
EFFECTIVE INSTRUCTION
ESC 15 Effective Instructional Practices Q3 January 2023
Crockett County CC School District Chosen to Host DCSI Learning Lab
DCSI Learning Lab set for Ozona in February 2023
Ozona received a site visit from the Center of Effective Instruction and was chosen to host the 2nd scheduled DCIS Learning Lab. Alief ISD hosted the first DCSI Learning Lab. This is a wonderful opportunity and accolade for the Crockett County CC SD. This event will help showcase the wonderful opportunities and challenges in rural schools. The Effective Schools Framework provides the model to replicate in order to maintain systems to provide for strong systems to ensure strong student instruction. Congratulations Crockett County Consolidated Common SD.
February 9/10 -Rural Schools Conference in Georgetown
Effective Instruction Workshops -- ESF/TIP Training
If your district or campus is interested in an Effective School Framework workshop, please contact Michael Bohensky michael.bohensky@esc15.net or Randy Gartman randy.gartman@esc15.net.
Effective Instructional Practices
Two core ideas Paul Bambrick-Santoyo references in Leverage Leadership 2.0:
- Standards are meaningless until you determine how to assess them.
- Assessments are the starting point for instruction, not the end.
With this premise in mind, how can leaders and educators facilitate quality instructional practices?
Effective District Framework Update from TEA
The ESF Library has provided many resources to help campuses engage in effective instructional practices. The Effective District Framework is tied to the Effective School Framework and will be available in 2022-2023 for all districts.
What is the Effective District Framework?
There are 5 ALIGNED Levers in EDF and ESF, see below.
Effective District Framework
- Organization Performance management
- Human Capital Systems
- Integrated Student Supports
- HQIM and Pathways
- Instructional Leadership
- School Model Innovation
Effective School Framework
- School Leadership and Planning
- Strategic Staffing
- Positive School culture
- High Quality Instructional Materials
- Effective Instruction
- Data Driven Instruction
Comparisons between EDF and ESF
*EDF focus' on district practices/systems; ESF focus on campus practices/systems.
*EDF framework is broader that ESF to accommodate differences across LEAs.
* EDF engagement will likely be narrower in scope and there are differentiated pathways based on district starting conditions.
*EDF Facilitate criteria will be more deeply based in experience and submit matter expertise to build trust with superintendents and district teams.
ESC 15 School Improvement Team
School Improvement and Texas Instructional Leadership
David Bedford david.bedford@esc15.netMichael Bohensky michael.bohensky@esc15.net (325) 650-0452
Randy Gartman randy.gartman@esc15.net
Rob Hollis rob.hollis@esc15.net
Ryan Knickerbocker ryan.knickerbocker@esc15.net
Lela Taubert lela.taubert@esc15.net
Stephanie Free stephanie.free@esc15.net
Cindy Lee cindy.lee@esc15.net
Paula Ringo paula.ringo@esc15.net
Texas Instructional Coaches (and other roles)
Robin Graves robin.graves@esc15.net
Sharon Lane sharon.lane@esc15.net
Lindsay Carr lindsay.carr@esc15.net
Extra & Co Curricular (ECC) Project Overview/Fall 2022
Thanks to the work of the TEA Extra- & Co-Curricular (ECC) committee, the 2023 Texas Legislative session will include a request to continue work on a possible ECC indicator for inclusion in the state accountability system. The committee’s work using Texas data shows that increased student participation in ECC activities is correlated with improved student outcomes in academics, attendance, and discipline. If approved, the next step for this project will involve a pilot opportunity to further research proposed ECC standards and implementation supports. Although it will take 4-5 years before an ECC indicator could appear in campus and district accountability reports, the proposed pilot for 2023-2025 (2 years) is an important step and opportunity.
- The focus for these first two pilot years will be on working with smaller and/or rural districts to ensure the indicator design accounts for the unique challenges they face. During this initial phase, additional supports, such as dedicated funding for district materials, staff stipends, and ESC support, will be available for participating districts to help implement ECC for the purpose of the pilot. TEA is very committed to ensuring the ECC process works for all districts and the pilot will be essential to get specific feedback on the level of support needed. Additional information regarding the pilot process will be released in early 2023. To receive ongoing updates related to the ECC project and pilot, please contact linda.johnson@tea.texas.gov or michael.bohensky@esc15.net
Ø Created by the 2017 Texas Legislature, TEC §39.0533 tasked the Commissioner with studying the feasibility of incorporating student participation in extra and co-curricular (ECC) activities as an indicator in the state accountability system. EDUCATION CODE CHAPTER 39. PUBLIC SCHOOL SYSTEM ACCOUNTABILITY (texas.gov)
Ø In response, the ECC Advisory Committee, consisting of representatives from 14 districts, 13 ECC-related organizations (such as UIL, TMEA, etc.) and 1 ESC, was established to conduct the study. The committee sought to answer three defining questions:
· Can an ECC indicator fulfill the requirements and guiding principles for accountability?
· What is the potential impact of an ECC indicator?
· What are the keys to successful implementation and what is our capacity to provide those elements?
Ø The committee also identified guiding ideas critical to the integrity of the ECC initiative:
· To the extent that the state accountability system provides a clear picture of state priorities for student performance and sets a rigorous standard for student performance in those priority areas, inclusion of an ECC indicator could expand the scope of desired student outcomes, broaden the definition of expected campus and district performance, and send a clear message about the importance of ECC participation for all students.
