2024
-ESC 15 Effective Instructional Practices - Q4
Effective School Framework Focused Support Grant 2024-2026
Effective School Framework Grant 2024-2026
ESF Focused Support Grant Deadline Approaching - 2024-2026
April 1, 2024; 11:59 p.m. CSTDue date for the application.
For more information, please contact the Division of School Improvement at SIDivision@tea.texas.gov.
Contact Michael Bohensky if you have a question.
Texas Instructional Leadership Summer Overview Trainings
ESC 15 Effective Instruction and Texas Instructional Leadership Links
Texas Instructional Leadership 2024 Summer Overviews Sessions
1. Observation & Feedback Data-Driven Instruction
Thursday, June 13, 2024 9-12 PM
2. Student Culture and Routines
Thursday, June 13, 2024 1-4 PM
3. Lesson Alignment/Formative Assessment and Material Internalization Alignment
Thursday, June 20, 2024 9-4 PM
4. Data Driven Instruction
AEA Registration Information
Alternative Education Accountability (AEA) Registration Window is Now Open
The AEA registration window opened on Monday, March 25, 2024, and will close on Friday, April 5, 2024, in the Texas Education Agency Login (TEAL) portal.
Campuses meeting these requirements were automatically preregistered as Dropout Recovery Schools (DRS). No action is needed to maintain AEA registration for these campuses unless a district opts to withdraw via a rescission form.
- Met either the current-year or prior-year TSDS PEIMS 75 percent at-risk criterion;
- have at least 90 percent of students enrolled in grades 6–12, as verified through 2022–23 PEIMS fall enrollment data;
- are identified as offering alternative instruction in AskTED; and
- provide education services targeted to dropout prevention and recovery of students with enrollment consisting of at least 60 percent of the students 16 years of age or older as of September 1, 2023.
Campuses that meet all criteria except the age requirement must apply for discretionary DRS designation during the registration period to qualify. Additional information about AEA Registration can be found within Chapter 7—Other Accountability System Processes of the Preliminary 2024 Accountability Manual.
CCMR Tracker
2024 College, Career, and Military Readiness (CCMR) Tracker is Now Available
The CCMR Tracker is a tracking tool within the TEA Login (TEAL) Accountability application. This tool provides districts with a means to track CCMR indicator completion throughout high school for students reported as enrolled in grades 9–12 on the TSDS PEIMS October 2023 snapshot date. The CCMR Tracker will be released in two stages. Please note that the data in these reports are confidential.
Part I was released today, March 29, 2024, and will utilize the following data:
- CCMR indicators submitted via PEIMS through SY 2022-23
- OnRamps and TSIA results through SY 2022-23, and
- SAT, ACT, AP, IB, and level I/II certificate results through SY 2021-22
Part II will be released in Summer 2024, and will utilize the following data:
- SAT, ACT, AP, IB, and level I/II certificates updated through SY 2022-23
A TSA notification was delivered today, March 29th, 2024, to inform districts that the CCMR Tracker and updated supporting documents are now available within TEAL.
Please note that corrections to the information presented in the CCMR Tracker cannot be submitted to TEA; this tool is for informational purposes only. If districts find errors, they are encouraged to work with testing vendors to make corrections.
See below for important information from the Career and Technical Education (CTE) Division:
Refreshed Career and Technical Education (CTE) Programs of Study and Updated Cycles for Future Programs of Study and Aligned Industry-Based Certifications
On Thursday, March 21, 2024, a TAA was sent announcing upcoming changes to CTE Programs of Study that are scheduled to begin in SY 2024-25. The recommendations made by a cross-sector advisory committee in October 2023, are now final and are reflected in the updated program of study framework documents. Please note that in accordance with House Bill 773, the process to earn industry-based certifications as a Program of Study Completer will be phased in as an indicator in the accountability system. Please see the TEA Industry-Based Certifications webpage for more information about the phase-in process and timeline. Additional information regarding programs of study and IBCs is available on the TEA CTE webpage.
DD Form 4
Coming Soon: DD Form 4 Upload
The DD Form 4 upload portal in TEAL is currently in development and is scheduled to be released Friday, April 5, 2024. The window for the DD Form 4 submission will close on Friday, May 10, 2024, at 5:00 p.m. LEAs will be responsible for submitting a listing of former students who have enlisted in the military as well as a zip file that contains completed DD Form 4s for each enlistee. To facilitate a smooth upload process, LEAs will be provided a pre-populated template that contains all students from the 2023 cohort, and specific instructions for the zip file upload will be provided when the portal is officially launched. Below are a few tips to best prepare for the upcoming DD Form 4 upload:
- Collect DD Form 4 digitally for each relevant student in the 2023 cohort.
