Curriculum Directors Meeting

Curriculum Directors Meeting

Agenda Welcome TEA Initiatives – Pulling it Together
T-TESS and T-PESS: SLOs and Student Growth Measures ESSA Equity Toolkit PEIMS and Accountability Updates Content Updates Special Education and Academy Follow-up Academies Summer 2017 TXVSN and other Counselor Updates Additional PD Opportunities

Curriculum Director Meetings
Thursday, May 18, Workshop # Wednesday, May 18th

Accessing Handout and PowerPoints

T-TESS/T-PESS and Student Growth Measures
Student Learning Outcomes ESSA – Every Student Succeeds Act Equity Plan Toolkit 6 years ago. To get the NCLB waiver, Texas needed to create an evaluation system with a student growth component Piece. So we created T-TESS and T-PESS with a choice of 4 student growth measures. ESSA Emphasis on needs assessment, improvement, SMART goals, and evaluation. Equity Plan Toolkit – Again about reflective growth and replaced HQ under NCLB

Student Growth in relation to T-TESS
sent to Superintendents on January 25 With the adoption of Chapter 150 Commissioner’s Rules Concerning Educator Appraisal (T-TESS), LEAs were to choose student growth measures for each teacher beginning with the school year. However, through our pilot and refinement years of the new appraisal system, we have shown that year two is where educators really settle in to the systems and become more efficient with and positive about appraisal as a growth process (as opposed to a rating process). We do not want LEAs to lose that success due to struggles with district-wide student growth implementation. Therefore, TEA would like us to inform you of your ability to apply to the commissioner for a waiver from the requirements to implement student growth in The commissioner would look favorably upon such waiver requests provided that applying LEAs did commit to piloting student growth in some capacity during school year.

T-TESS Appraisal Philosophy
Formative – the experience leads to development for teachers and principals Timely and Ongoing – development is continuous, not intermittent Relationships – colleagues working together Let’s review a little about T-TESS and the Appraisal Philosophy T-TESS was built on the conversations about what it is that effective teachers do that make them so effective…. T-TESS is: Formative – the experience leads to development for teachers and principals – With teacher shortages in some areas, we know that we must support and grow the teachers and principals that we already have. Timely and Ongoing – development is continuous, not intermittent. Not a snap shot or one time observation that creates a check box Relationships – colleagues working together – the embedded conferences and conversations create a framework for instructional coaching and continued conversations that lead to strengthened relationships

Texas Teacher Evaluation and Support System (T-TESS)
Rubric – 4 Domains which include 16 Dimensions Goal-Setting and Professional Development Process Student Growth Student Learning Objectives (SLO) Value-add scores or measures (VAM) Portfolios District Pre and Post tests T-TESS actually has 3 main components that lead to teacher growth: 1. The Rubric which includes the 4 Domains that are made up of 16 Dimensions – these 16 dimensions are rated for each teacher and shared with the teacher at an end of year conference 2. Goal-Setting and Professional Development Process begins at the beginning of the year but is continued throughout the year as conferences and “check-ins” continue Student Growth is the component that was to be implemented for all teachers in However, your LEA will now need to make some decisions around how to pilot student growth. Questions to ask leadership team: Which teachers and what subjects? Which campuses? Which of the 4 student growth measures for each teacher? These are difficult questions to answer if the Leadership team doesn’t fully understand the 4 student growth measure options. The answer to these questions will impact how teachers view T-TESS and the appraisal process, so making an informed decision is important. The 4 student growth measure options are: Student Learning Objectives (SLO) Value-add scores (VAM) Portfolios District Pre and Post tests We will discuss each of the 4 measures more in depth in a couple of slides.

Student Growth Student growth measures can be piloted in provided the district submits a waiver request to TEA. Districts may choose from the four possible measures of student growth. Student growth data, like observation feedback, is for the purposes of making more informed professional development decisions. Before we get to the description of the 4 student growth measure options, let us review student growth in general terms. Reminder: Student growth measures can be piloted in provided the district submits a waiver request to TEA. Waiver does not need board approval. Districts may choose from the four possible measures of student growth – Minimum is one teacher, one student growth measure in order to comply with the waiver. However, this is not the intent of the waiver. We hope that LEAs take this opportunity to use student growth with the “Rock solid” teachers in order to build buy in, acceptance and capacity as the foundation for the school year. Student growth data, like observation feedback, is for the purposes of making more informed professional development decisions.

