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1
Effective Schools Framework Overview for Schools in Improvement
DAY 1
Introductions
3
Ruben Degollado, Director
956-984-6185
Rosey Guerra, Effective Schools Lead
956-984-6145
Francene Phoenix, Effective Schools Lead
956-984-6027
Aminta Silva, Effective Schools Lead
956-984-6147
Training Outcomes
4
• Explain the purpose and rationale for the ESF.
• Build a shared vision of each of the Foundational EAs and what they look like in practice.
• Understand the ESF Self-Assessment process and how it supports campus improvement efforts and plan for implementation.
• Understand the purpose of the Targeted Improvement Plan and how to use the plan to support long-term, sustainable campus improvement.
• Develop an initial understanding of the ESF diagnostic process and how it supports campus improvement efforts.
• Understand how the TEA, ESCs, and external partners will align efforts with the ESF to provide coherent supports and resources to achieve greater impact.
5
Agenda
Day One Day Two
ESF IntroductionESF Self-Assessment: Focus Area
Identification
School Improvement Pathway ESF Self-Assessment: Barrier Analysis
Introduction to the ESF Self-Assessment Process and Data Reflection Tool
District Commitments Theory of Action
ESF Self-Assessment: ESF Essential Action Deep Dives and Planning for the ESF Self-
AssessmentDeveloping a Targeted Improvement Plan
ESF Self-Assessment: Essential Action Analysis
School Improvement Campus Journey: Next Steps
Training Norms
6
★ Be punctual
★ Be fully present and engaged – participate
★ Ask questions
★ Provide open and honest feedback and recommendations
★ Avoid side conversations
★ Take care of your needs
★ Two-way confidentiality
Training Materials
7
• ESF Overview for School Improvement Folder
• Day 1 Training Materials
• Day 2 Training Materials
• Templates and Resources
www.esc1.net/Page/4200
Effective Schools Framework Introduction
8
What is the ESF?
Possible Areas of Focus
10
➔Strong School Leadership and Planning➔Effective, Well-Supported Teachers➔Positive School Culture➔High-Quality Curriculum ➔Effective Instruction
Common Best Practices
11
● Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities
● Recruit, select, assign, induct, and retain a full staff of highly qualified educators
● Compelling and aligned vision, mission, goals and values focused on a safe environment and high expectations
● Curriculum and assessments aligned to TEKS with a year-long scope and sequence
● Objective-driven daily lesson plans with formative assessments● Data-driven instruction
How many have implemented at least one of these best practices?
The Effective Schools Framework
ESF Research-Based Best Practices
13
Prioritized Lever 1: Strong School Leadership and Planning❑ Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities❑ Focused plan development and regular monitoring of implementation and outcomes
Prioritized Lever 2: Effective, Well-Supported Teachers
❑ Recruit, select, assign, induct, and retain a full staff of highly qualified educators
❑ Build teacher capacity through observation and feedback cycles
Prioritized Lever 3: Positive School Culture
❑ Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations
❑ Explicit behavioral expectations and management systems for students and staff
❑ Proactive and responsive student support services
❑ Involving families and community
Prioritized Lever 4: High-Quality Curriculum
❑ Curriculum and assessments aligned to TEKS with a year-long scope and sequence
Prioritized Lever 5: Effective Instruction
❑ Objective-driven daily lesson plans with formative assessments
❑ Effective classroom routines and instructional strategies
❑ Data-driven instruction
❑ RTI for students with learning gaps
5 Prioritized Levers with 13 Essential Actions
The Effective Schools Framework (ESF)
15
Read through ESF:
What connections can you draw between your
brainstorm and the actions within the ESF?
2.Effective Schools Framework
Training Guide: Day 1
A Common Vision of School Best Practices
16
✓ Best practices that effective Texas schools engage in daily.
✓ Builds a common language
The ESF describes where effective schools strive to be
Describes the Aspiration
Unpacking the ESF: 5 Prioritized Levers
18
The foundational levers effective schools pull in order to ensure that students receive an excellent education
The levers work together as integrated whole, centered around the instructional core.
Stages of School Development: Breakthrough Principals
19
● By tackling priorities SEQUENTIALLY, Highly Effective Principals are
able to deliver continuous, measurable improvements
● Schools STRUGGLE if leaders jump ahead to implement higher-order practices
BEFORE foundational practices have been established.
● Without stages & sequence, principals & teachers can feel as if they are on a
treadmill without much progress.
District Commitments
20
The District Commitments describe what LEAs do to ensure that schools are set up for success.
They serve as the foundational structures and systems upon which school-based best practices can be built.
Unpacking the ESF: Essential Actions and Key Practices
21
The Essential Actions describe what the most effective schools do to support powerful teaching and learning under a specific prioritized lever.
Each Essential Action includes Key Practices, which describe the Essential Action with specificity.
Unpacking the ESF: Foundational Essential Actions
22
Each Prioritized Lever has one Foundational Essential Action, indicated with a framed box.
The Foundational Essential Action is the action that schools need to address first before moving to those that follow.
Unpacking the ESF: Prioritization
23
Strong School Leadership and
Planning
Develop campus instructional leaders (principal, assistant
principal, counselors, teacher leaders) with clear roles and
responsibilities
Focused plan development and regular monitoring of
implementation and outcomes
Effective, Well-Supported Teachers
Recruit, select, assign, induct, and retain a full staff of highly
qualified educators
Build teacher capacity through observation and feedback
cycles
Positive School Culture
Compelling and aligned vision, mission, goals, values focused
on a safe environment and high expectations
Explicit behavioral expectations and management systems for
students and staff
Proactive and responsive student support services
Involving families and community
High-Quality Curriculum
Curriculum and assessments aligned to TEKS with a year-
long scope and sequence
Effective Instruction
Objective-driven daily lesson plans with formative
assessments
Effective classroom routines and instructional strategies
Data-driven instruction
RTI for students with learning gaps
Equal Priority Across Levers
Prio
ritization
with
in Levers:
Essential A
ction
s
Interconnected Actions
24
District E ensures
access to high-quality
common formative
assessment resources
and resources to support
struggling learners.
Campus E designs
rigorous, objective driven
Tier I lesson plans with
formative assessments
backwards planned from
district assessments.
Campus E implements
strong data-driven
instructional practices,
examining formative
assessment data to
determine student
misconceptions and
align supports for
struggling learners.
District Commitment Foundational EA Connection to the
other EAs
Each Prioritized Lever includes interconnected actions that build on one another.
Purpose of the Effective Schools Framework
25
Common LanguageBuild a common language around the best practices
effective schools and district engage in daily
Continuous ImprovementSupport campus and district continuous improvement,
particularly low performing campuses, through an aligned
diagnostic process
AlignmentCoordinate the alignment of
statewide and regional systems and supports to the
needs of districts and campuses
Key Takeaways
26
What are your key takeaways about the purpose of the Effective Schools Framework?
School Improvement Pathway
27
How do campuses in improvement engage with the ESF?