· Research has confirmed the impact of student participation in ECC activities, not only for additional benefits to student outcomes, but also for the many intangible benefits not always easily captured through quantitative research which are equally important for student development. ECC participation engages students in application of content knowledge and skills in authentic settings requiring creative problem-solving. ECC activities also provide students with opportunities to demonstrate their level of proficiency relative to, including above, designated standards (limited/no ceiling effect) and engage in continuous improvement with year over year growth while strengthening connections with peers and the community.
· Providing options for ECC participation enables students to explore different areas and preference match to find those activities that spark student interest and encourage high levels of engagement. To ensure that an ECC indicator, if adopted, is viable for all districts in the state the committee has and will carefully weigh the possible impact of various indicator design elements on the diversity of districts in the state.
ECC Committee Work Summary
Ø Reviewed state and federal requirements for accountability to identify areas for study for proposed ECC indicator
Ø Reviewed national research on ECC participation through which it identified elements of participation aligned with increased benefits to guide the development of ECC criteria
Ø Developed an initial list of 38 ECC activity categories and corresponding performance standards to guide development of an ECC indicator and preliminary data collection; also drafted district implementation materials
Ø Analyzed available Texas ECC student participation data and found preliminary evidence that increased participation in ECC activities is correlated with increased student outcomes in attendance, discipline, and academic outcomes for all students, including students classified as At-Risk and/or Economically Disadvantaged. The positive outcomes, although small to moderate, are statistically significant indicating the additional benefits are attributable, at least in part, to ECC participation. Preliminary data also indicates ECC participation varies greatly by district, especially for Economically Disadvantaged students.
Next Steps
Ø ECC report to be reviewed by the 2023 Texas Legislature. The report includes a recommendation for project expansion for additional field testing to more thoroughly explore ECC data and process design.
Ø If approved, the tentative timeline includes a graduated 5-year pilot beginning with a limited number of districts during the 2023-24 school year. Key goals for the pilot will include review of proposed ECC activities and corresponding performance standards. Depending on the progress of the work, the pilot may include a report-only data collection for all districts statewide through PEIMS beginning in 2025-26. This data will be used to model campus data for methodology options to inform final decisions about ECC goals and targets.
Key Takeaways
Ø There are several big steps that must occur before an ECC indicator can be implemented into the state accountability system. As a result, the earliest ECC could be included for state accountability is the 2027-28SY with an August 2028 report-only date. This information is provided for process transparency and to facilitate district involvement and feedback throughout the project.
Ø Districts interested in beginning a local review of ECC participation are encouraged to:
· Sign-up for the Performance Reporting Listserv to receive weekly updates on information pertaining to the state accountability system, including updates on the ECC project. https://public.govdelivery.com/accounts/TXTEA/subscriber/new
· Sign-up to receive periodic ECC updates (approximately every other month beginning January 2023) linda.johnson@tea.texas.gov
· Consider participation in the ECC pilot. Email Linda Johnson (linda.johnson@tea.texas.gov) to receive information specific to the pilot. Tentatively, pilot districts will be determined in late spring 2023 or pending project approval. More information to come regarding district requirements and expectations for pilot participation.
Updated Preliminary 2023 Academic Accountability System Framework (Published November 2022)
Resources with information about the updated framework are now available.
Updated Preliminary 2023 A–F Refresh Overview and Summary (November 2022) provides a broad overview of the A–F refresh, including design commitments, timeline, and a technical summary of the proposed A-F refresh changes
Updated Preliminary 2023 A–F Refresh Framework (November 2022) provides detailed technical descriptions of the proposed A–F refresh changes
2023 A–F Refresh Summary of Stakeholder Feedback and Adjustments to Framework (November 2022) provides a summary of how stakeholder feedback has informed updates to the framework since the June release.
11/9/2022 TAA: Updated Preliminary 2023 A–F Academic Accountability System Framework Now Available (November 2022)
12/1/22 A-F Accountability Refresh Superintendent Update Call (PDF) (December 2022)
Stakeholders are encouraged to provide feedback here through February 1, 2023 to help inform the proposed rule. The 2023 Accountability Manual will be published in proposed form in spring 2023 for additional feedback prior to becoming rule in summer 2023.
Accountability Roundtable with Randy
Accountability information sessions are being planned monthly (1 hour at a time each month) to better communicate and answer questions about the accountability reset, interim data results and other topics. The sessions are being planned monthly to address accountability questions. Please contact Randy Gartman or Michael Bohensky if you have possible topics or information to share. More information to come. randy.gartman@esc15.net michael.bohensky@esc15.net
Online Testing is Here -- Tools to Get Students "At Bats" is a Focus
September 15th Supt Call will include information - Inform your Principals and CTCs. Online testing will take place for all students in the State of Texas in the spring of 2023. 70% of other states have already transitioned. One of the biggest concerns has centered around a district making sure they have students prepared. The aim:
- Broader access to accommodations
- Faster test scores and results
- Improved test operations
- Allows for new, non-multiple choice questions.
Implementation Guide to Online Testing
TEA wants to provide ways for students to meaningfully interact with the online testing platform before online testing in Spring 2023, recommending a minimum of two "at bats" per student PRIOR to STAAR/EOC 2023. The number of at bats will be compiled for each district.
- Beginning of Year Diagnostic Assessments - LEAS can administer released STAAR tests as beginning of year diagnostics.
- Interim Assessments - LEAS can administer STAAR Interim assessments 1-2 times per year to monitor student progress. Online tools available!
- Formative Curricular embedded Assessments (TFAR) - LEAS that have adopted TEA's Core OER instructional materials can administer curricular embedded assessments in TFAR. Other LEAs can created their existing unit tests in TFAR. These should be aligned to instructional materials, accessible through testing personnel system.
Balanced Assessment Plans include diagnostic, formative, Interim, and summative.