- Implement a uniform file naming protocol across the LEA. The following are some examples of possible naming conventions:
- LastName.FirstName_TSDS#
- DD4_TSDS#
- FirstInitial_LastInitial_TSDS#
Assessment Information (STAAR- TELPAS - DATA FILES)
December 2023 STAAR Administration
For the December 2023 State of Texas Assessments of Academic Readiness (STAAR®) administration, final assessment reports for accountability, including updated student report cards, student labels, district and campus summary reports, campus rosters, and reporting data files, have been posted in the Secure File Center for district testing coordinators. Final assessment results for accountability for the December administration were made available in the Family Portal and Research Portal on March 28, 2024.
STAAR Alternate 2 Administration
The testing window for STAAR Alternate 2 opened Monday, March 25, and closes on Friday, April 26, 2024. All student responses must be submitted and processed in the Data Entry Interface (DEI) by 11:59 p.m. (CT) April 26. It is highly recommended that districts reserve the last two to three days of the testing window for DEI submissions.
TELPAS Administration
The testing window for the Texas English Language Proficiency Assessment System (TELPAS) closes at 11:59 p.m. (CT) March 29, 2024. District testing personnel must ensure all emergent bilingual (EB) students are accounted for with TELPAS or TELPAS Alternate test records. It is highly recommended that district personnel reserve the last two to three days of the testing window for submitting the following information, as directed below.
- All online TELPAS assessments for grades 2–12 that were started during the testing window will automatically default to a score code of "S" for “Score” if no other score code is entered. It is not necessary to make a score code selection for the assessment to be scored. However, if a score code other than “S” is needed, district personnel must enter the appropriate score code in the Test Information Distribution Engine (TIDE).
- Student responses for special paper administrations of TELPAS grades 2–12 reading must be submitted and processed in DEI.
- Ratings for special holistic administrations of TELPAS grades 2–12 listening, speaking, and writing must be uploaded and processed in TIDE.
- Holistic ratings for TELPAS kindergarten and grade 1 must be uploaded and processed in TIDE.
All student information, including demographics, programs, raters, years in U.S. schools, and accommodations, must be complete and accurate in TIDE.
TELPAS Alternate Administration
The testing window for TELPAS Alternate closes at 11:59 p.m. (CT) March 29, 2024. District testing personnel must ensure all EB students who meet the participation requirements for TELPAS Alternate are accounted for with a test record. It is highly recommended that district personnel reserve the last two to three days of the testing window for submitting the following information, as directed below.
- Observable behavior inventory ratings must be submitted and processed in DEI.
- All student information, including demographic information, program information, and years in U.S. schools, must be complete and accurate in TIDE.
Updates TO STAAR and STAAR Alternate 2 Data File Formats
Updated data file formats reflecting the following changes will be available on the Data File Formats webpage later this week.
- For STAAR, students eligible for an English learner performance measure (ELPM) who achieve a Level 4 on STAAR will receive an ELPM of 4 (Masters, based on STAAR performance level).
For STAAR Alternate 2, performance level indicators for science and social studies will no longer be calculated.
State Assessment Educator Item Review Committees
Each year the TEA invites groups of Texas educators to provide feedback on the development of state assessments (STAAR, STAAR Alternate 2, and TELPAS) through educator committees across all assessed grades and content areas. Developing high-quality, aligned questions relies on the expertise and experience of Texas educators. Participants collaborate with other educators from across the state to review and approve each potential question for state assessments. TEA is currently accepting applications from all districts to participate in item review committees in all subjects and grade levels.
If you know of any educators (including yourself!) who might be interested in participating in these review meetings, please encourage them to apply using the link below. Meetings are typically held during the spring and summer. If selected, an invite will be sent with all the logistical information.
The commitment is generally two to three days in Austin with all travel, accommodations, and substitute coverage paid for by TEA. All participants will earn Continuing Professional Education (CPE) credits. Applications are accepted on a rolling basis.