Moving to Action
Build a common vision of the highest leverage
school practices
Assess current state of school practice in
relation to that vision
Prioritize gaps in systems and practices
Connect to effective & specialized capacity
builders
Improve school systems and practices
If districts and schools... Then school and student
outcomes will improve
School Improvement Pathway
29
• ESF Self-Assessment
• Public Meeting (15-day notice)
• ESF Initial TIP Submitted to TEA by Sept. 27th
• Board Approved by Nov. 22nd
• Oct – Nov Surveys
• Spring ESF Diagnostic
F Overall &
Comprehensive Support Campuses
(No prior ESF Diagnostic)
• NO Self-Assessment
• Public Meeting (15-day notice)
• ESF Initial TIP Submitted to TEA by Sept. 27th
• Board Approved by Nov. 22nd
• Oct – Nov Surveys
• Spring ESF Diagnostic
F Overall & Comprehensive
Support Campuses
(ESF Diagnostic Complete)
School Improvement Pathway
30
• ESF Self-Assessment
• Public Meeting (15-day notice)
• ESF TIP Retained Locally (TEA may request submission)
• Board Approved by Nov. 22nd
Additional Targeted Support, Targeted
Support, D Overall, D Domain
(No prior ESF Diagnostic)
• NO Self-Assessment
• Public Meeting (15-day notice)
• ESF TIP Retained Locally (TEA may request submission)
• Board Approved by Nov. 22nd
Additional Targeted Support, Targeted
Support, D Overall, D Domain
(ESF Diagnostic Complete)
Intervention & Submission Calendars
31
https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Campus_Accountability_Interventions_and_Guidance
Review Campus Intervention & Submission Calendar
32
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
Identification and TrainingMid-Aug. through early Sept.
ESF Self-AssessmentMid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3 Sept.
School Improvement Pathway: August & September
School Improvement Pathway: October & November
35
ESF-Aligned SurveyOct. through Nov.
School Improvement Pathway: January – April 2020
36
ESF DiagnosticJan. through Apr.
School Improvement Pathway: Summer 2020 to New School Year
37
Targeted Improvement Plan: Cycle 4Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)Summer into the next year
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
Deeper Look: Outcome of the Training
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
Completed Targeted Improvement Plan
39
● What would you need to know before developing a plan with this level of specificity?
● What would be the impact on campus practice and student outcomes if this plan was executed with fidelity?
3.Exemplar_Campus Targeted Improvement Plan
Training Guide: Day 1
Completed Targeted Improvement Plan
40
● What would you need to know before developing a plan with this level of specificity?○ The ESF, building a shared vision of best practice with the team charged
with developing this plan○ A clear understanding of current campus practice in relation to the ESF,
including strengths and areas for growth ○ The actions that would have the most significant impact on campus
improvement● What would be the impact on campus practice and student
outcomes if this plan was executed with fidelity?○ A clear focus on the most important actions ○ Strong adult-led practices and systems ○ Improved student outcomes
Introduction to the Self-Assessment
41
How can the ESF be leveraged to support campus improvement?
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
ESF Self-Assessment: 3 Components
43
Campus Data Reflection
ESF Self-Assessment
Campus Data Reflection
44
How can the ESF be leveraged to support campus improvement?
ESF Self-Assessment: 3 Components
45
Campus Data Reflection
ESF Self-Assessment
What does the Data Reflection process entail?
46
• We begin with data to gain an understanding of the big picture of campus and teacher performance. Then we dig into the practices that led to these results.
• Data reflection activities include: • Collecting high level view of grade level, subject area, and teacher
performance that tells you where to look during the self-assessment• Answering questions to support the development of annual goals for the
Targeted Improvement Plan
Campus Data Reflection Tool Process
47
1
Longitudinal Student
Outcome Data
Use TAPR and
accountability tables
to identify trends in
subject areas/grade
levels
Teacher Level Data
Use local data system
to gain insight into
teacher level
performance
2
Domain Data
Reflection
Use accountability
data tables and the
A-F Estimator to
determine
performance goals
for the year
3
Complete Self Assessment
and Write Plan
Use student and teacher
data to ensure you
gather complete
evidence; use domain
reflections to complete
TIP
4
Campus Data Reflection Tool
48
● Tool to support campuses in reviewing student outcomes
● Goal: Have a common understanding of the outcomes the adult-led systems are yielding
● Tool retained locally, with outcome included in the Targeted Improvement Plan
5.Exemplar_Campus Data Reflection Tool
A-F Estimator
49
https://rptsvr1.tea.texas.gov/perfreport/account/2019/estimator/search.html
Campus Data Reflection Tool: Exemplar
51
● What can you tell about student performance at this campus? ● Where might you focus your observations if you are trying to get a
complete picture of practices at the campus?
5.Exemplar_Campus Data Reflection Tool
Training Guide: Day 1
Campus Data Reflection Tool: Success Criteria
52
❑ At a minimum, include STAAR tested grade/subject levels in student outcome trends and teacher data.❑ Best Practice: Include all grades/subject levels
❑ Use the A-F estimator and your campus’ accountability data tables to identify current state and goals
❑ Domain and overall scale score goals should be ambitious and put the campus on the path to an acceptable rating
Key Takeaways for the Campus Data Reflection Tool
53
What are your key takeaways from the Data Reflection Process?
What next steps will you take to ensure that you complete the Campus Data Reflection Tool?
Training Guide: Day 1
Introduction to the Self-Assessment Tool
54
How can the ESF be leveraged to support campus improvement?
ESF Self-Assessment: 3 Components
55
Campus Data Reflection
ESF Self-Assessment
What does the self-assessment process entail?
56
• The ESF Self-Assessment supports campuses in reflecting on current practice in relation to the ESF in order to determine the highest leverage focus areas for improvement.
• Self-assessment activities include:• Gathering evidence of current practice aligned to six Essential Actions
within the ESF
• Reflecting on the evidence gathered to determine the current implementation of each Essential Action
• Using the information gathered to determine which 2-3 Essential Actions are the highest leverage areas for the campus to focus in the development of the Targeted Improvement Plan
Focus on Six Essential Actions
57
Prioritized Lever 1: Strong School Leadership and Planning❑ 1.1 Develop campus instructional leaders (principal, assistant principal,
teacher leaders) with clear roles and responsibilities
Prioritized Lever 2: Effective, Well-Supported Teachers
❑ 2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators
Prioritized Lever 3: Positive School Culture
❑ 3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations
Prioritized Lever 4: High-Quality Curriculum
❑ 4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence
Prioritized Lever 5: Effective Instruction
❑ 5.1 Objective-driven daily lesson plans with formative assessments
❑ 5.3 Data-driven instruction
Self-Assessment Conducted in Partnership
58
DCSI/ Principal
Supervisor
Campus Leadership
TeamPrincipal
ESF Self-Assessment Process
59
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
ESF Self-Assessment Tool
60
● Tool to support campuses in conducting ESF Self-Assessment
● Goal: Gain a deep understanding of current campus practice through the lens of the ESF to make intentional decisions about improvement planning going forward
● Tool retained locally, with outcome included in the Targeted Improvement Plan
6.Template_Campus ESF Self-Assessment Tool
Beginning with the End in Mind
61
What would be the benefit of having this clarity around current campus
practice and focus areas for improvement prior to developing a
Targeted Improvement Plan?
7.Exemplar_Campus ESF Self-Assessment Tool
Training Guide: Day 1
ESF Self-Assessment:Getting to Know the Framework and Evidence Collection
62
How can the ESF be leveraged to support campus improvement?
Self-Assessment Process
63
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
ESF Self-Assessment Tool: Evidence Collection Plan
64
6.Template_Campus ESF Self-Assessment Tool
Focus on Six Essential Actions
65
Prioritized Lever 1: Strong School Leadership and Planning❑ 1.1 Develop campus instructional leaders (principal, assistant principal,
teacher leaders) with clear roles and responsibilities
Prioritized Lever 2: Effective, Well-Supported Teachers
❑ 2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators
Prioritized Lever 3: Positive School Culture
❑ 3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations
Prioritized Lever 4: High-Quality Curriculum
❑ 4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence
Prioritized Lever 5: Effective Instruction
❑ 5.1 Objective-driven daily lesson plans with formative assessments
❑ 5.3 Data-driven instruction
Exemplars
66
Model examples that demonstrate what a practice could look and sound like when implemented most effectively.
