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									 2010-2011 Accountability Monitoring System

                 Guidance for
First-Year Academically Unacceptable Campuses




       Division of Program Monitoring and Interventions
                                                                         Table of Contents

Introduction ............................................................................................................................................................... 1
Establishing the Campus Intervention Team ............................................................................................................. 2
Conducting the Focused Data Analysis (FDA) with Student Level Review (SLR) ....................................................... 3
   Completing the Student Level Review Workbook................................................................................................. 3
     Completing the Student Demographics Worksheet and the 2009-2010 TAKS Data Worksheet ..................... 4
     Completing the Current Assessment Data and Assessment Summary Worksheets ........................................ 4
     Completing the Interventions Worksheet ........................................................................................................ 5
   Completing the Focused Data Analysis Template ................................................................................................. 5
Conducting the CIT On-Site Needs Assessment and Recommendations .................................................................. 6
Developing the School Improvement Plan ................................................................................................................ 7
   Analyzing Information to Develop the School Improvement Plan ........................................................................ 7
   Completing the School Improvement Plan Template ........................................................................................... 7
   Approval of the School Improvement Plan by the Commissioner ........................................................................ 8
   Implementing and Updating the School Improvement Plan................................................................................. 8
Completing the CIT Progress Reports ........................................................................................................................ 9
Introduction
Under the provisions of Texas Education Code (TEC) Chapter 39, each first-year academically unacceptable (AU)
campus, in conjunction with the campus intervention team (CIT) is required to participate in specific
intervention activities to collect and analyze data to determine factors contributing to unacceptable
performance and develop a school improvement plan (SIP) that addresses all performance measures (state
assessment results, completion rate, and/or dropout rate) not meeting the required performance standard in
the state’s 2010 academic accountability rating system. Required intervention activities for first-year AU
campuses include:
    1. Focused Data Analysis (FDA) with Student Level Review (SLR)- the FDA with SLR will be completed by the
        campus leadership team (CLT) and the CIT; results from these analyses will be considerations for the on-
        site needs assessment and development of the SIP;
        a. The FDA is designed to identify factors contributing to low performance in the areas not meeting the
             required performance standard in the state’s 2010 academic accountability rating system.
        b. The SLR is designed to identify low performing students and students at risk of dropping out or not
             completing with their cohort group. The internal CIT member will work with the CLT to update the
             SLR on a periodic basis to track and analyze student performance data and interventions;
    2. CIT On-Site Needs Assessment and Recommendations- the CIT On-Site Needs Assessment and
        Recommendations template will be completed by the CIT; in accordance with requirements under TEC
        §39.106(b) and 19 TAC §97.1063(b)-(d), the on-site needs assessment is designed to determine the
        contributing education-related and other factors resulting in the campus’s low performance and lack of
        progress. Findings from the needs assessment and CIT recommendations will be incorporated in the SIP;
    3. School Improvement Plan- the SIP will be completed by the CLT and the CIT and is designed to address
        all performance measures (state assessment results, completion rate, and/or dropout rate) not meeting
        the state performance standards. Factors identified through the focused data analysis and
        recommendations determined through the on-site needs assessment will be incorporated into the SIP;
        and
    4. CIT Progress Report- designed to provide the TEA with periodic reports (provided by the CIT) on the
        progress made toward implementing the SIP and CIT recommendations.

In addition to these requirements, the commissioner may take actions in accordance with TEC §39.106(f) if the
campus fails to implement the recommendations of the CIT or the SIP. The commissioner may also order other
interventions and sanctions under the authority of the TEC §39.103, §39.104, §39.109.

Although the intervention activities are presented separately and require completion and submission of
different intervention templates, campuses are encouraged to approach the intervention activities as one
integrated and comprehensive process to identify the cause of the low performance and develop a SIP to
improve student performance.

For more information about intervention requirements, review the Framework for 2010-2011 Accountability
Interventions and the Accountability Submittal Matrix, and refer to the accountability monitoring website at:
http://www.tea.state.tx.us/pmi/accmon.

Complete the intervention activities and submit the required documents to the TEA via the Intervention Stage
and Activity Manager (ISAM) application within the Texas Education Agency Secure Environment (TEASE) by
the deadlines listed on the Accountability Submittal Matrix.

