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Texas Accountability Intervention System (TAIS) Overview
Training: Vanguard Academy
http://www.esc1.net/Page/2799
• Enhance your understanding of the Texas Accountability Intervention System (TAIS) process
• Clarify requirements: statutory and federal
• Provided overview of System Safeguards
• Learn about tools and resources to support the TAIS process
OBJECTIVES
N O R M S Be open to learning &
problem solving
Take care of your needs
Ask questions
Honor schedule
Intervention Requirements
Intervention Requirements for all Campuses, Districts, and Charter Schools
rated Met Standard that Failed to Meet One or More System Safeguard
Measures
Districts, campuses, and charter schools rated Met Standard or Met Alternative
Standard that failed to meet one or more system safeguard measures are required
to utilize the DLT/CLT to engage in the TAIS continuous improvement process to
address the system safeguard(s) missed. Districts and campuses should include
intervention activities that are designed to address the missed system safeguard(s)
in their TEC §11 improvement plans. Although no submissions or progress
reporting are specified at this time, TEA may request the submission of the district
or campus TEC §11 plan that contains these intervention activities.
Intervention Requirements
Did not meet one or
more System
Safeguards
DLT/CLT
Engages in TAIS to
address System
Safeguard missed
Address System Safeguard in TEC §11
improvement plans
TEC §11 improvement
plans must be available
should TEA request it
The disaggregated performance results will serve as the basis of safeguards for the accountability rating
system to ensure that poor performance in one area or one student group is not masked in the performance
index.
2016 System
Safeguard rules
will be released
with Accountability
manual in Spring
2016
System Safeguards
Disaggregated performance results that serve as safeguards for the
accountability rating system
1. Performance
2. Participation
3. Graduation Rates
4. Limits on the use of Alternative Assessments
(federal accountability)
System Safeguards
Target
System Safeguards
State System Safeguards
State System Safeguards
2015 Federal System Safeguards
ESEA
Waiver
Update!
2016
Performance
Targets Reading
and Mathematics=
87%
Graduation Rates
4 YR=88%
5 YR = 90%
http://tea.texas.gov/Texas_Schools/Waivers/NCLB-
ESEA_Waiver_Information/
Safeguard Measure State Federal
Performance
Target 60
83 (2015)
87 (2016)
Subjects Reading, writing, science,
social studies and Algebra I
Reading and mathematics
(includes grades 3-8 math, STAAR A
and STAAR Alt 2)
Student
Groups
11 Student groups
ELL includes= current, M1
and M2 students
7 Student Groups
ELL includes= current, M1 and
M2 students
MSR All students=None (SNA)
Student Groups=25
All students=25 (no SNA)
Student Groups=25 and 10% or
200 for Student Groups
Performance Rates
The student performance standards for STAAR grades 3-8 mathematics that will be set by the
commissioner of education in summer 2015 will be applied to federal accountability performance
rate calculations.
Participation Rate
Participation Measures:
1. Based on all students enrolled at the time of testing and defined as the total number of test documents submitted by each school district. (denominator)
2. Not limited to students enrolled for a full academic year.
3. Answer documents coded as absent or other are not counted as participants and therefore, not included in calculating the participation numerator.
Scored Answer Documents
____________________________
_
Total Number of Answer
Documents Submitted
Safeguard Measure State Federal
Participation
Target 95% 95%
Subjects Reading and Mathematics Reading and Mathematics
Student
Groups
11 Student Groups
ELL’s include only current ELLs
7 Student Groups
ELL’s include only current ELLs
MSR All Students=none (SNA)
Student Groups=25
All Students=25 (no SNA)
Student Groups=25 and 10% or 200
Other Not Applicable
STAAR A and STAAR Alt 2
excluded
No Authentic Academic Response
(NAAR):included as participants.
Medical Exception: not included, no
impact
STAAR A: Only students receiving
special education services are
included in the special education
student group results
Participation Rate
2015 Graduation Rate
Four Year
Graduation Rate
State wide Goal
Four Year
Graduation Rate
Annual Target
Four Year
Graduation Rate
Growth Target
Five Year
Graduation Rate
Annual Target
90.0 percent
83.0 percent 10.0 percent
decrease in the difference between
prior year graduation rate
and the 90.0 percent goal
88.0 percent
Texas is required to use the National Center for Education Statistics (NCES) dropout definition and federal graduation rate calculation.
Safeguard Measure State Federal
Graduation
Rate
Target 4 year= 83% 5 year=88%
4 year= 83% 5 year=88% (2015)
4 year=88% 5 year=90% (2016)
Student
Groups
11 student Groups
ELL’s include Ever ELL
7 Student Groups
ELL’s include Ever ELL
MSR All Students=none (SNA)
Student Groups=25
All Students=10 (no SNA)
Student Groups=25 and 10% or 200
Safeguard Measure State Federal
Limit on Use
of
Alternative
Assessment
s
STAAR Alt
2
Not Applicable;
excluded from 2015
accountability
1% Limit on Use of
Alternative
Assessment
STAAR Alt 2 included
Federal Limits
Use of Alternative Assessments
Number of scores that meet STAAR Alternate 2 Phase In 1 Satisfactory
standard may not exceed 1% of the district’s total participation.