Exemplars help us build a common vision and language.
Success criteria helps us name the universal best practices in the exemplar.
When we can see it and name it, we are more likely to do it.
Moving to Action
Build a common vision of the highest leverage
school practices
Assess current state of school practice in
relation to that vision
Prioritize gaps in systems and practices
Connect to effective & specialized capacity
builders
Improve school systems and practices
If districts and schools... Then school and student
outcomes will improve
Core Idea
68
Deep and honest reflection leads to strong plans and even stronger
implementation.
Diving into Foundational Essential Actions
69
• There are 5 Prioritized Levers
• There are 6 Foundational Essential Actions
• Prioritized Lever 5: Effective Instruction has 2 Foundational Essential Actions
Review Key Practices for the
Foundational Essential Actions
Key Practices in Action
Success Criteria
Think about how the Foundational Essential
Action looks at our campus
Evidence Collection Planning (ESF Self
Assessment)
FOUNDATIONAL ESSENTIAL ACTIONS
Essential Action 1.1: Campus instructional leaders with clear roles and responsibilities
70
What does Essential Action 1.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Foundational Essential Action 1.1
71
Essential Action
Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities.
Key Practices
● Campus instructional leaders have clear, written, and transparent roles and responsibilities, and core leadership tasks are scheduled on weekly calendars (observations, debriefs, team meetings).
● Performance expectations are clear, written, measurable, and match the job responsibilities.
● Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.
● Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.
● Principal improves campus leaders through regularly scheduled, job-embedded professional development consistent with best practices for adult learning, deliberate modeling, and observation and feedback cycles.
2.Effective Schools Framework, pg. 2
Two Key Practices in Action
72
Titche Elementary Leadership Team Meeting AgendasSomerset ISD Leadership Team Meetings
What systems and structures do these schools have in place to organize and support the campus instructional leadership team?
What makes these resources strong examples of these key practices in action?
❑ Campus instructional leaders use consistent, written protocols and processes to lead their department, grade-level teams, or other areas of responsibility.
❑ Campus instructional leaders meet on a weekly basis to focus on student progress and formative data.
8.ESF Essential Actions Exemplars Packet, pgs. 2-5
Training Guide: Day 1
Two Key Practices in Action
73
❑ Lead team members use agendas and tracking tools for their
instructional responsibilities including observation/feedback cycles,
PLCs, and data meetings
❑ Lead team meetings include written agendas, recorded meeting
minutes and next steps captured along with follow-up techniques,
with an emphasis on data analysis and progress monitoring
Essential Action 1.1 Success Criteria
74
9.ESF Essential Actions Success Criteria Six-Pager
ESF Self-Assessment: Evidence Collection Planning
75
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
ESF Self-Assessment: Evidence Collection Planning Model
76
• What steps does the facilitator take to ensure that they have a clear evidence collection plan?
• What does the facilitator take into consideration when developing the plan?
7.Exemplar_Campus ESF Self-Assessment Tool
Training Guide: Day 1
Evidence Collection Plan Success Criteria
77
❑ Observations and artifacts are identified that will provide authentic evidence of current campus implementation of each Essential Action
❑ A clear timeline is established for the collection and analysis of each piece of evidence identified
❑ The staff member(s) best positioned to gather the needed evidence is identified and assigned the task
Core Idea:
78
The campus evidence is the compass.
It guides the rest of the self-assessment
process.
Therefore, the evidence must authentically
represent campus practices.
Observations: Essential Action 1.1
79
Aligned Observations:❏ Schoolwide routines: Campus leader
roles and responsibilities during campus routines and transitions
❏ Campus Leader team meetings: meeting facilitation, activities, outcomes
❏ Teacher team meetings: meeting facilitation, activities, outcomes
❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 1.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 1.1
80
Aligned Artifacts:❏ Campus administrator job descriptions❏ Leadership team meeting agenda and minutes❏ Leadership team sample calendars❏ Leadership team member goals and
performance evaluations
Best Practices:● When reviewing meeting agendas, including
minutes provides a clearer picture of current implementation
● When reviewing calendars, recent and relevant calendars are helpful
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 1.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 1.1
81
What are your key takeaways from our discussion of Essential Action 1.1: Campus instructional leaders (principals, assistant principals, counselors, teacher leaders) with clear roles and responsibilities?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 1.1?
Training Guide: Day 1
Essential Action 2.1: Recruit, select, assign, induct, and retain a full staff of highly qualified
educators
82
What does Essential Action 2.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Foundational Essential Action 2.1
83
Essential Action
Recruit, select, assign, induct, and retain a full staff of highly qualified educators.
Key Practices
• The campus implements ongoing and proactive recruitment strategies that include many sources for high-quality candidates.
• Clear selection criteria, protocols, hiring and induction processes are in place and align with the school’s vision, mission, values, and goals.
• Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high-performing staff.
• Teacher placements are strategic based on student need and teacher strengths. • Grade-level and content-area teams have strong, supported teacher leaders trained in adult
learning facilitation and team dynamics. • Preferred substitutes are recruited and retained.
2.Effective Schools Framework, pg. 3
Two Key Practices in Action
84
Somerset ISD Teacher Leader-led Cluster Meeting Agenda and Tiered Teacher Support Protocol
What components of the meeting agenda and support protocol ensure that all teachers receive personalized strategies to support their development?
What makes these resources strong examples of these key practices in action?
❏ Campus leaders implement targeted and personalized strategies to support and retain staff, particularly high performing staff.
❏ Grade-level and content-area teams have strong, supported teacher leaders trained in adult learning facilitation and team dynamics.
8.ESF Essential Actions Exemplars Packet, pgs. 6-8
Two Key Practices in Action
85
❏ High-performing teachers are identified based on improving student outcomes and willingness
to learn and develop
❏ Individualized professional development plans are developed and implemented to support all
staff
❏ Personalized strategies are employed to retain high performing staff including leadership
opportunities, recognition, and/or financial reward
❏ Selection and assignment of teacher leaders is based on demonstrated track record of student
achievement and adult leadership skills
❏ Targeted training includes adult facilitation and team dynamics
❏ Ongoing support includes administrative observation/modeling of meeting facilitation and
performance coaching
Essential Action 2.1 Success Criteria
86
9.ESF Essential Actions Success Criteria Six-Pager
Observations: Essential Action 2.1
87
Aligned Observations:❏ Teacher leader facilitation of teacher
team meeting❏ Teacher induction training❏ Teacher leader training❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 2.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 2.1
88
Aligned Artifacts:❏ Teacher recruitment materials ❏ Staff selection tools (rubrics, questions,
performance tasks) ❏ Induction schedules and content❏ Staff culture survey with data ❏ Teacher retention data differentiated by
performance❏ Teacher assignment charts with rationale provided❏ Teacher leadership selection criteria
Best Practices:● Consider when surveys were administered and
actions taken based on survey results for additional context
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 2.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 2.1
89
What are your key takeaways from our discussion of Essential Action 2.1: Recruit, select, assign, induct, and retain a full staff of highly qualified educators?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 2.1?
Training Guide: Day 1
Go to www.menti.com
Code:
Essential Action 3.1: Compelling and aligned vision, mission, goals, values focused on a safe
environment and high expectations
90
What does Essential Action 3.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Foundational Essential Action 3.1
91
Essential Action
Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.
