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Texas Education Service Centers “Strategic Plan to Create Workforce”

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Texas Education Service Center Strategic Plan 2010-2015

2.17.14 — Below is the 2010-2015 Strategic Plan for the Texas System of Education Service Centers. I have gone through it and have inserted my comments in brackets [  ] alongside my name. It would be good for all Texas taxpayers to scroll through this document (and read my comments) so that they will know the historical background on the ESC’s and will also know what they are getting or are not getting for their tax dollars.  I have placed my comments in large, bold letters for ease of reading.  – Donna Garner

2010-2015


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ESC Vision:

“World Class Educational Community

Preparing a World Class Workforce”

Core Beliefs:

 System focus on unique regional educational

needs

 Integrity/Honesty/Ethics

 Collaboration and Teamwork

 Goal and Results Oriented

 Service Oriented

 Student Centered

 Dependable


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PARTICIPANTS

Region 1 – Edinburg

Region 2 – Corpus Christi

Region 3 – Victoria

Region 4 – Houston

Region 5 – Beaumont

Region 6 – Huntsville

Region 7 – Kilgore

Region 8 – Mount Pleasant

Region 9 – Wichita Falls

Region 10 – Richardson

Region 11 – Fort Worth

Region 12 – Waco

Region 13 – Austin

Region 14 – Abilene

Region 15 – San Angelo

Region 16 – Amarillo

Region 17 – Lubbock

Region 18 – Midland

Region 19 – El Paso

Region 20 – San Antonio


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TABLE OF CONTENTS

Executive Summary ……………………………………………………………………………………………………………………………… 5

Major Programs and Services ……………………………………………………………………………………………………………… 6

Introduction …………………………………………………………………………………………………………………………………………. 7

History………………………………………………………………………………………………………………………………………………….. 9

Student Enrollment ……………………………………………………………………………………………………………………………. 13

Staffing/Programs/Management Initiatives …………………………………………………………………………………………. 14

Goals and Objectives …………………………………………………………………………………………………………………………. 15

TETN ………………………………………………………………………………………………………………………………………………….. 24

Appendix A: Statewide Initiatives ……………………………………………………………………………………………………… 28

Appendix B: Comprehensive School Support Plan – Service Centers ……………………………………………. 35


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EXECUTIVE SUMMARY

In 1967, the Texas Legislature established twenty media centers in response to Title III of the

Elementary and Secondary Act passed by Congress, which provided limited funding for instruction

related training and services for teachers. As time passed, the legislature worked to expand the role of

these media centers to enhance the teaching standards in the state, and ultimately, student

performance. Today, 20 Regional Education Service Centers make up the ESC system. These centers,

located throughout the state, serve more than 4.8 million students and 659,820 administrative and

campus staff and play an integral part in ensuring the success of Texas’ education system.

Regional Education Service Centers are intermediate educational units that provide training, technical

assistance, administrative support and an array of other services as determined by the legislature, the

Commissioner of Education and the needs of local school districts and charter schools. Most often

associated with assistance to small and medium-sized school districts, the service centers have a long

history of providing assistance to all districts, including metropolitan and large suburban districts. The

third party client satisfaction survey, authorized by the commissioner, indicates that the

superintendents, principals and teachers in large suburban and metropolitan school districts rate the

work of the service centers comparable to that of small and medium-sized school district personnel.

All of these services are reviewed annually in a multi-phased review of the Education Service Centers

and the quality and effectiveness of their services as reflected in an analysis of both student

achievement and client satisfaction measures.

In recent years, the service centers have taken the lead in preparing content area teachers to meet

the ever increasing demands of the Texas Assessment of Knowledge and Skills (TAKS) and to prepare

educators for the transition to the State of Texas Assessments of Academic Readiness (STAAR).

Additionally, the service centers have been sharply focused on assisting the Texas Education Agency

(TEA) in promoting the financial health and viability of Texas school districts during rapidly changing

and more complicated financial times. No Child Left Behind (NCLB) has raised the level of

accountability Texas educators must meet. Service Centers play an active role in helping school

districts and charters understand the compliance requirements and develop strategies to successfully

implement all facets of the accountability system (see Appendixes A and B).

Section 8.002 of the Texas Education Code (TEC) defines the Education Service Center’s purpose as:

Assist school districts in improving student performance in each region of the system;

Enable school districts to operate more efficiently and economically; and

Implement initiatives assigned by the Texas Legislature or the Commissioner of Education.

Education Service Centers address this critical mandate by providing Texas educators with solutions

that improve student performance. Service Centers work closely with school district and charter

school administrators, analyze district and school data, provide quality training to teachers,

administrators, business office personnel and school boards. Service Centers also provide countless

hours of technical assistance to educators and other education related stakeholders. ESC staff has a

thorough understanding of the student population that it serves in each region and customizes

programs and services to meet those unique regional needs.

Education Service Centers have made a significant contribution in public education. Many programs

and services support more than one of the legislative objectives. The following chart provides a profile

of the major programs and initiatives implemented by service centers in response to legislative

mandates, priorities of the Commissioner of Education, and customer needs.


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INTRODUCTION

The role of Education Service Centers (ESCs) in Texas has

changed significantly from its inception in 1965. Originally, service

centers provided educational 16 mm films to school districts.

Today, service centers play an integral part in the Texas

education system by providing educators technical assistance and

professional development using proven strategies to directly

impact success in classrooms statewide. In addition to providing

training, service centers assist school districts and charter schools

throughout the state in operating more efficiently. ESC staff

understand that learning is powerful and strive to ensure that Texas students are learning, one student

at a time.

ESC efforts have helped to improve Texas’ school districts and charter schools. In recent years, the

service centers have taken the lead in preparing content area teachers to meet the ever increasing

demands of Texas Assessment of Academics Skills and now the Texas Assessment of Knowledge and

Skills (TAKS). Additionally, the service centers have been sharply focused on assisting the Texas

Education Agency in promoting the financial health and viability of Texas school districts during rapidly

changing and more complicated financial times.

Regional Education Service Centers are intermediate educational units that provide

training, technical assistance, administrative support and an array of other services as

determined by the legislature, the Commissioner of Education and the needs of local

school districts and charter schools. Most often associated with assistance to small and medium-

sized school districts, the service centers have a long history of providing assistance to all districts,

including metropolitan and large suburban districts. The commissioner’s annual evaluation of client

satisfaction indicates that superintendents, principals and teachers in large suburban and metropolitan

school districts rate the work of the service centers as high as small and medium-sized school district

Service Centers are an important partner with TEA in serving Texas LEAs. Service Centers are

key partners in supporting the delivery of most major state educational initiatives and

technical assistance for schools and provide a full range of core and expanded services to

LEAs such as accountability, professional development for classroom teachers and

administrative leaders, instructional strategies in all areas of the statewide curriculum, and

support to struggling campuses and districts (see Appendixes A and B).

Service Centers also assist LEAs in operating more efficiently and economically through various

instructional and non-instructional cooperative and shared services arrangements, regional and

multi-regional purchasing cooperatives and other cost-saving practices that have a positive

impact on Texas schools. Service Centers also provide many administrative services to LEAs.

Some service centers include LEAs in counties that have been identified as border regions in

the Texas Government Code (TGC)§ 2056.002(e)(2) and (3), specifically, the Texas-Louisiana

and the Texas-Mexico border regions. Because many LEAs in those regions are likely to serve

students who have relocated from Mexico or Louisiana, these service centers provide

specialized training in Homeless and Migrant Education Training; professional development on

strategies to meet the needs of English language learner (ELL) students, including the use of

technological resources that are focused on language skills; health services; and testing

program assistance to help ensure accurate assessment of newly enrolled students.

Source: Texas Education Agency Strategic Plan; Fiscal Years 2011-2015


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personnel. All of these services are reviewed annually in a multi-phased review of the Education

Service Centers and the quality and effectiveness of their services as reflected in an analysis of both

student achievement and client satisfaction measures.

Section 8.002 of the Texas Education Code (TEC) defines Education Service Center mandates as

follows:

Assist school districts in improving student performance in each region of the system;

Enable school districts to operate more efficiently and economically; and

Implement initiatives assigned by the Texas Legislature or the Commissioner of Education.

However, the statute does not provide the ESC system with effective strategies to attain its purpose.

Therefore, it became incumbent on the system to develop a strategic plan to provide the road map

for each center, both individually and collectively, to meet the statutory directives and to attempt to

do so with decreasing state appropriations.


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ESC History Timeline

1965 –

Title III of Elementary and Secondary Education (ESEA) Act passed by Congress

provided limited funding for instruction-related training and services for teachers.

The Texas Legislature established twenty media centers to provide Title III funded

services.

1967 –

Existing media centers were incorporated into ESEA. Title III-funded Education

Service Centers’ Legislative appropriation of $1 per average daily attendance (ADA)

provided funding for media centers and required participating districts to provide

matching funds. The role and scope of centers expanded. Centers were directed to

assist with the coordination of educational planning.

1969 –

The statewide computer services system was established in centers with $1 per

ADA funding.

1971 –

Centers received initial basic state support for regional services to schools, regional

coordination in planning and for center administrative costs.

1977 – Management and Services Audits of service centers began.

1984 –

House Bill 72 expanded centers working relationship with the Texas Education

Agency in two areas: raising the quality of school programs and bringing uniformity

and continuity to school district operations. Centers assumed new role in the area of

decentralizing services. Service Centers took on technical assistance functions in the

implementation of the Public Education Information Management System (PEIMS).

Centers took the lead in the training of local school boards.

1986 –

The State Board of Education adopted the State Plan for Regional Education Service

Centers, which defined the roles of the centers and their relationship to TEA.

Essential functions of the centers were defined.

1988 – The State Plan for Regional Education Service Centers was reviewed and updated.

1989 –

The Commissioner was authorized to enter into performance contracts with service

centers for technical assistance and other services related to accreditation, training

and curriculum as well as the implementation of PEIMS.


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1990 –

The Price Waterhouse study of TEA recommended assigning “operational technical

assistance” to the service centers.

