Transcript Texas Title I Priority Schools

TTIPS – Four Campuses
 Sam Houston High School
 Fox Tech High School
 Navarro Academy
 S. J. Davis Middle School
Texas Title 1 Priority Schools
 The TTIPS Grant, Texas’ version of the School Improvement Grant, was
established to help schools across the state that have the greatest
growth opportunities
 Although the program has specific requirements determined by federal
regulation, it also provides local districts ground breaking
opportunities to make “bold choices for a bright future.”
 Four SAISD Schools have been awarded the TTIPS Grant to implement
transformational school improvement.
What is Transformation designed to do?
Increase Student Achievement
Increase
Principal
Effectiveness
Increase
Teacher
Effectiveness
Improve
Instruction thru
targeted PD
Provide Operational
Flexibility to Schools
Promote
Community
Oriented
Schools
Common Components at our TTIPS
Schools
Performance
Based
Compensation
System
Strong Ties to
Community Outreach
Programs
College and Career
Readiness Culture
Increased use of
Data to Drive
Instruction
Extended Learning
Time/Schedule
Modification
Rededication :
Recommitment
To School Improvement
Positive
Behavior
Intervention
System
Parent Engagement And
Education
Program Evaluation
All TTIPS schools participate in an extensive program evaluation throughout
the school year:
Conference calls with the SIRC Program Manager every 90 days. Set agenda
in which the principal is asked to lead the discussion.
Quarterly Implementation Reports (QIR) - reflects the implementation of activities
tied to a particular CSF. The QIR is a compliance report that measures the depth of
implementation of the CSF.
90 Day Report - this is a planning document of activities that the school will engage in
over a 90 day period that documents the strategies utilized for a particular CSF for
the 90 day period. This is turned into the SIRC office every 90 days.
Yearly Site Visit – a team from TEA visits the campus and meets with the Principal,
visit classrooms, has private meetings with the principal, Shepherd, teacher leaders,
parents, and students. Findings are compiled and sent to the Shepherd, PSP, and
Principal.
End of Year Report EOY – due August 1 and is measured against the stated goals
determined by the campus and other data sets.
TTIPS Principal/Teacher Evaluation
Where Are We Now and Next Steps
This campus is a participant of the Texas Title 1 Priority
Schools Grant better known as TTIPS. Requirements of the
grant include Incentive Pay and a Principal/ Teacher
Evaluation System which directly impacts significant student
growth.
TTIPS schools will pilot the TEA PDAS Redesign Evaluation
System for the 2012-2013 with full implementation during the
2013-2014 school year.
Training for teachers will be held online using Teachscape.
Side by Side of Charlotte Danielson’s Framework for Teaching vs.
Professional Development Appraisal System…PDAS
Charlotte Danielson Model
Current SAISD PDAS
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Four Domains
Four Ratings
Value Added, looking for growth not
necessarily how many students passed or
failed
Students on a teacher’s roster at Snapshot Date
will be the students that reflect a teacher’s
value added for each student.
Principals and Adm. teams will use an IPAD
APP to conduct observations. The APP
provides a feature called Time Stamping so
that every sentence that the principal writes
will be time stamped.
All teachers will be rolled back to a standard
appraisal
Teachers will complete Teacher Self-Reports
Part 1 and 2
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Eight Domains
Four Ratings
No Value Added
Currently Principals and Administrative teams
use online Eduphoria to complete appraisals
Teachers complete Teacher Self Report Part 1
and 2
Critical Success Factors
For each additional improvement activity entered, enter the Critical Success Factor Code(s) from this table, enter the
LEA/campus’ rationale for including the activity, provide the supporting research that indicates the activity will be
effective, and indicate the beginning and ending date of the activity.
1 – Improve Academic Performance, including (but not limited to) Reading/ELA and Math
A. Data-driven instruction
B. Curriculum Alignment (both horizontal and vertical)
C. On-going Monitoring of Instruction
2 – Increase the Use of Quality Data to Drive Instruction
A. Data Disaggregation/Training
B. Data-driven Decisions
C. On-going Communication
3 – Increase Leadership Effectiveness
A. On-going Job Embedded Professional Development
B. Operational Flexibility
C. Resource/Data Utilization
4 – Increase Learning Time
A. Flexible Scheduling
B. Instructionally-focused Calendar
C. Staff Collaborative Planning
5 – Increase Parent/Community Involvement
A. Increased Opportunities for Input
B. Effective Communication
C. Accessible Community Services
6 – Improve School Climate
A. Increased Attendance
B. Decreased Discipline Referrals
C. Increased Involvement in Extra/Co-Curricular Activities
7 – Increase Teacher Quality
A. Locally Developed Appraisal Instruments
B. On-going Job Embedded Professional Development
C. Recruitment/Retention Strategies