Assessment vs. Process Assessment-based student growth:
District pre- and post-tests Value-added measures (VAM) Standardize, objective, comparable Process-based student growth: Student learning objectives (SLO) Portfolios Granular, timely, context specific feedback Measures of Student Growth The four measures of student growth can generally be placed into two buckets. • Assessment-based Student Growth Measures: District Pre- and Post-Tests and VAM • Process-based Student Growth Measures: SLOs and Portfolios District Pre- and Post-Tests and VAM: District Pre- and Post-Tests and VAM are student growth measures that focus on assessments as the basis for determining students’ skill levels entering a course and exiting a course. They are designed to quantify growth at the individual student and/or teacher level. VAM uses standardized state assessments to determine whether or not a student progresses as much as expected based on the student’s unique profile based on his or her prior state assessment results. VAM results can be broken down into entering achievement levels (high, medium, and low), gender, socio-economic status, and other student subcategories. VAM can show teachers what types of students are or aren’t progressing in their classes so that teachers can target professional development opportunities to improving instruction for those groups. Because VAM measures growth using state assessments, VAM can only be used for teachers in tested grades and subjects. Any district choosing to use VAM as a measure of student growth will need to use at least one other measure for the approximately 80% of teachers that can’t use VAM. District Pre- and Post-Tests, like VAM, use assessments to determine entering and exiting skill levels for students, but they are based on district-level assessments instead of state assessments. Districts would be free to decide whether to use district-created assessments or assessments secured from a third party. The level of formative feedback and data analysis available with District Pre- and Post-Tests would be dependent on how the district collects, disaggregates, and shares student results with teachers. District Pre- and Post-Tests and VAM allow for greater comparability across campuses – students are taking the same assessments and the interpretation of assessment results are generally objective and mathematical. The challenges with District Pre- and Post-Tests and VAM lie with the value of the feedback in improving instruction. Knowing how much a student or a group of students grew over time doesn’t necessarily indicate which actual instructional practices either lead to or hindered that growth. SLOs and Portfolios: The SLO and Portfolio processes follow very similar paths. They are designed to engage teachers in deliberate thinking as they answer fundamental questions about their instructional plans and decisions. 1. What are the foundational skills that I teach in this class? 2. Where do I think my students will be with these skills upon entering my course? 3. Where are my students actually with these skills upon entering my course? 4. Based on where my students are with these skills, if I provide effective instruction throughout the course, where should these students be at the end of the course? With these growth targets set (in answering question 4), the teacher then monitors students’ progress throughout the course to ensure that the instructional plans for those students are effectively moving them toward their targeted skill level, making adjustments to pedagogy when necessary. In both SLOs and Portfolios, the teacher’s rating would come from both how well the teacher interacted with the process and how well students reached and/or exceeded growth targets. SLOs and Portfolios are not about precisely quantifying or calculating an amount of growth. They are designed to guide deliberate and thoughtful decision-making for teachers and determine the impact of their instruction. The benefits and challenges of SLOs and Portfolios lie in the depth with which they prompt strategic instruction and reflection. While this can be difficult and sometimes uncomfortable, it can also be extremely valuable in improving pedagogy.

SLOs, Appraisal and Student Outcomes
They are: A means to teacher growth (reflect, assess, adjust, and develop over time); A concentrated look at instructional impact through the lens of the most important skill; Results feed into a teacher’s own cycle of development (GSPD plans); and Evidence-based. Because SLOs are about teachers – focusing on the supporting teachers in their development of deliberate, evidence-based thinking as they plan and deliver instruction, monitor and assess learning, and adjust and refine practice to meet the learning needs of the actual students in their classrooms. As teachers think about SLOs, their first instinct might be that they already do this – this is about student learning and how they move through some of the curriculum. How is it different than just teaching like they already do? The value of the SLO process is the distilled focus it allows so that teachers and appraisers can filter through the otherwise noisy school year to really hone in the teacher’s choices and practice. Trying to draw conclusions about practice when wrestling with an entire course worth of learning can be very difficult. To explain evidence-based - we mean that to be a counterpoint to the previous slide that says SLOs are not mathematical or mathematically precise. While that’s true, we don’t want to give the impression that determinations in SLOs (where students are, where they should be, where they actually land, etc.) are willy-nilly and whatever the teacher says or wants. The entire point of all of this is to develop more thoughtful, deliberate, and evidenced-based teachers. So although SLOs deal with estimation and aren’t designed to come up with a magical growth number or teacher effectiveness number, they are certainly evidence-based in that teachers are constantly pointing to evidence to justify their rational decisions.

The SLO Process A series of questions that, if I answer thoughtfully and thoroughly, should lead to improvements in instruction and student learning. SLOs in a one sentence statement: A series of questions that, if I answer thoughtfully and thoroughly, should lead to improvements in instruction and student learning.