1992 –

The State Board of Education rules were revised providing greater authority to the

commissioner in three areas of center operations:

1) selection of center operations,

2) center budget approval, and

3) annual performance evaluation of the executive director for continued

employment.

Following a legislative mandate, TEA began decentralization of functions to service

centers including certification officers (10 FTEs) and child nutrition program

specialists (30 FTEs). Agency also establishes Field Service Agents and Partnership

Schools Initiative program and transfers 70 FTEs to service centers.

1995 –

Section 8 of Senate Bill 1 restructured service centers, identifying core services and

a market-driven structure. Rider 44 to Article III of the General Appropriations Act

of 1995 directed decentralization of several TEA functions. ESC’s role was expanded

to provide technical assistance to school districts in accreditation monitoring.

1996 –

The Commissioner conducts ESC 2000 study in preparation of sunset review of

service centers by the 75th Texas Legislature.

1997 –

The 75th Texas Legislature reauthorized the service centers and adopted a revised

Section 8 clarifying the centers’ role and function in improving student performance.

Subchapter C clearly affirms the role of the commissioner in establishing a process of

evaluation and accountability for the service centers. Section 8.102 directed the

commissioner to develop a uniform system of reporting for the service centers,

including information on client satisfaction. Section 8.103 provided for an annual

evaluation of each ESC executive director and section 8.104 provides the

commissioner with the power to sanction failing Education Service Centers.

Additionally, Chapter 8 required the provision of Core Services to school districts

within each region.

1998 –

The Commissioner entered into a contract with the Texas Center for Educational

Research to develop a third-party client satisfaction survey. The survey was piloted

in October-November 1998 and fully implemented in the spring of 2000.


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1999 –

The 76th Texas Legislature authorized the Student Success Initiative, better known as

the Texas Reading Initiative, requiring intensive reading training for all kindergarten,

first, and second grade teachers scheduled for the summers of 1999, 2000, and 2001.

The service centers functioned as the primary administrators and providers of this

training.

2001-

The 77th Texas Legislature expanded the Texas Reading Initiative to the third and

fourth grades and authorized the implementation of intensive training for math

teachers beginning with grades five through eight. The service centers served as the

primary administrators and providers of this training.

 

 

2003 –

The 78th Texas Legislature reduced funding to service centers and ordered the Texas

School Review team to conduct a performance audit and Sunset Review of all 20

centers.  [I believe this is when the idea of CSCOPE was developed because the ESC image was questioned by the 78th  to the point that funding was actually reduced. – Donna Garner]

 

 

 

2006 –

The 79th Texas Legislature eliminated the separate Sunset Provision for service

centers and made service centers a part of the TEA Sunset process and sets the next

review for 2012.

2007 –

The 80th Texas Legislature approved twelve End of Course assessments to replace

the TAKS test.

2008 – TETN was expanded to LEARN Network tying higher education to EE-12.

 

 

 

2009 –

Service Centers received ARRA funds for Title 1 technical support.

State TEKS professional development dollars came to service centers to provide

professional development in the core subject areas. [This was when the ESC’s were supposed to prepare Texas educators for the new Type #1 TEKS/STAAR/EOC’s.  Instead, they launched TESCCC and Type #2 CSCOPE as their emphasis and big money-maker, set up CSCOPE-specific staffers throughout the ESC’s, and managed to worm their way into 875 school districts. – Donna Garner]

 

The 81st Texas Legislature approved the phase out of the TAKS test and approved a

more rigorous assessment system (STAAR).

 

Also, House Bill 3 was approved by the Legislature, giving service centers the

opportunity to assist districts in its implementation.

 

 

4×4 requirements for graduation were implemented in the four core academic areas.


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Student Demographics

The system of Education Service Centers is composed of 20 Education Service Centers regionally

situated throughout the state currently serving more than 4.8 million students and over 659,820

administrative and campus staff. Each regional ESC understands the unique needs of the students living

in its region. Texas is a state composed of a variety of ethnic and economic groups, which create a

uniquely diverse student population. Students living along the Texas/Mexico border have different

needs than students living in East, Central or West Texas. Consequently, it is critical that service

centers are geographically positioned to deal with the diversity within the state. ESC personnel

recognize the many challenges facing Texas students and work in partnership with educators

statewide to maximize the limited financial resources to provide the opportunity for all Texas school

children to receive a quality education.

The following exhibit summarizes enrollment by region, as well as provides the number of school

districts and charter schools served.


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ESC Staffing

Although organizational variances exist from center to center, the overall ESC organizational structure

is consistent throughout the state. An executive director, reporting directly to the Commissioner of

Education and to a local board of directors, oversees the daily management of each center. Under the

executive director’s supervision, centers are organized into functional units providing products and

services that best meet the needs of the districts in each region. Most ESC staff focuses on program

delivery to the school districts and charter schools within the ESC’s regional boundaries. Each ESC

has a chief financial officer or business manager who is responsible for ensuring each center maximizes

financial resources and adheres to budgetary constraints.

In September 2010, according to Texas Education Agency (TEA) reports, there were a total of 4,845

full-time employees working at Education Service Centers throughout the state, including Head Start

staff. Of that number, 2,491 were professional and 2,354 were support staff.

ESC Programs

Education Service Centers develop training opportunities for educators based on the unique needs of

students within each region. Each year, centers survey their customers/clients to determine the

programs and services needed in the upcoming school year. ESC staff closely reviews state and

regional student performance data to identify areas that need special attention. For example, low math

and science scores have been identified as a problem area throughout the state. Therefore, the ESCs

are focusing on developing better math and science skills through workshops and technical assistance

that deal specifically with providing teachers proven strategies to improve skills.

Federal programs comprise a significant part of service center programs. For instance, federal special

education funds are appropriated through TEA to service centers to assist districts and charters with

the special needs of students identified under IDEA. Special education staff at service centers helps

prepare districts and charters for federal audits, such as PBMAS, by facilitating self-assessments. During

these self-assessments, ESC staff might review records and identify areas that can be corrected prior

to the federal auditors’ actual visit. Many of the special education staff at service centers have

experience providing direct support and assistance to special needs students, such as deaf or visually

impaired students. All service centers build capacity at the district level by providing technical

assistance and training. Additionally, ESC special education staff meets regularly with special education

directors from the districts and charters to discuss current changes in

special education law and situational problems encountered on

campuses. Both special education and general education ESC staff

collaborate to help mainstream special education students to succeed

with general classroom populations.

Education Service Centers also act as the fiscal agent for many of the

federal Title programs, such as Bilingual/English as a Second Language

and Migrant Education.

The State of Texas requires every school district and charter school to submit student information,

including classroom link data, financial information and staffing information several times a year

through the state’s reporting system, the Public Education Information Management System (PEIMS).

Reporting requirements are constantly changing and are often difficult to understand. PEIMS staff at

each ESC is charged with making this process less difficult. They provide workshops and on-going

technical assistance to ensure district and charter school staff are up to date on PEIMS Data Standards

definitions and PEIMS reporting requirements. PEIMS data drives school funding and as school district

fiscal conditions become increasingly strained, it is more critical that information be reported


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accurately. Service Centers are involved in educating campus staff of the financial impact of errors in

their PEIMS reporting. As an increasing number of campus personnel begin to understand the financial

impact reporting errors can have, data quality has improved substantially and funding has been

directed where it is truly needed. The activities conducted by service centers in these areas must

continue if data quality and reporting is to continue to improve.

 

 

Service Centers are able to bring in world-class instructors to conduct workshops for school districtsand charters that cannot afford to bring them to their own campuses. By providing workshops at thecenters, small districts can be exposed to state-of-the-art teaching strategies for a fraction of theexpense it would have otherwise cost these districts to bring in professionals of the same caliber.[This is where the Type #2, constructivist/project-based/ 21st Century Learning/TASA’s Visioning are forced upon educators; and the CSCOPE curriculum management system/TEKS Resource System are used to indoctrinate teachers as the only philosophy of education to use. The very model the ESC’s push is the model that makes them more money from the local school districts. This is a direct conflict of interest and helps them to institutionalize their staff with ever-increasing taxpayers’ dollars.  – Donna Garner]

 

 

FAST

RATING

Financial Allocation Study for Texas 2010

RECOMMENDATION FOR IMPROVING YOUR DISTRICT OR CAMPUS FAST RATING

4 Work with your Regional Education Service Center (ESC) and the Comptroller’s office to identify ways your

school or district can maximize efficiencies, such as buying in bulk. Texas’ 20 Regional Service Center play an

integral role in providing essential services to school districts.

ESC Management Initiatives

The System of Education Service Centers is committed to the delivery of quality services and

products. In 2003, service centers chose to meet the quality standards as prescribed by the

International Organization for Standardization (ISO 9001:2000). Without exception, the system

continues to pursue the “Quality Journey.” Service Centers have either chosen to conform to the

quality principles through the use of an external certification body or through internal monitoring

processes. The quality management system in place in each of the service centers is designed to

enhance customer satisfaction by meeting and exceeding customer needs while complying with

applicable regulatory requirements.

Goal One: Assist the educational community in achieving educational

excellence for all students.

The ultimate goal of the ESC system is tied to achieving educational

excellence across the state. Service Centers have always been committed

to promoting educational excellence. Continuing to meet this goal is

essential to achieving the ESC mission. Assisting educators in achieving

excellence is integral to the existence of Education Service Centers. In

partnership with TEA, state legislators and educators, service centers are

committed to raising the educational standard, thus reducing the number

of Academically Unacceptable districts, charters and campuses.

One measure used to evaluate the effectiveness of the public education system is the state’s high

school completion rate. Since implementation of the national dropout definition in 2005-2006,

students have been required to return to school during the period of time between the first day of

school and the last Friday in September (the “school start window”) so as not to be considered

leavers from the prior year. The national dropout definition was fully incorporated in the completion

rate for the class of 2009. This new definition has prompted educators to take steps to ensure all

students are successful.

