Welcome! Technical Assistance Provider (TAP)

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Welcome!Technical Assistance Provider (TAP)
Stages3- Corrective Action4- Restructuring5-
Alternative Governance Break Out Session
The nice thing about teamwork is that you always
have others on your side. - Margaret Carty
September - October 2007
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Norms

• Silence your cell phone.
• Take care of your needs.
• Please refrain from visiting while a peer is
  sharing.
• Ask questions.
• Utilize the white cards.
• Thank you!

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IS
What SIRC?

• SIRC is a statewide initiative in response to
  the technical assistance requirements of Title I,
  School Improvement.

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Stage 1 After 2 consecutive years of not meeting
AYP

• The LEA must
• Complete SIP funding application
• Ensure school choice and transportation
• Notify parents of school improvement status,
  school choice
• Revise Campus Improvement Plan, and
• Provide technical assistance to the school

• Participate/Attend
• SIRC Introductory Meetings
• CAM Program
• TSI Conference

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CAM Program Overview

• Campus Administrator Mentors (CAMs) are
  experienced educators and former administrators
  who
• Work closely with the principal to develop a
  relationship of trust
• Encourage individual capacity for leadership
• provide support to the principal in self-selected
  areas of professional growth that target school
  improvement

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Stage 2 Requirements

• Participate/Attend
• SIRC Introductory Meetings
• TAP Program
• TSI Conference

• The LEA must
• Complete SIP funding application
• Ensure school choice and transportation
• Ensure Supplemental Educational Services (SES)
  are available
• Notify parents of school improvement status,
  school choice, SES
• Revise Campus Improvement Plan and
• Provide technical assistance to the school

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AYP Stages 2 - 5

• 2 Additional Requirements of SIP Campuses who
  enter stage 2
• Technical Assistance Provider (TAP) Program
• Supplemental Educational Services (SES)

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NCLB (Title I) Section 1116 Academic Assessment
and Local Educational Agency and School
Improvement

• Technical Assistance
• For each school identified for school
  improvement, the local educational agency serving
  the school shall ensure the provision of
  technical assistance as the school develops and
  implements the school plan
• May be provided by the local educational agency,
  the state educational agency, an institution of
  higher education, a private organization, an
  educational service agency

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What is a TAP?

• A Technical Assistance Provider (TAP) is a
  hands-on consultant who works with the campus
  administration and faculty to guide a school
  through the improvement process. 

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What does a TAP do?

• Helps School Improvement Program (SIP) schools
  navigate federal guidelines
• Implements federal requirements
• Builds leadership capacity
• Builds content knowledge and teaching skills
• Enhances the academic experience for the students
  in a way that ensures success

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What is the difference between a TAP and a CAM?
TAPs vs. CAMs
Stage Two and Above Schools
Stage One Schools
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When are TAPs able to begin their work?

• As soon as a TAP is selected by the campus
  principal, signs a Letter of Agreement, and
  submits it to the SIRC office, a TAP may begin
  serving the targeted school

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Can the money from the state get to districts
earlier than November of each year?

• August Schools notified of their
• SIP status
• October SIP funding application
• due
• November Funding awarded to
• campuses

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If we are asking TAPs to work right away, but we
dont have access to our SIP funds, how will we
pay for a TAPs services?

• SIRC has assumed the responsibility of paying
  TAPs (school districts will no longer handle
  their contracts)

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Does a campus principal have the ability to
select the TAP of his / her choosing?

• The principal does have the flexibility to choose
  a TAP that best meets his / her campus needs
• However, the SIRC staff will provide the campus
  principal with an approved list of 5 to 6 TAPs
  from which they should initially choose

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How does SIRC select the list of TAPs to be sent
to principals?

• Utilizing the TAP database which is built
• directly from applications submitted by
• approved TAPs, we
• Investigate school needs based upon their CINA,
  AEIS AYP data, and principal feedback
• Locate TAPs willing to work in region of targeted
  campus
• Search TAP database to find skill sets and work
  history that best address the specific needs of
  targeted campus

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What if a campus administrative team wishes to
end the TAP-campus relationship?

• SIRC asks that the campus administrative team
  make an attempt to resolve any issues by working
  directly with the TAP
• If issues cannot be resolved please contact the
  SIRC office and we will re-distribute a list of
  potential TAPs

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How does SIRC address the professional
development needs of their TAPs?

• SIRC provides professional development through
• TAP Area Learning Collaboratives
• TAP / CAM Share Fair
• Texas School Improvement (TSI) Conference
• On-Line Professional Development Modules

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What is an Area Lead (AL)?

• An Area Lead is a SIRC field support services
  provider who is contracted to provide assistance
  throughout the academic year to both TAPs and
  CAMs by
• Coordinating and hosting 3 Area Learning
  Collaboratives for both TAPs and CAMs
• Communicate with the SIRC office
• Communicate with TAPs / CAMs
• Serves as a point of contact for TAPs and CAMs

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Does SIRC evaluate the TAPs?

