2015 PSP Guidebook

2015-2016

Table of Contents Introduction .................................................................................................................................................. 1 Part 1 – Texas Accountability and Intervention System (TAIS) ......................................................................... 3 1. Understanding the TAIS Framework................................................................................................ 3 2. System Outcomes .......................................................................................................................... 3 3. Critical Success Factors ................................................................................................................... 3 4. Support Systems ............................................................................................................................ 5 5. District Commitments .................................................................................................................... 6 6. Operationalizing the TAIS Framework ............................................................................................. 7 Part 2 – Contracting with a Campus .............................................................................................................. 10 1. Acquiring Campuses ..................................................................................................................... 10 2. The Contract: After You Have Accepted a PSP Position on a Campus .............................................. 10 Part 3 – Preparing for Campus Visits ............................................................................................................. 11 1. Preparation Prior to Meeting with the Principal ............................................................................ 11 2. Your First Time on Campus ........................................................................................................... 12 3. Additional Considerations for Initial Campus Visits ........................................................................ 16 4. Following the First Few School Visits ............................................................................................. 19 5. Final Considerations ..................................................................................................................... 19 Part 4 – Organizing for the Work & Additional Tasks to Consider ................................................................... 20 1. TCDSS Housekeeping .................................................................................................................... 20 2. Distribution of Hours .................................................................................................................... 21 4. Year at a Glance ........................................................................................................................... 21 5. Record Keeping and Organization ................................................................................................. 27 6. Organizing Your Calendar and To-Do List....................................................................................... 27 7. Professional Learning ................................................................................................................... 28 8. TCDSS Travel Reimbursement Procedures ..................................................................................... 28 Part 5 – Suggestions to Support School Improvement ................................................................................... 30 1. Student Participation ................................................................................................................... 30 2. Academic Performance................................................................................................................. 30 3. Student Groups ............................................................................................................................ 32 4. Attendance .................................................................................................................................. 34 5. Graduation Rate ........................................................................................................................... 35 6. Climate ........................................................................................................................................ 36 Part 6 – Resources........................................................................................................................................ 37 References................................................................................................................................................... 38

Revised July 21, 2015

Introduction The PSP Guidebook is a resource developed for Professional Services Providers, by PSPs, with input from the Texas Education Agency and the Texas Center for District and School Support. Initially, the purpose of this document was to provide new PSPs with the guidance and resources they needed to help their campuses navigate the federal accountability system. Today the guidebook still serves that purpose, but is also intended as a resource for more experienced PSPs and includes guidance for the state system.

Within the pages of the PSP Guidebook, you will find brief descriptions of key topics such as the Texas Accountability Intervention System (TAIS) process and Critical Success Factors (CSFs). Included within those sections there are also links to more detailed information found on websites maintained by TEA and TCDSS. This will help keep the information contained in the guidebook upto-date.

You will also find resources such as the Year at a Glance that can help guide your work, and keep your campus(es) on track for success and in compliance. There is also a Resources section near the end of the guidebook to assist you in downloading the most up-to-date accountability documents.

As with a campus’ Targeted Improvement Plan, the PSP Guidebook is intended to be a “living document.” This guidebook will be updated as needed, and reposted to the PSP Network website.

The PSP Network Team welcomes your suggestions to improve the PSP Guidebook. Please feel free to contact any of us with your input.

Krystal Herrington, Coordinator krystal.herrington@esc13.txed.net Office: (512) 919-5492 John Andrews, Administrative Specialist john.andrews@esc13.txed.net Office: (512) 919-5114 Roz Evans, Administrative Specialist roz.evans@esc13.txed.net Office: (512) 919-5211 Jennifer Irrobali, Program Specialist jennifer.irrobali@esc13.txed.net Office: (512) 919-5458

INTRODUCTION

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Part 1: Texas Accountability and Intervention System (TAIS) Understanding the TAIS Framework The TAIS framework is a statewide structure for continuous district and school improvement that uses thoughtful reflection and forward thinking to affect meaningful change at the district and campus level. TAIS helps both district and campus educators move from random acts of improvement to targeted improvement efforts that will lead to increased student achievement.

TAIS includes  System Outcomes  Critical Success Factors  Support Systems  District Commitments System Outcomes System Outcomes are central to the TAIS process. These are Continuous Improvement, Accelerated Achievement, Sustainability, and System Transformation.

1. Continuous Improvement - Continuous Improvement is the result of the dynamic interaction of district commitments and support systems, which ensure all Critical Success Factors (CSFs) are effectively addressed. When these elements are integrated and fully operational, the outcomes of accelerated achievement, sustainability, and system transformation are produced.

2. Accelerated Achievement - Accelerated Achievement is the rapid attainment of improvement resulting from an intense and urgent focus on identified areas of need. As barriers to achievement are uncovered and addressed, significant gains are accomplished and performance gaps are reduced.

3. Sustainability - Sustainability is the institutionalization of effective systems and processes that maintain progress over time, regardless of changing conditions. Districts ensure capacity for continuity, safeguard successful practices, and maintain commitment to continuous improvement.

4. System Transformation - System Transformation is the comprehensive change of expectations and behaviors, resulting in sustained innovation and success. Transformation is reflected in all aspects of the organization through fully functioning and effective processes.

Critical Success Factors (CSFs) These seven factors are critical to our school improvement efforts and should be addressed in our improvement planning. They have been identified as integral to campus and district success.

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1. Academic Performance - Academic performance is the foundational CSF. By ensuring the CSFs of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time, and sustained positive school climate, campuses can increase performance for all students. All of these research-based measures, when taken as a whole, are key to continuous school improvement.

2. Use of Quality Data to Drive Instruction - The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This CSF emphasizes effective uses of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized, but rather how the information is used (Hamilton, et al. 2009). For example, academic achievement can improve when teachers create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.

3. Leadership Effectiveness - Leadership effectiveness targets the need for leadership on campus to exhibit characteristics and skills known to promote and implement positive educational change.

Of the campus-based elements proven to have the greatest degree of impact on student achievement, school leadership is second only to classroom instruction. Examples of successful school turnaround efforts without effective leadership are rare (Leithwood, et al. 2004).

4. Increased Learning Time - Research promotes a three-pronged approached to increased learning time that includes the following elements: increased instructional time, increased enrichment activities, and increased teacher collaboration and professional development.

Increased learning time necessitates strategies that maximize the number of sustained, engaging instructional minutes, the result of which is “higher academic achievement, especially for disadvantaged students” (Jez & Wassmer, 2011); (Gettinger & Seibert, 2002). Expanded learning time – lengthening of the school day or year – is also a possible strategy to increase learning time. To be utilized successfully, additional learning time must be used strategically.

Effective strategies include providing a rigorous, well-rounded education that prepares students for college, using the time for teachers to thoroughly analyze and respond to data, and setting aside time to coach and develop teachers to continuously strengthen instruction (Kaplan & Chan, 2011).

5. Family and Community Engagement - Family and community engagement calls for increased opportunities for input from parents and the community, as well as the necessity for effective

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communication and access to community services. Parent, family, and community involvement has a direct correlation with academic achievement and school improvement. When school staff, parents, families, and surrounding communities work together to support academic achievement, students tend to earn higher grades, attend school longer and more regularly, and eventually enroll in programs of higher education (Barton, 2003).

6. School Climate - The connection between school climate and student achievement has been well-established in research. Focusing on the development of a campus’ climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999). Formally assessing and addressing school climate is essential to any school’s effort toward successful reform, achievement, and making a difference for underprivileged student groups (California P-16 Council, 2008). Indicators of a positive school climate and welcoming learning environment are increased attendance and reduced discipline referrals. Increased attendance in extracurricular activities is another sign that students feel supported by an affirming school climate (Scales & Leffert, 1999).