Development of the 2026–2027 Student Assessment Testing Calendar and Public Comments
A draft version of the 2026–2027 Student Assessment Testing Calendar has been posted on the Test Administration Resources webpage of the Texas Education Agency (TEA) website.
TEA is accepting public comments on the draft version of the 2026–2027 Student Assessment Testing Calendar. Public comments on the draft calendar should be sent to Test.Calendar@tea.texas.gov by Friday, April 12, 2024.
Performance Reporting Calendar
2023 TAPR Data Downloads Released (public web) - January 24
Preliminary 2024 Accountability Manual Release-February 15
AEA Registration window opens (TEAL)-March 25
CCMR Tracker Part I Release (TEAL)-March 29
AEA registration window closes (TEAL)-April 5
Military DD Form 4 Collection-April 5
Final 2024 Accelerated Tester List-April 2024
Military DD Form 4 Collection closes-May 10
Pairing Window-May 2024
Final 2024 Accountability Manual, Appendices, and 2024 Accountability Administrator’s Guide Release-May 2024
Summer 2024
CCMR 2024 Verifier Release (TEAL)-Summer 2024
Summer 2024
Longitudinal graduation and annual dropout lists and rates (TEAL)-Summer 2024
Summer 2024
2024 campus comparison groups (TEAL)-Summer 2024
Summer 2024
CCMR Tracker Part II Release (TEAL)-Summer 2024
Coming Soon
2023 A–F Refresh Parent Resources; Explanatory Materials; Videos Released
Coming Soon
Results Driven Accountability (RDA) Integration Advisory Committee
Delayed
2023 School Report Card
Delayed
2023 Accountability Ratings Published (TEAL); Accountability Appeals Registration Window Opens
Delayed
2022 What If Ratings Public Publication; 2023 Accountability Ratings Published (TXschools.gov)
Delayed
Preliminary 2023 Public Education Grant (PEG) List Posted
Delayed
2023 Appeals Resolved; Final 2023 Ratings Posted
IBC and Programs of Study Information Updated for Accountability
New Science TEKS Included in Accountability
Accountability Information
Texas Academic Performance Report - TAPR
The 2022-23 TAPR is available in two reports: One, for your district as a whole, can be found in TEAL Accountability under Performance Reporting. You will also find the TAPR Guidelines and TAPR Glossary in this same location in TEAL. The data in the District TAPR report has been masked so you may release the PDF found in TEAL to the public. Two, all Campus TAPR Reports became available the week of December 18, 2023 and can be found on TEA's website under the 2023 Texas Academic Performance Report (TAPR) page. Both District and Campus TAPR Reports can be found at the link above.
Texas Performance Reporting System (TPRS)
The Texas Performance Reporting System (TPRS) integrates state and federal reporting requirements into a single reporting system that can be viewed at the campus, district, region, and state level. As the most comprehensive reporting system published by TEA, TPRS provides additional performance reports, results, and indicators for student groups not previously reported on state accountability data tables, the Texas Academic Performance Reports (TAPR), or the School Report Card.
The TPRS Glossary provides definitions, describes methodologies, and lists sources for each tab in the TPRS system.
What We Know About 2023 Accountability as of September 5th, 2023
http://apps.esc1.net/ProfessionalDevelopment/esc15/Registration/Workshop/289236
Latest NEWS from TEA
Keeping up with School Improvement Interventions
- this plan locally.
Targeted Improvement Plan Dates (As of April Fool's Day)
If your campus is required to submit a Targeted Improvement Plan, please see the Timeline below.
ESC 19 HOSTING THE NATIONAL SPANISH SPELLING BEE
ESC 15 is hosting a Regional Spanish Spelling Bee for 4-8 grade students on Thursday, May 16th. If your campus would be interested in sending one or more students, please contact Michael Bohensky.
ECS 19 is hosting the National Spanish Spelling Bee in June 26-27. The LOI for campuses wishing to send studnets in April 3.
https://nationalspanishspellingbee.com/
MORE THAN JUST THE NATIONAL SPANISH SPELLING BEE
The Spanish Spelling Bee is a lot of hard work. But the benefits are immeasurable. The benefits to the participants go far beyond helping them become better spellers.
- PROMOTES LITERACY
- Provides Children with a positive goal to work towards.
- GIVES THEM A PURPOSE FOR READING.
- Provides a performance-forum to display the fruits of their hard work.
- Aids children in learning concepts, improving comprehension and developing study skills.