• Yes, at the end of the second academic semester
  your regional education specialist at SIRC will
  review the TAPs performance on each campus in
  the areas of
• AYP Scores
• Monthly Service Records
• Site-Visit Records (includes principals feedback)

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How many days will the TAP be able to spend on a
campus?

• This depends on the school size, the SIP stage
  the campus is in, and possibly the relationship
• However, there is a minimum amount of days that a
  school must contract with a TAP

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How does a campus principal schedule a TAP?

• The schedule is completely determined by the
  campus administrative team
• SIRC does suggest that you save TAP contract days
  for post-TAKS service

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What are the purposes and responsibilities of a
TAP once they arrive at my campus?

• 2 Guiding Purposes
• Building leadership capacity
• Building content knowledge and leadership skills
• 4 Main Responsibilities
• School environment
• Capacity building
• Student achievement
• Learning community

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What kind of work will a TAP do?

• TAPs address campus needs through
• Observing teachers and giving feedback
• Writing and aligning curriculum
• Leading SBDM Committee meetings
• Working with content area specialists
• Helping the principal create a new master
  schedule
• Evaluating the status of children qualified as
  special education
• Leading LPAC meetings
• Creating opportunities for parent involvement
• Teaching effective data disaggregation skills
• Etc.

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How much do TAPs get paid?

• TAPs receive 650 per day on the campus
• A day is constituted by a minimum of 6 hours
• Lunch is not considered part of this 6 hour day
  unless it is a working lunch with the principal
  or key member of the staff
• To receive reimbursement, a TAP must submit a
  copy of their SIRC Reimbursement Log with the
  actual time worked listed

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Who does a TAP work for the principal, the
teachers, the district?

• All of the above
• Primarily a TAP works directly for his / her
  principal
• However, this is a team effort so a TAP will also
  be working for and with the teachers and district
  personnel

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Can a school pay a TAP to do training or perform
services outside of a TAPs normal
responsibilities?

• Yes, a school can pay a TAP after they serve
  their minimum amount of TAP contracted service
  days
• However, to honor the integrity of the SIRC
  program, keep in mind that TAPs are trying to
  work themselves off of a campus

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Can a school pay a TAP for products they have
developed or represent?

• A TAPs role should be focused on the roles and
  responsibilities mentioned earlier, not on
  marketing or promoting personal products

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Principals Testimonials

• She was my right and left arm.
• She even helped in the classroom.
• I would love to have more days with my TAP based
  upon the knowledge he has in assisting this
  school in getting out of school improvement.
• My TAP was an excellent communicator, great
  evaluator of personnel, and consistently
  challenged our campus with the urgency of
  improving scores.
• Our TAP was able to stretch the teachers
  expectations of themselves.
• Our TAP was reliable, supportive, knowledgeable,
  proactive, and always willing to go the extra
  mile.

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Principals Testimonials

• Our TAP helped raise the level of concern among
  the staff. Provided critical student data and
  assisted us with analyzing the data.
• Our TAP understands the implementation of best
  practices and how this informs staff
  development.
• Our TAP has a wealth of knowledge and resources
  at her disposal. She helped me feel comfortable
  in what I was doing as a principal.

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Celebration!

• Over 90 of principals believed
• The TAP was instrumental in the implementation of
  the School Improvement Program and
  recommendations put in place by the School
  Improvement Resource Center (SIRC).
• Provided administrative leadership in their
  ability to navigate the various requirements of
  Federal, State, district, grant
  initiatives/mandates.
• The TAP worked with the administrative staff to
  ensure that financial expenditures met SBR
  requirements.

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Celebration!

• Over 90 of principals believed
• The TAP assisted the administrative staff in
  prioritizing identified needs based on AYP
  defined areas in need of improvement.
• Research-based professional development
  opportunities suggested and/or offered by the TAP
  resulted in increased teacher and student
  performance.
• The TAP increased the teachers ability to
  utilize student data to guide instructional
  practices.
• The TAP had a tangible impact on the success of
  our students

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TAP Program Website
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Questions (Stages 1 and 2)
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Stage 3Corrective Action(CA)

• Liz Garcia
• liz.garcia_at_esc13.txed.net
• 512-919-5251

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Stage 3What is Corrective Action?

• CA is a significant intervention in a campus to
  remedy the continued inability to make adequate
  progress toward all students becoming proficient
  in reading and mathematics.
• Identifying a campus for corrective action
  signals the Local Education Agencys (LEA)
  intention to take greater control of the campus
  management and to have a more direct hand in its
  decision-making.
• Taking corrective action is designed to increase
  substantially the likelihood that all students
  enrolled in the campus will meet or exceed the
  States proficient levels of achievement.