Key Practices
• Stakeholders are engaged in creating and continually refining the campus’ mission, vision, and values.
• Campus practices and policies demonstrate high expectations and shared ownership for student success, with a drive towards college and career readiness and postsecondary success
• Staff members share a common understanding of the mission, vision, and values in practice and can explain how they are present in the daily life of the school.
• Regular campus climate surveys assess and measure progress on student and staff experiences.
2.Effective Schools Framework, pg. 4
One Key Practice in Action
92
Titche Elementary Campus Culture Artifacts
What components of these artifacts indicate a strong school culture and high expectations for students?
What makes these artifacts strong examples of this key practice in action?
❑ Campus practices and policies demonstrate high expectations and shared ownership for student success, with a drive towards college and career readiness and postsecondary success
8.ESF Essential Actions Exemplars Packet, pgs. 9-18
One Key Practice in Action
93
❏ Practices and policies are captured in writing and consistently
implemented with fidelity
❏ Administrators and teachers demonstrate high expectations for all
students and use asset-based language in staff-to-staff and staff-to-
student interactions around performance, challenges, and strategies to
ensure all students succeed
❏ Artifacts in the classrooms and hallways reference practices and policies
Essential Action 3.1 Success Criteria
94
9.ESF Essential Actions Success Criteria Six-Pager
Observations: Essential Action 3.1
95
Aligned Observations:❏ Morning Arrival❏ Dismissal❏ Hallway transitions❏ Cafeteria procedures and behavior❏ Hallway and classroom displays
(posters, posted rules, bulletin boards, etc.)
❏ Classroom systems and routines❏ Teacher>Student interactions❏ Student>Student interactions❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 3.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 3.1
96
Aligned Artifacts:❏ School vision, mission, goals, and/or values
artifacts❏ School vision, mission, goals development process,
including stakeholder input list❏ Campus Improvement Plan that includes mission,
vision, values❏ Schoolwide student culture routines, procedures,
and systems ❏ Campus climate surveys with questions, results, and
response plans
Best Practices:● Consider when surveys were administered and
actions taken based on survey results for additional context
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 3.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 3.1
97
What are your key takeaways from our discussion of Essential Action 3.1: Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 3.1?
Training Guide: Day 1
Essential Action 4.1: Curriculum and assessments aligned to the TEKS with a year-
long scope and sequence
98
What does Essential Action 4.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Foundational Essential Action 4.1
99
Essential Action
Curriculum and assessments aligned to TEKS with a year-long scope and sequence
Key Practices
● The scope and sequence, units, and assessments are aligned to the standards for all tested subject and grade areas, and grades PK-2nd mathematics and reading.
● Assessments aligned to state standards and the appropriate level of rigor are administered at least three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.
● Instructional materials with key ideas, essential questions, and recommended materials, including content-rich texts, are used across classrooms. The instructional materials include resources intentionally designed to meet the needs of students with disabilities and English learners among other student groups.
● High fidelity professional development calendars for teachers are implemented which provide introductory and ongoing content-focused, job-embedded training linked to high-quality curriculum for early childhood through grade 12, in all core subjects.
2.Effective Schools Framework, pg. 5
Two Key Practices in Action
100
5th Grade Math Scope and Sequence and Assessment with Answer Key
What components of the Scope and
Sequence and Assessment set a campus and teachers up for success?
What makes these artifacts strong examples of this key practice in action?
❑ The scope and sequence, units, and assessments are aligned the standards for all tested subjects and grade areas, and grades PK-2 mathematics and reading.
❑ Assessments aligned to state standards and the appropriate level of rigor are administered three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence.
8.ESF Essential Actions Exemplars Packet, pgs. 19-41
Two Key Practices in Action
101
Scope and Sequence:
❑ Aligned to priority and supporting standards, with emphasis on readiness standards
❑ Structured in logically sequenced units of instruction, backwards planned from assessments
❑ Includes dedicated time for assessment and re-teaching
Two Key Practices in Action
102
Assessment and Answer Key:
❏ Frequent: administered at least 3-4 times per year, may be cumulative in nature
❏ Common: assessment designed with the intent to be delivered across all grade level/content classrooms
❏ Aligned: ❏ Addresses the standards with the same prioritization and rigor as the
top-line assessment (STAAR, ACT, AP, etc.) in alignment with the scope and sequence
❏ Reflects the format and type of questions from the top-line assessment
Essential Action 4.1 Success Criteria
103
9.ESF Essential Actions Success Criteria Six-Pager
Observations: Essential Action 4.1
104
Aligned Observations:❏ Classroom observation: use of
instructional materials❏ Teacher team meeting observation:
meeting agenda, activities, outcomes❏ Teacher professional development❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 4.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 4.1
105
Aligned Artifacts:❏ Sample Scope and Sequences❏ Sample Unit Plans❏ Sample Assessments❏ Sample Instructional Materials
Best Practices:
● Aligned artifacts for a specific grade level/content area provide clearer context of current campus practices
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 4.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 4.1
106
What are your key takeaways from our discussion of Essential Action 4.1: Curriculum and assessments aligned to the TEKS with a year-long scope and sequence?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 4.1?
Training Guide: Day 1
Go to www.menti.com
Code:
Essential Action 5.1: Objective-driven daily lesson plans with formative assessments
107
What does Essential Action 5.1 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Foundational Essential Action 5.1
108
Essential Action
Objective-driven daily lesson plans with formative assessments
Key Practices
• All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students with disabilities and English learners among other student groups, and formative assessments along with exemplar responses
• Campus instructional leaders review lesson plans frequently for alignment to the standards the scope and sequence, and the expected level of rigor, and provide teachers with feedback and lesson planning support.
2.Effective Schools Framework, pg. 6
Two Key Practices in Action
109
Weekly Lesson Planning Template and Lesson Plan Feedback Samples
What components of the lesson plan template and feedback set a teacher and students up for success?
What makes these artifacts strong examples of this key practice in action?
❏ All teachers create and submit daily lesson plans that include clear objectives, opening activities, time allotments that indicate the amount of time spent on each step of the lesson, multiple, differentiated paths of instruction to a clearly defined curricular goal, including paths to meet the specific needs of students with disabilities and English learners among other student groups ,and formative assessments along with exemplar responses
❏ Campus instructional leaders review lesson plans frequently for alignment to the standards the scope and sequence, and the expected level of rigor, and provide teachers with feedback and lesson planning support.
8.ESF Essential Actions Exemplars Packet, pgs. 42-47
One Key Practice in Action
110
Lesson Plan Template:❏ Complete: includes an objective, opening/closing activities, pacing,
instructional activities (with differentiation), and a formative assessment with an exemplar response
❏ Curriculum-driven: aligned to the scope and sequence, daily objective is aligned to the standard and written as a measurable student learning output
❏ Aligned: assessment and all learning activities are aligned to the objective❏ Data-driven: Informed by student data, includes frequent checks for
understanding aligned to the objective❏ Detailed: includes enough detail that another teacher could pick up the plan
and use it effectively ❏ Aligned execution: executed in alignment with lesson plan
Two Key Practices in Action
111
Lesson Plan Feedback:❏ Right content: Evaluates lesson objective and activities’ alignment to standards,
scope and sequence, and expected level of rigor ❏ Precise and bite-sized: 1-5 precise pieces of feedback per daily lesson plan
focused on teacher actions that would have the greatest positive impact on student learning.