FAST RATING

Financial Allocation Study for Texas 2010

RECOMMENDATION FOR IMPROVING YOUR DISTRICT OR CAMPUS FAST RATING

4 Work with your Regional Education Service Center (ESC) and the Comptroller’s office to identify ways

your school or district can maximize efficiencies, such as buying in bulk. Texas’ 20 Regional Service Centers

play an integral role in providing essential services to school districts.

Source: Financial Allocation Study for Texas 2010; Susan Combs, Comptroller

4


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The 76th Legislative session passed the Student Success Initiative ending social promotion. Beginning in

the 2002-03 school year, 3rd grade students were required to pass the reading section of the TAKS

tests in order to be promoted to the next grade level, in the 2004-05 school year, 5th grade students

were required to pass the reading and math sections of the TAKS in order to be promoted to the

next grade level, and in the 2007-08 school year, 8th grade students were required to pass the reading

and math sections of the TAKS in order to be promoted to the next grade level. The 81st Legislative

session repealed the third grade requirement that they must pass the reading portion of the TAKS

tests to be promoted, but added the more rigorous State of Texas Assessment of Academic Readiness

(STAAR) testing program to be implemented beginning in the spring of 2012. This more rigorous

testing program demonstrates Texas’ commitment to raise the academic standard and expectations

for students.

The strategic objectives focus on steps necessary to promote educational excellence. The Academic

Excellence Information System (AEIS) compares district and

charter school performance data to regional and state averages.

The state accountability system establishes state standards for

student test performance, graduation and dropout rates. Closing

the gaps between minority and non-minority passing rates and the

percentage of students taking college entrance exams and meeting

or exceeding criterion on those exams continues to be a focus.

Objective 1.1 deals directly with assisting districts and campuses

to meet or exceed the state standards as set out in AEIS. The

national No Child Left Behind (NCLB) legislation, addressed in

Objective 1.2, has added another layer to school accountability

that service centers must help schools understand and must assist

them in meeting or exceeding these more rigorous standards.

Additionally, the state has implemented new financial

accountability standards for public schools, and service centers

are instrumental in assisting districts and charters with these

standards as stated in Objective 1.3. Service Centers, by

recruiting and retaining qualified staff, have the expertise to positively impact raising the educational

standards and helping educators provide a high quality education to every student.

 

[Not only do local school administrators detest having the STAAR/EOC’s given at each grade level/course level, but also the ESC’s detest it because they are supposed to be held accountable for raising the academic indicators of the schools in their regions.  Even though the ESC’s supposedly are not to get involved with legislative bills, I feel sure they found a way to work “in the backroom” with various advocacy groups to pressure the 83rd Legislative Session to pass HB 5/HB 866.  Not only do these two bills destroy the authentic education reform that took us 15 years to put in place; but the bills set forth a new accountability system, much of which will be based upon subjective rather than objective criteria (e.g., Community Performance Rating).

 

All ESC staffers have strong and constant relationships with the school administrators and personnel from around the state.  They meet together frequently in buildings that are paid for with our tax dollars.  Most school personnel are allowed to leave school on school time to attend these meetings.  It is easy for the school administrators/personnel to meet in the ESC facilities to plot their legislative initiatives and the means through which they can pressure legislators to fall in line.  – Donna Garner]

 

Objective 1.1: Assist in increasing the number of districts/campuses/charters in meeting

or exceeding state standards for student performance (see Appendix B).

Texas state statute requires districts and charter schools be rated annually and awarded an

accountability rating of Exemplary, Recognized, Academically Acceptable, or Academically

Unacceptable. These ratings along with student performance information are published in the AEIS

report each year.

TEA’s accountability plan procedures have changed due to the transition from the current

accountability rating system that uses the Texas Assessment of Knowledge and Skills (TAKS), to the

new accountability system that uses the State of Texas Assessments of Academic Readiness (STAAR).

Beginning in 2012, the accountability rating system for Texas public schools and school districts will be

based on new, more rigorous testing requirements. The accountability rating system for Texas public

schools and school districts is comprised of two sets of procedures – standard and alternative

education. Standard procedures result in ratings assigned to standard campuses (including non-

registered alternative education), while alternative education accountability (AEA) procedures result in

ratings assigned to registered alternative education campuses (AECs).

To determine ratings under the standard accountability procedures, the accountability rating system

for Texas public schools and districts use four base indicators:

Objective 1.1:

Assist in increasing the number of

districts/campuses/charters in meeting or

exceeding state standards for student

performance.

Objective 1.2:

Assist in increasing the annual number of

districts/campuses/charters in meeting or

exceeding NCLB standards for student

performance.

Objective 1.3:

Assist districts/charters in

meeting/exceeding the state financial

accountability rating of standard

achievement.


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Performance on the Texas Assessment of Knowledge and Skills (TAKS),

Performance on the TAKS Alternative, TAKS Accommodated and TAKS Modified,

Completion Rate, and

Annual Dropout Rate for grades 7 and 8.

Districts and campuses can achieve a rating by meeting the absolute standards for the different

indicators, or under certain conditions, by meeting Required Improvement (RI) and/or by using the

Exceptions Provision, or by virtue of the Texas Performance Measure (TPM).

To determine ratings, the alternative education accountability (AEA) procedures

Performance on the Texas Assessment of Knowledge and Skills (TAKS),

use four base

indicators:

Performance on the TAKS Alternative, TAKS Accommodated and TAKS Modified,

Completion Rate, and

Annual Dropout Rate for grades 7 through 12.

Alternative education campuses (AECs) can achieve a rating by meeting the absolute standards for the

different indicators. However, under certain conditions, AECs can achieve a rating by meeting

Required Improvement (RI), Texas Projection Measure (TPM), and/or by using the accountability data for

at-risk students in the district.

The 79th Legislature’s Third Called Special Session established accreditation levels for districts of

accredited, accredited-warned, accredited-probation, and accredited-revoked and required the

accreditation status to be determined based upon the academic accountability system as well as the

financial accountability rating system.

This objective will require center staff to continue conducting comprehensive data analysis of districts,

campuses and charters to identify those that are not meeting or exceeding state standards. Service

Centers have developed a system wide Technical Assistance Plan to assist districts, charters and

campuses that have been identified as Academically Unacceptable (see Appendix B). In addition to

reviewing and analyzing test scores, service centers will also look at closing the achievement gap,

graduation rates, ACT or SAT tests, and high school completion rates.

Objective 1.2: Assist in increasing the annual number of districts/campuses/charters in

meeting or exceeding NCLB standards for student performance (see Appendix B).

In addition to AEIS state standards, Texas districts, campuses and charters are accountable for

meeting national standards from the No Child Left Behind Act (NCLB). The act requires each state

develop and implement a plan that is effective in ensuring that all local education agencies, public

elementary and secondary schools make adequate yearly progress as defined under this act. States

must describe how they will close the achievement gap and ensure all students, including

disadvantaged students, achieve academic proficiency. Under the act, states must produce annual state

and school district report cards that inform parents and the communities about their progress.

Adequate Yearly Progress (AYP) Indicators include:

• Reading/Language Arts performance and participation

• Mathematics performance and participation

• Graduation Rate

• Attendance Rate


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Title I districts, campuses, charter schools, and alternative education campuses are subject to

implement after not meeting AYP for two or more consecutive years:

Districts:

Stage 1: Revise District Improvement Plan

Stage 2: Implement revised District Improvement Plan

Stage 3: District Corrective Action

Campuses:

Stage 1:

• Revise Campus Improvement Plan (CIP)

• Technical Assistance provided as campus develops and implements CIP

• Parent Notification Requirement

• School Choice/Transportation

Stage 2: Supplemental Educational Services

Stage 3: Corrective Action

Stage 4: Restructuring

Stage 5: Alternative Governance


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2010 Preliminary AYP Status

Texas School Districts and Charters Results

Source: TEA, Website address. http://www.tea.state.tx.us/ayp/2010/index.html

Implementing this objective will require center staff to continue conducting comprehensive data

analysis of districts, campuses and charters in order to develop and implement strategies to increase

the number of schools that meet or exceed the NCLB standards. This will include providing technical

assistance to schools in need of improvement (see Appendix B). In addition to reviewing and analyzing

test scores, service centers will also review graduation and attendance rates.

Objective 1.3: Assist districts and charters in meeting and/or exceeding the state financial

accountability rating standard of achievement.

The 77th Legislature directed the Commissioner of Education, in consultation with the Texas State

Comptroller’s office to “…develop and implement a financial accountability rating system for school districts

in the state.” In response to this directive, TEA developed the Financial Integrity Rating System of

Texas (FIRST), which was fully implemented in 2003-04 using school districts’ 2002-03 financial data.

TEA developed a template that schools can use to project their rating before the official rating is

released by TEA. The rating worksheet, along with accompanying calculation instructions, was

adopted in 19 TAC §109.1002 to be effective October 20, 2002, and later amended to be effective

May 7, 2003. Schools receive ratings from “substandard achievement” to “superior achievement.” The

79th Legislature’s Third Called Special Session established accreditation levels for districts of

accredited, accredited-warned, accredited-probation, and accredited-revoked and required the

accreditation status be determined based upon the academic accountability system as well as the

financial accountability rating system.

Beginning with fiscal year 2008-2009, the financial accountability rating of a school district is based on

its overall performance on certain financial measurements, ratios, and other indicators established by

the Commissioner of Education in the financial accountability form entitled “School FIRST – Rating

Worksheet, March 2010.”


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Adopted 2/14/2011

Implementing this objective will require service center staff to provide access to data related to

financial accountability standards to districts on a timely basis and provide training and technical

assistance to district personnel and school boards.

Goal Two: Improve capacity to serve as a system to maximize

efficiency.

Education Service Centers can serve school districts

and charters more effectively and efficiently by

operating as a system. Service Centers shall be

evaluated as a system by the Commissioner of

Education to determine effective and efficient delivery

of services to school districts and charters.