Alignment with T-TESS Post-conference and end-of-year conference
SLO process as evidence on the T-TESS rubric Principal practice and the T-PESS rubric Helps inform GSPD Collaboration SLOs dovetail with all other parts of the T-TESS appraisal cycle – observations, goal-setting and PD plan results, Domain 4 conversations, etc. Post-conference and end-of-year conference During the T-TESS post conference and end-of-year conference you would discuss lessons learned from the SLO process which would feed into the teacher’s goals for the following year SLO process as evidence on the T-TESS rubric The appraiser might ask the teacher, “What did you realize about your own pedagogy (assumptions, sequencing, grouping, etc.)?” Principal practice and the T-PESS rubric Directly related to T-PESS for principals, Standard 1 states: 1b. Principals help develop high-quality instructional practices among their teachers that improve student performance. 1c. By monitoring multiple forms of student data to inform instructional and intervention decisions, principals contribute to maximizing student achievement. Helps inform GSPD The process encourages teachers to plan instruction with deliberation and to set growth targets and monitor each student’s growth. Reflection is encouraged at all stages and is the basis of immediate changes and opportunity for professional learning. Collaboration The SLO process flourishes in collaborative setting. Data, best practice, reflection and new learning are the hallmarks of teacher work.

SLO Trainings in Region 2
One day training Required attendees: Teacher appraisers (Principal and Assistant Principal) Suggested attendees: District Curriculum Support Staff, Campus Curriculum Support Staff, 2-5 Lead Teachers per campus May 3 – WS# May 24 – WS# June 7 – WS# July 25 – WS# August 8 – WS# ESCs will have a one-day training for appraisers and support teams on SLOs for those LEAs that choose to use that measure. The training will be at no cost to the district for the school year. Even if you are considering Portfolios, we suggest you attend the SLO training. The process is vey similar. Although TEA and the ESCs will not have training for District Pre- and Post-Tests and Value-Added, LEAs that choose to use these measures are strongly encouraged to seek out training and guidance.

Transitioning from NCLB to ESSA
On December 10, 2015, the Every Student Succeeds Act (ESSA) was signed into legislation to rewrite ESEA/NCLB. The Every Student Succeeds Act (ESSA) introduces an entirely new set of rules to Title I and other federal programs. Now comes the hard part: IMPLEMENTATION! Come find out what you need to know to prepare to fully implement these new requirements in the school year.

ESSA TEA Programmatic Updates
ESSA Programmatic Compliance Updates # Tuesday April 11, 2017 8:30-3:30 Room 3-20 Transitioning from NCLB to ESSA # Tuesday June 6, 2017

ESSA Full Application Trainings by TEA
April 28– ESC 4 Houston May 2 –ESC 16 Amarillo May 4– ESC 13 Austin May 8 – ESC 10 Dallas May 18 – ESC 15 San Angelo May 25 – ESC 1 Edinburg

For Additional Information Contact
Camille Kieschnick Federal Programs Specialist (361)

District Equity Plan Requirement
All districts that receive Title I funds must create and submit plans describing how the district will improve gaps as they relate to low-income students and students of color being taught at higher rates than other students by inexperienced, out- of-field, and ineffective teachers. The school year will be the first year LEA Equity Plans will be required under ESSA. Plans Due November 1, 2017

Equity Plan Toolkit Trainings ONE Day Training
May 22 – WS# June 12 – WS# August 4 – WS# Suggested Participants Superintendents Assistant Superintendents HR Directors Curriculum Directors SPED Directors Federal Program Directors Training is most beneficial if District Team attends together!

District Equity Plan Resources
District Equity Plan Requirement, Every Student Succeeds Act (ESSA), Title I TAA March 24, 2017 Equity Toolkit Website

For Additional Information Contact
Suzy Ponton (361) Camille Kieschnick (361)

Statewide Longitudinal Data Systems PEIMS & Accountability

GeoffreY Administrator of Instructional Support Systems
Region Testing & PEIMS Coordinator Education Service Center – Region 2 p: (361)561–8434 e:

85th Legislative Session Updates HB2610 – The Minutes
Blanket Waiver for PK <210 Min/Day HB2804 A-F: Domain 4 HB2804 A-F: Domain 5 Student Language Code *NEW* Curriculum Updates LOTE / SPED Grad Type/Dual Credit Foster Care Update Early Childhood Data System (PK & KG)

Over 1000 Bills Being Vetted Currently by TEA
100+ Have Direct Implications for PEIMS & Data Collection

HB 2442 (King) – 32,400 minutes for PK / AEP
More than a dozen bills impacting Domains A-F* HB 395 – CTE Weighted Funding for Tech Apps courses SB 354 – Data tracking for deaf students under 8 HB 1245 – Expands CTE eligibility for funding SB 61 – Expands LEP data reporting Numerous bills to change language in Chapter 37 prohibition of OSS for specific student groups Restraints, arrests and citations HB 3593 – Locally approved courses for HS credit SB 1657 – IGCs for formerly enrolled students JUST A

Calendar minutes must meet 75600 to avoid funding implications
Calendar minutes must meet to avoid funding implications. Will be deducted proportionately. There are no funding implications of a day less than 420 minutes, as long as 240 minutes of instruction provided. Blanket waiver for for PK. EVERY DAY A WAIVER DAY! Other Waivers (staff development / shortened day / etc) – make sure the house is order. AEP shorter than 75,600 must have waiver on file!

