of teachers are ICs provide follow-up training Teachers will understand linguistic incorporating instructional strategies vocabulary and how to incorporate into lessons. strategies into lessons to Teachers will incorporate linguistic improve students instructional strategies into lessons. academic vocabulary as reflected by walkthroughs. Students academic vocabulary increases. Intervention groups based on assessment results The language proficiency levels of ELLs will increase. Evaluate strategy implementation. of strategy and to identify barriers Staff to survey address through Data 16-17 review planning. Identify training needs for 16-17 By mid-june, campus leadership will review multiple data sources to determine the effectiveness Q3 Feb Mar Q4 April May June

Key Points to Remember Fourth Quarter The fourth quarter has both implementation and evaluative components. Fourth quarter goals could have either an implementation focus (PBIS example) or an evaluative focus (sheltered instruction example). Regardless of the focus of the goal, you may have implementation intervention activities and evaluative implementation activities.

Work Time in 15-16 Plan Group stakeholder behaviors them write at least one SMART quarterly goal Record quarterly goal(s) in 15-16 template

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Quarterly planning video at www.tcdss.net Guidance documents at www.taisresources.net Documents Stakeholder graphic organizer

Overview Reflection Data Analysis Needs Assessment Improvement Planning Implementation & Monitoring Interventions and Data Sources Improvement Planning

Potential Challenges in Interventions and Data Sources Remember to: Align interventions in order to accomplish quarterly goal; Use data components to measure implementation of interventions; Align data sources to the interventions; and Be aware of interventions vs. strategies.

Stakeholder Actions Interventions

Stakeholder Actions Interventions Design walkthrough protocol BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons. Teachers will incorporate language objectives into lesson plans. Teachers will incorporate all four language domains into lessons. Admin and ICs will conduct walkthroughs with BE/ESL dept. Design walkthrough protocol BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans Teachers work on language objectives during planning in PLCs and include in lesson plans and lesson plans reviewed and feedback given individually and through PLCs Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability

Stakeholder actions Interventions

Data Sources Must connect to your interventions

Data Thinking!

When I get an idea, I start at once building it in my imagination. I change the construction, make improvements and operate the device in my mind. -Nikola Tesla

Strategy: Intervention: Implement sheltered instruction campus-wide Teachers will incorporate language objectives into lesson plans.

What is the data source you will use to measure this intervention? Intervention: Teachers will incorporate language objectives into lesson plans.

-Daily speaking/ reading assessment -Informal Walkthroughs -Portfolio Review including Writing samples -End of unit assessment -Content area progress assessment -Student/ parent Interviews and conferences -TELPAS -STAAR -PLC Meeting Minutes -Lesson plan Review -Student/ parent Interviews and conferences -TELPAS -STAAR

What is the data source you will use to measure this intervention? Intervention: Teachers will incorporate Lesson plan Review language objectives into lesson plans.

What will this look like in your ideal school? Intervention: Teachers will incorporate language objectives into lesson plans.

What will this look like in your ideal school? Intervention: How will you quantifiably define success for this (ideal) intervention? Teachers will incorporate language objectives into lesson plans.

Interventions by Quarter Q1 (Aug, Sept, Oct) Q2 (Nov, Dec, Jan) Q3 (Feb, Mar) Q4 (April, May, June)? By end of 1st 9 weeks, 100% of teachers are? By end of 1st semester, students are working in at least? By the end of March, 80% of teachers are? By mid-june, campus leadership will review multiple data including appropriate language objectives in lesson two language domains in 80% of classes. incorporating vocabulary strategies into their lessons source to determine the effectiveness of strategy and to Q1 Goal: plans to provide students with opportunity to work in Q2 Goal: Q3 Goal: to improve students' academic vocabulary. Q4 Goal: identify barriers to address through 16-17 planning. multiple language domains. Q1 Interventions istricts and 1st Year IR campuses are required to provide, at a minimum, the interventions accomplished for quarter 1 (Q1). Q2 Interventions Q3 Interventions Q4 Interventions Design walkthrough protocol Provide feedback to teachers Provide refresher training on vocabulary strategies Campus leadership team will review TELPAS data to 1) 1) 1) 1) determine student growth in composite language proficiency BE/ESL staff delivers training to staff and IC provide follow-up support to teachers through model Teachers plan and implement vocabulary strategies in Create and administer staff survey regarding administrative team sets expectation for language lessons lessons implementation of sheltered instruction to determine staff 2) objective to be included in lesson plans 2) 2) 2) successes and needs Teachers work on language objectives during Follow-up walk throughs to determine the implementtion ICs and admin conduct walkthroughs to determine CLT will review new assessment data to deterine impact planning in PLCs and include in lesson plans and of multiple language domains during instruction implementation and effectiveness of vocabulary of sheltered instruction strategies on ELL performance 3) 3) 3) 3) lesson plans reviewed and feedback given strategies. Feedback is provided to teachers through individually and through PLCs walk-through forms, coaching conf., and PLCs Admin team and IC conduct walkthroughs with Department common assessments include authentic Design intervention groups for ELLs based on results of BE/ESL district support to provide feedback on academic vocabulary component and results are vocabulary assessment component 4) implementation and to ensure inter-rater reliability 4) 4) discussed in PLC 4) What data will be collected to monitor interventions in Q1? What data will be collected to monitor interventions in Q2? What data will be collected to monitor interventions in Q3? What data was collected to monitor interventions in Q4? Walkthrough form Coaching conference schedule Sign sheets and end-of-training feedback including TELPAS composite scores "What questions are still rolling around?" to help guide 1) 1) 1) feedback and support for teachers 1) Sign sheets and end-of-training feedback including PLC agenda, training materials Lesson plans and lesson plan feedback Staff survey and results "What questions are still rolling around?" to help guide 2) 2) 2) 2) feedback and support for teachers Lesson plans, PLC agendas, admin team agendas, Implementation data from walk-throughs Implementation data from walkthroughs, feedback Assessment data disaggregated by ELL student group, 3) coaching conversations, and IC reports 3) 3) forms, coaching conference schedule/notes, PLC 3) grade, and subject agendas Inter-rater feedback from BE/ESL department and Results from common assessment, team data analysis Student intervention group assignments and intervention 4) implementation data from walk-throughs 4) 4) notes. 4) class lesson plans

Key Points to Remember Interventions No magic in 4 interventions Multiple behaviors could be combined to develop one intervention One behavior could result in multiple interventions Sometimes additional details will need to be added to a behavior in order to develop an intervention Multiple data sources could be used to measure the impact of an intervention

What adjustment do you need to make in 15-16 planning? Reflection on 14-15 Plan Review your interventions and data sources. Were your interventions the actions/behaviors that were needed to implement the strategy and reach quarterly goals? Did your data sources align with the interventions?

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Work Time in 15-16 Plan Using stakeholder behavior brainstorm, determine intervention activities for a quarterly goal Set the data sources for those intervention activities Record interventions and data sources in 15-16 template

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