                                              Technical Assistance

      Contact the turnaround team at your regional Education Service Center (ESC) for technical assistance.



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Establishing the Campus Intervention Team

Under requirements of TEC Chapter 39, a campus intervention team must be assigned to perform duties
reflected in TEC §39.106 related to conducting an on-site needs assessment on each campus, recommending
actions, developing and executing a school improvement plan, and providing assistance in monitoring and
implementation of the improvement plan.

In accordance with requirements of 19 Texas Administrative Code (TAC) §97.1063(a)(1), the district must submit
a proposal for membership of the campus intervention team to the TEA. The CIT proposal must be submitted to
the TEA no later than Sept. 10, 2010 via the Intervention Stage and Activity Manager (ISAM) application of the
Texas Education Agency Secure Environment (TEASE). All External Primary CIT Contacts must be qualified
members of the Professional Service Providers (PSP) Network. Use the regional education service center
(ESC) turnaround team as a resource for guidance in proposing CIT members. Consider availability of
team members for participation in intensive on-site needs assessment activities and planning
processes. Members must be accessible to the district or charter and must be able to commit the time
necessary to support CIT duties and meet the requirements of TEC §39.106, including the submission of regular
progress reports to the TEA. Consider the ability of team external and internal members to provide high quality
technical assistance and support in implementing school improvement plans. Links to job descriptions for
internal and external CIT members are available on the TEA Accountability Monitoring website at
http://www.tea.state.tx.us/pmi/accmon.

The Commissioner of Education must approve all CIT members.

Additional guidance on how to submit CIT membership information and how to submit the required documents
via ISAM is available on the accountability monitoring website.




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Conducting the Focused Data Analysis (FDA) with Student Level Review (SLR)

The purpose of the focused data analysis with student level review is to assist campuses and CITs in a data
analysis process that supports appropriate goal-setting and school improvement planning. As part of the
continuous improvement planning process, the FDA is designed to focus the campus on critical factors that
should be identified and analyzed to improve student performance in all areas not meeting the state
performance standards in the 2010 academic accountability rating system. Results from these analyses will be
considerations for the CIT on-site needs assessment and development of the SIP.

The focused data analysis process includes the completion of the FDA template and the SLR workbook; the order
in which these two activities are to be completed depends on the specific area(s) of low performance:

                TAKS:      Campuses rated AU due to low TAKS Performance in reading and/or mathematics
          Reading/ELA      must use the selection criteria chart to identify the students with low performance in
               and/or      the area(s) of unacceptable performance; list those students on the SLR Student
          Mathematics      Demographics worksheet and enter the requested information. Analyze the data to
                           complete the Focused Data Analysis template (Sections I and II).
                  TAKS:    Campuses rated AU due to low TAKS Performance in writing, science, and/or social
       Writing, Science,   studies must conduct the analysis for item #1 of Section II on the Focused Data
          and/or Social    Analysis template to identify the target group, and must enter the names and
                 Studies   requested information for those students on the SLR Student Demographics
                           worksheet. Conduct the analysis for items in Section I of the Focused Data Analysis
                           template.
           Completion Campuses rated Academically Unacceptable due to Completion/Dropout Rate must
       and/or Dropout: first complete Section III of the Focused Data Analysis template to identify the
                       completion/dropout target group, and must enter the names and requested
                       information for those students on the SLR Student Demographics worksheet. Analyze
                       the data to complete Section I of the Focused Data Analysis template.

Use these two templates collectively; the team may need to alternate between each template or review both
templates simultaneously to analyze all the information and determine causal factors for the area(s) of low
performance.

Completing the Student Level Review Workbook

The SLR workbook is a Microsoft Excel document that contains several worksheets.
    1. Student Demographics
    2. 2010 TAKS Data
    3. Current Assessment Data
    4. Assessment Summary (Cumulative Assessment Data)
    5. Interventions
    6. Comments

The SLR workbook along with the FDA template will help the campus: 1) identify the students not meeting the
state performance standards, 2) disaggregate data by various criteria, 3) identify trends and patterns related to
student performance, 4) track assessment data, and 5) evaluate effectiveness of services provided, and the
impact of student interventions. Campuses will be required to complete this workbook to identify students with
low performance and students at risk of dropping out or not completing with their cohort group. Use these data
to inform the focused data analysis process, review these data as part of the on-site needs assessment, and
address identified factors in the SIP.