HB 2804 A-F Domain 4

Grade 7 & 8 – once a student receives the code, it does not fall off (continues into grade 8)

Performance Acknowledgements
AP/IB Bilingualism / Biliteracy First Post-Secondary Certification Second Post-Secondary Certification Third Post-Secondary Certification College Readiness Assessments Dual Credit

HB 2804 A-F Domain 5

Documentation Coming Soon
BIG OVERALL SMALL OVERALL HB5 as required of the 8 domains HB2804 Average of A-F Documentation Coming Soon

New Student Language Code Reported for ALL Students
Feds questioning home languages of 98 English, but coded LEP

LOTE / SPED Grad Types / Dual-Credit
Curriculum Updates LOTE / SPED Grad Types / Dual-Credit

Languages Other Than English
New Courses and New TEKS added for Classical Languages Leveled LOTE Service IDs for MS have now replaced with 1 single ID Non-credit bearing language courses Not taught to specific grade level Not specific TEKS HS credit bearing classes still coded with HS service ID

New Minimum Standards of the AAR expected out this Summer (No Date)
Former MHSP Seal to be used for all FHSP graduates

No such thing as a DC service ID, just a DC indicator (credit was awarded for a HS class)
Covering all TEKS in a college-based course. TEKS and MOU drive the service ID You do not get HS credit for simply taking a college class PEIMS coordinators should not be ‘treasure hunting’ for service IDs for a college course students took. Pre-defined local list of courses in which a student can earn HS credit through DC model

Transportation requirements and disaggregation as own sub-group under accountability

Early Childhood Data System
Simple Solution. Brighter Futures. ECDS Early Childhood Data System

Important Dates April 21, 2017 August 17, 2017
Updated PK ECDS Reports, business validations, and Complete Functionality for PK/KG will be available. August 17, 2017 All KG, Public PreK, and Private PreK ECDS data needs to be completed.

Student Outcomes Change When Adult Behaviors Change

Content Updates: ELAR Proposed Revisions to English and Spanish Language Arts and Reading TEKS for Kindergarten – Grade 8 The official public comment period for the proposed revisions to the English and Spanish language arts and reading TEKS for Kindergarten – Grade 8 is now open. The SBOE has specifically requested feedback regarding the amount of time needed to provide instruction in the proposed student expectations. Specific feedback related to the time needed to teach individual concepts would be helpful. To view the proposed revisions and submit public comments, visit osed_State_Board_of_Education_Rules/.

Content Updates: ELAR Vertical Alignment Documents
Vertical alignment documents that reflect the alignment of the proposed revisions across grade levels Kindergarten – Grade 12 are available for English and Spanish language arts and reading at— English language arts and reading and_Skills_(TEKS)_Review/English_Language_Arts_and_Reading_TEKS/

Content Updates: ELAR Distribution of Remaining Texas Primary Reading Inventory (TPRI) Kits TPRI kits provided by the Texas Education Agency (TEA) for Texas public schools will no longer be available after the 2016–2017 school year. Since there have been no revisions to the TPRI assessment since its 2010 release, the current 2010–2014 kits remain valid. Texas public schools and school districts that wish to obtain additional K–2 kits from the remaining inventory will be allowed to do so while supplies last or until May 31, 2017, whichever comes first. TEA encourages schools and school districts to replace any TPRI kits that are incomplete or damaged. Schools and school districts may also order additional kits to meet projected increases in the number of K–2 classrooms and to replace incomplete or damaged kits in the future. Orders will be fulfilled on a first-come, first-served basis until no kits remain. To place an order, visit the TPRI ordering site at Beginning in summer 2017, downloadable versions of TPRI and Tejas LEE and training on how to administer the reading instruments will be available through Gateway Courses by TEA. Updates regarding the transition to online resources will be shared through various TEA list-servs, including English Language Arts-Reading, Texas Literacy Initiative, and Texas Gateway.

Content Updates: ELAR New and Updated Gateway Resources for English Language Arts and Reading OnTRACK Lessons for grades 6 and 7 English Language Arts and Reading are now available. Examples of lessons include Summarize Informational/Expository Text (grade 6) and Analyze Point of View in Literary Texts/Fiction (grade 7). Additional lessons will be published throughout spring The Targeting the 2 Percent binder, which contains reading intervention lessons for grades K–5, has been updated to include Spanish versions of the lessons. To view, visit the featured resources at select T2 PERCENT, browse the various resources, and follow the left- hand menu. For information and assistance on finding resources or enrolling in professional development courses, contact Texas Lesson Study on the Gateway An overview of Texas Lesson Study is now available, and the first lesson—Sparking Curiosity and Wonder: Making Complex Inferences—is posted. Please note that a login is required to view this and future lessons.