❏ Timely: Delivered to teacher with enough time to make recommended changes before lesson delivery
Essential Action 5.1 Success Criteria
112
9.ESF Essential Actions Success Criteria Six-Pager
Observations: Essential Action 5.1
113
Aligned Observations:❏ Classroom observation: lesson plan
execution❏ Teacher team meeting observation:
meeting agenda, activities, outcomes❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 5.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 5.1
114
Aligned Artifacts:❏ Lesson Plan templates ❏ Lesson Plan samples with formative
assessments❏ Lesson Plan samples with feedback provided❏ Lesson Plan submission and feedback cycle
expectations and protocols
Best Practices:● Examples of completed lesson plans and lesson
plan feedback provide additional context● Alignment of lesson plan with feedback or
curriculum scope and sequence provides additional context
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 5.1?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 5.1
115
What are your key takeaways from our discussion of Essential Action 5.1: Objective-driven daily lesson plans with formative assessments?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 5.1?
Training Guide: Day 1
Go to www.menti.com
Code:
Essential Action 5.3: Data-driven instruction
116
What does Essential Action 5.3 look and sound like in practice? How can we proactively gather evidence around current campus practice in relation to the ESF?
Essential Action 5.3
117
Essential Action
Data-driven instruction
Key Practices
● Campus instructional leaders review disaggregated data to track and monitor the progress of all students, including students with disabilities and English learners among other student groups, and provide evidence-based feedback to teachers.
● Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach.
● Teacher teams have protected time built into the master schedule to meet frequently and regularly for in-depth conversations about formative and interim student data, effective instructional strategies, and possible adjustments to instructional delivery focused on meeting the needs of both struggling learners and learners needing acceleration.
● Student progress toward measurable goals (e.g., % of class and individual student mastering of objectives, individual student fluency progress, etc.) is visible in each and every classroom and throughout the school to foster student ownership and goal setting.
2.Effective Schools Framework, pgs. 6-7
One Key Practices in Action
118
Weekly Data Meeting Agenda and leader preparation
What components of the weekly data meeting agenda and leader preparation set the leader and teachers up for success?
What makes these artifacts strong examples of this key practice in action?
❏ Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach.
8.ESF Essential Actions Exemplars Packet, pgs. 48-64
One Key Practices in Action
119
❏ Unpack Standard and Create Exemplar: Unpack the standard into knowledge and skills, unpack the teacher created exemplar into knowledge and skills, and unpack the student exemplar into knowledge and skills
❏ Identify Gap: Determine key conceptual and procedural gaps between student work and exemplar, name the specific student error and misunderstanding
❏ Plan the Reteach: Plan an exemplar for the re-assessment that addresses the student error and misunderstanding, design a reteach lesson to address misconception, script key points, CFUs and formative assessment, lock in reteach date
❏ Practice the Reteach: Stand and deliver reteach with real-time feedback, redo portions until practice is strong
❏ Follow Through: Write the corrective instruction action plan, including identified gap and dates for reteach, specific students to be addressed, date and method of assessment, follow-up date for reassessment data review
Essential Action 5.3 Success Criteria
120
9.ESF Essential Actions Success Criteria Six-Pager
Observations: Essential Action 5.3
121
Aligned Observations:❏ Visible evidence of student goals and
progress towards mastery (charts, tracking tools, posters, etc.) in classrooms or hallways
❏ Teacher team meeting observation: meeting agenda, activities, outcomes
❏ Leadership team meeting observation: meeting agenda, activities, minutes
❏ Other
What authentic campus practices could you observe
to demonstrate current implementation of Essential
Action 5.3?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Artifact Collection: Essential Action 5.3
122
Aligned Artifacts:❏ PLC/Data Meeting Agendas ❏ Sample PLC/Data Meeting minutes❏ Progress monitoring and tracking tools ❏ Sample reteach plans ❏ Assessment Calendar
Best Practices:
● When reviewing meeting agendas, including minutes provides a clearer picture of current implementation
What authentic campus artifacts could you collect to
demonstrate current implementation of Essential
Action 5.3?
6.Template_Campus ESF Self-Assessment Tool, Evidence Collection Plan Tab
Key Takeaways from Essential Action 5.3
123
What are your key takeaways from our discussion of Essential Action 5.3: Data-driven instruction?
What next steps will you take to ensure that you have collected evidence of campus current practice aligned to Essential Action 5.3?
Training Guide: Day 1
ESF Self-Assessment: Essential Action Implementation Analysis
124
Self-Assessment Process
125
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
Self-Assessment Tool: EA Analysis
126
1. Synthesize evidence gathered
2. Reflect on evidence through the lens of the success criteria
3. Determine implementation of each Key Practice
Determine the Essential Action implementation level based on the sum of the evidence gathered
6.Template_Campus ESF Self-Assessment Tool, EA Analysis Tabs
Model: Essential Action 1.1 Analysis
127
● How does the facilitator use the success criteria to support their understanding of the current implementation of each Key Practice?
● How does the facilitator use their analysis of the evidence to determine the Essential Action implementation level?
7.Template_Campus ESF Self-Assessment Tool
Training Guide: Day 1
Essential Action Analysis Success Criteria
128
❑ Evidence is synthesized and aligned to the appropriate Key Practices
❑ Evidence is analyzed through the lens of the success criteria to determine the extent to which the Key Practice is being implemented
❑ The overall implementation of the Key Practices informs the Essential Action implementation level
Core Idea
129
The success criteria is the lens through which we
observe our “current location”.
When we know our “current location”, we can create
the best possible plan to reach our “destination”.
Practice: Essential Action 4.1 Analysis
130
For EA 4.1 Analysis Tab, complete the following:
1. Analyze the evidence through the lens of the success criteria 2. Determine the key practice implementation levels3. Determine the EA implementation level
10.Practice_Exemplar_Campus ESF Self-Assessment Tool, EA 4.1 Analysis Tab
Exemplar: EA 4.1 Analysis
131
Key Takeaways from Essential Action Analysis
132
What are your key takeaways from our discussion of the Essential Action Analysis process?
What do you want to keep in mind when determining each Essential Action’s implementation level?
Training Guide: Day 1
Day 1 Closing
133
Day 1 Closing:
134
• Surveys
• Targeted Improvement Plans
• Timelines
• Updates
• Capacity Building
Thank you!
Effective Schools Framework Overview for Schools in Improvement
DAY 2
Training Outcomes
137
• Explain the purpose and rationale for the ESF
• Develop an understanding of each of the Foundational EAs and what they look like in practice.
• Understand the ESF Self-Assessment process and how it supports campus improvement efforts and plan for implementation
• Understand the purpose of the Targeted Improvement Plan and how to use the plan to support long-term, sustainable campus improvement
• Develop an initial understanding of the ESF diagnostic process and how it supports campus improvement efforts.
• Understand how the TEA, ESCs, and external partners will align efforts with the ESF to provide coherent supports and resources to achieve greater impact.
138
Agenda
Day One Day Two
ESF IntroductionESF Self-Assessment: Focus Area
Identification
School Improvement Pathway ESF Self-Assessment: Barrier Analysis
Introduction to the ESF Self-Assessment Process and Data Reflection Tool
District Commitments Theory of Action
ESF Self-Assessment: ESF Essential Action Deep Dives and Planning for the ESF Self-
AssessmentDeveloping a Targeted Improvement Plan
ESF Self-Assessment: Essential Action Analysis
School Improvement Campus Journey: Next Steps
Training Norms
139
★ Be punctual
★ Be fully present and engaged – participate
★ Ask questions
★ Provide open and honest feedback and recommendations
★ Avoid side conversations
★ Take care of your needs
★ Two-way confidentiality
ESF Self-Assessment: Review
140
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
ESF Self-Assessment: 3 Components
142
Campus Data Reflection
ESF Self-Assessment
Self-Assessment Process Review
143
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
How will the work we did yesterday set us up for today’s discussion of Steps 3-4 of the Self-Assessment process and the development of the Targeted Improvement Plan?