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In addition, this workbook will serve as the tracking tool for campuses throughout the 2010-2011 monitoring
year. The first submission of the SLR (with the Student Demographics and 2009-2010 TAKS Data worksheets
competed) is due on October 15, 2010. The campus is required to update the SLR (Current Assessment Data
worksheet and the Interventions worksheet) on a periodic basis to track and analyze current student
performance data and the effectiveness of interventions. The SLR workbook must be submitted to the TEA no
later than two weeks after the end of each grading period.

Completing the Student Demographics Worksheet and the 2009-2010 TAKS Data Worksheet

Complete the Student Demographics worksheet by entering information for the targeted student group. For
campuses rated AU due to low TAKS Performance, the targeted student group is the group of students with low
performance that meet the criteria (depending on subject and grade level) described in the selection criteria
chart (found in the last worksheet/tab of the SLR workbook). On the Student Demographics worksheet, enter all
students not meeting the specified criteria and enter the requested information. In column F, enter the number
corresponding to the specific intervention(s) used for each student in 2009-2010. Access the legend describing
interventions by clicking on the link provided in cell F9. In column Y, identify if the student has a Personal
Graduation Plan (PGP), if applicable.
    Note: The Student Demographics worksheet is formatted so that it DOES NOT allow sorting. Information
           from this worksheet is used to populate subsequent worksheets; therefore sorting is not allowed.
           The information provided on the Student Demographics worksheet is automatically populated in
           the 2009-2010 TAKS Data worksheet, and all the information provided can be sorted/filtered on
           the 2009-2010 TAKS Data worksheet. Remember to save your work often.

After completing the Student Demographics worksheet, complete the 2009-2010 TAKS Data worksheet by
clicking on the tab at the bottom of the workbook. Student information from the Student Demographics
worksheet is automatically populated on this worksheet (tab). For each student listed, enter the requested TAKS
data for each TAKS subject area. Enter the scale score and the number corresponding to the objective(s) not
mastered (this is the actual number of each objective not mastered, not the total number of objectives not
mastered).
     Note: If a student was in a grade level that did not assess a particular subject area, no data are required to
            be entered for that student and the cell is automatically formatted to dark gray. If a student was
            required to take the specific subject test but the student did not actually take the test, enter DNT
            (did not test) in the columns titled Scale Score and Objectives Not Mastered.

Complete the Student Demographics and 2009-2010 TAKS Data worksheets and submit the SLR workbook to
the TEA by October 15, 2010.

Completing the Current Assessment Data and Assessment Summary Worksheets

There are two worksheets that request assessment results for the 2010-2011 school year:
   1. Current Assessment Data worksheet- Requests assessment results, disciplinary actions, and attendance
        data for each grading period for the targeted students.
   2. Assessment Summary worksheet- Provides a cumulative summary (average of assessment data and total
        attendance/discipline data) from semesters 1 and 2 and requests 2010-2011 TAKS results as available.

Student information from the Student Demographics worksheet is automatically populated on these two
worksheets. Assessment worksheets must be updated throughout the monitoring year. Keep the Current
Assessment Data worksheet updated by entering assessment information at the end of each grading period. The
worksheet is organized into two semesters, with up to three grading periods per semester (if the LEA has fewer
than 3 grading periods per semester, leave the appropriate sections blank).



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    Note: The Assessment Summary worksheet will automatically carry over and calculate averages based on
           information entered on the Current Assessment Data worksheet. This worksheet does not allow
           any data entry in columns A-AK.

After receipt of 2010-2011 TAKS results (Pearson Reports), complete the last section of the Assessment
Summary worksheet by entering 2010-2011 TAKS results in columns AL-AP.

Completing the Interventions Worksheet

Student information from the Student Demographics worksheet is automatically populated on the Interventions
worksheet. For each student listed, enter the intervention(s) provided and determine how those interventions
are impacting the student’s academic performance. Select and evaluate one intervention per section. If the
intervention provided is not listed, select the blank space from the drop-down menu; this will allow the user to
enter a description of the specific intervention used.