7. Teacher Quality - Teacher quality focuses on the need to recruit and retain effective teachers while supporting and enhancing the knowledge and skills of current staff with job-embedded professional development. Over two decades of research has demonstrated a clear connection between teacher quality and increased student performance. The evidence shows that lowincome students are more likely to benefit from instruction by a highly effective teacher than are their more advantaged peers (Nye, Konstantoupoulos & Hedges, 2004). Students enrolled in successive classes taught by effective teachers show greater gains in student performance than student groups taught by less effective teachers (Sanders & Rivers, 1996). Districts and campuses can have a direct impact on student achievement through the effective implementation of a comprehensive teacher quality program.

These CSFs reflect behavioral changes that must be demonstrated by students at the campus and district or by adults working on their behalf. The effective implementation of each CSF is crucial in school efforts to meet stated goals and objectives. CSFs must also be monitored using measurable performance indicators. It is these indicators that will enable campus and district staff to determine whether schools and programs are on track to achieve their desired outcomes.

Support Systems These four systems are vital given their huge impact on campus success.

1. Organizational Structure - The organizational structure has clearly delineated roles and responsibilities for personnel that focus on teaching and learning, accountability, and impact on student achievement. District and campus leaders eliminate barriers to improvement, redefine staff roles and responsibilities as necessary, and empower staff to be responsive in support of improvement (Dufour & Marzano, 2011); (Bottoms & Schmidt-Davis, 2010); (Fullan, 2010); (Honig, Copeland, Rainey, Lorton, & Newton, 2010).

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2. Processes/Procedures - Priority is placed upon teaching and learning when establishing and implementing systemic operational protocols that guarantee accountability, availability of resources and their effective use (Bottoms & Schmidt-Davis, 2010); (Levine, 2013).

3. Communication - A clearly defined process exists that ensures a consistent message is being sent, received, and acted upon using multiple, effective delivery systems. Proactive efforts are engaged by district and campus-level staff to establish successful internal communication systems and transparent external communication practices. Communication is focused on a shared and clear vision for continuous improvement which streamlines collaborative efforts toward student success (Kouzes & Posner, 2007); (Dufour & Marzano, 2011).

4. Capacity and Resources - The organization strategically utilizes internal and external human capital and necessary resources to meet all needs for a successful learning environment.

Expertise is purposefully cultivated and sustained through targeted recruitment, retention, and succession planning (Hargreaves, 2013); (Bottoms & Schmidt-Davis, 2011).

District Commitments 1. Operational Flexibility - The district permits the shifting of resources, processes, and practices in response to the critical needs that have been identified. The district’s ability to address the needs of all students is contingent upon allowing customized approaches, expedition of resources, and departures from standard practice when the need is substantiated (Bottoms & Schmidt-Davis, 2010); (Fullan, 2010).

2. Clear Vision and Focus - The district strongly articulates a focus on student achievement as its primary work. Clear plans and systems, aligned to that vision, are developed to address increasing performance for all students within the district. The vision is integral and embedded in daily practice and is the driver of improvement by all staff members (Kouzes & Posner, 2007); (Hargreaves, 2013).

3. Sense of Urgency - The district, compelled by an intolerance of failure and dissatisfaction with deficits of the current state, sets a priority and presses for rapid action to change ineffective practices and processes that impede student success (Bambrick-Santoyo, 2012); (Kouzes & Posner, 2007); (Dufour & Marzano, 2011).

4. High Expectations - Explicit, rigorous standards are in place for student learning with all stakeholders confident that success is attainable. These expectations are pervasively evident and understood by all with a commitment to providing a timely response and/or adjustment when goals are not met (Bambrick-Santoyo, 2012); (Kouzes & Posner, 2007); (Dufour & Marzano, 2011).

5. District-Wide Ownership and Accountability - The district leadership recognizes and accepts responsibility for all current levels of performance and transparently interacts with stakeholders PSP GUIDEBOOK PART 1: TEXAS ACCOUNTABILITY AND INTERVENTION SYSTEM (TAIS)

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to plan and implement improvement initiatives. The district is engaged in continuous review of systemic, district-wide practices to ensure effective impact on critical need areas, such as lowperforming campuses (Zavadsky, 2012); (Fullan, 2010).

Operationalizing the TAIS Framework Operationalizing the TAIS begins with a vision of what success looks like for a campus or district.

“If you can see it and believe it, then you can achieve it.”

--Oprah Winfrey We fully operationalize TAIS and reap maximum benefits when we align support systems and district commitments with the seven critical success factors. We engage campus and district constituents in a discussion of what actions would look like if, for example, our Capacity and Resources (support system) are aligned to support Academic Performance (CSF).

Data Analysis Become familiar with the Data Analysis Guidance developed by TEA and TCDSS. Review each Index in the state accountability system and disaggregate the total index score or analysis.

Confirm there is a system in place to collect data throughout the year that can be used as needed to modify instruction and interventions. Review current data system to provide campus with data aligned to the state index system.

Ensure the campus uses both qualitative and quantitative data collected by CSF. Possibly include the four categories of data as discussed by Victoria Bernhardt – Demographic Data, Student Learning Data, Perception Data, and School Process Data. This level of analysis will reveal the gaps based on data, also referred to as problem statements which help target the areas for improvement.

Ensure the campus is using student-level data and tracking the progress of every individual student including both meeting Level II standards and student growth.

Ensure the campus analyzes student performance data by teacher, grade level and course, department, race and ethnic groups, ESL, special education and economically disadvantaged, and the All student groups.

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Needs Assessment Become familiar with the Needs Assessment Guidance developed by TEA and TCDSS. Increase the principal’s focus on conducting a thorough needs assessment that uncovers causation. Once gaps based on data, and problem statements, are identified, the needs assessment will identify why the gaps exist. This assessment will support any necessary adjustments to previously implemented strategies to assist the campus in reaching academic goals. Root causes identified in the needs assessment will target the strategies and interventions required to achieve the campus’ annual goals, and reveal which Critical Success Factors need more focus.

Guide the campus in utilizing the needs assessment as a process to identify and define the root cause(s) that created the current trends and patterns seen in the data.

It is important to ensure campus does not jump from problem identification, through analyzing data, to solutions without determining the root cause.

Improvement Planning Become familiar with the Improvement Planning Guidance developed by TEA and TCDSS. Acquire a copy of the latest Targeted Improvement Plan.

Ask about the timeline for board approval of the targeted improvement plan if the campus is IR. Focus on building the capacity of the principal. In turn, he or she will build the capacity of the Campus Leadership Team to carry out the needs assessment and to use the findings to develop the improvement plan, addressing the missed indexes, or gaps in the data.

Implementation and Monitoring Become familiar with the Implementation and Monitoring Guidance developed by TEA and TCDSS. Assess the readiness of the campus for the Implementation and Monitoring step by ensuring its plan is based on clear goals and objectives.

Establish a monitoring schedule to verify successful implementation of the improvement plan.

The monitoring schedule should have designated times for reviewing data to determine whether strategies and interventions are implemented effectively. Allow for flexibility to make corrections as needed based on real-time data.

Constantly evaluate and make adjustments to the monitoring process.

Effectively communicate the process and schedule for monitoring to all stakeholders, including adjustments made throughout the process.

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Hold regular meetings with the Campus Improvement Team, to evaluate the status of the implementation process.

When appropriate, contact the ESC, district, or other professional learning resources for on-site professional learning addressing school climate and classroom management.

Encourage principals to regularly observe instruction and to consistently provide feedback to staff.

Help them revise the observation form if necessary, offer to walk with them, provide feedback, et cetera.

