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Texas Comprehensive Center

Previous Work
October 2005 through September 2012

Overview

Texas

The Texas Comprehensive Center (TXCC) provided technical assistance, professional development, and support services to the Texas Education Agency (TEA) under grant number S283B050020 from the U.S. Department of Education (ED) for 7 years. TXCC's work with TEA focused on educator quality and effectiveness; statewide systems of support; English language learners and other diverse students; literacy, mathematics, and science initiatives; early-warning data systems; college- and career-ready standards and aligned assessments; and support to facilitate implementation of and compliance with the Elementary and Secondary Education Act (ESEA).

School Support Team Training Material

ESEA Public Law 107-110 requires states to establish a statewide system of support that includes school support teams (SSTs) for Title I schools, with priority service to low-performing schools. In order to provide consistency in terms of services, procedures, and training, TEA requested that the TXCC revise the SST training manual. In 2010–2011, the TXCC further revised the manual to align the state's support procedures with TEA's NCLB Program Series, which was developed by Education Service Center (ESC) Region 20.

After reviewing the ESC Region 20 materials, the TXCC staff mapped the NCLB program procedures to those in the SST training manual. Text of the training manual was rewritten so that information relevant to SSTs in the NCLB Program Series was incorporated into the existing SST training sessions.

Work in 2010–2011

The revisions of the School Support Team training materials were completed March 2011. At TEA's invitation, TXCC staff co-conducted a session during the TEA/ESC Coordinated NCLB Meeting on March 28, 2011. During this session, the TXCC staff provided ESC representatives with the new materials and gave an overview of the changes that had been made. The revised materials were also posted on the TXCC website for access by ESCs. Sessions were held at various ESCs across the state to train ESC staff in using the revised manual.

Work in 2011–2012

At TEA's request, the TXCC is adapting the SST training materials into an online training course. The course will consist of five lessons, each consisting of from one to five segments. It is being designed in such a way that any new member of an SST will learn the requirements for being a team member and learn how to guide school leaders through the school improvement process. Once the online course is finalized, reviewed, and approved by TEA, the TXCC will conduct a one-day session to turn over the completed course to TEA. It will be hosted on Project Share, TEA's document-sharing web site.

TXCC Training Materials »

Previous Work Updates

June 2012

The final version of the school support team (SST) online training program has been uploaded to Project Share. TXCC and TEA staff will be meeting in August to discuss how to disseminate information about the online course to ESC staff responsible for school support team training.

March 2012

After reviewing the final draft of the school support team (SST) online training program, TEA and ESC staff sent back detailed comments, and the SST team is making the edits before launching a final version of the course on TEA's Project Share website. Once the course is ready to go "live," TXCC will schedule a meeting with TEA to turn over all aspects of the course to the agency and discuss processes to monitor the use of the course by ESC staff.

February 2012

The school support team (SST) online training modules were refined in response to feedback from internal reviewers and sent to TEA for final review. TXCC staff provided an overview of the training modules to the members of the statewide Technical Advisory Group (TAG). Group members expressed interest in seeing the final version and were pleased to see how interactive an online course can be.

January 2012

The school support team (SST) online course instructional and technical designers completed the first draft of the course. The next step in the process included an internal and external review to provide feedback. SEDL internal reviewers provided extensive and constructive feedback to the team. The review process focused on making the course as user-friendly as possible.

December 2011

Lessons 3 and 4 of the SST online training course were tested and refined, and work began on Lesson 5. Minor changes occurred to Lesson 5 involving objectives and organizational structures for bringing closure to the course. As with earlier work, some adjustments were necessary to address technical issues.

November 2011

The SST planning team conducted the internal testing and refinement of the second lesson of the SST online training course and began work on Lessons 3 and 4. Once the completed lessons were posted on the test site, adjustments had to be made to address some technical issues. These were related to the program being used to present the information as an interactive experience. Several videos were included in the lessons to demonstrate interactive learning activities.

October 2011

Development, internal testing, and refinement of the first lesson of the school support team (SST) online training course took place throughout the month and the initial work began on Lesson 2 which is the longest of the five lessons. The planning team worked to make the lessons easy to navigate, relevant, and reflective for the learner.

 

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