Print 🖨

House Public Education
February 9, 2016
 
The House Committee on Public Education met to discuss interim charge 6, concerning the state’s current education policy for middle schools, and interim charge 7, concerning public education programs targeting high performing students.
 
Interim Charge 6. Review the state's current education policies and initiatives regarding middle grades. Make recommendations to ensure a comprehensive, research-based state strategy for preparing students at the middle grades for high school retention, success, and postsecondary readiness. This review should include an examination of school-based strategies and best practices that encourage at-risk youth to finish school.
 
Anne Wicks, Middle School Matters, George Bush Institute

  • 1 in 5 students fail to graduate from high school on time, can potentially be identified in middle school
  • Middle school years are the “fork in the road” for students, decisions here can determine a student’s educational career
  • Teachers and principals are not aware of or connected to the body of research about student outcomes
  • Middle School Matters published a field guide to educate teachers on effective teaching methods focused on student retention

 
Sharon Vaughn, The Meadows Center, University of Texas

  • Program was rolled out in phases, first phase involved inviting schools across Texas to participate and tried to get a broad sample of schools willing to implement research-based methods
  • Variation of student population across Texas makes it challenging to build a strategy to universally improve outcomes
  • Ideal is to model educational practices based on other proven industries, i.e. match the effectiveness research-based practices of medicine or other fields
  • Education is still a “craft” profession, many standard practices are not developed with outcomes or hard statistics in mind

 
Farrah Gomez, San Angelo ISD

  • Partnered with Middle School Matters to implement research-based practices
  • San Angelo wanted to focus on providing a consistent teaching method across classrooms, goal was to provide high quality education to all students and not be subject to individual decisions by teachers which may not be effective

 
Questions

  • Chair Jimmie Don Aycock wonders if teachers were resistant to change
    • Schools typically are not very open to change, but making teachers feel supported and involved in the process helped cure some resistance
    • San Angelo has been
  • Aycock asks how San Angelo measures success
    • State requires success measured in test scores
    • Changes are noticeable by walking into different classrooms and seeing the same strategies being used
  • Rep. Marsha Farney asks how schools implement the research-based practices
    • Middle School Matters focuses on informing teachers about strategies that are supported by researching rather than mandating strategy
  • Farney appreciates the latitude to implement different strategies
  • Rep. Mary Gonzalez asks how the strategies are implemented for ELL and minority students
    • For San Angelo a specific problem was academic vocabulary, schools were able to show that evidence supported certain approaches
  • Gonzalez asks for a specific a vocabulary
    • Generally, vocabulary was taught in a variety of ways, dictionary definitions, etc.
    • Middle School matters used the Frayer Model which associated words with examples and non-examples and used concept maps to teach vocabulary
  • Rep. Rick Galindo asks how the strategies were developed
    • Research used as a foundation of Middle School Matters was culled from a variety of studies over 15 years
    • Professionals and practitioners in certain disciplines (math, language, etc.) organized and proofed the information
    • Traditionally underrepresented groups
  • Galindo wants to know how long Middle School Maters will follow-up with students
    • Planned to be a three-year cohort-model implementation
  • Rep. Gary VanDeaver asks after time management, how teachers are “buying in” and committing to the program
    • San Angelo understood that the commitment was huge, focused on doing “better” work rather than “more” work
    • Planned staff development and constant support from knowledgeable personnel helped implement the research-based strategies in classrooms
  • VanDeaver asks how many schools are in the program
    • 8 in total this year, each school shows similar commitment
    • San Angelo organized teacher-led implementation, teachers headed implementation committees
  • Aycock asks if Texas has standards that collide with best practices
    • Dr. Vaughn responds that there is no apparent collision with best practices, but Texas could develop some approaches better
    • Texas should take advantage to model approaches on proven techniques and receive feedback as well as providing long term support for this

 
Public Testimony
John Armbrust, Austin Achieve

  • Austin Achieve focuses on preparing students to compete at America’s top colleges
  • Austin Achieve serves a typically low-achieving area
  • Program has met with great success and outperformed city and state averages
  • Austin Achieve gives an extra 317 hours of instruction and uses strategic interventions to underperforming students
  • Supplemental funds are very important to Austin Achieve and its continued performance
  • Students at Austin Achieve invite the committee to visit the school
  • Farney likes Austin Achieve, congratulates the institution on its good work
  • Aycock asks after the hours students receive at the institution and how the “comp ed” funds are used
    • All students receive an extra 20,000 minutes of instruction, “comp ed” funding is used for additional instruction for students that need it

