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Welcome to the first May 2023 Asynchronous Module!
Session Overview: In this session, Fellows will review Troy ISD’s Theory of Action, RSSP Goals, Implementation Plan, walkthrough forms, student performance data, and Improvement Cycle 2 Executive Summary
Rationale: Reviewing the RSSP work of another school district enables us to:
Observe best practices
Identify areas of improvement that can be implemented within our districts
Appreciate the value Data Fellows are adding in other districts
Success Criteria: By the end of the session, Data Fellows will be able to
Evaluate the alignment of Troy ISD’s Theory of Action, RSSP Goals, Implementation Plan, and walkthrough forms
Describe Troy ISD’s progress towards their RSSP Goals
Review how Troy ISD is using data to guide its next steps
Note-Catcher
Note-Catcher
Troy ISD Background
Troy ISD Background
Background: Troy Independent School District was established in 1896. Located on Interstate 35 between Waco and Temple, Troy is a rural, agricultural-based community. Its four campuses serve approximately 1,690 students in early childhood through grade twelve. More than 200 teachers and support staff work together to provide a caring yet academically challenging environment for all Troy ISD students, following the Texas Education Agency's goal of excellence and equity in achievement for all students.
Demographics:
Enrollment: 1690
American Indian/Alaskan Native: .03%
Asian: .18%
Hispanic/Latino: 32.07
Native Hawaiin/Pacific Islander: .18%
Multi-ethnic: 4.79%
White: 61.6%
Mission Statement: Our district, as the educational center for excellence, provides the foundation for a safe, positive, and enjoyable learning experience. In partnership with the community, Troy ISD models exemplary practices to empower our students to maximize their potential for success.
Vision for Students:
Demonstrate integrity in citizenship by having high moral standards and being responsible, productive members of society.
Demonstrate a life-long commitment to excellence in learning.
Are self-motivated to achieve their highest individual potential.
Demonstrate pride in self, school, community, and nation as committed servant leaders.
Vision for District and Community:
Work as a team to instill passion, pride, and purpose in our students.
Share an active commitment for excellence in learning.
Vision for Campuses and Classrooms:
Achieve continuous parent involvement through communication with all families and staff.
Provide the best possible care and security for all students, staff and parents.
Maintain and support a positive learning environment with highly qualified staff members.
Provide for excellence in learning by utilizing high quality educational facilities and technology.
Theory of Action & Goals
Theory of Action & Goals
Theory of Action: If we implement learning acceleration strategies in K-8 RLA, including utilizing high-quality instructional materials coupled with a focus on research-based instructional strategies, then teachers will provide rigorous, differentiated, grade-level Tier 1 instruction for all students to meet their individualized growth targets.
Wildly Important Goal: 65% of students in grades K-8 will meet or exceed their ELAR MAP growth target by EOY SY22-23.
Capacity Goal: 100% of the leadership team will participate in developing and conducting RBIS HQIM Implementation walkthroughs using a non-evaluative classroom walkthrough checklist. At least twice per month, each teacher will receive at least one non-evaluative classroom visit and feedback from a leadership team member; Leadership members will maintain a tracking sheet of visits/ feedback.
Fidelity Goal: Based on walkthrough data, 95% of Grades K-5 teachers will follow the scope and sequence of HQIM. By May 2023, 100% of K-8 teachers will be implementing ELAR RBIS with fidelity 90% of the time, as measured by the non-evaluative classroom walkthrough tool.
Student Outcomes Goal: 65% of students in grades K-8 will meet or exceed their ELAR MAP growth target by EOY SY22-23.
Using your note-catcher, please complete the following activities:
Write out the assumed links in Troy ISD’s Theory of Action. Please see slide #19 of the Using Data for Goal Setting webinar deck for an example.
On a scale from 1-5 (1 = not at all, 5 = completely) rate the degree to which each of Troy ISD’s goals are Specific, Measurable, Achievable, Relevant, and Time-Bound.
Implementation Plan and Walkthrough Forms
Implementation Plan and Walkthrough Forms
As you review Troy ISD's Implementation Action Plan and walkthrough forms, please consider the degree to which all the components of their RSSP Plan (including their Theory of Action and goals) align.
When you have finished reviewing the materials, use your note-catcher to complete the following tasks:
On a scale from 1-5 (1 = not at all, 5 = completely) rate the degree to which Troy ISD’s Theory of Action, goals, Implementation Action Plan, and walkthrough forms are aligned.
Express the reasoning behind your rating.
Capacity, Fidelity, and Outcome Data
Capacity, Fidelity, and Outcome Data
Please review Troy ISD's capacity, fidelity, and outcome data.
After reviewing the data, please answer the following questions in your note-catcher:
Based on Troy ISD’s data, have they made progress towards their capacity, fidelity, and outcome goals?