Education Service Centers are a vital link in the

educational process providing a direct, immediate

contact with all school districts within their respective

regions. Service Centers within this role identify and

are responsive to the needs of the local public

schools and charters. Each ESC customizes services

to best meet the needs of the districts and charters

within their region.

Education Service Centers continue to explore opportunities to maximize efficiency through

collaborative efforts. Such collaboratives include, but are not limited to, other Education Service

Centers, Institutions of Higher Education, private sector, public sector, the Texas Education Agency,

and other state agencies.

Strategic objectives are established to ensure that Education Service Centers maximize efficiency by

operating as a system:

Objective 2.1: Maintain a quality system for ESC operations to maximize public school

efficiencies.

Education Service Centers shall routinely conduct needs assessments. Such needs assessments shall

include third-party evaluations, regional evaluations, and analysis of key performance indicators,

advisory groups, and results from federal and state accountability standards. Based on the results of

the needs assessments, Education Service Centers will design quality programs, products, and services

to maximize efficiencies for districts and charter schools. Service Centers shall be committed to

providing quality services to school districts and charter schools at a reasonable cost.

Objective 2.2: Provide awareness and assistance in implementation of practices.

House Bill 1 mandated that public education best practices be identified and disseminated on a

statewide basis. The Education Service Centers assisted in the development of a process to identify

and disseminate successful educational practices while incorporating best practices into trainings.

Objective 2.3: Maximize technology and other resources to improve and enhance

customer service.

Technology is an essential tool within the educational community. Education Service Centers work to

leverage technology more effectively to facilitate delivery of training and in assisting the educational

Objective 2.1:

Maintain a quality system for ESC operations

to maximize public school/charter efficiencies.

Objective 2.2:

Provide awareness and assistance in

implementation of best practices.

Objective 2.3:

Maximize technology and other resources to

improve and enhance customer service.

Objective 2.4:

Recruit, develop and retain qualified staff

across service centers in order to meet

customer needs.


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Adopted 2/14/2011

community in finding new ways to integrate technology into instruction and operations. The system is

committed to expanding its technology infrastructure to provide more on-line and distance learning

opportunities for Texas students. This allows students access to coursework that is unavailable on-

site and broadens the educational experience. Implementation requires staff to remain abreast of all

new instructional applications that benefit ESC customers.

Objective 2.4: Recruit, develop and retain qualified staff across service centers in order

to meet customer needs.

The success of the ESC system is dependent on the quality of staff. Service Centers employ some of

the most gifted and dedicated educators in the state. Recruiting and retaining the highest level of

professionals and support staff is instrumental to our continued ability to provide high quality

programs and services.

 

[Yes, ESC’s do employ many staffers.  In fact, teachers who plan to retire from the classrooms love working for the ESC’s either full time or as consultants who can “double dip” with TRS funds and also ESC salaries.  Of course, to get hired by the ESC’s, teachers need to impress the ESC staffers with their Type #2 expertise; and that is why many teachers try to cultivate relationships with the ESC staffers. I am convinced that it is this cultivation mechanism that caused teachers to submit their Type #2 lesson plans for no remuneration and with no attribution clauses in place to protect teachers’ property. Those lessons written by various and sundry people turned into the scatter-shot, Type #2 CSCOPE lessons that are not connected to each other cognitively. For the student, this means that there is no long-term memory developed through a systematic progression of the CSCOPE lessons. – Donna Garner]

 

 

In order to continue to provide high quality training and technical assistance, ESC personnel must

maintain their own ongoing professional development to remain experts in their fields and to continue

to provide high quality training and technical assistance. This requires researching the latest training

concepts and teaching strategies as well as remaining abreast of any legislative changes. By pooling

resources, service centers are able to jointly develop services that are responsive to the dynamic

needs of their customers.

Implementing this objective requires ESCs to develop core competencies that any new employee must

have to be hired. Job descriptions are closely reviewed to ensure the skills necessary to successfully

fulfill the duties of every position have been identified. Just as school districts and charter schools are

striving to meet the “highly qualified” standards set out in NCLB, service centers must identify

procedures to evaluate staff to ensure they also meet the standard of “highly qualified.” ESCs formally

define “highly qualified” in terms of skills that are necessary in order to meet the needs of a unique

and growing customer base.


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Adopted 2/14/2011

Goal Three: Secure and allocate financial resources in order to

provide quality services to our customers.

The strategic objectives focus on steps needed to ensure that financial resources are available to

provide quality services to customers. Service Centers develop costing methodologies that ensure

adequate cost recovery. In addition, service centers

continue to identify new funding sources and make a

concerted effort to leverage potential revenue sources

that might exist through grants, partnerships and

collaborative initiatives.

Objective 3.1: Establish regional costing

methodology that accurately reflects cost

recovery and considers dedicated revenues.

Pricing services is difficult given the mix of revenue

sources. Service Centers are restricted statutorily in

how federal and state funds can be used. Service

Centers are non-profit agencies interested in cost

recovery, giving service centers a competitive advantage. Frequently, Education Service Centers must

price services below cost to meet district needs related to geographic location and size. Due to the

“multi-service bundling” approach that most centers employ to increase efficiency through internal

resource sharing, it becomes difficult to compare the various product and service bundles between

service centers or outside vendors. Therefore, it is essential to identify and account for the actual

costs of products and services to identify and demonstrate efficiency.

The purpose of this objective establishes regional pricing criteria that will allow each ESC to

determine the actual cost of programs.

Establishing a pricing methodology within each center enables centers to:

Quantify the actual cost of providing services;

Identify fixed and variable costs associated with each program;

Simplify revenue reporting based on the time and effort percentage allocated to each funding

source; and

Recover operating costs to ensure financial stability.

[How convenient for the ESC’s. In other words, each ESC gets to decide how much to charge for its “services” which makes it very difficult across the state to compare ESC services with one another.  This makes it possible for each ESC to write its own cost analysis and pricing, whether or not improvements in such important criteria as regional academic improvement have been shown or not. – Donna Garner]

 

Objective 3.2: Develop partnerships with other service centers and with external entities

to expand and enhance product and service offerings.

 

[Yes, the regional service centers do partner with each other.  In fact, they spend a great deal of time collaborating with one another.  In fact that is the way that they managed to drive the CSCOPE management system (now TEKS Resource System) so deeply into every part of Texas. – Donna Garner]

 

In order to optimize collaborative efforts, service centers must maximize opportunities to develop

system-wide programs and services. This provides customers with additional choices and allows each

service center to focus more directly on its unique strengths. For example, ESCs developed bilingual

curriculum that helped establish the state standard. By sharing bilingual curriculum, Hispanic students

can have access to the same high quality teaching materials regardless of where they live. Each center

has unique expertise that benefits educators all over the state.

New programs are often developed by service centers based on needs identified by customers, results

of student performance data or in response to changes in education law. Many of these same needs

exist throughout the state. Joint development creates economies of scale and allows service centers

to meet widespread needs using fewer resources.

Objective 3.1:

Establish regional costing methodology that

accurately reflects cost recovery and considers

dedicated revenues.

Objective 3.2:

Develop partnerships with other service centers and

with external entities to expand and enhance

product and service offerings.

Objective 3.3:

Leverage external funding sources to enhance the

system’s ability to provide quality programs and

services.


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Adopted 2/14/2011

This objective is intended to concentrate efforts on identifying opportunities to develop collaborativepartnerships and services, maximize limited resources, communicate individual strengths to otherservice centers, share existing services and improve the way service centers market to customers.

 

 

 

Objective 3.3: Leverage external funding sources to enhance the ability of ESCs to

provide quality programs and services.

School districts have limited funds to spend on professional development. Service Centers must bediligent and responsible to use the limited dollars effectively while continually investigating externalfunding opportunities. Additional funding sources may become available; however, it is a timeconsuming process to research and apply for these often restricted use funds. Service Centers willcontinue to seek available sources of funding in order to ensure adequate financial resources areavailable.

Implementing this objective will help ensure service centers maintain financial solvency whilecontinuing to provide customers with quality programs and services.  [Yes, this is true. ESC’s do provide full-time grant writers to help districts get state and federal awards/grants that help fund Type #2 curriculum (e.g., CSCOPE, Common Core/Race to the Top, Muslim Journeys). – Donna Garner]

 

 

Goal Four: Enhance and sustain customer/stakeholder relationships

with Education Service Centers.

The success of Education Service Centers is directly tied to the success of

traditional customers: central administrators, campus administrators, program

directors and teachers. The Texas Education Agency (TEA) is considered both a

customer and stakeholder. A critical role of service centers is the

successful implementation of TEA assigned initiatives such as providing

training in dyslexia related disorders. One of the primary strengths of

service centers is the relationship established with customers and

stakeholders. Service Centers continually strive to find ways to build and

enhance these relationships.

The strategic objectives focus on building, sustaining and strengthening

customer relationships. Service Centers are expected to become more

accountable to stakeholders; evidence of value-added services based on

customer needs must be provided.

Objective 4.1: Develop and

implement strategies to demon-

strate ESC value in terms of cost-

effective, high quality programs and

services to customers.

The primary marketing tools include

websites, course catalogs, and face-to-face meetings with stakeholders. To ensure long-term

sustainability, the traditional and non-traditional customer base will be expanded. The success of the

objective will be measured quantitatively by an increase in participation in ESC programs.

Objective: 4.2: Enhance customer service focus among all service centers.

Education Service Centers will provide customer service training to all staff members. The annual

Third Party Statewide Survey will continue to be utilized to evaluate customer satisfaction.

Objective 4.1:

Develop and implement strategies to demonstrate ESC value

in terms of cost-effective, high quality programs and services

to customers.

Objective 4.2:

Enhance customer service focus among all service centers.


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Adopted 2/14/2011

Texas Education Telecommunications Network (TETN)

Since its inception in 1996, the Texas Education Telecommunications Network (TETN) has provided

video, voice and data services among the 20 Education Service Centers and the Texas Education

Agency (TEA). These members formed the TETN cooperative to accomplish three main goals; 1)

save out-of-pocket expenses by reducing travel required to attend meetings in Austin, 2) enhance

productivity to Service Center staff, district personnel, administrators, teachers and students, and 3)

create “added value” to network users.