Resources to consider: Driven by Data: A Practical Guide to Improve Instruction – Paul Bambrick-Santoyo.

Data Analysis for Continuous School Improvement – Victoria Bernhardt.

Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry – Bruce Wellman & Laura Lipton.

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Part 2: Contracting with a Campus Acquiring Campuses Although, according to the PSP Handbook, PSPs are not allowed to solicit work, there is a way to increase your chances of contracting with campuses. The best way is to network and get your name out there. With whom should you network? First, get to know your local ESC Turnaround Team.

They get many inquiries from districts for good PSPs. Second, network with your fellow PSPs. Sometimes PSPs get more offers than they either want or can take. When a PSP must decline a campus, the district seeking the contract will often ask if they know of another PSP to pursue.

The Contract: After You Have Accepted a PSP Position on a Campus Sign the Letter of Agreement (LOA) or contract with the LEA. The LOA is the contract between the PSP, campus, LEA, and TCDSS for federal (Priority and/or TTIPS) campuses. TCDSS sets the hourly rate, number of hours and travel reimbursement for all federal campuses. PSPs cannot be paid for work on the campus before the Letter of Agreement (LOA), or the Memorandum of Understanding (MOU), has been signed by all parties.

You will know when the letter of agreement is completed, as all parties are sent a copy via e-mail once the last person has e-signed the document. You may monitor the LOA process by checking in with the campus principal and District Coordinator of School Improvement (DCSI) to make sure they e-sign the LOA in a timely manner. Currently, all LOAs are completed electronically using the esignature service EchoSign. The EchoSign Tutorial is available online if you are new to the process or need a refresher.

The Memorandum of Understanding is the contract between the PSP and LEA for campuses in state accountability. PSPs should not begin work on state campuses until the MOU is signed by all parties.

Most districts have an MOU they like to use, but if you need an example, you can find one here. The recommended hourly rate for PSPs working on state accountability campuses is $75/hour. However, the entire MOU is negotiable, including the hourly rate, number of hours, and travel reimbursement. Traditionally, this can be a difficult decision. One strategy is to contact another experienced PSP and share ideas.

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Part 3: Preparing for Campus Visits Preparation Prior to Meeting the Principal Analyze the campus’ Texas Academic Performance Report (TAPR). If a campus is a Texas Title l Priority School (TTIPS) campus, also study the End of Year Report, if they have one. Your analysis should include data from the most current year, as well as any longitudinal data you can acquire.

Based on your analysis of the data, identify patterns, systems, staffing concerns, and other items that might be considered issues only after you have visited the campus.

Review the district and campus websites. What is the campus and district vision and mission? Who are the teachers? Is there any other general information that may help you?

Identify your expectations and make plans to discuss them with the principal.

These might include: 1. scheduling time with the principal and/or other campus leaders 2. preparing for walk-thrus 3. planning for quarterly reports Create a quick reference campus profile. Items might include key data points, needs assessment notes, contact information, and schedules to have on hand as needed.

Create a system and store all your campus information so it is always accessible to you anytime and anywhere. For example, you may decide to keep the information on a flash drive you always carry, or use a cloud service that automatically synchronizes the information with your computer or tablet and can be accessed at any time. If not, some other personal note taking system will work just as well. You will want to refer to this information prior to your next visit. Examples of information you may want to have on hand: 1. Texas Academic Performance Report for the campus, district generated reports, campus generated data reports, observations 2. The campus’ targeted improvement plan 3. Copies of your campus notes to use when completing your monthly PSP Progress Reports 4. Any other information you deem relevant and want quick access to as needed Download any documents and templates from the TEA, PSP Network, or TCDSS website you may find useful for each campus’ file (see the Resources page for examples).

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Create an annual calendar of events to help meet the suggested timeline(s) for each of your campuses. This can also be a starting point to assist in planning with your principals.

Use Google Maps or MapQuest to get directions to the campus, and how many miles you will travel by car. Print and include a copy in the campus file for your reference. This information will be used when you report your mileage on your monthly invoice. A copy is required for Priority and TTIPS campuses and highly recommended to be included with invoices for IR campuses. If you request travel reimbursement from TCDSS, you will need to use one of these sources to show your mileage when you use your personal vehicle to drive to the location of the professional learning.

Find or develop a way to track your hours and mileage reimbursement. A couple examples are: Expensify.com and ConcurSolutions.com.

Your First Time on Campus Meet the Campus Principal 1. Focus on building a relationship of trust with all campus stakeholders.

2. Do not go in with a preconceived notion.

3. Value the work of the staff.

4. Introduce yourself to the principal’s administrative assistant and get contact information for key personnel who support the campus such as the principal, assistant principal(s), and the DCSI. 5. Ensure the principal received an electronic copy of the completed Letter of Agreement (LOA) if applicable.

6. Clarify your role with the principal and the purpose of your work together for the next year.

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7. Let the principal know you are there to support the campus to meet all standards. With your assistance he or she will: a. identify campus, staff, student, and community needs by conducting a thorough needs assessment. Go to the TCDSS website for TAIS guidance documents; b. research suggested solutions to address the issues faced by the school; c. develop a dynamic campus planning process involving the entire campus; d. continually assess and make modifications to the plan as necessary.

8. Be sure the principal understands you are his or her partner in working through the process and in developing and implementing initiatives with fidelity.

9. Emphasize that working together as a team is the expectation.

10. Establish a set of norms to follow while you are on the campus (i.e. meeting with the principal on each visit, setting aside debriefing time, conducting walk-throughs together).

11. Discuss communication preferences and protocols for when you are not on campus.

12. Exchange cell phone numbers and e-mail addresses. Agree to respond to voicemail and e-mail within a 24-hour period.

Take a Tour of the Campus with the Principal 1. Be observant. Take notes.

2. What are the principal’s thoughts as to why the campus did not meet standard, Index(es), or system safeguards?

3. Does the data you studied before the visit reflect what you see? Does the data align with the principal’s thinking?

4. Is the campus taking advantage of resources offered by the district?

5. Does the principal give examples, or speak to the district’s level of involvement to support the campus’ improvement efforts?

6. Find out what major initiatives are already underway on the campus. Are any of them new this year? Are they supported by the data? Are they helping improve student academic achievement?

7. Note the sense of urgency exhibited by the principal, staff, and students. What did you observe that made you feel one way or the other about it?

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After You Have Completed the Tour of the Campus 1. Debrief and discuss observations with the principal, and/or other team members.

2. Discuss the various expectations the school has depending on the required interventions or TTIPS grant activities.

3. Stress the importance to the principal that the campus remains in compliance with programmatic requirements. Emphasize that he or she makes timely, thoughtful decisions regarding funding options available to the campus and the implementation of any initiatives that will assist in meeting campus needs.

4. Determine what the principal’s expectations are for your work. What can you do to most help the principal, staff, and students? How can you best spend your time working with the campus staff? Listen carefully and share your thinking with the principal regarding these topics.

5. Remain flexible; your role most likely will evolve over time as your level of trust with the principal increases.

6. Determine other supports and interventions may be in place at the campus (i.e., TEA Conservators, DCSI, assigned district staff, special grants, support specialist and ESC). If there are others assisting the campus, then gather their contact information and set a date with the principal to meet with them to determine how to coordinate services.

7. Provide the principal with the TCDSS and/or TEA support specialists’ contact information. Briefly discuss how TEA and TCDSS can support you and the campus in the improvement process.

8. Share and discuss the campus profile you created and the data analysis you did prior to your first visit to the campus.

9. Find out how the campus collects data during the year (benchmark tests, minibenchmarks, common assessments, snapshots, et cetera). Ask how you can gain access to this data throughout the year, as monitoring campus data is part of your role.