To what extent is the Troy RSSP team able to assess each link in their Theory of Action’s chain of assumptions using the data they have collected?
How would having access to five years of historical data help the Troy RSSP team contextualize student performance?
Improvement Cycle 2 Key Takeaways
Improvement Cycle 2 Key Takeaways
Please Review Troy ISD's Improvement Cycle Review 2 Executive Summary, Celebrations, Opportunities, and Supports/Adjustments.
After reviewing the Executive Summary, please answer the following questions in your note catcher.
How has Troy ISD used its data to determine its next steps?
What additional decisions could Troy make, based on its data, to increase the likelihood that the RSSP team will make progress on its goals?
Celebrations:
Goals and data collection tools + processes have allowed the team to have a clear understanding and pulse on the work – both in classroom implementation and student achievement outcomes
Overall teacher implementation of HQIM is strong across the board
Strong structures are in place: consistency in unit and lesson internalization processes (through quarterly PD days and PLCs) has led to teachers having a deep understanding of the lessons, and are shifting the focus away from teacher actions to student actions
IC support has been instrumental during PLCs
Teachers are learning how to customize the lessons to meet the needs of their individual students
Opportunities
Provide time and space for EOY review and reflection of work to date: setting aside time during a summer PD day to teachers to reflect on year 1 of Amplify implementation
Teacher EOY survey to be administered to collect trends + feedback for additional SY23-24 support
As we plan for next year, consider what supplemental supports will be provided for new teachers
Support/adjustments
Planning time over the summer
Leadership presence in focus PLCs
Identify teacher mentors for incoming teachers
Increase opportunities for active reading/application of learnings
Reflections from Kenny Westmoreland (Data Fellow)
Reflections from Kenny Westmoreland (Data Fellow)
What were the biggest challenges you faced in creating a successful data culture in your district?
“The biggest challenge didn’t have anything to do with data collection. The biggest challenge had to do with implementing the curriculum and getting teacher buy-in (which we think is absolutely critical) for all the best practices. The planning and training that went into effect – from the summer through the school year – was a challenge because it took a lot of work. But I also think it was key to the success we had.”
“Teaching school and district administrators how to use data in a visual format was a bit of a challenge, especially to the ones for whom this was new. Our administrators had seen STAAR reports and other forms of data, but this type of data use was new to them. But now I get requests for dashboards on a weekly basis. Our administrators take what we make for them and now they explore it on their own. The principals are really starting to look at the data.”
TAP comment: “Kenny is a rockstar. He has designed very user-friendly dashboards for school leaders. He has spent a lot of time with administrators teaching them how to use the dashboards and interpret data. Because of Kenny’s efforts, principals see data as an important tool they can use to enhance teaching and learning at their campuses."
What were the key strategies you used throughout the SY22-23 year to create the success you are now experiencing?
"Dr. Becker and I are a small curriculum team. Our secret sauce is that we are on campuses a lot. Because we are on campuses and are willing to do the hard in person work, our teachers and principals trust us. They know that when we are collecting data, it’s never a “gotcha”. When they need something, they are comfortable coming to us. An example is one of the projects we are working on at the middle school. The principal asked us if we would conduct observations of the hallways and cafeterias so that we could create a dashboard for what students are doing when they are not in class. She is invested in creating and using her own data, which is exciting."
TAP comment: “Kenny and Dr. Becker consistently collect authentic feedback because of the relationships they have with stakeholders. Teachers and leaders do not hold back in their feedback at all, which speaks to the trust and relationships Kenny and Dr. Becker have cultivated. They authentically listen and make adjustments when they receive feedback.
“Another thing Dr. Becker and I do a lot is we get out and spend time with the students in passing periods at the high school. A lot of the kids know me – I was an assistant principal at the elementary school. Being with students and staff all the time – developing those relationships – makes a difference. So even though it’s difficult, there is something to be said about getting on the campuses."
“It’s also important that you actively communicate with your admin team when wireframing your dashboard. When I first wireframed dashboards with them, they didn’t know what they wanted the dashboard to be because the whole process was so new. Now they know what they want, and they provide great feedback when we create wireframes.”
“I encourage any Data Fellow to attend whatever administrative meetings they can. I am blessed enough to attend the monthly meeting for all school principals. In those meetings I get a good sense of what principals need on a month to month basis.”
“ I also don’t think which dashboard platform people use matters. The key is to make something that is usable for people who are not tech savvy. I use Looker studio. I am by far not the best student when it comes to dashboarding. We have learned a lot this year from synchronous and asynchronous sessions. But it’s so important that we learn what our districts need. We have to be in tune with their needs. I can not imagine a need within my district that I can not meet with a simple data visualization.”
Module Complete!
Module Complete!
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