TETN Plus Network Business Plan (Adopted June 2010)

The purpose of the Texas Education Telecommunications Network (TETN) is to provide a statewide

intranet with significant, expandable bandwidth. Such a network allows the Education Service Centers

and TEA to continue as the source of the only statewide network in existence for educational

purposes. With the advance of technology-related services and delivery models, the availability of

affordable bandwidth along with the level of support provided by ESCs across the state, TETN will

become a vital resource for schools as they seek to minimize their reliance on commercial internet.

TETN began as a network of T1 lines connecting all 20 Service Centers and TEA. Dubbed the ’21

Points of Light’ it represented the vision of ESC leadership to provide a more efficient, effective

manner in which to conduct statewide business among the members. The system was developed in a

cost-share model in which all members shared equally, thereby assuring the inclusion of all ESCs

across the state without undue burden. The annual cost savings on travel alone is in the millions of

dollars. The system is currently highly utilized for video conferencing, statewide activities for

students, and distance learning.

TETN is in position to serve the PK-12 community as a conduit for high quality intranet traffic

including distance learning, virtual field trips, virtual participation in educational activities at a global

level, professional development, virtual schooling, and a myriad of applications utilizing the broadband

infrastructure. Additionally, TETN is in position to support enterprising activities to the PK-12

community.

TETN is further in position to expand the opportunity to create a self-sufficient system to

accommodate next generation technology infrastructure and services. The rapid development of

applications which TETN could support present the opportunity to evolve into a self-sufficient

enterprise which could generate revenue to be shared on the same basis as the cost share for all

members, including a percentage for ESC’s of destination. Additionally, TETN will have the

opportunity to align to the National Broadband Plan for Education and the TEA Long-Range Plan for

Technology 2006-2020 with the support of online learning, digital content, data access and

transparency, and broadband infrastructure. Finally, TETN will be able to expand on the opportunity

to collaborate with the Internet21

The TETN objectives include the connection of TEA and all ESCs with minimum 300 mbps bandwidth

on a total cost-share basis and additional bandwidth for members on a fee basis. Also, TETN will

provide members wholesale internet access and seek to become E-rate eligible as a system, thus

advancing in quest of self-sustainability. Further, the objectives will include the maintenance of policies

which promote equal access for members as well as system wide services, such as internet access and

VOIP, which leverage economy-of-scale pricing. In order to maintain fairness among the members,

service centers must notify the TETN Office prior to offering for-profit services over the network.

K20 community to explore and leverage Internet2 resources on

behalf of the ESC regional networks and their school districts.

1 Internet2 is a national, leading-edge network among the research and education community including K12

schools, libraries, advanced science centers, and cultural centers.


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Adopted 2/14/2011

TETN will also develop unique content to promote educational opportunity for every student in

Texas without creating competition between TETN and its members. TETN will provide innovative

learning experiences and access to new technologies to enrich content offerings by the ESCs. Finally,

TETN will provide the opportunity for members to have access to services including disaster

recovery, backhauling, software hosting, communications services, etc.

 

[Yes, this is true. The ESC’s have become the centers through which local districts can connect and build their technology infrastructure (usually Microsoft) that makes it possible for Type #2 digitized products (e.g., CSCOPE, Common Core, etc.) to inundate the schools, helping to destroy the hardcopy textbook market.  These ESC-provided networks have also made it possible for dual credit and the Texas Virtual Academy to proliferate around the state without their being any solid, independent research to prove that these raise students’ academic achievement.  – Donna Garner]

 

 

TETN Plus Background and Services

After researching the market place in 2007, TETN joined the Lone Star Education and Research

Network (LEARN) as the K12 member to receive the lowest-cost pricing for a gigabit backbone.

TETN core routers have been deployed among the cities of Dallas, Houston, and Austin, and network

switches were installed in San Antonio and Tyler to expand the TETN footprint. Peering with Texas

higher education was implemented and shared Internet2 service of 50 mbps was established.

As of fall 2010, twelve service centers have joined the Plus network and are connected with a

minimum of 300 Mb. TETN provides wholesale internet access to the service centers as an optional

service. Currently TETN has two gigabit of internet being shared by ten service centers. Since the

initiation of internet service in 2008, TETN has dropped the cost to service centers each year by

leveraging economy-of-scale pricing.

TETN Plus Content and Distance Learning

An integral component of TETN Plus is the addition of an educational specialist in the TETN Office.

This person is responsible for developing unique content for broadband. In addition to working with

the Internet2 K20 community to identify multi-state/multi-country student projects, the specialist is

focused on supporting ESC-developed content. Examples of Internet2 activities include programs

hosted by Georgia Tech University and University of Illinois. These programs require broadband

connectivity so that remote instruments such as a scanning electron microscope can be manipulated

by students. The content specialist provides a single point-of-contact for multi-regional activities and

supports the ESC distance learning efforts.

Interactive Video Conferencing Services

Prior to and concurrent with the national and statewide growth in online learning, distance learning

through interactive videoconferencing (IVC) has provided Texas students, teachers, and districts with

increased opportunities for learning and professional growth and experience. IVC continues to be a

valuable distance learning option for Texas students, educators, districts, and communities. Through

the TETN network, the service centers provide IVC across the state and within their region to meet

the needs of students and districts. IVC is used to provide courses including dual credit and graduate

courses, professional development, certification programs, and student programs.

The ESC networks provide IVC connectivity to 900 school districts as well as higher education and

cultural institutions in their regions. These “other” entities provide content to students and teachers

in the ESC region and also use TETN to reach students in other regions. School districts have taken

advantage of the TETN backbone service by participating in student collaborative projects, statewide

meetings, and sharing classes.

With the migration to the new TETN Plus network, K12 classes and student programs that involve

two sites between TETN Plus members no longer are bridged by the TETN Office. With unlimited

bandwidth, Service Centers place video calls and schedule classes with one less coordination point

thereby saving TETN resources for other multi-regional classes and events.


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Adopted 2/14/2011

Between September 2008 and May 2010, 1,134 statewide conferences and professional development

sessions were held on TETN that resulted in savings of $5.6 million in travel and productivity expenses. School

districts participated in almost half of those conferences to receive first-hand information and answers to

questions.2

During this same time period, 3,673 K12 classes, field trips and collaborations between

school districts were conducted over TETN.

One of the current trends is to adopt HD video conferencing. IVC classroom equipment is becoming

more affordable and offering HD capability. The service centers are making investments in HD MCUs

(multi-point control units) to support multi-point HD calls. The TETN Office procured an HD MCU

that can support up to six HD sites. A near-future technology that TETN will need to support is IVC

to the desktop and hand-held devices. Some service centers have already deployed a solution, but

overall the adoption rate will not increase until the technology becomes non-proprietary and less

expensive.

Goals, Objectives and Strategies

Goal: To Advance Statewide Initiatives

Objective: To support state initiatives of the Commissioner and Legislature. As a result of regional

planning, create a collaborative effort to support identified statewide initiatives through programs and

other activities including partnerships with universities, community groups, businesses and/or other

entities.

Strategy I. Provide and support an efficient statewide, education network.

Activity: Build out the backbone in Lubbock to provide a TETN presence in West Texas.

Activity: Investigate ways to reach a total cost-share model for TETN Plus.

Activity: Continue to provide shared services that offer economy-of-scale pricing for the

service center

Strategy II. Support resources and services to ensure successful and effective uses of

technology.

Activity: Research and adopt new solutions that support interactive video conferencing

on individual devices.

Activity: Build sustaining relationships with the Internet2 national community and their

international counterparts to promote global learning.

2 School districts are not counted in the cost-saving formula.


Page 27

Appendix A:

Statewide Initiatives


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Adopted 2/14/2011

 

[Please notice the various Statewide Initiatives that the ESC’s deliver. The question that should constantly be asked is “How successful have the ESC’s/Statewide Initiatives been at helping teachers to deepen their content knowledge?  Yes, teachers have learned a great deal about the formatting and administration of the STAAR/EOC’s; but what actual content knowledge have they been taught that will help to deepen their own educational background, making it possible for them to teach their students the knowledge-based, academic standards as contained in the TEKS? For instance, how well have teachers been taught the NIH empirical reading research based upon the scientific medical data, making it clear that phonemic awareness/decoding skills are necessary for students to become good readers/writers/spellers?  How well have teachers been prepared to teach cursive writing which is required starting in Grade 3 of the ELAR/TEKS? How thoroughly have teachers increased their content knowledge to be able to teach the grammar/usage sections of the ELAR/TEKS? These are the knowledge and skills upon which student success in all other subject areas is made possible.  

 

For instance, Rider 42… This SSI was meant to get teachers ready to teach the Type #1 TEKS starting in 2008.  Instead teachers were inundated with the Type #2 CSCOPE management system pushed by the ESC’s (direct conflict of interest), leaving Texas students unprepared to take the first and second rounds of the STAAR/EOC’s.  – Donna Garner]   

 

Statewide Initiatives

In addition to the regional and statewide services provided, the System of 20 Regional Education Service Centers delivers many statewide initiatives

on behalf of the Texas Education Agency. These initiatives serve to advance the education initiatives of the Texas Legislature, the Governor and the

Commissioner of Education and rely on the network of service centers as a cost effective and efficient deployment system. The following chart is not meant to

be inclusive of all statewide initiatives delivered by the System of 20 Education Service Centers. However, the initiatives listed below represent some

of the larger statewide projects as well as showcase the range and variety of services provided.

A Sample of Statewide Initiatives

Name and Purpose

Major Activities of Sample Statewide Initiatives

 

 

ESC Texas Essential Knowledge

and Skills Professional

Development (TEKS PD) –

Rider 42 – SSI:

(Student Success Initiative) Education

Service Centers (ESCs) provide Texas

Essential Knowledge and Skills (TEKS)

professional development training to all

eligible teachers, teacher leaders, and

administrators. Training will be provided

in both face-to-face and online formats.