Content Updates: ELAR Contract positions open for ELAR/SLAR curriculum writers and reviewers. We also would like to see different parts of the state represented if possible. This is a position that can be done remotely (however, there will be 8 days of training in Austin) and can be done even if they are working full time. The project will begin this June and last through next summer. The writer contract is $10,000, and the reviewer contract is $5000. This a special opportunity to be part of a project that affects hundreds of districts across the state. Here is the link to apply:

Mathematics Updates TEA Student Assessment Division is requesting that supervisors recommend teachers to sit on educator committees. OnTRACK Lessons on Texas Gateway Applying Order of Operations Generating Equivalent Forms of Rational Numbers New Teacher2Teacher Videos on Texas Gateway Measurement conversions Solving one-step equations with rational coefficients Solving equations with combining like terms New Supporting Documentation on Texas Gateway Advanced Quantitative Reasoning Algebraic Reasoning Statistics

Math - TEKS Resource System Updates
NEW Mathematics STAAR Blueprint and Item Percentages Reflect the blueprint reductions that follow from the shortened STAAR exam. TEKS Resource System is looking for assessment item writers and reviewers! Forward strong teachers’ information to us, and we can pass them along to the TCMPC

Science Updates Applications for the 2017 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) The application windows for grades 7-12 mathematics and science teachers is open. The PAEMST awards are the nation's highest honors for teachers of mathematics and science. Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education. AP Computer Science A teachers may apply under the mathematics category. High school teachers who teach a career and technical education (CTE) or a technology applications course that can satisfy a mathematics or science graduation credit may apply under the appropriate category. The National Science Foundation administers PAEMST on the behalf of The White House Office of Science and Technology Policy. The application window will close on May 1, Teachers may may apply themselves at If you know great teachers, encourage them to join this prestigious network of professionals. In Texas, eligible teachers who submit a completed application by May 1, 2017, will receive 25 CPE hours. For questions, contact Jo Ann Bilderback at or This slide can be deleted. Only application window is currently open. Encourage our teachers…

Science Updates Proposed Amendments to the Science TEKS
The official public comment period for the proposed amendments to streamline the science TEKS is now open. Please note that the SBOE has specifically requested feedback regarding the amount of time to provide instruction in the proposed student expectations. Specific feedback related to the time needed to teach individual concepts would be helpful. To view the proposed amendments and submit public comments, visit Proposed amendments to 19 TAC Chapter 112, Texas Essential Knowledge and Skills for Science, Subchapter A, Elementary, Subchapter B, Middle School, and Subchapter C, High School Public Comment Period: March 3, 2017– April 18, 2017 Earliest Possible Date of Adoption: April 2017 SBOE meeting Remind them that this is still open for comment and if they want to keep TEKS to suggest time frame

Science Updates: TEKS Resource System
UPDATED - Science K-2, 3-5, 6-8 VADs and Biology TCD (March 28, 2017) The Science K-2, 3-5, 6-8 VADs and Biology TCD have been revised and updated to reflect any insights from STAAR Analysis. Please see the most updated version on the website. Specifics can be found by searching in the Revisions section of the home page. NEW Science Streamlining Plan for Science Streamlining Plan pdf Has a timeline for when documents will be updated to reflect streamlined TEKS NEW! 2016 Science STAAR Analysis NEW! Biology, Grades 3-5, and Grades 6-8 Science STAAR Analysis documents are now available under STAAR Resources in the Resource section. Individual student expectation analyses are linked in applicable IFDs under System Resources for Grades 3-5, 6-8, and Biology These are the updates from the website under update section

English Language Arts and Mathematics
Free Opportunities for Special Education and General Education Teachers English Language Arts and Mathematics

1. Secondary ELA Fundamentals of Guided Reading: Guided Reading in Grades 6-8 May 25th, 2017 Workshop Number Reading and Writing in the Content Area: Reading Support for Struggling Secondary Readers in Grades May 15, 2017 Workshop Number No Substitute Reimbursement Available. Only 40 seats per workshop.

2. Elementary Math and Reading – Academy Attendees and Special Educators
Reading Grades Kindergarten and One Foundations in Reading Series: Literacy Academy in Action – Reading Comprehension May 4, 2017 Workshop # Foundations in Reading Series: Literacy Academy in Action – Phonics and Spelling May 12, 2017 Workshop # Foundations in Reading Series: Literacy Academy in Action – Phonological Awareness May 17, 2017 Workshop # went out on March 9th, 2017 to Curriculum and Sped Directors

2. Elementary Math and Reading – Academy Attendees and Special Educators
Mathematics Grades Two and Three Addition, Subtraction, Multiplication, Division…Let’s Build Comprehension May 17, 2017 Workshop # Addition, Subtraction, Multiplication, Division…The Power of Using Math Models May 19, 2017 Workshop #

Eligibility Requirements
2. Elementary Math and Reading – Academy Attendees and Special Educators Eligibility Requirements Teachers who attended the academy in the summer of 2016 can attend WITH the special educator who supports students with special needs in the general education setting. The workshop fee will be paid by a grant. LEAs will receive a $90 substitute reimbursement for each attendee. LEAs must complete one required spreadsheet and return to Linda Riddle at (Spreadsheets are in the curriculum and sped portals and have been ed to you.)