Training Guide: Day 2
ESF Self-Assessment: Focus Area Identification
144
Self-Assessment Process
145
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
ESF Self-Assessment Tool: Focus Area Identification
146
2.Template_Campus ESF Self-Assessment Tool, Focus Area Identification Tab
Model: Focus Area Identification
147
● How does the facilitator determine the best fit improvement approach for the campus?
● How does the facilitator determine the highest leverage focus areas for improvement for the campus?
7.Exemplar_Campus ESF Self-Assessment Tool
Training Guide: Day 2
Focus Area Identification Success Criteria
148
❑ Essential Actions are sorted by implementation level to determine which are considered “bigger” and “smaller” gaps
❑ Reflection questions and campus/district context are used to inform whether the campus pursues a bigger or smaller gap approach
❑ Highest leverage focus areas align with the decided approach
❑ When more than 3 Essential Actions align with the decided approach, the highest leverage focus areas are those that would have the biggest ripple effect on other actions
Core Idea:
149
Highest leverage actions are those that create
the biggest ripple effects.
Key Takeaways from Essential Action Analysis
150
What are your key takeaways from our discussion of the Focus Area Identification process?
What do you want to keep in mind when determining your highest leverage campus’s focus areas for improvement?
Training Guide: Day 2
ESF Self-Assessment: Barrier Analysis
151
Self-Assessment Process
152
1
Evidence Collection
Gather evidence of
current campus
practice in six ESF
Essential Actions
Analysis of Current
Practice
Reflect on evidence
of current campus
practice in relation to
the ESF
2
Focus Areas for
Improvement
Identify 2-3 focus
areas for
improvement based
on analysis of current
campus practice
3
Barrier Analysis
Identify potential
barriers that may
impede the campus’s
ability to address
focus areas for
improvement
4
What does the barrier analysis entail?
153
● We’ve created a shared understanding of the gaps in our practice (current reality vs. ideal implementation). Now we create a shared understanding of why the current reality exists.
● Barrier Analysis activities include:○ Identifying the mindsets (beliefs), behaviors (actions or inaction), and
resource issues (lack of resources or misallocation of resources) that have prevented essential action implementation in the past
○ Identify the issues that might derail our implementation in the future so we can proactively plan around them
Barrier Analysis Process
154
For each focus area, consider:
● What mindsets (beliefs/opinions) may have contributed the gap between current practice and strong implementation?○ What mindset shift needs to occur for
strong implementation to occur?● What behaviors (actions or lack of action) may
have contributed the gap between current practice and strong implementation?○ What behaviors have to change for strong
implementation to occur?● What resources was the campus/district lacking
that may have contributed the gap between current practice and strong implementation? ○ What resources are needed to implement
this action?
2.Template_Campus ESF Self-Assessment Tool, Barrier Analysis Tab
Barrier Analysis Exemplar
155
● What did this campus identify as barriers?● What would be the benefit of identifying these barriers and
codifying them prior to planning?
3.Exemplar_Campus ESF Self-Assessment Tool
Training Guide: Day 2
Barrier Analysis Success Criteria
156
❑ The mindsets, behaviors, and resource issues that may have prevented implementation in the past or may prevent implementation in the future for each focus area (essential actions) are taken into consideration
❑ Conversation is open and transparent
❑ Conversation include a variety of stakeholders
Key Takeaways from Barrier Analysis
157
What are your key takeaways from our discussion of the Barrier Analysis process?
What do you want to keep in mind when reflecting on potential barriers aligned to your focus areas for improvement?
Training Guide: Day 2
District Commitments Theory of Action
158
How can district systems and structures best support the campus improvement process?
ESF Self-Assessment: 3 Components
159
Campus Data Reflection
ESF Self-Assessment
District Commitments
160
Reread the District Commitments for each Prioritized Lever.
As you read, consider:What impact would the district commitments have on the implementation of the Foundational Essential Actions (and DDI) in each lever?
Training Guide: Day 2
District Commitments Review
161
● District Commitments serve as the foundational structures and systems upon which school-based best practices can be built.
● The district commitments ensures that the conditions exist for the campus to successfully implement the essential actions.
● District leaders’ actions play a critical role in campus implementation of essential actions.
What does the development of a District Commitments Theory of Action entail?
162
● A theory of action describes the causal relationship between the specific actions an organization takes and the outcome it will achieve○ The outcome for this theory of action is that the campus will be supported in
implementing essential actions● By developing a Theory of Action, the district can identify the specific actions
it needs to take to support the campus in implementing best practices.● Developing a district commitments theory of action includes:
○ Identifying the campus’ focus areas for improvement (through self-assessment and diagnostic)
○ Selecting District Commitments the district will prioritize to support those focus areas○ Recording the District Commitment Theory of Action in the Targeted Improvement Plan
and creating a plan for district actions
District Commitments Theory of Action Process
163
1
Campus Self-Assessment
(or ESF Diagnostic)
Campus identified 2-3
focus areas for
improvement
(Essential Actions)
Identify Prioritized
Levers
Select Prioritized
Levers the campus’
focus areas fall under
2
District Commitment
Selection
Consider district
context (organization,
capacity, current
initiatives) to select 1-2
commitments per
Prioritized Lever
3
Write Theory of
Action
Adjust language to create
an if/then statement that
connects district actions to
campus implementation
of Essential Actions
4
District Commitments Theory of Action Tool
164
● Supports districts in selecting the district commitments they will prioritize to support campus implementation
● Goal: Identify what the district will do in the current year to ensure the campus has the necessary support to implement best practices aligned to their focus areas for improvement
● Tool retained locally, with outcome included in the Targeted Improvement Plan
4.Template_District Commitments ToA Tool
District Commitments Theory of Action Exemplar
165
● How will the commitments this district selected create the conditions for the campus to implement the Essential Actions?
● How will this Theory of Action help the district understand what actions it needs to take to support campus improvement?
5.Exemplar_District Commitments ToA Tool
Training Guide: Day 2
District Commitments Theory of Action Success Criteria
❑ Key district staff, including the DCSI and principal’s supervisor, are involved in the creation of the District Commitment Theory of Action
❑ The Theory of Action identifies the actions the district will take so that the campus can implement selected Essential Actions
❑ Selected district commitments align to the campus’ identified essential actions
❑ Selected district commitments will support the campus’ implementation of identified essential actions and create the necessary conditions for improvement on the campus
166
Key Takeaways for District Commitments Theory of Action
What are your key takeaways from the District Commitments Theory of Action process?
What do you want to keep in mind when identifying district commitments aligned to your focus areas for improvement?
167
Training Guide: Day 2
Targeted Improvement Planning
168
How do we plan to improve and monitor our progress?