Training will be provided at no cost

 Provide training to as many eligible participants – teachers, teacher leaders, and

administrators – as possible. (Teacher leaders are individuals who may not work

directly with students but who work primarily with content area teachers as

mentors, coaches, strategists, coordinators, etc.) Training will be provided at

toparticipants.

 Expand participants’ knowledge of TEKS specific to teaching/supervisory

assignments

no

cost to participants

 Expand participants’ knowledge of English Language Proficiency Standards

(ELPS) and the College and Career Readiness Standards (CCRS), how those

standards interconnect with content area TEKS, and how those standards relate

to classroom instruction

 Expand participants’ knowledge of the Response to Intervention (RtI) model and

how that model can be implemented across K-12 education

 Impact instructional/supervisory practices of participants in order to ensure

effective classroom instruction for all students

 

 

 

Teacher Mentoring Institute –

Rider 62 – LEP SSI:

(Limited English Proficient) the purpose of

this project is to provide support for new

Bilingual/ESL teachers for grades PK-12

 Institutes will be clustered by grades PK-2, 3-5, 6-8 and 9-12 and include tracks

for college and career readiness as appropriate

 Trainers from all ESCs and the 25 largest school districts with the highest

numbers of ELLS will be able to participate in several trainer of trainer (TOT)

courses

 Instructional strategies will include the affective, cognitive and linguistic needs of

the students for each clustered group

 Provide resources to teachers and include a series of webinars to participants


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Adopted 2/14/2011

Program Model Characteristics –

Rider 62 – LEP SSI:

Develop instructional designs for teachers

and administrators that will delineate the

four Bilingual Education program models

and two English as a Second Language

(ESL) program models

 Develop a manual/resource (with an online component) that articulates the six

types of programs defined in TEC§29.066

 Program targets school board members, central office administrators, campus

administrators, teachers and parents

 Content includes reviews of research, tools to assist in program selection, lists of

resources for each audience listed above, data and evaluation tools for program

monitoring and student progress monitoring, highlights of effective programs in

Texas school districts and frequently asked questions

 Trainer of Trainers (TOTs) offered to Education Service Centers

 Deliver a series of webinars for discussing the program models

ESC School-Based Tobacco

Prevention:

ESCs provide strategies to meet the TEA

goal to reduce tobacco use among 4th

through 12th grade students in Texas.

Coordinate program activities with

existing statewide tobacco prevention

strategies and with existing tobacco

prevention youth-focused media

campaigns

 Contract with approved vendor to provide tobacco prevention training sessions

and complete pre/post assessment

 Facilitate and maintain registration of participants

 Provide and coordinate Facility Use for training sessions

 Provide materials to be used during training sessions

 Track and maintain:

o

# of educators trained in school-based tobacco use prevention

o

# of regional districts represented in training sessions

o

# of students served as provided by vendor

McKinney-Vento Homeless

Education – Title X, Part C:

The ESC McKinney-Vento Homeless

Assistance program is designed to provide

leadership and technical assistance to

school districts, community-based

organizations, and public and private

agencies that will identify barriers to

enrollment, attendance, and academic

achievement of homeless children and

youth in Texas and to implement a state

plan designed to remove such barriers.

 Implement the McKinney-Vento Education for Homeless Children and Youths

program by insuring that all elements of the program as described in the

McKinney-Vento Education for Homeless Children and Youths Act are fully

implemented

 Provide technical assistance that carries out the policy that all homeless children

and youth have access to a free and appropriate public education

 Review and undertake steps to revise laws, regulations, practices, or policies to

assure homeless children and youth are afforded a free and appropriate public

education

 Provide services to homeless children and youth that enable them to enroll in,

attend, and achieve success in school

 Develop and implement professional development programs for school personnel

to heighten awareness of specific problems of the education of homeless children

and youth in the state

 Facilitate coordination between the state education agency, ESCs, state social

service agencies, and other relevant service providers to improve the provision of

comprehensive services to homeless students and their families

 Administer all statewide responsibilities required under the McKinney-Vento

grant including all subcontracts


Page 30

Adopted 2/14/2011

Learn and Serve America:

Learn and Serve America school-based

program will improve the quality and

breadth of service-learning in the state

through competitive subgrants to LEAs

and ESCs, network development and

support, and targeted outreach activities

 On a statewide basis, the ESCs will operate the state Learn and Serve America

Project by administering the technical assistance and subgrant program.

Specifically, the ESCs will do the following:

o

Award and administer subgrants

o

Provide training and technical assistance to subgrantees

o

Provide information on and support for service-learning statewide

o

Coordinate evaluation of the program

 The ESCs will facilitate program activities by doing the following:

o

Developing and conducting professional development for subgrantee

program coordinators and other staff, including subgrantee meetings and

an annual Summer Institute

o

Providing technical assistance to subgrantee program coordinators and

other staff and to others interested in implementing service-learning

o

Hosting webinars on specific topics related to high-quality service-

learning implementation

o

Managing the SLT website

o

Conducting presentations at conferences and other events to promote

and support service-learning

o

Developing statewide partnerships to promote and sustain service-

learning

o

Managing the evaluation of the program by an external contractor

o

Attend all required meetings for the Learn and Serve America program

ESC School Readiness Integration

(SRI) Specialist:

Fund an early childhood services expert

for the 2010-2011 school year in each of

the 20 Regional Education Service Centers

in Texas to coordinate the development

and implementation of a cost-effective

statewide School Readiness Integration

Model in accordance with the School

Readiness Certification System Project in

Rider 41 and the Prekindergarten Early

Start (PKES) Grant Program in Rider 45.

 Coordinate early childhood education services between school districts, child care

providers, and Head Start programs in a local community

 Determine cost-effective practices in a local community

 Implement successful cost-effective practices identified in the local coordination

 Report successful practices from a region to the state office for compilation and

future examination for implementation statewide

 Assist in data collection for SRCS and progress reporting

ESC Statewide Longitudinal Data

System (SLDS):

Provide one-time funding to help offset

the ESCs’ cost to develop and provide

training and support to school districts

and charter schools on the collection and

reporting of the Classroom Link data

 District staff will thoroughly understand the data that they are required to

capture and report through PEIMS in the 2010-2011 school year, therefore

improving the quality, accuracy, and timeliness of the data collection

 District PEIMS coordinators will be familiar with the new Edit+ Classroom Link

reports available to them to validate the data submitted

 ESCs will provide training to all of their PEIMS district and charter school clients

on the requirements of the Classroom Link data collection including the data,


Page 31

Adopted 2/14/2011

collection through Public Education

Information Management System (PEIMS)

in the 2010-2011 school year

edits, business rules, validation reports and timelines

 ESC PEIMS coordinators will be able to provide knowledgeable first line support

to district PEIMS coordinators on the requirements for the collection of the

classroom link data

 All districts and open enrollment charter schools will report accurate information

on contract teaching staff and class id’s by the due date for the PEIMS 2010-2011

Fall collection, and will report accurate information on course sections offered,

class identifications, teacher assignments, and course completion data by the due

date PEIMS 2010-2011 Summer collection

 ESC must monitor, review, and approve the Classroom Link data submitted by

their district clients for accuracy, and ensure that all of their PEIMS district

clients comply with the reporting requirements

TX Center for District & School

Support (TCDSS):

Serve as the coordination point for school

improvement efforts in TX. Develop

district level capacity to support struggling

schools.

 Streamline and align the interventions under the state and federal accountability

systems

 Plan and deliver an annual District Institute focused on best practices at the

central office for supporting schools in turnaround

 Develop case studies of best practices in TX to share and disseminate through the

Turnaround Center to the system of service centers

 Develop and conduct District Snapshots to assess the current state of district

central office systems related to the effective support of struggling schools

TX Turnaround Center:

Provide training and support to personnel

from the 20 Education Service Centers

designated as members of the regional

turnaround training and support teams.

These regional turnaround teams provide

technical assistance and training to low-

performing schools in their respective

regions. The TX Turnaround Center

supports the effectiveness of these

regional turnaround teams.

 Provide professional development for ESC Turnaround Teams

 Ongoing webinars on relevant topics to support the work of the T/A Teams

 Website with research and resources

 Development and transfer of technical assistance tools e.g. Campus Snapshot

 Maintain by region a statewide data base of Professional Service Providers (PSPs)

trained to serve as members of the state required Campus Intervention Team

 In collaboration with SIRC plan the annual Professional Service Provider (PSP)

training

 Conduct annual site visit/needs assessment to each ESC related to the activities

of the regional Turnaround Team

TX Turnaround Leadership

Academy:

Design and deliver a leadership academy

for school and district teams serving low-

performing schools.

 Deliver a two-year cohort based leadership development academy in partnership

with the University of VA Turnaround Specialist Program that includes the district

central office as a key partner in the leadership academy. Major activities

include:

o

Five-day training at the University of VA (year one and two)

o

Mid-year cohort retreat (includes principal and three campus support

team members as well as district representatives) in TX

o

Spring district retreat (includes district staff and principals) in TX

o

Site visits by UVA staff to the campus and district office

o

A formative and summative assessment of current campus practices


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Adopted 2/14/2011

o

A formative and summative assessment of current district practices

o

Ongoing development and monitoring of 90 day action plans

 Serving 29 campuses in five districts and four regions across the state

(11,12,13,18)

School Improvement Resource

Center (SIRC):

Provide a statewide system of support and

technical assistance to schools in

improvement under No Child Left Behind

(NCLB) as required by federal Title I Part

A Technical Assistance.

 Provide a statewide system of Professional Service Providers (CAMS/TAPS) for

districts to assign to campuses in improvement under NCLB (not meeting AYP)

 Plan and offer annual school improvement conference

 Serve as the representative of TEA to ensure compliance with all reporting

requirements

 Provide professional development for the network of PSPs to ensure their

effectiveness and annually evaluate their effectiveness

 Provide training and support for Supplemental Education Service (SES) providers

 Conduct annual site visits to schools and districts in advanced stages of

improvement

Texas Title I Priority Schools Grant

Program (TTIPS):

Provide technical assistance and support

for the federal Title I school improvement

grant program focused on the state’s

lowest performing Title I schools. Eligible

schools must select one of four models:

Turnaround, Transformation, Restart, or

Closure.