 
Jan Friese, Texas Counseling Association

  • Counseling programs helps students feel safer at their schools, feel that their education is important to their future, and more satisfied with their achievements
  • Texas counseling services are unique, help students in a variety of support areas, including vertical integration of counseling throughout grades
  • HB 5 (83rd) has seen a greater level of outreach to students and parents
  • Texas does not provide the number of counselors at each school, so it is difficult to collect data and inform schools over proper use of counseling services
  • New research resource has just been published and will help school implement effective counseling practices
  • Legislature should require reporting of number of counselors and nature of programs as well as CE for administrators over comprehensive counseling programs
  • Gonzalez is concerned that counselor data is not reported, wants to know what data is and is not reported
    • Some data is available, but number of counselors is apparently not reported in any resource
    • Data would be useful given that counselors are proven and effective tools
    • Does not know where the statistic of 1 counselor per 400 students comes from
  • VanDeaver comments that counselors perform many duties aside from counseling, wonders if CE training would help teach administrators the full roll of counselors
    • CE serves a dual purpose, teaches administrators about the comprehensive counseling program and the nature of roles assigned to counselors
  • VanDeaver asks if there is a counseling difference in rural and urban schools
    • Some rural institutions have implemented best practices, will recommend to Senate Education to create some sort of webinar for informational purposes
  • Aycock asks if Texas is progressing well in counseling services
    • Texas is progressing well, Texas seems to be embracing counselors more and more and HB 5 (83rd) was a definite benefit to the profession
  • Farney comments that some schools would hire assistants instead of hiring counselors or supporting current staff
    • Has seen this trend, would like to inform administrators about best practices
  • Gonzalez asks what other factors are driving understanding of the role of counselors
    • A great deal of recent research has driven development, schools have needed to rely on counselors to help student matriculate, and updates to the state guide have helped schools monitor and utilize counselors effectively

 
Alison Reis-Khanna, TX POST

  • Encourages committee to incorporate high quality expanded learning programs to help students achieve
  • After school programs are very effective, 80% of Texas parents support funding such programs, but programs are still scarce
  • Studies have shown that students drastically increase their outcomes if they participate in after school programs
  • Exceptional programs include GENaustin, which educates young girls about a variety of social and educational issues during a crucial developmental time
  • Summer STEM programs can increase interest and knowledge of scientific careers and education programs
  • Galindo asks how schools should prioritize programs
    • Many evidence-based after school curriculums exists, evidence-based programs are a good base for selecting appropriate programs

 
Michael Cardona, HISD

  • Oversees 36 schools currently, including many low performing or disadvantaged students
  • Also appreciates HB 5 (83rd), helped schools implement beneficial programs
  • HISD has been working to help counselors help students as they progress through grade-levels
  • Tools like Naviance have helped HISD inform students over the education needed to reach their career goals
  • HISD uses “PSAT 89,” some schools have had successes with this
  • HISD believes funneling AVID program down to middle school will improve outcomes
  • HISD has also encouraged middle school principals to push kids to challenge themselves more, including taking high school courses, and has started programs for AP Spanish and Chinese
  • Rep. Harold Dutton asks if students are prevented from going to reconstituted schools
    • Any student has the opportunity to go
  • Dutton comments that students seem to have become ineligible to attend Baylor who were eligible before the reconstitution
    • Can find this information
  • Dutton comments that concern is some students are being prevented from attending a close or beneficial school
    • Standards are retaining a “C” average and not having a major criminal offense
    • All of the feeder pattern schools were allowed to send students to the reconstituted school
  • Gonzalez asks for passage numbers for AP Spanish and Chinese exams
    • 587 students took AP Spanish and AP Chinese, 89% scored a 3 or higher
  • VanDeaver asks if middle schools are doing a good job on limiting test preparation time
    • HISD has faced this challenge, better performing schools focus more on better curriculums
    • Have needed to have conversations with some principals, taking focus away from test preparation is very important
  • VanDeaver agrees, would like schools across state to understand this
  • Gonzalez comments that elementary school testing has been shown to cause anxiety and stress, asks if Cardona has seen impacts of this stress
    • This is a concern, schools that do not focus on test preparation seem to be better about this