10. Review any important due dates with the principal. Establish how you will assist in the process of meeting requirements. Assure the principal that you will monitor these dates carefully and will ensure all requirements are met on time.

Discuss the number of hours you will provide assistance to the campus during your contract period. If the campus is Improvement Required, explain that the PSP is a member of the campus intervention team (CIT) and review the requirements of the intervention team. Explain how your time on campus will be allocated according to LEA, TEA, and TCDSS standards.

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Set Up a Tentative Calendar of Dates for Visits 1. Schedule dates for at least the next 30 days. If possible, set a tentative schedule for the first semester or possibly even the year. Be sure to establish a procedure for setting additional dates and modifying dates. If not the principal, whom should you notify in case you need to reschedule a visit?

2. Set a date for you to meet or visit with critical staff members such as department chairs, assistant principal(s), the Campus Improvement Team members, Instructional Specialists, Dropout Coordinator, At-Risk Specialist, SPED Diagnostician, and LPAC chair.

3. Set a date for the principal to introduce you to the staff at a faculty meeting School Information You Should Gather, or Ask to Be E-mailed to You Before Departing 1. School calendar 2. Campus map with room numbers and names of teachers 3. Bell schedule 4. Master schedule 5. Staff roster including titles, room numbers, and phone extensions 6. Current targeted improvement plan (if available) 7. End of Year reports (if the campus was TTIPS the previous year) Additional Information You May Want to Request 1. Comprehensive list of meeting dates (i.e., faculty, grade level, department level, sitebased team, PTA/parent/booster clubs, campus leadership team) 2. Professional learning plans 3. Sign-in procedures and badge requirements Shortly after you leave the campus, write down anything about your visit you plan to include in your PSP Progress Reports, your time on campus, any follow up required, and your mileage.

Adjust your calendar as needed after each campus visit so it reflects the schedule you agreed upon with the principal.

Arrange a meeting with the DCSI, as appropriate, and review the same information you shared with the principal. If you feel it is appropriate, invite the principal to attend.

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Additional Considerations for Initial Campus Visits When implementing the following suggestions, use your professional judgment and carefully select ideas to support the unique needs of each campus you serve.

TARGET—Building a relationship with the principal, understanding the principal’s perspective.

Critical Success Factor—Leadership Effectiveness 1. Tell more about yourself. For example, you may decide to briefly share your work history, particular strengths, and the reason you wanted to become a PSP. A little guarded honesty from you may draw forth frank and open sharing.

2. Review your role as a PSP. In addition to providing support to the school throughout the improvement process, you will serve as a listener and questioner to help the principal reflect on his or her leadership practices and set goals.

3. Consider using the Effective Traits of Successful Principals or the Principal Self-Reflection form as a way to get the principal to reflect on his or her leadership competencies and rate the principal’s level of expertise. This can be helpful when working with the principal on goal setting.

4. Learn more about the principal by asking the following: a. Principal’s history with the campus b. Principal’s previous experience c. Principal’s leadership style d. Ways he or she manages the time demands of the job e. Types of conflict faced during a normal school day f.

Support he or she has with the district office

g. Principal’s vision for the school h. Most significant accomplishments he or she has made to date i.

Principal’s greatest challenge

j.

Campus’ biggest obstacle to success

k. People who understand and share the principal’s vision l.

People who can help realize the vision

m. How the principal works, and shares responsibilities, with the assistant principals and other campus leaders

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n. Person who is his or her greatest advocate o. Person from whom he or she is most likely to seek advice or assistance p. Principal’s perception of successful and failing programs currently on campus q. Demographics of the school and community

TARGET—Understanding the principal’s perception of the staff, developing a deeper understanding of the campus climate and operations, community and family engagement.

Critical Success Factors—Leadership Effectiveness, School Climate, and Family and Community Engagement, Teacher Quality Consider discussing the following topics during campus walk-throughs: 1. History of the school 2. New initiatives and how they are being implemented 3. Who the principal perceives to be the strong teachers and why 4. Who are the new teachers 5. Which teachers need mentoring 6. Perception of teacher and student morale 7. Teamwork among staff, departments, cross-departmental, administrative support, and feeder schools 8. Family and parental involvement 9. Leadership team strengths, weaknesses, and responsibilities 10. Principal’s communication style 11. Communication systems that are in place for teachers and parents to learn about school performance, events, and achievements 12. How is Professional Learning selected? Is it based on data and targeted to address campus needs?

13. Community concerns or issues of which he or she is aware 14. District level personnel who can or do provide support for the learning community

TARGET—Understand how the principal interprets and uses campus data.

Critical Success Factors—Use of Quality Data to Drive Instruction, Leadership Effectiveness, and Academic Performance PSP GUIDEBOOK PART 3: PREPARING FOR CAMPUS VISITS

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1. Examine student data together, allowing the principal to inform you.

2. Question the principal to solicit his/her perception of the relevance and implications of the data.

3. Ask questions that direct attention to additional insights the principal should be able to glean from the data.

4. Work to contemplate the data together; draw up a list of needs revealed by the data on which you both agree.

5. Discuss student access to, and understanding of, their personal benchmark data.

6. Review benchmarking data and how data is used for instruction and interventions.

7. Review the targeted improvement plan to determine how well it matches student need as revealed by the data.

8. Ask about the process used to develop the targeted improvement plan.

9. Determine whether the targeted improvement plan is a working document that guides school function.

10. Discuss when and how the information in the Texas Academic Performance Report will be shared.

11. Determine how the principal works with the staff to use data to drive instruction and to improve student performance.

12. What, if any, is the campus-wide process for collecting and maintaining data?

13. Are data conferences held regularly?

14. Who is responsible for leading data meetings and who must attend?

15. Are there norms and protocols in place to assure consistency?

16. Is there a data room on campus and is the data up-to-date?

17. Who maintains the data room?

18. Are expectations and campus goals for improvement considered at the end of each data conference and modified as needed based on new data?

19. Do data conversations center on the CSFs? Has the campus identified CSFs to focus on during the current academic year?

TARGET—Monitoring the progress of the development and implementation of school improvement initiatives and the sense of urgency on the campus.

Critical Success Factors—Leadership Effectiveness and School Climate 1. Discuss the principal’s perception of the sense of urgency by staff to address student needs; do the same with key staff members to determine their perspectives.

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2. If there is a concern in this area, what steps or actions might be suggested to increase the sense of urgency?

3. Seek the principal’s thinking on strategies to use or systems to put in place that would increase the sense of urgency among both staff and students.

4. Which staff members does the principal believe he or she could position to help create a stronger sense of urgency?

Following the First Few School Visits Review meeting notes and consider essential topics for the next meeting.

Review data and make notes of evidence and insights to share with the principal during your next visit.

Review, or create, the campus process for developing the targeted improvement plan using the TAIS process. Be sure to provide guidance to the campus on compliance and quality issues related to the targeted improvement plan, if any exist. With the principal’s assistance, select the campus leadership team.

Consider how you can best meet the needs of the campus based on the information you have gathered up to this point.

Final Considerations Download and become familiar with the Accountability Manual if the campus is Improvement Required.

Use your meeting notes to update or complete the upcoming PSP Progress Report while your visit is fresh on your mind.

Think about any resources you might be able to provide that could assist the principal and school staff to support improvement initiatives and efforts.

If applicable, discuss with the principal the possibility of the need to appeal the campus’ accountability rating. If the campus is aware of the need to appeal, assist in preparing required documentation. Refer to the Accountability Manual and help the campus follow the procedures as outlined.

Review any TAIS accountability requirements for the campus.