Provide a “Texas/TEA Design” for schools

who want SIRC to serve as a provider in

their project design.

 Provide technical assistance for the three-year federal grant program which

includes:

o

Information sessions and resource toolkits for prospective grantees on

the four approved models

o

Collaborate with TEA to provide grant readers

o

Provide a three-day professional development event for funded grantees

related to grant requirements

o

Develop and provide a Texas Design Option for the Turnaround and

Transformation option (approximately 70 schools in the first funding

cycle)

o

Provide formative and summative assessment of current campus

practices for Texas Design grantees

o

Provide formative and summative assessment of current district practices

to support struggling schools

English Language Learners

(ELL)Web Portal- Rider 62 – LEP

SSI

Create and maintain an interactive web

portal for a video-based professional

development series for educators of

English Language Learners (ELL) in the

content areas of math, science, social

studies and language arts and reading.

 Develop and maintain the web portal www.elltx.org making ELL resources

accessible to educators and parents

 Develop the Texas English Language Learner Instructional Tool (TELLIT)

Professional Development Series and provide accessibility to all Texas educators

through Texas Project Share

 Facilitate production of video segments of differentiated classroom instruction

 Conduct review/approval meetings with TEA

 Provide scheduled reports to TEA

Gifted and Talented Performance

Standards

Increase appropriate participation in the

 Collaborate with TEA Advanced Academics staff to determine appropriate

activities to advance three ongoing G/T initiatives

o

The Texas Performance Standards Project (www.texaspsp.org)


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Adopted 2/14/2011

Texas Performance Standards Project

(TPSP) with the goal of improving services

for gifted/talented students in Texas.

o

The Online Training Project

o

The G/T Equity Project (www.gtequity.org)

 Manage development, production, and dissemination of supporting materials and

informational tools

 Manage development and delivery of professional development (face-to-face and

online)

 Provide technical assistance to service centers and LEAs

 Plan and conduct project meetings and leadership meetings

 Conduct an evaluation of the project and report the results to TEA

Math Diagnostic Instrument

Provide for the ongoing expert review of

the supplemental math screening and/or

diagnostic instruments developed by

CORE K12 and used as a component of

the Math Academies.

Provide expert knowledge on the design,

delivery, and possible expansion of the

math screening and/or diagnostic

instruments developed for use in

conjunction with the Math Academies.

 Provide fiscal management as necessary to accomplish project goals

 Coordinate the expert feedback for the design, delivery and possible expansion

of the math screening and/or diagnostic instruments developed for use in

conjunction with Math Academies

 Coordinate the review of math screening and/or diagnostic instruments

developed by CORE K12

ESC Core Content Academies

Implement statewide math, language arts,

science and social studies academies for

teachers in grades 5-8 and campus leaders

to improve overall instruction and

achievement in order to meet end-of-

course standards in ninth grade/high

school and to ensure postsecondary

readiness

Chemistry, Physics, English I and English II,

English III, World Geography, US History,

Geometry and World History End-Of-

Course Success (EOCS) professional

development for teachers grades 9-12 and

campus leaders to improve overall

instruction and achievement in order to

ensure student success on the end-of-

course assessments.

Provide follow-up support for designated

 Provide fiscal management as necessary to accomplish project goals

 Coordinate the content development for face-to-face and online professional

development for Core Content (math, language arts, science and social studies)

Academies

 Oversee materials production for Trainer of Trainer (TOT) sessions

 Organize and provide materials for TOT sessions

 Organize registration and maintain a database for all state and regional trainers

 Plan and coordinate statewide TOT sessions, including securing accommodations

for participants

 Manage reimbursements for participant travel and expenses

 Distribute stipends to each of the 20 ESCs. Each ESC pays stipends to

participants who successfully complete training

 Support the delivery of face-to-face and online professional development by

creating online trainer groups and maintaining regular communication with

group members

 Support the delivery of online professional development by providing guidance to

designated ESC specialists (either through the face-to-face TOT, through the

online group or through online course) on how to effectively deliver and facilitate

online professional development courses

 Provide and manage two servers to (1) host video, audio and text files for state-


Page 34

Adopted 2/14/2011

ESC specialists by creating online trainer

groups and maintaining regular

communication with group members.

Create online and face-to-face

professional development courses for

teachers.

Create self-paced online administrator

overview courses.

Identify parts of online courses that can

be shared through Texas Education on

ITunes U.

sponsored professional development and (2) host video, audio, and text files to

be used for iTunes Texas

 Facilitate collaboration among project partners and stakeholders

Statewide Parent Coordination

Network

Provide training and support to the

identified network members in the system

of ESCs in connection to the State

Performance Plan Indicator 8 for parents

of students receiving special education

services under the TEA Division of IDEA

Coordination.

 Coordinate the State Performance Plan Parent Survey Process

 Provide information, technical assistance, or training to school personnel and

parents to facilitate parent involvement

 Coordinate and facilitate Parent Coordination Network meetings.

 Coordinate a statewide system for delivery of training and information

dissemination to parents of students with disabilities, ages 0-22, and the

professionals who work with them, including parents who are traditionally

underserved through Texas Project FIRST

 Coordinate a statewide system for collaboration between ESCs, LEAs and

parent organizations that will result in parents receiving accurate and

consistent information through Texas Project FIRST

 Update and disseminate the Surrogate Parent Training materials and a FAQ

document

 Participate in (a) Parent Conference, (b) serve on state committees, and (c)

collaborate with parent organizations and the Parent Training and

Information Centers

 Review data from the Texas Parent Survey, results of the Parent

Organization Academy, Texas Project FIRST activities and other data such as

Public Input Meeting results


Page 35

Adopted 2/14/2011

Appendix B:

Comprehensive School Support

Plan – Service Centers


Page 36

Adopted 2/14/2011

State Key Dates

System Wide Activities

April 21, 2010

Info Commissioner’s Final Decisions on Accountability released.

TEA

o

LEA

o Review and discuss implications for existing plans and strategy

o

ESC

Services

Professional Development-Master Schedule Building workshop

Training in Campus Planning Software Online

Training in Comprehensive Needs Assessment

Training in Campus Planning to meet State and Federal Program Requirements

Orientation to Comprehensive Needs Assessment

Orientation to Campus Planning to meet State and Federal Planning

requirements

May 19, 2010

Info Accountability Manual Released

TEA

o

LEA

o Review and discuss implications for existing plans and strategy

o

ESC

Services

Specialized session on-site on accountability changes

Workshop session on Accountability Manual and related changes

Comprehensive School Support Plan

For Districts, Charters and Campuses: Key Dates and Activities


Page 37

Adopted 2/14/2011

June 3, 2010

Info TAKS Results for All Subjects and Grades (available through Pearson

Online Data Access)

TEA

o

LEA

o Needs assessment and priority setting.

o Begin calculating accountability status from assessment results.

o Needs assessment and ACCT/AWP calculation should influence NCLB SAS and budget

o Examine curriculum alignment in priority areas

o Strategy formulation should begin to address priorities and needs

o Consider needs in recruitment and hiring process

ESC

Services

Survey design and development to assist with Comprehensive Needs

Assessment

Data Disaggregation training

Professional Development – Curriculum Alignment and Prioritization

Disaggregation training and technical assistance

Professional Development – Response to Intervention

June 18, 2010

Info 2008-2009 Annual Dropout Lists available via TEASE

These reports provide a preview of the data that will be used to calculate the Annual Dropout

Rate and Completion Rate I base indicators for the state accountability ratings and graduation

rate for AYP.

TEA

o

LEA

o Begin to examine the dropout list for accuracy and add other local data such as

discipline, demographics, TAKS results, grades to create a dropout profile for each

student

o Initiate a dropout recovery to ensure re-enrollment prior to school start window

o Determine completion rates and dropout rates (lag a year)

ESC

Services

 Provide a dropout profile by student, campus, district to assist in developing

strategy and activity

 Provide Dropout Summits as networking opportunities for districts

 Showcase Best Practices, both local and nationally proven

 Overview of Dropouts and Best Practices

June 23, 2010

Info AYP Guide Available

http://ritter.tea.state.tx.us/ayp/2010/guide/index.html


Page 38

Adopted 2/14/2011

TEA

o

LEA

o Review and discuss implications for existing plans and strategy

ESC

Services

AYP sessions on-site customized to examine local issues

Professional Development – Data Disaggregation

Professional Development – Curriculum Alignment and Prioritization workshops

Accountability and AYP Overview training

Accountability Team offers assistance to districts

July 29, 2010

Info Preview Data Tables available in TEASE

TEA

o

LEA

o This should validate district preliminary work

o Planning should begin for board reports, public release, appeals

o Planning should begin for strategy implementation, pre-service and in-service training

o Schedule trainings to meet identified needs

ESC

Services

Run data analysis based on district’s preview data

Provide Annual Accountability Training Modules with technical assistance

Distribute the State and Federal Comparison Charts

July 30, 2010

Info State Accountability Ratings Release

TEA

o

LEA

o Begin development of early interventions for TAKS failures, especially in priority

subjects and for priority sub groups.