 
Will Francis, National Association of Social Workers

  • School social workers collaborate with school personnel and support children dealing with severe issues that can impact mental health and educational performance
  • Should be a focus on ways to free state dollars to help schools hire social workers or supplement social worker programs
  • Farney asks after mental health services program by St. David’s to help students using existing mental health personnel
    • Referral service did start with St. David’s, helps students in many nearby districts
  • Farney wants information on this, grants exist to help these types of referral programs
    • Will provide this information
  • Gonzalez asks after specifics on middle school suicide
    • Can get this information, worry areas can include self harm, which can spread to other students
  • Galindo asks what the biggest mental health issues are for middle schoolers
    • This is a great question, St. David’s outreach program has focused on answering this and finding effective solutions
    • Test stress is a significant issue
  • Galindo asks if social media could influence this
    • It can be an issue
  • Galindo asks what a typical school social worker’s workload looks like
    • Stretches to a variety of areas, schools across state have a variety of approaches

 
Josette Saxton, Texans Care for Children

  • Key aspect of improving outcomes is how social and emotional health impacts students, state should look at how to support the social and emotional wellbeing of students and find ways to link students with appropriate support resources
  • While there is a partnership with TEA to look at school health only one person is charged with school health across the state, DSHS has only four people, neither is sufficient to support students
  • Galindo asks if mental health is a severe concern for middle schools
    • Some rural schools might have problems with access, certainly a concern across the state
    • Students must be mentally well to perform in school and schools are an appropriate arena to address mental health issues
  • VanDeaver asks if state should collect mental health data through PEIMS
    • Unsure if it should be done through PEIMS, but state should collect data and identify effective practices
  • Gonzalez comments that she did not foresee the 1115 waiver’s effect on schools

 
William Clark, Founder of Step Charter School

  • Gave overview of charter and accomplishments
  • Middle school is still step-child of public schools from his perspective as former educator in Houston
  • Designed middle school and worked with staff to address middle schoolers
  • Middle schools should have more resources spent at them to maximize benefits
  • Dutton asked him about school location and how are the recruited
    • Students come through door and have a long waiting list
    • Previously names Stepping Stones but since there was confusion with the name, they are now Step Charter
    • Middle school is where most of the focus should be

Ted Molina Raab, Texas American Federation of Teachers

  • Question is how to bring certain things to the campus, community schools model is one that is an excellent one to meet needs
  • Premier example of community schools is here in Texas – Webb Middle School
  • Model is not static and is being expanded as we see in Austin
  • Webb was subject to closure and Webb is now at the top for academic achievement across all Title I
  • Gonzalez – loved the community schools model
  • Dutton pontificates on the need for a student committee

Interim Charge 7. Review current public education programs that address the needs of high performing students. Identify the adequacy of these programs statewide in meeting the needs of this specific student group and explore additional means to promote high quality programs designed to meet the educational needs of these students.

Monica Martinez, Texas Education Agency

  • Focus on state level resources they are providing
  • Provides guidance to districts to walk them through best practices, etc
  • Provides resources
    • Texas Performance Standards project – housed at ESC Region 13
    • TEA website – equity and gifted talented education (for economically disadvantaged students, English language learners, with disabilities – twice exceptional students)
    • TEA website – program implementation resources (focus on various areas)
  • 40% of surveyed districts are implanting some sort of pull out program
  • Provide professional development
  • Seems to be more GT at elementary level but it needs to go up the continuum some ways support is being implemented at a secondary level include AP/IB courses
  • $200k of AP test fee subsidies – additional support for middle school students to take AP test
  • Texas Virtual School Network statewide course catalog can provide support to advance learners – students in middle schools can take TXVSN courses that are high school level
  • Aycock asked how it impacts ADA – it depends how much time a student is enrolled
    • It shouldn’t pose a problem in the calculation in ADA
    • Districts could keep students on campus and instead of middle school art, can take high school art through VSN because they are on campus
  • College level program – opportunities that district have to make available whether in IB/AP, CTE focus courses or dual credit 
  • Will collaborate with THECB as they discuss workforce and aligning courses that provide appropriate dual credit opportunities