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Stage 3 Requirements

• Continuation of Stage 2 Requirements

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In additionCorrective Action

• Create a Corrective Action Team
• Collect and analyze data
• Establish goals
• Select a CA option that best meets the campus
  needs
• Design a plan for implementation and timeline for
  CA option
• Establish a method for monitoring CA
• Notify parents of any information regarding CA
• Complete and submit CA form by November 16, 2007

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Possible Corrective Action Team Members

• Superintendent
• LEA representative (who works with campuses in
  SIP)
• Campus Principal (administration)
• TAP
• SBDM Committee Member
• Teacher Leader
• Parent
• Community Member
• Students
• District involvement is required

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So What Are My 7 Corrective Action Options?
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The LEA must take at least one of the following
corrective actions

• OPTION 1
• Provide, for all relevant staff, appropriate,
  scientifically research-based professional
  development that is likely to improve academic
  achievement of all students

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• OPTION 2
• Institute a new curriculum grounded in
  scientifically based research and provide
  appropriate professional development to support
  its implementation

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• OPTION 3
• Extend the length of the school year or school
  day

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• OPTION 4
• Replace the campus staff who are deemed relevant
  to the campus not making adequate progress

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• OPTION 5
• Significantly decrease management authority at
  the campus

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• OPTION 6
• Restructure the internal organization of the
  campus or

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• OPTION 7
• Appoint one or more outside experts to advise
  the campus (1) how to revise and strengthen the
  improvement plan it created while in school
  improvement status and (2) how to address the
  specific issues underlying the campus continued
  inability to make AYP. This expert must be in
  addition to the required TAP or if using the TAP
  as this corrective action an additional
  corrective action must be implemented in addition
  to the required TAP

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SIRC Documents- CA Form

• Components
• Stage 2 Requirements
• CA team
• Data Analysis
• Establish goals
• Select CA option
• Corresponding documentation for option chosen
• Implementation
• Monitoring
• Timeline
• Parent Notification
• Submit form by November 16, 2007

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Possible Pilot Site Visits

• In an effort to gather feedback for improving
  stage 3 resources

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Resources to Assist with Corrective Action

• Strategies to Consider for Stage 3- Corrective
  Action
• Additional Questions to Consider
• TAP
• SIRC staff
• ESC representative
• TEA representative
• Principal Planning Guides
• TEA Guidance
• US DOE
• www.ed.gov/nclb/landing.jhtml
• TEA
• www.tea.state.tx.us/nclb
• SIRC
• www5.esc13.net/sirc

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• Questions regarding stage 3?

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Stage 4 Restructuring(Major Reorganization of a
campus)
Michael Berry michael.berry_at_esc13.txed.net 512-919
-5252
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Stage Four

• Continue with previous requirements (CA may not
  apply)
• Stage 4 is a planning year
• Stage 4 Develop the plan
• Stage 5 Implement the plan

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Stage Four Requirements

• Parent notification of identification in
  Restructuring (in addition to SIP letter)
• Teacher notification (document)
• Allow comments from both and invite to
  participate in the development of the plan
• Create Restructuring Team
• Possible Team Members
• LEA representative required
• Principal
• Teacher Representation (SBDM leader)
• Parent Representation
• TAP
• Community Representation (perhaps former
  parent) suggested
• Student Representation suggested

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Restructuring Team

• Restructuring Team meets
• Analyzes Data
• Previous interventions that were successful?
• Previous interventions that were not successful?
• Consider options and select at least one
  restructuring option
• Design a plan for implementation and monitoring
  of the restructuring plan

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5 Options for Restructuring

• In no particular order
• Reopen campus as public charter school
• Replace all or most of the staff (may include
  the principal) who are relevant to the campus
  inability to make AYP
• Contract with an entity, such as a private
  management company, with a demonstrated record of
  effectiveness to operate the campus as a public
  school

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Options for Restructuring (continued)

• Turn over the operation of the campus to TEA if
  permitted under state law and the state agrees
• Implement any other major restructuring of
  schools governance

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Texas School Improvement Conference

• December 5 and 6, 2007
• Austin Convention Center
• Break-out session for Stage 4 schools
• Attendance is required

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Restructuring Form

• Can be found in Guidelines and on the SIRC
  website
• Click on SIP Stages
• Click on Stage 4-Restructuring
• Link at bottom of page
• Due January 31, 2008, to SIRC

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Spring 2008

• Restructuring plan will be presented to TEA

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Stage 5 Alternative Governance

• Continue with previous requirements and
• implement the restructuring plan no later than
  the beginning of the following academic year if
  the campus does not meet AYP

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Questions

• Additional questions or
• comments?
• Please feel free to contact us at any time with
  any questions or feedback.

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Contact Information

• Liz Garcia
• (Stage 3)
• liz.garcia_at_esc13.txed.net
• 512-919-5251
• Michael Berry
• (Stages 4 5)
• michael.berry_at_esc13.txed.net
• 512-919-5252

• Cesar Martinez
• (TAPs)
• cesar.martinez_at_esc13.txed.net
• 512-919-5253
• Joanne Antrim
• (School Outreach)
• Joanne.antrim_at_esc13.txed.net
• 512-919-5134