Effective Schools Framework: Enhancing Student Outcomes Through Strategic Levers

1. Internal Staff Development

2. Time & Effort

3. Effective Schools Framework https://texasesf.org/

4. Effective Schools Framework Introduction What is the ESF and why was it created?

5. The Effective Schools Framework An aspirational framework that describes the highest leverage school practices that can be implemented to improve student outcomes

6. Why was the ESF created?

7. The Effective Schools Framework aims to address gaps in the previous state framework

8. The Effective Schools Framework aims to better support how campuses approach improvement

9. A Common Vision of School Best Practices Working together as an integrated whole, centered around the instructional core. Prioritized Levers > District Commitments > Essential Actions > Key Practices

10. 5 Prioritized Levers The foundational levers effective schools pull in order to ensure that students receive an excellent education The levers work together as integrated whole, centered around the instructional core.

11. 13 Essential Actions Prioritized Lever 1: Strong School Leadership and Planning • Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities • Focused plan development and regular monitoring of implementation and outcomes Prioritized Lever 2: Effective, Well-Supported Teachers • Recruit, select, assign, induct, and retain a full staff of highly qualified educators • Build teacher capacity through observation and feedback cycles Prioritized Lever 3: Positive School Culture • Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations • Explicit behavioral expectations and management systems for students and staff • Proactive and responsive student support services • Involving families and community Prioritized Lever 4: High-Quality Curriculum • Curriculum and assessments aligned to TEKS with a year-long scope and sequence Prioritized Lever 5: Effective Instruction • Objective-driven daily lesson plans with formative assessments • Effective classroom routines and instructional strategies • Data-driven instruction • RTI for students with learning gaps

12. Identify Needs How does the ESF strengthen the continuous improvement process? Increased focus on campus practices in addition to data Focused plan with support from aligned capacity building Implement and Monitor Plan Narrow focus on highest leverage areas for improvement

13. Goal of the ESF Diagnostic Process Identify campus and district strengths and areas for growth in alignment with ESF essential actions Determine 2-3 highest leverage focus areas for improvement Support the connection to a capacity builder with expertise in these focus area

14. Understand highest leverage school practices Moving to Action If districts and schools... Then school and student outcomes will improve Assess current state of school practice Plan to improve school practice Connect to effective & specialized support providers Prioritize gaps in practice to strengthen

15. Stay Up To Date on ESF TexasESF.org @TexasESF @TexasESF

16. Mónica Jaloma, Esther McCarthyJesse Teran Capacity Builders Manuel Aldaco, Rachel Anderson, Josie Perez, Eliza Simental, Nellie Ugarte

17. Effective Schools Framework Action Coaching • Data-Driven Instruction • Coming Soon: • Lesson Planning • Formative Assessments Capacity Builders Student Culture

19. Leading the Learning Co-Op

20. Leading the Learning Co-Op Fall 2019 Spring 2020 Refining Campus’ Vision, Mission and Goal Setting Principal Supervisors Building Systems of School Support Leading & Managing Change Building a Strong School and Student Culture • Data-Driven Instruction • Data Analysis for Student Success • Interim and Local Assessments • Effective Coaching Skills Through T-TESS • Scope & Sequence TEKS RS • Giving Effective Feedback: See It, Name It, Do it

21. Prioritized Lever 5: Effective Instruction

22. EssentialAction 3: Data-driven instruction • Campus instructional leaders review disaggregateddata to track and monitor the progress of all students, including students with disabilities and English learners among other student groups, and provide evidence-based feedback to teachers. • Teachers use a corrective instruction action planning process, individually and in PLCs to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to reteach. • Teacher teams have protected time built into the master schedule to meet frequently and regularly for in-depth conversations about formative and interim student data, effective instructional strategies, and possible adjustments to instructional delivery focused on meeting the needs of both struggling learners and learners needing acceleration. • Student progress toward measurable goals (e.g., % of class and individual student mastering of objectives, individual student fluency progress, etc.) is visible in each and every classroom and throughout the school to foster student ownership and goal setting.

24. Essential Actions Foundational Essential Action 2. Effective classroom routines and instructional strategies 3. RTI for students with learning gaps

27. Effective Schools Framework Prioritized Lever 1: Strong School Leadership and Planning • District provides effective governance to support and promote student outcomes.

28. Student Outcome Goals • Students scoring in the meets grade level performance range across STAAR Reading/Writing/ELAR will increase from 28% to 58% by the end of school year 2020-2021. • Students scoring in the meets grade level performance range across STAAR Mathematics will increase from 19% in Spring 2017 to 60% by the end of school year 2020-2021. • High school students graduating College, Career, or Military Ready will increase from 18% in December 2018 to 50% in May 2021.

29. Student Outcome Goals • Students in 3rd grade Mathematics through Algebra I performing at Masters Level on STAAR / EOC will increase from 19% to 38% by June 2022. • Students in 3rd grade Reading through English II performing at Masters Level on STAAR / EOC will increase from 10% to 30% by June 2022. • Students graduating college, career and military ready will increase from 65% to 75% by June 2022.

30. Student Outcome Goals • Students performing at the Meets Grade Level Standard on STAAR Reading grade 3rd-8th, EOC English I & II will increase from 27% to 67% by May 2022. • Students performing at the Meets Grade Level Standard on STAAR Math grades 3rd-8th and EOC Algebra 1 will increase from 33% to 70% by May 2022. • Students reading on grade level (as Measured by Istation in K-2 will increase from 49% to 90% by May 2022.

31. Connections • How can your expertise and experience be channeled towards the implementation of ESF? • How can your products and services align to districts implementing Lone Star Governance/student outcome goals? • How may ESF and LSG enhance the focus of your organization?

32. Accountability • TXschools.gov

33. Accountability • 9 of the 12 districts increased their overall score

34. Accountability • 6 Districts and Charters with an “A” • 9 Districts and Charters with an“B” • 2 Districts and Charters with an “C” • 2Districts and Charters with a “D” or“F”

35. Accountability • 55 schools (21% of the region) have an “A” rating • 144 schools (55% of the region) have a “B” rating • 36 schools (14% of the region) have a “C” rating 95% of schools in ESC Region 19 have a “C” or higher rating

36. Accountability and CCMR

37. Accountability

38. Accountability

39. Accountability

40. Accountability and Interventions

41. Accountability

42. Accountability TIER 1 - Interventions • Additional Targeted Support Schools

43. Accountability TIER 2 - Interventions • Targeted Support Schools

44. Accountability TIER 2 - Interventions • Targeted Support Schools

45. Accountability TIER 2 - Interventions • Targeted Support Schools

46. Accountability TIER 3 - Interventions • Overall D of F Schools

47. Accountability TIER 3 - Interventions • Comprehensive Schools

48. Accountability • We have 130 schools that will need to engage school improvement interventions based ATS, TS, or CS labels • ESF Overview • ESF Self Assessment • ESF Aligned TIP • As we begin the 2019 – 2020 school year, it will be critical to align our services to the Effective Schools Framework and provide the needed interventions as capacity builders.

49. ESF Alignment Tool • Please go to the following link to enter your department’s session information. http://bit.ly/2L8MO9J