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
170
Targeted Improvement Plan (TIP)
● Record the gaps that have been identified and prioritized
● Bridging the gaps: ○ Set the vision and goals for the
year○ Identify the specific actions to
take to achieve the vision and goals
● Action planning broken down in 90 day cycles
6.Template_Campus Targeted Improvement Plan
TIP Submissions
171
● The TIP is approved by the board and submitted to TEA (F and comprehensive campuses)○ Targeted/Additional Targeted, D
domain, D overall campuses develop and retain locally
● Initial submission is due Sept. 27○ Board approval not required until
first progress submission (Nov. 22nd)● Progress submissions throughout the
year○ Update student data○ Modify actions based on success in
previous cycle
TIP Development Process
172
1
Record findings from
needs assessment
Foundations tab
Identify annual
outcomes/goals
Foundations tab and
Data tab
2
Identify Cycle
outcomes and goals
Data tab and 90-day
Cycle tabs
3
Create cycle action
plan
90-day Cycle tabs
4
Targeted Improvement Plan: Foundations Tab
173
6.Template_Campus Targeted Improvement Plan, Foundations Tab
Model: Foundations Tab
174
● How does the facilitator use the completed Campus Data Tool, ESF Self-Assessment, and District Commitments Theory of Action to complete the Foundations Tab?
● How does the Foundations tab set the campus up for success throughout the rest of the improvement planning process?
7.Exemplar_Campus Targeted Improvement Plan
Training Guide: Day 2
Foundations Tab Success Criteria
175
❑ The Foundations Tab serves as the foundation for the rest of the Targeted Improvement Plan, locking in the focus areas for improvement and desired annual outcomes, which will inform the actions the campus takes during each improvement cycle.
❑ The completed Campus Data Tool supports the campus in completing the Data Analysis Needs Assessment.
❑ The results of the Self-Assessment, including Essential Action ratings, prioritized focus areas for improvement, rationale for their selection, and potential barriers to address, are included in the Self-Assessment Results.
❑ The desired annual outcome for each focus area is outlined, describing what the campus practice will look and sound like at the end of the year, if the Targeted Improvement Plan is implemented with fidelity
❑ The District Commitment Theory of Action statement is included in the Self-Assessment Results.
Foundations Tab: Initial Submission
176
What has to be completed on the Foundations Tab with the Initial Submission?
● Campus Information
● Assurances
● Data Analysis Questions
● Self-Assessment OR Diagnostic results
○ Leave Self-Assessment results blank and complete Diagnostic results if you had an ESF Diagnostic in Spring 2019.
Targeted Improvement Plan: Student Data Tab
177
Required in Initial Submission
6.Template_Campus Targeted Improvement Plan, Student Data Tab
Model: Student Data Tab
178
● How does the facilitator use the completed Campus Data Tool to support the completion of the Student Data Tab?
● How does the Student Data tab create a common understanding of student outcomes throughout the year?
7.Exemplar_Campus Targeted Improvement Plan
Training Guide: Day 2
Student Data Tab Success Criteria
179
❑ STAAR tested grade levels/subject areas are tracked (minimum requirement; best practice is all grade levels/subject areas)
❑ When possible, data sources are aligned throughout the year
❑ Summative goals align with domain accountability goals set in the Foundations tab
Student Data Tab: Initial Submission
180
What has to be completed on the Student Data Tab with the Initial Submission?
● Grade levels/subject areas you are tracking
○ minimum requirement: STAAR tested
● Cycle 1 data sources and goals
○ Cycle 2 and 3 data sources and goals optional; must be completed with progress submissions
● Summative data sources and goals
○ Data source must be STAAR for tested grade levels/subject areas
Targeted Improvement Plan: 90 Day Cycle Tabs (Outcomes)
181
6.Template_Campus Targeted Improvement Plan, 90 Day Cycle Tabs
Model: Cycle 1 Outcomes
182
● How does the facilitator use the completed Foundations Tab to develop a strong vision and goal for Cycle 1?
● How does the cycle goal setting process set the campus up to create a strong action plan for this cycle?
7.Exemplar_Campus Targeted Improvement Plan
Training Guide: Day 2
90 Day Cycle Tabs (Outcomes) Success Criteria
183
❑ The 90 Day Outcome describes what it will look and sound like on the campus at the end of the cycle, and the sum of all three 90 day cycle outcomes would lead to achieving the annual desired outcome (foundations tab)
❑ Barriers for each cycle are detailed and timely for the 90 day cycle; they are pulled from the barrier analysis results in the foundations tab
❑ District actions for the cycle align to the District Commitments Theory of Action and will support the campus achieving the 90 Day Outcome
90 Day Cycle Tabs (Outcomes): Initial Submission
184
What has to be completed in the Goal Setting section of the Cycle Tabs the Initial Submission?
● All sections are completed for cycles 1-3○ Cycle 4 is completed in the Spring to prepare for next school year
Targeted Improvement Plan: 90 Day Cycle Tabs (Action Planning - Milestones)
185
6.Template_Campus Targeted Improvement Plan
Model: Cycle 1 Action Planning –Milestones
186
● How does the facilitator use the Cycle 1 goal setting section to complete the Cycle 1 action plan?
● How does the Cycle 1 action plan set the campus up to achieve the cycle and annual goals?
7.Exemplar_Campus Targeted Improvement Plan
Training Guide: Day 2
90 Day Cycle Tabs (Action Planning - Milestones) Success Criteria
187
❑ Milestones include actions that the campus will take to implement the focus areas (essential actions and key practices) and demonstrate a clear sequence of events
❑ Successful completion of the cycle milestones would lead to the campus reaching its 90 day desired outcome
❑ The action plan includes steps to address barriers and district actions
❑ Each milestone has a timeline, resource, and person(s) responsible
❑ The evidence that will be collected is observable and would accurately show the status of the milestone
90 Day Cycle Tabs: Success Criteria Practice
188
• How do the goal setting and action planning sections of the Cycle 2 tab meet the success criteria?
• How will the cycle goal help the campus create a strong action plan?
• How will the action plan set the campus up to achieve their cycle and annual goals?
7.Exemplar_Campus Targeted Improvement Plan, Cycle 2 Tab
90 Day Cycle Tabs Success Criteria
189
Action Planning - Milestones
● Milestones include actions that the campus will take to implement the focus areas (essential actions and key practices) and demonstrate a clear sequence of events
● Successful completion of the cycle milestones would lead to the campus reaching its 90 day desired outcome
● The action plan includes steps to address barriers and district actions
● Each milestone has a timeline, resource, and person(s) responsible
● The evidence that will be collected is observable and would accurately show the status of the milestone
Outcomes
● The 90 Day Outcome describes what it will look and sound like on the campus at the end of the cycle, and the sum of all three 90 day cycle outcomes would lead to achieving the annual desired outcome (foundations tab)
● Barriers for each cycle are detailed and timely for the 90 day cycle; they are pulled from the barrier analysis results in the foundations tab
● District actions for the cycle align to the District Commitments Theory of Action and will support the campus achieving the 90 Day Outcome
Core Idea:
190
A compelling goal and a clear plan for how to
reach it ensure strong implementation, and
ultimately…
strong school and student outcomes.
90 Day Cycle Tabs (Action Planning - Milestones): Initial Submission
191
What has to be completed in the Action Planning section of the Cycle Tabs the Initial Submission?
● Only complete cycles 1-3○ Cycle 4 is completed in the Spring to prepare for next school year
● Complete columns in blue (Milestones, Prioritized Focus Area, Timeline, Resources Needed, Person(s) Responsible, Evidence used to Determine Progress toward Milestone, Evidence Collection Date)○ Other columns and cycle reflection are completed prior to progress
submission○ Ex.: For the first progress submission (Nov. 22nd), complete the “Progress
toward Milestone” and "Necessary Adjustments /Next Steps" columns and the “Reflection and Planning for the Next Cycle” section in the cycle 1 tab
TIP Development Process
192
1
Record findings from
needs assessment
Foundations tab and
Data tab
Identify annual
outcomes/goals
Foundations tab and
Data tab
2
Identify Cycle
outcomes and goals
Data tab and 90-day
Cycle tabs
3
Create cycle action
plan
90-day Cycle tabs
4
Key Takeaways for Targeted Improvement Plan
What are your key takeaways from the Targeted Improvement Plan development process?