3. Summer of 2017 - Math and Reading Academies
Combined Grades K and 1st Reading: Grade 2 Grade 3 Grade 4 Grade 5

Math Academies: Combined Kindergarten and Grade 1 Training for school districts (Tuesday - Thursday) Two session per date range June (R2 both sessions) June (R2 and Lozano Elementary - CCISD) June (R2 and Veterans Memorial– CCISD) July (R2 both sessions) July (R2 and Hattie Martin – Robstown ISD) There are two sessions per date range. Most LEAs last year preferred the ESC2 location. In order to maximize seats, we have chosed to have most sessions at the Service Center.

Reading Academies: Grade 2 and 3 Training for school districts (Tuesday - Thursday) June (R2) June (Hattie Martin - Robstown ISD) July (R2) July (R2)

Reading Academies: Grade 4 and 5 Training for school districts (Tuesday - Thursday) June (R2) June (R2) July (Hattie Martin - Robstown ISD) July (R2)

Priority for Slots and Stipends
3. Summer of Math and Reading Academies Priority for Slots and Stipends Economically Disadvantaged: First filter Campus based IR campuses Test scores for reading and math (3rd grade) Seats and stipends according to % pass rate of students Academy Participants 3 day training: $350 Must attend 3 consecutive days Cannot miss more than a total of 15 minutes of training throughout the 3 days

Important Note If a teacher received a stipend as reading teacher last summer (2016), they are NOT eligible to receive a stipend as a reading teacher this summer (2017). If a teacher received a stipend as a reading teacher last summer (2016), they CAN receive a stipend as a math teacher. Example: If a teacher received a stipend as a grade one teacher last summer and had moved to grade three for the school year, they are NOT eligible to receive the reading stipend for the summer of 2017. If a teacher attended the 3rd grade math academy last summer, they CAN receive a stipend for grade 3 reading this summer.

Registration Process Deadlines – these are FIRM All eligible campuses, including IR campuses, must meet the registration deadline. Round One – April 12, 2017 Round Two – April 17, 2017-April 27, 2017 Round Three – May 1, 2017 – May 12, 2017 Workshop assignments – our goal is to: Assign your 1st choice and Assign your teachers to the same WS Only one Point of Contact (POC) per district If POC is not the Superintendent, we will only accept registration spreadsheets if the to Jodi also cc’s the Superintendent. The letter in your folders will provide you the cutoff dates for the three rounds. You will again be able to claim a slot if you are waiting to hire a teacher. We are requiring a name for the slot by Friday, June 2nd.

Slots determined from PEIMS data
3. Summer of Math and Reading Academies Slots determined from PEIMS data We cannot provide you with additional slots until after Round 1 closes. (if available) You can only use slots that correspond to teachers who teach students that subject at that grade level. Eg, you may have 4 slots for 3rd grade reading, but only 2 of the 4 third grade teachers teach reading to 3rd grade students. You can only use 2 slots for the teachers who teach reading. Teachers will be asked to complete a form at the beginning of the first day of the Academy attesting their grade placement and subject taught. (Preliminary guidance from TEA) If you have similar types of scenarios, please contact Jodi or me if you need to discuss. 

New for Summer of 2017 All teachers must have an ESC-2 account created before POC can submit their registration information. To create an ESC-2 account, click on the link below: faccount%2fdefault.aspx New requirement that facilitates communication with participants. ESC-2 registration system will send session expectations and reminders directly to attendees at the address they’ve self-selected to use. The intent of the reminders is to alleviate a large number of “no shows”. “No shows” deny access to other teachers. POC will need to confirm that teacher has ESC-2 account before submitting the LEA registration spreadsheet. We want to ensure that we are communicating with teachers through their preferred address. One week before the academies, they will receive an with detailed information. Many teachers do not check their school accounts in the summer and miss the informational . When teachers create their own account, instead of the ESC2 staff, teachers can more easily assess their account and update information as needed.

Registration Sheets The registration sheets are in the superintendent’s portal and I have placed them in the curriculum portal as well. Please complete One grade level registration sheet per LEA. Once the registration has been processed, the teacher(s) will receive an confirmation.

Jodi Ferguson Joanne.Ferguson@esc2.us 361-561-8551
Contact Information Jodi Ferguson

60x30TX

60x30TX Each Regional Service Center will work closely with local counselors and stakeholders to improve college completions rates. This will be done through an increase in college applications, and FAFSA completions.