Update the worksheet at the end of each grading period, and determine if any modifications and/or new
interventions are needed.

Completing the Focused Data Analysis Template

To facilitate the analysis and to view the data from multiple perspectives, the information on all worksheets
except the Student Demographics worksheet can be sorted according to diverse criteria (such as special
program, grade level, accountability group, or other criteria). Reviewing student data from differing perspectives
may help identify patterns and trends.

Consider the information collected through the SLR workbook while conducting the focused data analysis. The
FDA template contains probes for each performance measure (state assessment results, completion rate, and
dropout rate) in the 2010 state academic accountability rating system. Use the data collected in the SLR
workbook, analyze additional data as necessary, and use the applicable probes to identify factors that contribute
to the area(s) of low performance. Enter results of the analysis on the FDA template.




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Conducting the CIT On-Site Needs Assessment and Recommendations

The CIT On-Site Needs Assessment and Recommendations template is designed to determine the contributing
education-related and other factors resulting in the campus’s low performance and lack of progress. The
template encompasses the guidelines and procedures stipulated TEC §39.106(b). The CIT will conduct a targeted
needs assessment, using the guidelines and procedures relevant to an area of low performance, unless a
comprehensive needs assessment is required. A comprehensive needs assessment will be required when a
campus is identified for insufficient performance in more than one TAKS area, and/or when the campus is
identified for insufficient performance in a TAKS subject area and also for completion and/or dropout rate.

The CIT should consider the results of the focused data analysis and review other available data (such as PDAS
results, professional development records, staff demographics and attendance, existing campus and district
plans, AYP status, budgets, grants, locally developed reports, changing enrollment patterns) to complete the
on-site needs assessment and develop CIT recommendations.

In Section I, assess the guidelines and procedures listed for each area of insufficient performance in the. In the
Findings column identify factors that explain the low performance of the targeted student group(s). Address the
findings in the school improvement plan (SIP).

In Section II, review each CIT Focus Area and enter recommendations to address areas of insufficient
performance in the space provided. Address these recommendations in the SIP.

Submit the CIT On-Site Needs Assessment and Recommendations template to the TEA via ISAM by October 15,
2010.




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Developing the School Improvement Plan

Each AU campus is required, in conjunction with the CIT, to complete one SIP that addresses all areas of
insufficient performance (state assessment results, completion rate, and/or dropout rate) in the state’s 2010
academic accountability rating system. The SIP should be based on identified causal and contributory factor(s)
that have impacted student performance, as determined through the data analysis/needs assessment
processes.

Analyzing Information to Develop the School Improvement Plan

To establish the improvement planning framework, use all information gained from the on-site needs
assessment and recommendations conducted by the CIT, the focused data analysis conducted by the CLT and
CIT, and any other critical data available to identify the factor(s) that have had an impact on the area of
insufficient student performance.

Completing the School Improvement Plan Template

Complete the required LEA and Campus Information, enter the date the SIP was completed, and the date that
the SIP was presented to the local board for approval and presented in a public hearing in accordance with
requirements of TEC §39.106(a)(4), TEC §39.106 (e-1), and 19 TAC §97.1063(b)(4) and (j).

In section I (row #7), enter the area(s) of low performance (TAKS Passing Rate, Annual Dropout Rate, and/or
Completion Rate) and each group not meeting the 2010 state standards. In the space provided in Section II (row
#9), describe the process for evaluating progress made toward meeting performance standards.

Complete section III by selecting the performance area targeted, select the major system targeted, and select
the component targeted. Describe the planned strategies, initiatives, or redesign to improve key components
and systems in order to meet the performance target for each student group. Describe evidence of
implementation, evidence of impact, and resources needed to implement strategies and initiatives (including
documentation of the use of the High School Allotment and Compensatory Education funding as necessary) and
persons responsible for implementation. A brief description/explanation of the information requested in each
cell/column is provided as a comment on the column heading (position your cursor over the red triangle in the
upper right-hand corner of the cell to view the comment). A detailed description is provided below.