Become familiar with the Texas Accountability Intervention System Guidance document. It explains TAIS in depth and includes topics for the type of information you should include in your documentation for Data Analysis, Needs Assessment, Improvement Plan, and Implementation & Monitoring

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Part 4: Organizing the Work & Other Tasks to Consider TCDSS Housekeeping Keep up with required reports and deadlines. This information is available on the 2015-2016 ISAM Submissions chart developed by TEA. Whether you use a Macintosh computer or a PC, keep your software up-to-date. It is especially important to have the latest versions of the Microsoft Office components installed on your computer, as most deliverables and other important documents are designed using MS Word or Excel.

Know the district process and expectations for PSP Progress Reports and how the reports will be submitted to ISAM. File all of your reports on time. If you cannot meet the deadline, you must contact the appropriate Support Specialist at TEA or TCDSS. Complete your PSP Progress Reports. Be sure to provide all requested information for each report. Remember, this information varies from report to report. Consider the following suggestions: 1. Enter information from your school visit immediately after you leave campus rather than waiting until the end of the month 2. Use the Year at a Glance, starting on the next page, to help guide your work on the campus.

3. Preview the next month’s required information in the PSP Progress Report when planning your visits.

Participate in other professional learning opportunities to build your knowledge base.

Add a bookmark to your web browser for quick access to the Accountability Manual. Keep a copy of the Accountability Manual handy. Encourage your principal to use this document as a resource to answer questions about accountability.

Sign up for any TEA Listservs that will provide you with current updates (e.g. PMI Division, Performance Reporting, Grants, TEA INFO, Accountability Research, TEA Correspondence, ESL/bilingual education, To the Administrator Addressed, and others).

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Distribution of Hours Use the Year at a Glance found on the following pages to guide your work as a PSP. Individual campuses have varying needs. There is no hard and fast rule for the number of hours a PSP will spend working with a campus each month. However, PSPs will typically front-load contract hours during the first half of the academic year. Keep in mind when quarterly reports are due for the campus and schedule time accordingly.

Be sure you allocate some hours for summer months, as well. You are required to work with campuses identified in the federal accountability system every month, unless you have an agreement with the principal. In which case, you may choose to schedule no more than two consecutive months off campus. PSPs are encouraged to set aside hours in June, July and August for planning, developing the Targeted Improvement Plan for the upcoming school year, and any potential required training.

Professional Service Provider Year at a Glance Every campus and district is distinctly different, having its own unique characteristics, leadership, cultures, and processes. Yet as different as they may be, they have the commonality of being in either the federal or state accountability systems, or both.

The following month-by-month Year at a Glance list was developed to assist and guide the PSP’s work. Each PSP must complete these common monthly activities. The Year at a Glance list is not meant to be a definitive resource. It is simply a list of basic activities to help you be a consistent and steady resource for your campus(es). You will find, as you gain experience and an understanding of your campus and district, there are other unique ways you can help and support the staff and students to be successful.

August (for PSPs who do not yet have a campus) 1. Familiarize yourself with the PSP Handbook and PSP Guidebook.

2. Familiarize yourself with the Texas Center for District and School Support (TCDSS) and the PSP Network websites.

3. Network with other PSPs and the Education Service Center (ESC) in your region.

4. Attend any required training related to Texas Accountability Intervention System (TAIS) with appropriate staff, if applicable.

September After contact from a district requesting your services or inviting you to an interview:

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1. Attend interview with superintendent and/or District Coordinator of School Improvement (DCSI), and campus principal.

2. If selected, prepare the Memoranda of Understanding (MOU), including cost projections (number of hours, travel, meals, lodging) to submit to the superintendent via email or at the interview.

3. If selected as a PSP to a Priority Campus, work with the campus leadership to electronically sign the Letter of Agreement (LOA), complete a W-9 and a direct deposit form for TCDSS. 4. If assigned to an Improvement Required (IR) campus, complete initial paperwork including the signed MOU, signed W9, and exchange of contact information.

5. Set a calendar date as early in the month as possible with superintendent and DCSI for initial meeting with campus principal, campus leadership team, and introduction to instructional staff.

6. Request from the DCSI and/or building principal any needed documents and information (e.g. school calendar, bell schedule, assessment calendar, meeting schedules for department, staff, years of experience, certifications, assignments, leadership).

7. In collaboration with the DCSI and/or building principal, create a schedule for campus visits that front loads at least 60% of PSP hours in the fall (this is especially important when working with multiple campuses and districts). Coordinate your schedule so that all campuses get the benefits of your leadership.

8. Determine the ISAM access point of contact and determine the process for submission of required accountability documents.

9. Develop a formal introduction presentation specific to each campus that describes your role, process, and expectations.

10. Collaborate with the DCSI and campus principal to select members of the Campus Leadership Team (CLT).

11. Assist the campus in the development of an assessment plan, as needed.

12. Meet at scheduled times with the DCSI and CLT to: a. Guide the CLT through the components of the TAIS process: Data Analysis, Needs Assessment, Improvement Plan, Implement and Monitor b. Assess the team’s knowledge level, review and/or teach and train the CLT on the Critical Success Factors (CSFs) and Elementary and Secondary Education Act (ESEA) Turnaround Principles 13. If applicable, review results of any campus visits such as any recent site visits or Campus Snapshot/MAPSS data.

14. In collaboration with the CLT and DCSI, initiate development of the campus Targeted Improvement Plan (TIP) for submission (PC version, Mac Version), if required by the date indicated on the ISAM Submissions chart.

15. Review submission requirement dates; these dates may vary based on IR year and/or Priority status of the campus.

16. Identify and follow district procedures for Board approval of the Targeted Improvement Plan.

17. Assist and support the CLT to utilize and/or develop systems to monitor students at-risk of not meeting academic performance measures.

18. Attend any required training related to TAIS with appropriate staff, if applicable.

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19. Assist district and/or campus leadership in determining who will attend the Advancing Improvement in Education (AIE) Conference.

20. Register for the AIE conference and make all travel and lodging reservations for yourself.

21. Record monthly activities and update the PSP Progress Report.

22. Submit your monthly invoice to district and/or TCDSS.

October 1. Continue to teach and guide the CLT through the components of the TAIS process.

2. In collaboration with the CLT and DCSI, continue development of the District/Campus Targeted Improvement Plan for completion and submission by the date indicated on the submission requirements calendar.

3. Develop your PSP Progress Report on the template for completion and submission by date indicated on the submission requirements document.

5. Assist and support the CLT to utilize and/or develop systems to monitor students at-risk of not meeting academic performance measures.

6. Attend any required training related to TAIS with appropriate staff, if applicable.

7. Record monthly activities and update your PSP Progress report.

8. Submit your monthly invoice to district and/or TCDSS.

November 1. In collaboration with the CLT and DCSI, review and monitor implementation and impact of the Targeted Improvement Plan based on student level data review.

2. Evaluate the effectiveness of the goals, strategies, and interventions in the Targeted Improvement Plan.

3. Assist leadership in the monitoring of curriculum, instruction, assessment, and intervention strategies.

4. Support principal in development of teacher improvement plans.

5. Attend AIE Conference.

6. Record monthly activities and submit PSP Progress Report by date indicated on the submission requirements chart.

7. Submit monthly invoice to district and/or TCDSS.

December 1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

3. Support principal in development of teacher improvement plans.

4. Attend any required training related to TAIS with appropriate staff, if applicable.

5. Record monthly activities and update PSP Progress Report.

6. Submit monthly invoice to district and/or TCDSS.

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1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. In collaboration with the CLT and DCSI, prepare the Mid-Year Targeted Improvement Plan Progress Report for completion and submission by date indicated on the submission requirements chart.

3. Prepare the PSP Progress Report for completion and submission by date indicated on the submission requirements chart.

4. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

5. Collaborate with district and campus leadership to create a list for summer professional learning needs for campus staff and leadership based on data (add to as needed throughout year).