60x30TX

Getting the Most from the APPLYTx Counselor Suite

Why Use Counselor Suite?
ID students who have started/completed applications for admission to college…or not Identify the colleges/universities to which individual students have applied See your students’ progress in completing FAFSA Access comparative data for your HS or ISD and others

Application Changes for 2017-18
Up to 5 high schools can be listed by applicant Colleges can choose not to collect extracurricular activities and employment data -- shorten some apps Unfinished apps will be deleted after 120 days of no action; warning sent to students 2 weeks prior Ethnicity and Race questions will be moved lower on the page, with added descriptions

Changes for , con’t. Multidisciplinary Studies AD Programs Identified in community college majors lists “Do you intend to take basic courses at a community college and then transfer to a university to complete a bachelor’s degree? If so, please NOTE: A Multidisciplinary Studies Associate Degree (MSAD) Program is an associate of arts or associate of science degree made up of the college’s core curriculum and additional courses. The courses beyond the core curriculum are to be chosen by the student with advice from an academic advisor with the goal of selecting courses that will transfer to the student’s chosen field of study or major when the student transfers to the university of his/her choice.” (SB1189) SB1189

Changes for 2017-18, con’t. New essay prompts:
What was the environment in which you were raised? Describe your family, home, neighborhood, or community, and explain how it shaped you as a person. Most students have an identity, an interest, or a talent that defines them in an essential way. Tell us about yourself. You’ve got a ticket in your hand – Where will you go? What will you do? What will happen when you get there? 19

60x30TX IDEAS??? What can we do to support your seniors to complete their ApplyTX & FAFSA applications?

MyRegionTwo.Org

MyRegionTwo.ORG FEATURES
This is why a FERPA must be signed. LEGEND BLUE: Included Modules ORANGE: Additional Fee GREEN: Communication Tools GREY: Databases

Active Staff Accounts

Active Student Accounts

Data Points

Data Points – Career Cluster Report

What is TEXASgenuine? Statewide collaboration focused on broadcasting the positive outcomes of Career & Technical Education to Texans Funding provided through the Texas Higher Education Coordinating Board with Discretionary Leadership funds received from the Carl D. Perkins Career and Technical Education Improvement Act of 2006, Texas Education Agency and TACCM Copyright © Texas Education Agency, All rights reserved.

For Region 2 Superintendents – presented February 15, 2017 – Stephanie M. Smith, Ed.D.

Copyright © 2016 Texas Education Agency, All Rights Reserved
TEXAS VIRTUAL SCHOOL NETWORK (TXVSN) The state-led, state-supported online learning initiative for Texas students and schools  Created by the Texas Legislature  Administered by the Texas Education Agency (TEA) under the leadership of commissioner of education  Districts and open-enrollment charter schools eligible to earn state funding, regardless of where student is located during instruction Presenter :40:24 The Texas Virtual School Network (TXVSN) is a state-led, state-supported online learning initiative that provides Texas students with equitable access to quality online courses and instructors. It offers highly interactive, instructor-led courses taught by Texas-certified teachers trained in best practices in online instruction. On the last bullet, please note that students are not required to be physically present on campus during instruction to be eligible to generate Foundations School Program (FSP) funding for courses taken through the TXVSN. This is true only for online courses offered through the TXVSN! Districts can earn these funds regardless of where the student is located while receiving instruction, based on student’s successful completion of the course. Copyright © 2016 Texas Education Agency, All Rights Reserved

TXVSN STATEWIDE COURSE CATALOG BENEFITS
Opportunity Equitable access High-quality online high school courses that align with TEKS and national standards Dual credit and AP® courses Texas-certified teachers Instructors trained in effective online instruction Expand local course choices and endorsement options Schedule flexibility Early graduation Credit advancement Credit recovery Address teacher shortages Alternative opportunities for diverse students Personalized instruction Presenter :40:26 Why do districts and open-enrollment charter schools use the statewide catalog? You see outlined here the reasons that the TEA and the TXVSN catalog team hear with frequency. Two key themes you’ll note are access to expanded curriculum options for students as well as scheduling flexibility. And, of course, it’s very important to schools that with online courses offered through the TXVSN they have the assurance that courses align with state curriculum requirements, are TEA-approved, and are led by Texas-certified teachers. Copyright © 2016 Texas Education Agency, All Rights Reserved

TXVSN STATEWIDE COURSE CATALOG COURSE OPTIONS
90+ course titles  College credit—11 AP® and 8 dual credit  High school—foundation and enrichment curriculum  7 languages other than English (LOTE)  18 career and technical education (CTE)  5 technology applications—including Computer Science I & II Presenter :40:26 (Data as of 1/18/2017) Copyright © 2016 Texas Education Agency, All Rights Reserved

Rules, Rules, Rules: TEC 30A.007
Each school district or open-enrollment charter school SHALL adopt a written policy that provides students with the opportunity to enroll in electronic courses provided through the TxVSN. The policy MUST be consistent with requirements imposed by TEC, AND (a-1) A school district or open-enrollment charter school SHALL, at least once per school year, send to a parent of each district or school student enrolled at the middle or high school level a copy of the policy adopted under Subsection (a). A district or school may send the policy with any other information that the district or school sends to a parent.