What do you want to keep in mind when you develop your Targeted Improvement Plan?
193
Training Guide: Day 2
ESF Diagnostic and Long Term Planning
194
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
Goal of the ESF Diagnostic Process
196
✓ Deeply reflect on campus practices and survey results to develop a shared vision of current practice
✓ Identify campus and district strengths and areas for growth in alignment with ESF essential actions
✓ Determine 2-3 highest leverage focus areas for long-term, sustainable improvement
Making a Connection
197
T-TESS “POP” Cycle
Pre-Conference
ObservationPost-
Conference
What makes this cycle effective?
What does the diagnostic process entail?
198
• ESF Facilitator spends approximately 3 weeks with a district/campus working collaboratively with the Principal Supervisor/DCSI and Principal to conduct the diagnostic process
• Diagnostic activities include:• Pre-visit: Evidence and artifact collection and analysis aligned to ESF
foundational essential actions
• On-campus visit: ESF Facilitator, DSCI/Principal Supervisor, and Principal conduct a shared diagnostic of campus practices
• Post-visit: Debrief conversation during which ESF Facilitator, DCSI/Principal Supervisor, and Principal analyze the evidence and conduct a process to determine highest leverage focus areas for improvement
Focus on Six Essential Actions
199
Prioritized Lever 1: Strong School Leadership and Planning❑ 1.1 Develop campus instructional leaders (principal, assistant principal,
teacher leaders) with clear roles and responsibilities
Prioritized Lever 2: Effective, Well-Supported Teachers
❑ 2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators
Prioritized Lever 3: Positive School Culture
❑ 3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations
Prioritized Lever 4: High-Quality Curriculum
❑ 4.1 Curriculum and assessments aligned to TEKS with a year-long scope and sequence
Prioritized Lever 5: Effective Instruction
❑ 5.1 Objective-driven daily lesson plans with formative assessments
❑ 5.3 Data-driven instruction
Conducted in Partnership
200
ESF Facilitator
PrincipalPrincipal
Supervisor/DCSI
Diagnostic Process
201
1
Pre-Work
Gather artifacts and
data sources to
provide background
context on campus
practices
Pre-Visit
Conversation
Provide ESF
Facilitator with
additional campus
context and plan
campus visit logistics
2
Campus Visit
Collaboratively
observe campus
practices in relation
to the ESF
3
Post-Visit
Conversation
Determine highest
leverage focus areas
for improvement
based on diagnostic
results
4
Diagnostic Process with ESF Facilitator
Purpose of the ESF Diagnostic Pre-Work
202
➔ Supports the ongoing campus reflection on current practices relative to the ESF
➔Provides additional campus context for ESF Facilitator➔ Supports planning of campus visit
ESF Diagnostic Pre-Work*
203
Pre-Work Document Artifact Collection Pre-Work Data Tool
Reflect on artifacts and data tool, provide additional context, and analyze current implementation of essential actions.
Collect campus-level artifacts that represent campus current practice in relation to essential actions.
Collect grade-level and teacher-level student outcomes data as well as data sources aligned to essential actions.
*Updated versions of ESF Self-Assessment tools
ESF Diagnostic Process: Pre-Visit Conversation
204
Key Ideas:
- Campus pre-work guides conversation- Provide ESF Facilitator with additional context about campus
practices- Proactively plan for campus visit logistics- Scheduled 1-2 weeks before campus visit
ESF Diagnostic Process: Campus Visit
205
Key Ideas:
- One day visit to campus - Collaborative observation and evidence collection process with
ESF Facilitator, Principal Supervisor/DCSI, and Principal - Conduct observations (classroom, campus climate, PLC/data
meeting) and focus groups (teacher and administrator)
ESF Diagnostic Process: Identification of Focus Areas for Improvement
206
Key Ideas:
- ESF Facilitator, Principal Supervisor/DCSI, and Principal debrief on evidence collected and determine current campus implementation of essential actions
- Team determines 2-3 highest leverage focus areas for long-term, sustainable improvement based on analysis
- Scheduled within one week of campus visit
ESF Diagnostic Process: Identification of Focus Areas for Improvement
207
What would be the impact of having this information in the Spring going into the upcoming school year?
8.Example_Effective Schools Framework Diagnostic_Final Report
Training Guide: Day 2
Moving to Action
Build a common vision of the highest leverage
school practices
Assess current state of school practice in
relation to that vision
Prioritize gaps in systems and practices
Connect to effective & specialized capacity
builders
Improve school systems and practices
If districts and schools... Then school and student
outcomes will improve
Capacity Builder Connection
Key Ideas:
- TEA and ESCs support in connecting campuses with capacity builders with expertise in focus areas for improvement
- Capacity builders can provide sustained training, coaching, and implementation support
- Future expectation that all “vetted” capacity builders demonstrate clear alignment to the ESF essential actions and a proven track record of improving student outcomes
- Work with capacity builder informs development and implementation of improvement plans
209
Capacity Builder Connection - Example
Possible Scenario:
- Campus A identifies that their highest leverage focus areas for improvement are 5.3 Data-Driven Instruction and 1.1 Campus Leader Roles and Responsibilities during the ESF Diagnostic
- Campus connects with ESC, who provides capacity building support through their Texas Instructional Leadership DDI training program. - ESC provides multiple training opportunities throughout the
year, coupled with ongoing implementation support on the campus, and direct coaching of the principal supervisor
210
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
Key Takeaways for Targeted Improvement Plan
What are your key takeaways from the ESF Diagnostic process and long-term improvement planning?
What do you want to keep in mind when preparing for the ESF Diagnostic process?
212
Training Guide: Day 2
Putting it all together
213
Identification and Training
Mid-Aug. through early Sept.
ESF Self-Assessment
Mid-Aug. through Sept.
Targeted Improvement PlanCycles 1-3
Sept.
ESF-Aligned Survey
Oct. through Nov.
ESF Diagnostic
Jan. through Apr.
Targeted Improvement Plan: Cycle 4
Jun. through Aug.
Targeted Improvement Plan and Turnaround Plan (if needed)
Summer into the next year
Needs Assessment
Needs Assessment Proactive Planning and Plan Implementation
Plan Implementation
School Improvement Pathway
Short-term Continuous Improvement Cycle
Long-term Continuous Improvement Cycle
Intervention and Submissions Calendar
215
https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions/Program_Monitoring_and_Interventions/Campus_Accountability_Interventions_and_Guidance
Accessing Templates, Exemplars, and Resources
texasesf.org
School Improvement website
216
217
218
Day 2 Closing
219
Day 2 Closing:
220
▪ August 30th – Submit DCSI Name and Attestation Statement in ISAM
▪ August 22 - September 27th – TIP collaboration and writing (ESC assistance available)
▪ September 27th - Targeted Improvement Plan Initial Submission in ISAM by DCSI. Although ideally a board approved plan needs to be submitted, a plan does not have to be approved by this date.
▪ November 22nd - DCSI submits Progress #1 and TIP must be board approved
Dr. Belinda S. Gorena, Administrator
956-984-6173
Ruben Degollado, Director
956-984-6185
Rosey Guerra, Effective Schools Lead
956-984-6145
Francene Phoenix, Effective Schools Lead
956-984-6027
Aminta Silva, Effective Schools Lead
956-984-6147
Thank you!