6. Support principal in development of teacher improvement plans.

7. Collaborate with campus principal regarding staffing recommendations for next school year.

8. Attend any required training related to TAIS with appropriate staff, if applicable.

9. Record monthly activities and update PSP Progress Report.

10. Submit monthly invoice to district and/or TCDSS.

February 1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. Submit the Mid-Year Targeted Improvement Plan Progress Report by date indicated on the submission requirements chart.

3. Record monthly activities and submit PSP Progress Report by date indicated on the submission requirements chart.

4. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

5. Support principal in development of teacher improvement plans.

6. Continue collaboration with campus principal regarding staffing recommendations for next school year.

7. Continue to add topics to the list for summer professional learning needs for campus staff and leadership based on data.

8. Attend any required training related to TAIS with appropriate staff, if applicable.

9. Record monthly activities and update PSP Progress Report.

10. Submit monthly invoice to district and/or TCDSS.

March 1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. Support campus leadership in final campus preparation strategies prior to state assessments.

3. Prepare the PSP Progress Report for completion and submission by date indicated on the submission requirements chart.

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4. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

5. Support principal in development of teacher improvement plans.

6. Continue to add topics to the list for summer professional learning needs for campus staff and leadership based on data.

7. Attend any required training related to TAIS with appropriate staff, if applicable.

8. Record monthly activities and update PSP Progress Report.

9. Submit monthly invoice to district and/or TCDSS.

April 1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. Record monthly activities and submit PSP Progress Report by date indicated on the submission requirements chart.

3. Support campus leadership in final campus preparation strategies prior to state assessments.

4. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

5. Support principal in development of teacher improvement plans.

6. Continue to add topics to the list for summer professional learning needs for campus staff and leadership based on data.

7. Attend any required training related to TAIS with appropriate staff, if applicable.

8. Record monthly activities and update progress report.

9. Submit monthly invoice to district and/or TCDSS.

May 1. In collaboration with the CLT and DCSI, continue to review, monitor, and adjust the Targeted Improvement Plan based on student level data review.

2. Support campus leadership in final campus preparation strategies prior to EOC assessments and STAAR re-testing.

3. In collaboration with the CLT and DCSI, prepare the End-of-Year TIP Progress Report for submission by date indicated on the submission requirements chart.

4. Complete the PSP End of Year Survey.

5. Review preliminary STAAR data with campus principal, DCSI, and CLT. 6. Finalize topics for potential summer professional learning needs for campus staff and leadership based on data and submit to district leadership.

7. Assist campus leadership and DCSI in the monitoring of curriculum, instruction, assessment, and intervention strategies.

8. Support principal in development of teacher improvement plans.

9. Register for PSP Summer Institute in July.

10. Attend any required training related to TAIS with appropriate staff, if applicable.

11. Record monthly activities and update PSP Progress Report.

12. Submit monthly invoice to district and/or TCDSS.

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June 1. Submit the End-of-Year Targeted Improvement Plan Progress Report by the date indicated on the submission requirements chart.

2. In collaboration with district and campus leadership and the DCSI, guide and review an evaluation of student STAAR assessment data and begin preliminary data analysis for the next school year.

3. Complete PSP Student Achievement Data Surveys and other required EOY information.

4. Begin working with the campus principal and CLT to plan for the upcoming school year. This includes professional development and updating the Targeted Improvement Plan, as needed.

5. Make hotel reservations for the PSP Summer Institute.

6. Attend any required training related to TAIS with appropriate staff, if applicable.

7. Record monthly activities and update PSP Progress Report.

8. Submit monthly invoice to district and/or TCDSS.

July 1. Record monthly activities and submit PSP Progress Report by date indicated on the submission requirements chart.

2. In collaboration with district and campus leadership and the DCSI, guide and review an evaluation of student STAAR assessment data and begin preliminary data analysis for the next school year.

3. Continue working with the campus principal and CLT to plan for the upcoming school year. This includes professional development and updating the targeted improvement plan as needed.

4. Attend PSP Summer Institute.

5. Record monthly activities.

6. Submit monthly invoice to district and/or TCDSS.

August (only after completing a year with a school) 1. Work with campus administration, DCSI, and CLT as needed to analyze data, review accountability ratings, review staff development plans, professional development, staffing, and master schedule.

2. In collaboration with district and campus leadership, DCSI, and CLT continue the development of the campus Targeted Improvement Plan for submission by date indicated on the submission requirements chart.

3. Attend any required training related to TAIS with appropriate staff, if applicable.

4. Record monthly activities and update PSP Progress Report.

5. Submit monthly invoice to district and/or TCDSS.

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Record Keeping and Organization Establish a system to track the mileage and expenses you will submit for reimbursement, if applicable. MapQuest is recommended to determine the mileage (shortest distance from point to point) you include in expense reports.

Establish a note-taking system to help you accurately complete service records.

Establish a file system to keep track of required documents, data, and other necessary information for each of your schools.

Review and bookmark the TEA, TCDSS, PSP Network, TAIS Resources, ESCs in the regions you work, and other important websites so you will know what information is available on them.

Establish a resource system or notebook to file research, materials, ideas, handouts, the Accountability Manual, et cetera.

Organizing Your Calendar and To-Do List Read the PSP Handbook thoroughly.

Reserve time on your calendar for record keeping, completing service records, and preparing for the upcoming month.

Review the total number of days you are working with all of your campuses and create a plan that will allow you to spend an appropriate amount of time at each campus every month.

Front-load the amount of time you spend on each campus, but be sure to save some hours for any summer training, and to beginning planning for the next school year with your campus. The campus will require more of your time during the first semester. Need will most likely decrease for the third quarter and then diminish slightly during the summer months. That does not mean you will not need hours during the summer, however. Summer is when you will work with your CLTs to begin development of their targeted improvement plan for the upcoming academic year.

Save time for June, July, and August to review and analyze STAAR & EOC data, analyze campuses’ Accountability Summary Report, and help your campuses plan for the next school year.

Use the TAIS process for all required interventions for schools based on their designation.

Consider the tax implications of your income and expenses from consulting as a PSP. Devise a system to help you keep detailed records of related expenses that are not reimbursed (e.g., travel expenses).

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Professional Learning Find out what professional learning the staff has received and what strategies have been implemented from the training so you can provide support as requested or needed.

Increase the principal’s focus on designing meaningful, ongoing professional learning that provides follow-up to ensure quality implementation.

Professional learning should be aligned with the Targeted Improvement Plan goals and strategies implemented.

Do not neglect your own professional learning, as it is a component of the PSP evaluation system.

There are required trainings for active PSPs, such as the PSP Institute and AIE Conference, and highly recommended training opportunities like the Spring PSP Collaborative meetings.

TCDSS Travel Reimbursement Procedures There may be times when PSPs will be reimbursed for their travel to certain professional learning opportunities. When requesting travel reimbursement for Priority campus travel, you will need to adhere to the following.

Required Documents For initial travel each year, you will be required to complete and mail the following original copies to TCDSS: 1. Completed and signed Participant Travel Form 2. If you used your personal vehicle to travel you must turn in a MapQuest map showing the roundtrip mileage.

3. Completed and signed W-9.

A Direct Deposit form must also be completed before you can be reimbursed for travel expenses. You will only have to complete this form once, unless you change direct deposit bank accounts.

After your first travel reimbursement, you will only complete the Participant Travel form, and submit a MapQuest map showing your roundtrip mileage if you use your personal vehicle for travel.

You may be reimbursed for any of the following items. All require original itemized receipts. Copies of receipts will not be accepted.