Rules, Rules, Rules TEC (a) At the time and in the manner that a school district or open- enrollment charter school informs students and parents about courses that are offered in the district's or school's traditional classroom setting, the district or school shall notify parents and students of the option to enroll in an electronic course offered through the state virtual school network under Chapter 30A (b) Except as provided by Subsection (c), a school district or open- enrollment charter school in which a student is enrolled as a full-time student may not deny the request of a parent of a student to enroll the student in an electronic course offered through the state virtual school network under Chapter 30A.

This should be defined in local policy!
Rules, Rules, Rules TEC (c) A school district or open-enrollment charter school may deny a request to enroll a student in an electronic course if: (1) a student attempts to enroll in a course load that is inconsistent with the student's high school graduation plan or requirements for college admission or earning an industry certification; (2) the student requests permission to enroll in an electronic course at a time that is not consistent with the enrollment period established by the school district or open-enrollment charter school providing the course; or (3) the district or school offers a substantially similar course. This should be defined in local policy!

TxVSN CTE Courses Course Title
Unlike other online learning environments, CTE courses taken through TxVSN do not require the individual facilitating the online course to be a CTE certified instructor to earn weighted funding!!! TxVSN CTE Courses Course Title Accounting I Anatomy and Physiology Business English Business Information Management I Business Information Management II Business Management Digital and Interactive Media Human Resources Management Medical Terminology Money Matters Pathophysiology Principles of Business, Marketing, and Finance Principles of Health Science Principles of Information Technology Principles of Law, Public Safety, Corrections, and Security Professional Communications Touch System Data Entry World Health Research

What steps have you/your campus taken to be in compliance?
What questions do you have about TxVSN?

TXVSN WEBSITE www.txvsn.org Presenter 2017-01-26 21:40:26
In addition to a listing of all the TXVSN catalog course offerings and details about each course, you’ll also find a number of very helpful resources on the TXVSN website. Including a free online learning orientation course for students and interested adults; professional development related to online learning; and student and parent survey responses about their TXVSN experiences. When looking in the course catalog listings, you can also sort course titles many ways, including looking for just CTE courses.

Early College High School Collaboration
STECC – South Texas Early College Consortium Symposium for Best Practices April 24-25, 2017– South Padre Island Convention Center Workshop # (ESC-1)

Early Childhood Symposium
August 8-9, 2017 $250 for both days (includes lunch!) Two great keynote speakers: Dr. Mike Longoria & Dr. Chase Young Sessions each day featuring best practices in Early Childhood education – will benefit educators working with ages 3-6 Sessions include inclusive practices for Pre-K/PPCD, as well as Technology Inclusion Strategies Behavior Parental Involvement Core content Understanding students with disabilities Price: $250 for both days, including lunch! Giveaways for every person who registers

English Language Arts and Reading
See Flyer

Mathematics

Science

TCMPC Trainings Administrator Training
Onsite as requested Summer ESC-2 Training Day – August 10, 2017 All Content Areas No fee to TCMPC LEAs TEKS Resource System Conference August 1-3, 2017 Henry B. Gonzalez Convention Center, San Antonio Open at no charge to any TCMPC District Will be offered in the spring and summer again

Leadership Series: Excellence in Every Classroom with John Wink
The Transformational Leader: March 7, 2017 – WS # Excellence in Every Classroom, Part 1: June 9, 2017 – WS#137825 Excellence in Every Classroom, Part 2: Oct. 2, 2017 – WS# Reflect and Refine Your Excellence: TBA, Spring 2018 Workshop #1 is $165 and includes the book. It is $ for coop. The other three are $125 and 100 for coop.

25th Annual Texas Autism Conference
August 3-4, 2017 Wyndham Riverwalk, San Antonio, TX

Back to School with Jim Walsh
Save the Date for September 14, 2017

Edspiration 2017 August 17, 2017 Over 50 breakout sessions
Keynote – Anthony Robles Anthony Robles is a three-time all-American wrestler who won the NCAA individual wrestling championship in the 125-pound weight class despite being born with only one leg. A graduate of Arizona State University with a degree in Business Communication, he was also awarded the 2011 NCAA “Best Wrestler of the National Tournament Award”. Robles is the recipient of the “Jimmy V Perseverance Award” at the ESPN ESPYs and he has also received the NFL “Hispanic Heritage Leadership Award”.

May Meeting Thursday, May 18, 2017

Curriculum Directors Meeting

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