- Helps develop self-confidence, communication and public speaking skills, and the ability to thrive under pressure.
Texas Instructional Leadership
Texas Instructional Leadership
The TIL Approach
Texas Instructional Leadership is a program through which we provide training and support to campus and district leaders on their ability to build the capacity of educators that they manage. It consists of a suite of trainings intended to foster continuous improvement by helping campus and district administrators grow concrete instructional leadership skills in the areas of observation and feedback, schoolwide culture routines, and data driven instruction.
TIL trainings are aligned with many of the best practices described in the Effective Schools Framework, and ESCs that offer TIL trainings are among the approved vendors for schools seeking a technical assistance provider or capacity builder to support in the execution of a campus improvement plan.
Texas Instructional Leadership Model
Face-to-Face Professional Development
Education Service Centers across the state of Texas will be offering Observation & Feedback, Data Driven Instruction, Schoolwide Culture Routine, Lesson Alignment, and Formative Assessment trainings for campuses and districts looking to increase student achievement overall, and close gaps between student sub-groups. As with many other trainings offered at ESCs, Texas Instructional Leadership trainings have a face to face professional development component. Campuses and districts that choose to participate in a training will be part of a cohort of campuses that will meet together learn instructional leadership best practices, and have an opportunity to practice their new skills together in a low stakes environment.
OBSERVATION AND FEEDBACK
Observation/Feedback is intended to provide campus and district leaders opportunities to develop proficiency in establishing and coaching toward effective instructional practices in every classroom. Toward that end, it blends the practices and principles in Paul Bambrick-Santoyo’s Get Better Faster: A 90-Day Plan for Coaching New Teachers with the T-TESS appraisal framework.
It introduces a paradigm shift in the way we view teacher observation, and suggests that the primary purpose of observation and feedback is not to evaluate a teacher but to develop them. In Observation/Feedback, you grow educators by letting them See It, Name It, and Do It – see a model of success, name the bite-sized, yet highest leverage steps that led to growth, and practice doing those steps to develop skill.
DATA-DRIVEN INSTRUCTION
Data Driven Instruction is a highly effective, research-based training that guides teachers and administrators to spend less time teaching their students what they already know and more time on what their students need.
Data driven instruction is a highly effective, research-based training that guides teachers and administrators to spend less time teaching their students what they already know and more time on what their students need. It also answers the questions, “How do I know if my students are learning? And if they aren’t, what do I do? Based on the protocol developed by Paul Bambrick-Santoyo and described in his books Driven by Data 2.0 and Leverage Leadership 2.0, TIL DDI advocates for a deeper analysis of student work.
SCHOOLWIDE CULTURE ROUTINES
Culture is not formed by motivational speeches or statements of values. It is formed by the repeated practice of good habits.
Schoolwide culture is not formed by motivational speeches or statements of values on the wall. It is formed by the repeated practice of good habits, beginning with a vision of what a positive, inclusive culture looks like minute-by-minute. Leaders of schools with strong student culture don’t achieve it through sheer force of personality. They develop a vision for each part of the school day, and then bring their vision to life by building systems that enable teachers, students, and anyone else on their campus to know what they should be doing and when at all parts of the day with a high level of detail. They lead with their consistency and by modeling for staff how to maintain emotional constancy and reset expectations when procedures break down.
LESSON ALIGNMENT
Lesson Alignment is a training designed to support campus and district leaders as they lead teachers to practice high leverage instructional planning strategies. Leaders are trained to guide teachers in planning for and assessing student learning by answering the questions: What are students supposed to be learning and how do I know they are learning it? The training is rooted in the practices and principles of Paul Bambrick-Santoyo’s Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools as well as the work of Dylan Wiliam’s Formative Assessment, John Hattie’s Visible Learning for Teachers, and Mike Schmoker’s Focus.
FORMATIVE ASSESSMENT
Formative Assessment builds off of the work of Lesson Alignment and is designed to support campus and district leaders as they lead teachers to practice high leverage instructional monitoring strategies. Leaders are trained to guide teachers in assessing student learning by answering the questions: What are students supposed to be learning and how do I know they are learning it? The training is rooted in the practices and principles of Paul Bambrick-Santoyo’s Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools as well as the work of Dylan Wiliam’s Formative Assessment, John Hattie’s Visible Learning for Teachers, and Mike Schmoker’s Focus.