1. Use of personal vehicle: ($ .575 per mile) - Point-to-point mileage should be documented by a mapping service, such as MapQuest. Please write down full departure and destination addresses.

2. Car Rentals: Participants may be reimbursed for a vehicle, as required. However, the vehicle must be “standard” size, and no more than $80/day. Costs over this amount will not be

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reimbursed. You will not be reimbursed for rental car insurance, additional drivers, or luxury cars.

3. Air Travel: Participants requiring air travel must turn in the airline passenger itemized receipt showing proof of payment (economy class only). Receipts are also required for airport parking, shuttle, or taxi as appropriate. Please note that ticket exchange receipts alone are not a valid proof of purchase. Ticket exchange receipts must be accompanied by an original payment receipt.

4. Parking/Taxi/Shuttle: Provide itemized receipt for any parking charges. TCDSS will not reimburse for valet parking and/or gratuity. Taxi receipts must have a logo, time and date.

5. Lodging: Participants will be reimbursed the maximum lodging allowance, excluding taxes, based on the U.S. General Services Administration website. An itemized receipt is required showing a paid in full status ($0.00 balance).

6. Food: Meal Maximums are $10 for breakfast; $15 for lunch; and $21 for dinner. Receipts cannot have alcoholic beverages or the entire receipt will be void.

7. Additionally, TCDSS does not reimburse for tips, Early Bird Check-in, or room-service fees.

Please note: These guidelines are subject to change and will be updated in the PSP Guidebook as needed.

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Part 5: Suggestions to Support School Improvement Student Participation Review the initiatives, interventions, and strategies used at the campus last year to improve attendance on test days and all instructional days. How effective were they?

Communicate to parents the importance of ALL students being present for testing AND the importance of good performance as a predictor of every student’s ability to pass and be promoted or graduate.

Institute an automated student attendance phone system to notify parents of student absences.

Include articles in newsletters that promote student participation.

Institute a process for sending mail-merged letters to parents informing them of their child’s attendance.

Start testing day as late as possible so campus staff can determine which students are not in attendance and can take action before testing begins.

Use attendance officers, campus security, administrators, and counselors for home visits.

Include parents in the decision-making process when formulating the campus’ plans to increase student participation and inform the community prior to implementation.

Institute a student attendance incentive plan.

Academic Performance Use current data to determine what gains are being made and which areas the campus needs to target for improvement.

Determine what measureable improvement is required for the campus to meet standards.

Review all available data with the Campus Leadership Team to determine the effectiveness of the practices and strategies currently used on the campus. What other strategies will you suggest the Campus Improvement Team implement?

Focus on TEKS student expectations, and readiness standards, that will be

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weighted more on the assessment rather than supporting standards.

Make a list of snapshot students for each student group and monitor all groups’ academic performance all year. Review these students’ assessment results from the previous year. Teachers should have access to this data.

Determine the degree to which the curriculum's scope and sequence matches the testing program's evaluation measures. If the campus is a middle school or high school, find out whether the feeder schools use the same programs to teach reading/ELA and mathematics.

When looking at data patterns for teacher performance, be sure the data matches by confirming the same teachers are still in the same assignments.

Review the campus’ benchmarking system and make recommendations for improvement, if needed. How often are students benchmarked? Are teachers using common assessments to make instructional decisions?

Ensure staff is aware of which assessments are required for each grade level on its campus.

Encourage teachers to develop common assessments and skill-check systems that genuinely assess student improvement as they teach.

Encourage teachers to use formative assessments as part of their lesson cycle.

Determine whether the questions used on benchmark tests are valid and what source is being used for the questions, especially in light of the STAAR and EOC assessments.

Determine how quickly teachers receive data from the benchmark assessments.

Determine how the campus is using student data. Is it driven by campus need or district requirements?

Confirm that student benchmark performance data is shared with staff in a user-friendly format, making it easier for teachers to use to drive their classroom instruction and interventions.

Find out what the teachers and departments on your campus do with data they receive.

Review essay-writing benchmarks (be sure that, on occasion, someone besides the teacher scores the essays.) Sample the papers scored by teachers to validate the scoring aligns with the state rubric.

Based on all the information and data you have collected, determine what actions you will suggest.

Encourage the development of individual learning plans for each student.

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Does the campus have a system for determining the reading levels of students and diagnosing specific reading and comprehension deficiencies?

Determine the level of planning at the grade and department levels. Check for frequency. How effective are planning meetings?

Set high expectations for the staff and students. Examine the current expectations and practices.

Are students being taught to pass or to master objectives?

Confirm that teachers are using TEA’s STAAR and EOC Blueprints to guide their own understanding of the TEKS objectives and how they will be tested.

Ascertain what training teachers have had to help them develop a deep understanding of the TEKS and how objectives are tested on state assessments.

Work with the Campus Leadership Team to determine what training is needed. Be sure all professional learning is relevant to current needs and is ongoing to ensure teacher understanding of TEKS’s rigor.

Student Groups Ensure instruction in all special programs is the type of rigorous, grade level instruction required to meet grade-level assessment standards (i.e., special education and bilingual/ESL).

Look carefully at assessment outcomes for all 10 student groups currently considered in the state accountability system.

Assess the faculty’s expectations and beliefs regarding the different student groups.

Ensure the staff knows which tests are required for ESL and special education students and how their scores will affect campus accountability results.

Ensure the staff determines early in the fall which students in the bilingual/ESL and special education student groups will be taking which assessments. Check the 2015 Accountability Manual to see which tests are appropriate for individual students.

Ensure staff is fully informed about testing accommodations and under what circumstances they can be used. Utilize TEA’s Accommodation Resources webpage to assist in determining allowable accommodations.

Check with the PEIMS clerk, registrar, counselors, et cetera to ensure special education, student PSP GUIDEBOOK PART 5: SUGGESTIONS TO SUPPORT SCHOOL IMPROVEMENT

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ethnicity, and ESL are coded correctly in PEIMS. Determine which ESL students: 1.

2.

3.

4.

Have denied bilingual/ESL services; Are receiving bilingual/ESL services; Are being monitored for 2 years after exiting the program; Have been identified for assistance in specific academic areas, as their scores will count in other standards calculations; 5. Have been in the United States for less than a year. They may not be included in performance scores but will count for participation.

Ensure systems are in place so that all assessment answer sheets are coded correctly as to student program, years in the United States (ESL), and type of testing procedures used.

Ensure all special program teachers have had on-grade-level instruction on assessment objectives and know how the TEKS are assessed.

Review the TELPAS results for the campus.

Research the number of students on the campus who are gaining a year for each year they are in the bilingual/ESL program.

Research the percentage of students in each rating (beginner, intermediate, advanced, advanced high).

Acquire a list of all ESL students, including denials. Ensure all these students are being monitored and receiving quality instruction. Develop individual plans for each student, or at the very least, for those students in Tier 2 who are close to meeting standards.

Examine the 3-year trends in the performance of ESL/Bilingual students across grade levels.

Review all data with the Campus Leadership Team to determine the effectiveness of current practices and strategies. Determine if any changes are needed and assure new initiatives are implemented and effective.

Determine how regular Title I funds are used on campus to increase student achievement for economically disadvantaged students.

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Attendance Determine what the current expectations are for students and staff to be at school every day.

Develop a campus-wide focus on improving student attendance.

Set clear guidelines for engaging teachers in assisting with student attendance improvement initiatives.

Share student attendance data with all stakeholders.

Establish and communicate clear expectations for student attendance and encourage teachers and administrators to effectively communicate attendance policies and expectations in writing, during parent meetings, and through media.

Review the campus handbook and other documents and assure they convey the attendance expectations.

Review any incentive programs in place.