Measures are reported separately for reading and mathematics
State Federal
INTERVENTIONS Campus & District
Texas Accountability Intervention System (TAIS)
Purpose • Identify trends in your data
• Develop problem statements based on objective data findings
Data Analysis
WHAT
Needs Assessment
WHY
Improvement Plan
HOW
Implement & Monitor
Problem Statement
Criteria Y/N
Substantiated by facts/data
Written objectively
Uses concise language
Includes specific details (who, what, when, where)
Focuses on a single, manageable issue
Has relevance to our campus
Avoids causation or assigning solutions
Problem statements are…
Problem Statement
ELLs have a 50% pass rate in reading due to a
lack of parental involvement
Considering
criteria: How
could this be
revised?
REVISED Problem Statement
ELLs have a 50% pass rate
in reading
ELLs have a 50% pass rate in
reading due to a lack of parental
involvement
Problem Statement
PRACTICE
Initial Data Analysis Work
1. Based on the gaps in your data, identify the problem area that would cause you to miss a system safeguard if you had the MSR
2. Create a problem statement 3. Verify problem statement against the Problem
Statement Checklist
Data Analysis Quality Check
• Has a thorough data analysis been conducted on the indexes and system safeguards that were missed or are potential areas of concern?
• Have clear problem statements been identified and created?
• Do problem statements meet the criteria in the problem statement checklist?
T I P S Ensure data has been COLLECTIVELY discussed
and reviewed.
Use of CONCISE and OBJECTIVE language.
Ensure data are TARGETED and SPECIFIC to the gaps.
Purpose • Conduct a Root Cause
Analysis • Determine why gaps exist • Review additional data
sources • Identify root causes
Data Analysis
WHAT
Needs Assessment
WHY
Improvement Plan
HOW
Implement & Monitor
Significance of the root cause
It’s a HYPOTHESIS
If we drill down, we may be able to solve the problem
Problem Statement
ELLs have a 50%
pass rate in reading
Lack of teacher
understanding for the
instructional
strategies needed to
meet linguistic needs
of ELLs
Root Cause
Root Cause
5 Whys
10,5,5 2 Circles
10,5,5
10
5
5
Reasons
More
More
10,5,5 2 Circles
10, 5, 5
Control
Influence
Control Influence
School is boring
Class schedule
Have to wear uniforms
Lack of structure at home
Education isn’t valued at home
No system in place for tracking attendance
Homeroom is first period
Team Consensus
ACTIVITY: Control Influence
School is boring
Class schedule Have to wear uniforms
Have children of their own
Education isn’t valued at home
No system in place for tracking attendance
Homeroom is first period
©2013 TCDSS
Root Cause
5 Whys
10,5,5 2 Circles
2
Circles
10,5,5
Problem statement: “ ELLs have a 50% pass rate in reading” Consensus: “School is boring.”
1. Why are the students bored at school? --because classes are boring for the students. 2. Why are students bored with their classes? --because students aren't connecting with the material.
Root Cause
5 Whys
10,5,5 2 Circles
2
Circles
10,5,5
CSF Data Sources
✓Answers WHY the problem is occurring.
✓Does not contain solutions or suggest actions.
✓Is validated by data.
✓Is focused on what the team can control.
Root Cause Quality Check
T I P S
Ensure a ROOT CAUSE ANALYSIS was completed.
Determine if the “root cause” ANSWERs WHY the gap is occurring.
Determine the analysis was COLLABORATIVE and VETTED by the team.
Data Analysis Needs
Assessment
Improvement Plan
Implement & Monitor
● Set annual goals
● Identify a strategy
● Set quarterly goals
● Determine
interventions
Purpose
Making Connections
Annual Goal Problem
Statement
Root Cause
Strategy
Annual Goal Problem
Statement
ELLs have
a 50% pass
rate in
reading
ELL student
group will
have 60%
pass rate on
2016 STAAR
reading
Root Cause
Strategy
Does the annual goal
resolve the problem
statement?
YE
S
S.M.A.R.T. S
pe
cific
Measura
ble
Attain
able
Results-
Based
Tim
e-
Bound
T I P S Ensure the annual goal is aligned to
the PROBLEM STATEMENT
Check to see the goal is written in a S.M.A.R.T way
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
● Set annual goals
● Identify a strategy
● Set quarterly goals
● Determine
interventions
Purpose
Annual Goal Problem
Statement
Root Cause
Strategy
3. Annual Goal 1. Problem
Statement ELLs have a
50% pass rate
in reading
ELL student
group will have
60% pass rate
on 2016 STAAR
reading
2. Root Cause
4. Strategy
Lack of teacher
understanding
for the
instructional
strategies
needed to meet
linguistic needs
of ELLs
Implement
sheltered
instruction
campus-wide
Purpose ● Review data by
quarter
● Determine level of
impact
● Ensure quarterly
reporting
● Adjustments to the
plan ensure success
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Helpful Resources
• Region One ESC http://www.esc1.net/Domain/19
• Stay tuned to the TCDSS website: http://www.tcdss.net/
• TEA PMI Homepage
http://tea.texas.gov/pmi/accountabilitymonitoring/
PMI Homepage
http://tea.texas.gov/pmi/accountabilitymonitoring/
Thank you
Contacts
Division of Instructional Support
Office of School Improvement, Accountability and Compliance
Dr. Tina McIntyre, Administrator
956 984-6027
Belinda S. Gorena, Coordinator
956 984-6173
Ruben Degollado, Specialist
956-984-6185
Benjamin Macias, Evaluation and Assessment Specialist
956 984-6234
Kelly VanHee, Specialist
956 984-6190