ESC

Services

Develop and offer specific training for tutorial teachers

Offer technical assistance in designing effective tutorial programs

Provide training in Differentiated Instruction

Offer networking opportunity for CIT/CAM/TAP working in region

Provide technical assistance (by appointment) related to the appeals process

and required actions related to accountability ratings

August 4, 2010

Info AYP Data Tables available to superintendents via TEASE

NCLB Compliance reports due to TEA via eGrants


Page 39

Adopted 2/14/2011

State Key Dates

TEA

o

LEA

o Validate district preliminary calculations

o Planning begins for board reports, public release (NCLB Report Card), appeals

o Existing plans should be reviewed to determine if changes or additions are necessary

o Schedule trainings to meet any new identified needs

o Examine AYP data for accuracy, merit for appeal

ESC

Services

Data Analysis, Benchmark Assessment, and Curriculum products available

Provide support through professional development that focuses on best

practices related to instructional delivery for core content, content knowledge

and diverse populations (continuous throughout the year)

Data and curriculum products available

Provide Annual AYP Orientation

Provide AYP Technical Assistance

Provide Title I School Improvement training

August 5, 2010

Info AYP Preliminary Public Release via TEA website

TEA

o

LEA

o

ESC

Services

Technical assistance in appeal development

 Provide technical assistance for campuses not meeting AYP

August 13, 2010

Info State Accountability Appeals Deadline

TEA

o

LEA

o Complete and submit appeal as applicable

ESC

Services

Technical Assistance on appeals

August 20, 2010

State Key Dates

Info Parent Notification of School Improvement Program status for Title I

School Improvement Stage I and higher

TEA

o Notification via TEA NCLB Listserv


Page 40

Adopted 2/14/2011

LEA

o Prepare and distribute parent notification

ESC

Services

Overview sessions on Federal Accountability

August/September

2010

Info TEA and LEA Post Ratings. Districts must post current accountability

rating, AEIS reports, and School Report Card on district website.

TEA

o Notification via EAS NCLB Listserv

LEA

o Discussions with staff regarding formative evaluations

o Check progress on implementation (maintain focus and coherence)

o Collaborate with district technology staff to ensure required information is posted

ESC

Services

Administrators Guide to Accountability

Overview sessions on Federal Accountability

Notification via NCLB Listserv

September 3, 2010

Info AYP Appeals Deadline

TEA

o Notification via TEA NCLB Listserv

LEA

o Complete and submit appeal as applicable

ESC

Services

Technical assistance on appeals

September 10, 2010

Info Proposal for CIT Membership due

TEA

o

LEA

o Set tentative meeting dates with CIT, send current draft of comprehensive needs assessment

and DIP/CIP

ESC

Services

Highly Qualified Teacher and Paraprofessional training

Technical assistance in AYP appeals development

September 8-22, 2010

Info 2010 AEA campus registration process

TEA

o

LEA

o Complete registration process as applicable


Page 41

Adopted 2/14/2011

ESC

Services

Notification and technical assistance as applicable

September 24, 2010

Info School-Start Window

PEIMS Rules: Students must return during the period of time between the first day of school

and the last Friday in September to be counted as having returned to school. This period is

the school-start window. Students who do not return during the school-start window are

reported and counted as dropouts. Migrant students are counted as returning students, not

dropouts, regardless of return date.

TEA

o

LEA

o Review PEIMS data on all enrolled students to ensure accurate coding

ESC

Services

PEIMS training

Professional Development – Student Accounting software

September/October,

2010

Info Student Report Cards

District must include accountability ratings with students’ first report card.

NCLB Highly Qualified Teacher report due November 1, 2010

OEYP Application opens (9/3/2010)

ARI/AMI Application due (10/1/2010)

TEA

o

LEA

o Ensure accountability information is included with report card

o Ensure HQT Report is complete and accurate

o Complete OEYP Application

o Complete ARI/AMI Application

ESC

Services

Training for PBMAS

Training in Federal Parent Involvement and requirements including best practices

PBMAS technical assistance

Technical assistance on OEYP Application

Technical assistance on ARI/AMI Application

October 15, 2010

Info Submission of AU Focused Data Analysis

Submission of AU School Improvement Plan

Exit Level TAKS retest week, October 19-22, 2010

TEA

o Training and technical assistance on AU requirements and processes

LEA

o Completion and submission of required information


Page 42

Adopted 2/14/2011

o Ensure Exit level TAKS administration for retesters

ESC

Services

November 3, 2010

Info Ratings Update

The outcome of all appeals must be reflected in the rating update scheduled for October

2010. At that time, the TEA website will be updated.

TEA

o

LEA

o Review data a communicate to stakeholders as applicable

ESC

Services

November 3, 2010

Info Gold Performance Acknowledgments (GPA) issued by TEA

TEA

o

LEA

o Celebrate successes

o Communicate to stakeholders

o Review through an appreciative inquiry lens to determine possibility of replicating the success

ESC

Services

Technical assistance related to the determination of GPA

November 17, 2010

Info AEIS Reports available to superintendents via TEASE

TEA

o

LEA

o Check progress on implementation (maintain focus and coherence)

ESC

Services

Technical assistance related to the determination of GPA

November 30, 2010

Info Initial Leaver Data due to ESC

TEA

o

LEA

o Ensure data is submitted to ESC PEIMS


Page 43

Adopted 2/14/2011

ESC

Services

PEIMS Leaver data integrity training

November 30, 2010

(5th year)

Info Submission of first CIT monthly Progress Report

TEA

o

LEA

o Ensure Progress Report is completed and submitted

ESC

Services

Coordination and technical assistance with CIT

December 1, 2010

Info TEA Publishes House Bill 3 Transition Plan

TEA

o Presentations at Assessment Conference and throughout the Spring of 2011

LEA

o Process released information

ESC

Services

Prepare summaries for LEAs on new accountability and STAAR (new assessment

program)

Review documents for implications for curriculum, instruction and assessment in the

2011-2012 and 2012-2013 school years

December 2, 2010

Info AEIS Reports available to the public via TEA website

TEA

o

LEA

o Provide report on AEIS to school board

o

ESC

Services

Technical assistance in reading and interpreting AEIS Data

December 2, 2010

Info Initial Leaver Data due to TEA

TEA

o

LEA

o Coordinate efforts with district PEIMS staff to ensure accuracy of information

ESC

Services

Technical assistance with submission


Page 44

Adopted 2/14/2011

December 2010

Info Final Release of AYP Status School Report Cards released by TEA

PEG list is released

Notification to superintendents (via mail) of campuses identified under PEG criteria effective

for the 2010-2011 school year

TEA

o

LEA

o Celebrate successes

o Communicate to stakeholders

o Review through an appreciative inquiry lens to determine possibility of replicating the success

ESC

Services

Technical assistance in reading and interpreting data

January 18, 2011

Info Re-Submission Leaver Data due to ESC

TEA

o

LEA

o Ensure data is submitted to ESC PEIMS

ESC

Services

Mid-year meetings with CIT/CAM/TAP is discuss progress barriers, new directions

January 20, 2011

Info Re-Submission Leaver Data due to TEA

TEA

o

LEA

o Check progress on implementation (maintain focus and coherence)

o Plan for accelerated instruction required by SSI (reading and math)

ESC

Services

Technical assistance with re-submission

March 1, 2011

Administration (1st)

March 18, Receive

results (3,5,8)

Info Grades 3, 5, 8 Reading TAKS (SSI)

TEA

o

LEA

o Continue planning for accelerated instruction

o Emphasize data accuracy and validation

o Determine which students (3, 5, 8) are required for intervention based on SSI


Page 45

Adopted 2/14/2011

ESC

Services

SSI training and technical assistance

April 4, 2011

Administration (1st)

April 22, 2011

Receive results

Info Grades 5, 8 Math TAKS (SSI)

TEA

o

LEA

o

ESC

Services

SSI training and technical assistance

April 5, 2011

Administration (1st)

April 22, Receive

results (4,7,9,10)

Info Grades 4, 7 Writing

Grades 9,10, Exit Reading and ELA

TEA

o

LEA

o Continue planning for accelerated instruction

o Emphasize data accuracy and validation

o Determine which students (3,5,8) are required for intervention based on SSI

ESC

Services

SSI training and technical assistance

April 25-April 30,

2011

Info All other TAKS Administrations

TEA

o

LEA

o Continue planning for accelerated instruction

o Emphasize data accuracy and validation

ESC

Services

May 17, 2011

Administration (2nd)

June 3, 2011 Receive

results

Info Grades 5, 8 Math TAKS (SSI)

TEA

o

LEA

o Continue planning for accelerated instruction

o Convene GPD for students who did not meet standard (SSI Requirement)

ESC

Services

SSI training and technical assistance


Page 46

Adopted 2/14/2011

May 18, 2011

Administration (2nd)

June 3, 2011

Receive results

Info Grades 3, 5, 8 Reading TAKS (SSI)

TEA

o

LEA

o Continue planning for accelerated instruction

o Convene GPD for students who did not meet standard (SSI Requirement)

ESC

Services

SSI training and technical assistance

May 25, 2011

Info TAKS Results for All Subjects and Grades available through Pearson Online

Data Access

TEA

o

LEA

o Conduct summative evaluation of DIP/CIP

o Start process again, celebrate success, plan for continuous improvement

o

ESC

Services

Technical assistance in reading and interpreting data

June 1, 2011

Info End of School

TEA

o

LEA

o SSI summer intervention (Grade 3,5,8, Reading and Math)

ESC

Services

SSI training and technical assistance

State Compensatory Education Evaluation services

June 28, 2011

Info Grades 5, 8 Math TAKS (SSI)

TEA

o

LEA

o Continue planning for accelerated instruction

o Convene GPC for students who did not meet standard (SSI Requirement)

o

ESC

Services

SSI training and technical assistance


Page 47

Adopted 2/14/2011

June 29, 2011

Info Grades 3, 5, 8 Reading TAKS (SSI)

TEA

o

LEA

o Continue planning for accelerated instruction

o Convene GPC for students who did not meet standard (SSI Requirement)

ESC

Services

SI training and technical assistance

July/August, 2011

Info Preview Data Tables available via TEASE

TEA

o

LEA

o

ESC

Services

Technical assistance in reading and interpreting data

Run data analysis based on district’s preview data

By August 1, 2011

Info Release of 2011 Accountability Ratings

TEA

o

LEA

o

ESC

Services

Offer networking opportunity for CIT/CAM/TAP working in region.

Provide technical assistance (by appointment) related to the appeals process and

required actions related to accountability ratings

Offer technical assistance in designing effective tutorial programs.

Provide training in Differentiated Instruction

 

 

 

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