Review last year’s student attendance reports (by week or at least by 6 weeks). Look for the highest and lowest attendance times during the year. What trends do you see? Determine the cause (i.e., flu epidemic, bad weather, student walkout).

Ask for this year’s daily student attendance percentages.

Look for patterns (i.e., Mondays, Fridays, days before or after a holiday).

Ask for this year’s attendance per student (some campuses will have the report because they reward “perfect attendance.”)

Look at bottom 25% and ask the attendance clerk, dropout prevention specialist, and/or counselor about these students. Work with staff to determine what interventions could be implemented to improve the behavior.

Look at middle 50% for patterns (i.e., grade levels, students in extracurricular, student groups).

Apply the same attendance data analysis to staff attendance.

Review data with the Campus Improvement Team to determine the effectiveness of current practices and strategies. Collaboratively develop action plans based on the findings and initiate changes as needed.

Make it clear that it is critical that students NOT extend holidays. Ask parents to contact the office if the family is required to make an extended trip or there is an extended illness or recovery from an injury.

Develop an ongoing list of recommendations you will make to improve attendance.

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Graduation Rate Confirm the campus has access to an accurate list of the names of every student in each cohort on campus for any given day.

Work with the staff to create individual plans for each student in the 4-year and 5-year cohorts to ensure they all have the best possible chance to graduate. Alternative Education Campuses (AEC) may also consider a 6-Year Cohort.

Confirm the dropout data the campus has is current. Develop a plan to regularly review the data and assure all students with an unknown status have been located and the appropriate leaver codes have been applied.

Acquire a list of students who are at risk of not graduating at the time of enrollment in case the campus needs to appeal their inclusion in accountability calculations.

Acquire an accurate list of over-age students and put measures in place to monitor them.

Work with the PEIMs clerk and LEA to ensure reporting of first year 9th grade students, dropouts, and graduates is being done accurately. Make sure there is a multi-level checking system for accuracy before the reports are submitted to TEA. Determine what types of programs are available for credit recovery/promotion.

Determine what the campus/LEA policy is for Special Education 4-year plans in IEPs versus the practice of keeping special education students until the age of 21.

Acquire, and study, failure rate data every six weeks by course title and teacher. Determine what interventions are in place to prevent failure. Discuss needed modifications with staff and possibly the Campus Leadership Team.

Look at interventions already in place: 1. That support incoming students who have struggled with attendance and/or academics at their previous school; 2. At the freshman level to assist them in successfully completing their classes so they can be classified as sophomores after the completion of the academic year; 3. That ensures all students pass End-of-Course Assessments before the end of their 4th year in High School; 4. That ensures the entire freshman cohort completes all requirements for graduation before the end of their 4th year in high school Review all data with the Campus Leadership Team to determine the effectiveness of current practices and strategies. Determine if any changes are needed to improve the graduation rate.

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Develop an ongoing list of recommendations you will make to improve the graduation rate for the campus.

Renew graduation plans.

Climate Assist the leadership team in developing practices that support safety: positive school-wide behavior systems that set rules and provide consistent enforcement, clearly communicated rules for common areas, guidelines for adult intervention, and clearly communicated (verbally and written) rules for classroom behavior. Monitor these practices to assure they are adhered to by all staff.

Assist in the creation of a sustainable climate where students are willing to take risks. Teachers must accommodate individual student needs, use mistakes and incorrect answers as opportunities to teach and learn, provide feedback, offer praise for hard work and maintaining high expectations for every student, offer choices to students, and provide clear communication with students.

Help staff design practices to foster relationships with students. Staff must make an effort to interact with each student, provide students with opportunities to excel, work with students to establish goals and overcome weaknesses, invite students to share their experiences and culture. Staff must also reach out to parents by sharing student successes.

Support staff to encourage students to participate in school activities by providing opportunities for students to decorate hallways, provide displays, greet guests, and conduct some of the business of the school such as delivering messages, working in the office, etc.

Help the leadership team and staff to continually monitor the physical surroundings to make sure they are appealing to students, parents, and staff. Schools should be clean, facilities well maintained, and student work should be evident in all areas of the school. The school must be inviting to students, parents, and teachers.

Confirm the campus has interventions in place for students removed from classroom instruction due to discipline issues. Students must continue participating in instruction at some level so they do not fall behind.

Confirm classroom time is optimized for bell-to-bell instruction.

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Part 6: Resources General PSP Resources and Forms 2015-2016 DCSI Job Description 2015-2016 PSP Job Description Common Acronyms Data Analysis & Needs Assessment Activities EchoSign Tutorial Effective Traits of Successful Principals MOU Example for IR Campuses Principal Self-Reflection Form PSP Handbook PSP Network PSP Progress Report S.M.A.R.T. Goals Texas Center for District and School Support (TCDSS) Travel Reimbursement Form W-9 Wheel of PSP Responsibilities

TEA Accountability Manuals, Guides, and Reports 2014 Accountability Manual 2015-2016 Submission and Intervention Requirements 2015-2016 Targeted Improvement Plan Template Accountability Monitoring Intervention Guidance and Resources TEA Accountability Monitoring (State and Federal) TEA Testing Calendars Testing Accommodation Resources State and Federally Required Assessments Texas Academic Performance Reports

Texas Accountability Intervention System Resources TAIS Continuous Improvement Process Data Analysis Guidance Needs Assessment Guidance Root-Cause Analysis Process Steps Improvement Planning Guidance Implementation and Monitoring Guidance TAIS Resources.net TAIS Training Materials

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References Barton, P. E. (2003). Parsing the achievement gap: Baselines for tracking progress. Princeton: Educational Testing Service.

Black, P., & Williams, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. Curriculum Journal, 249–261.

Bottoms, G., & O'Neill, K. (2001). Preparing a new breed of school principals: It's time for action.

Atlanta: Southern Regional Education Board.

California P-16 Council. (2008). Closing the achievement gap. Sacramento: California Department of Education.

Daniel, D. R. (1961, September–October). Management information crisis. Harvard Business Review, p. 111.

Gettinger, M., & Seibert, J. K. (2002). Best practices in increasing academic learning time. Bethesda: National Association of School Psychologists.

Hamilton, l., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision-making. Washington, D.C.: National Center for Educational Evaluation.

Jez, S. J., & Wassmer, R. W. (2011). The impact of learning time on academic achievement.

Sacramento: Center for California Studies.

Johnson, J. A., & Friesen, M. (1995). The Success Paradigm: Creating Organizational Effectiveness Through Quality and Strategy. New York: Quorum Books.

Kaplan, C., & Chan, R. (2011). Time well spent: Eight powerful practices of successful, expanded-time schools. Boston: National Center on Time & Learning.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York: The Wallace Foundation.

Lewis, D., Madison-Harris, R., Muoneke, A., & Times, C. (2010). Using data to guide instruction and improve student learning. SEDL Letter, 10–13.

Mendels, P. (2012, February). The effective principal. JSD, pp. 54–58.

Nomura, K. (1999). Learning to lead. Thrust for Educational Leadership, 18–20.

Nye, B., Konstantoupoulos, S., & Hedges, L. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26.

Rockart, J. F. (1979, March–April). Chief executives define their own data needs. Harvard Business Review, p. 81.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.

Scales, P. C., & Leffert, N. (1999). Developmental Assets. Minneapolis: Search Institute.

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Wayman, J. C. (2005). Involving teachers in data-driven decision-making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk, 295–308.

Wayman, J. C., Cho, V., & Johnston, M. T. (2007). The data-informed district: A district-wide evaluation of data use in the Natrona County School District. Austin: University of Texas.

What Works Clearinghouse. (2009). Using student achievement data to support instructional decision making. Washington, D.C.: Institute of Education Sciences.

Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School Effectiveness, 239–259.

REFERENCES

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