Shannon Housson, Texas Education Agency

  • Provided overview of state ratings
  • One more rating cycle this August based on current system
  • A-F system August 2018
  • Distinction can be earned by outperforming peer campuses, will be adding additional details such as AP completion, etc.
  • Aycock asked about non-test measures in middle school and elementary school
    • Issues in terms of work being done to address domain 4
    • Middle schools – what % of students have completed HS course by end of 8th grade year
    • Elementary schools – that conversation will be ongoing 
  • Aycock sees how schools manage high performing students may be a measurement of domain 4
  • Farney – middle school could teach any HS course such as geometry, possibly biology and maybe introduction CTE courses 

Robert Bayard, Texas High Performance School Consortium

  • Clear Creek have identified 30 categories for high performing students to participate in
  • Current state accountability measures do not excite advance learnings
  • Need to liberate high performing students from standardized tests
  • When students have multiple opportunities can create profound learning
  • Reduce overreliance on standardized testing as a measurement for learning
  • Farney – substitute the test?
    • Maybe SAT or ACT math score
  • Aycock – do you believe SAT or ACT will comply with ESSA, TSI score
    • TEA – they have to have a math assessment
    • Housson – looking at flexibility due to new federal standards
    • Housson – evolution of adding more ways to give credit for post-secondary readiness and that includes the TSI being added in this year
  • Aycock – any non-test recommendations?
    • There are many opportunities at an elementary level whether in GT or not
    • Questions if it needs to be in standardized measurement

Priscilla Lurz, Texas Association for Gifted and Talented

  • Gave overview of organization – largest of its type of advocacy group
  • Spotlights handouts given to the committee – discussion on pull out programs and honoring schools providing an array of services 
  • Best way to motivate including most capable – Texas Standard Performance provides a guideline on research and pursue a study with different research methodologies, different resources and go into more complex analysis and present the result to an authentic audience
  • Independent study component allows students to enter college with more focus
  • Highlights recommendations: we treasure what we measure, hold school district accountable that GT students are kept on the radar
  • Martinez – gives example of student who is very smart but does not do well on the tests and asked for witnesses opinion on testing of GT students
    • Almost worth stepping forward with GT scores because it brings them onto the radar
    • Martinez – other ways to put them on the radar as opposed to testing and would rather see more reliance on other metrics
    • Writing competition, anything that allows a student to pursue an area that goes beyond grade level instruction but does not see it being on the table for discussion if not a party of the accountability system
  • Aycock – follow up on previous questions, want flexibility for students but poses a dilemma when comparing against schools (fine arts vs science emphasis)
    • TEA – premise behind but agreed a diploma plan should be folded in
    • Bayard – opportunities for schools to use their data in domain 5, unfair assumptions that all students perform at same strengths
  • Aycock so more towards domain 5 then domain 4?
    • It is already in domain 4
  • Witness says again we only treasure what we measure and if we don’t hold feet to fire they we will not know where they are and how are they doing against our current accountability system
  • Force district to look at that population and help them perform at optimal levels

Matthew Abbott, Superintendent of Wayside Charter School

  • Gave overview of Wayside
  • Discusses IB for all performers
  • 1/3 are English language learners, most qualify for free and reduce lunch, most of the student population is Hispanic
  • IB for all students – serving the most-undeserved communities
  • IB is relevant engaging and rigorous and will leave with a minimum 24 hours college credit

William Clark, Founder of Step Charter School

  • He likes the STAAR test, not everything, but things
  • He likes that it pushes higher level thinking skills, almost every question has a twist and designed that way
  • STAAR has promoted teaching higher level thinking skills instead of a knowledge and retention test
  • STAAR measures the number of students that are commended and it has forced them to tutor every student 
  • STAAR – It’s not perfect but we have to have something

Ted Molina Raab, Texas American Federation of Teachers

  • Test driven accountability measures largely on one indicator and by its nature eliminates opportunities for all students
  • School in New York has opted out of testing and has achieved a whole new level of success by student focus measures – look at as a model that should be promoted in certain cases