    1. Performance Area(s) Targeted: From the drop-down menu, chose whether performance on state
       assessments (the Texas Assessment of Knowledge and Skills, or TAKS) or completion / dropout rates is to
       be targeted. Your selection here will drive the choices that appear in the drop-down menu in the next
       column.
    2. Major System Targeted: From the drop-down menu in each cell, select the major system to be targeted
       to improve performance in the area(s) of low performance. The system chosen should have been
       identified through the data analysis and needs assessment processes as being a causal or contributing
       factor for the low performance or a program in need of significant improvement or change. Your
       selection here will drive the choices that appear in the drop-down menu in the next column. If NO choices
       appear in drop-down menu, GO BACK to the previous column and ensure that a 'Performance Area
       Targeted' is selected.
    3. Components: From the drop-down menu, select the component that has been identified as a causal or
       contributing factor for the low performance, or as being in need of significant improvement or change,
       as determined through the data analysis and needs assessment processes. Your selection here will drive
       the choices that appear in the drop-down menu in the next column. If NO choices appear in drop-down
       menu, GO BACK to the previous columns and ensure that both a 'Performance Area Targeted' and a
       'Major System Targeted' choice are selected.
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    4. Strategies, Initiatives, or Redesign: Describe the new or redesigned strategies and initiatives planned by
       the campus to improve key program components and systems in order to meet the performance targets
       for each student group. The actions must be targeted to innovative redesign and improved student
       performance. If professional development (PD) is planned, include specific information in the next
       columns regarding the implementation, monitoring, and support for the PD and the persons who will
       ensure implementation, monitoring, and support.
    5. Determine Evidence of Implementation: Describe the methods/processes the campus will use to ensure
       and verify implementation and monitoring of implementation and to make decisions about support
       needed to facilitate implementation. Include timelines for verification.
    6. Determine Evidence of Impact: Describe the methods/processes the campus will use to measure the
       success of each strategy, initiative, or redesign, and describe how performance results will serve as a
       basis for decision-making regarding continuation, expansion, or revision. Include timelines for
       measurement.
    7. Resources Required and Persons Responsible: Identify and describe the resources (human, material, and
       funding) that will be required to implement the new strategy, initiative, or redesign, and identify the
       person(s) responsible for ensuring successful implementation. Insert name(s) of Campus/District
       personnel assigned responsibility and include information about staffing, funding, and materials needed
       to underwrite, implement, and/or support each initiative, strategy, or redesign.
          Note: LEAs identified under TEC §29.918 must document the use of High School Allotment (program
                 intent code 31) and Compensatory Education funding (program intent code 24). For more
                 information, go to http://www.tea.state.tx.us/index3.aspx?id=3695. The School District State
                 Aid Reports are available at http://www.tea.state.tx.us/school.finance/funding/sofweb7.html.

Approval of the School Improvement Plan by the Commissioner

After the SIP is approved by the board of trustees, the CIT will assist the campus in submitting the plan to the
Commissioner for approval [TEC §39.106(d) and 19 TAC §97.1063(e)]. Submit the SIP to the TEA via ISAM by
October 15, 2010. The campus will be notified when the SIP is approved.

Implementing and Updating the School Improvement Plan

The TEA will work in conjunction with the CIT to monitor the progress of the campus in implementing the SIP.
The CIT will provide updates regarding the progress the campus is making towards implementation of the SIP by
submitting CIT Progress Reports to the TEA on a periodic basis.

If the approved SIP must be revised to address areas of growth and areas that require improvement, the CIT
will assist in updating the SIP and will submit the updated plan to the board of trustees for review in a public
hearing. The SIP submitted to the commissioner for approval may include procedures for submitting certain
changes or adjustments without the necessity of further board hearing or action [19 TAC §97.1063(j)(4)].




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Completing the CIT Progress Reports

The CIT must report on the progress made toward implementing the SIP and CIT recommendations in
accordance with TEC §39.106(a)(5) and (f), and 19 TAC §97.1063(b)(5) and (k).

CIT progress reports must be submitted to the TEA via ISAM no later than the last day of the reporting month.
Campuses rated first-year AU must submit CIT Progress Reports during the following months: November 2010,
January 2011, March 2011, June 2011, and August 2011.




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