Texas
College and Career Readiness for All Students
"The higher the standards that are targeted, the clearer it becomes that the only way to take the students to those standards is early intervention and a long-term focus on improving the fundamentals of teaching and learning. Setting lower standards and targeting short-term incremental test score gains, on the other hand, often tempts educators into shortsighted 'quick-fix' practices."
About the Framework
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Recognition, Intervention, and Adjustment
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Recognize, intervene, or adjust based on school performance
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Recognize, intervene, or adjust based on teacher performance
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Recognize, intervene, or adjust based on student performance
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Monitoring: Compilation, Analysis, and Use of Data
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Develop student assessment and data monitoring systems to monitor school performance
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Monitor teacher performance and student learning
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Monitor student learning
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Instructional Programs, Practices, and Arrangements
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Provide evidence-based instructional programs
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Ensure the use of evidence-based programs, practices, and arrangements in every classroom
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Use evidence-based programs, practices, and arrangements
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Staff Selection, Leadership, and Capacity Building
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Provide strong leaders, highly qualified teachers, and aligned professional development
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Select, develop, and allocate staff based on student learning
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Collaborate in grade level/subject teams focused on student learning
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Student Learning: Expectations and Goals
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Provide clear, prioritized academic objectives by grade and subject that all students are expected to master
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Implement the district's written curriculum and ensure that all students achieve specific academic goals
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Ensure the district's written curriculum is taught to and mastered by all students
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The JFTK Best Practice Framework features three primary components: Organizing Themes, Organizational Levels, and School System Practices. The Framework rests on the state standards as a basis for teaching and learning. Evidence of Student Learning (as demonstrated on state assessments), in turn, is dependent on a coherent system of district, school, and classroom level practices presented in The Framework. High-Quality Instruction is placed across the top of The Framework to indicate that such instruction is supported by specific district and school practices as much as strong classroom practices.
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