Campus Accountability Interventions and Guidance
The guidance and resources below are specific to campuses rated D or F through the State Accountability System and campuses identified for Comprehensive, Targeted, or Additional Targeted Support under ESSA.
If you do not know the accountability rating assigned to your campus, visit the Texas Schools Report Card web page. For district specific information, view the District Accountability Interventions and Guidance web page.
Campus Turnaround Plan Guidance
After a campus has been identified as unacceptable for two consecutive years, the campus must develop and submit a turnaround plan to the agency explaining the campus’ systemic approach to producing significant and sustainable gains in achievement. Turnaround implementation guidance may be found on the Campus Turnaround Plan Guidance web page.
Texas Title I Priority Schools
The intent of the Texas Title I Priority Schools (TTIPS) grant program is to achieve lasting positive reforms in the state's most struggling campuses through highest-quality implementation for strong evidence-bases interventions. Guidance for TTIPS campuses is found on the Texas Title I Priority Schools web page.
2020 Intervention Guidance and Tools
Campus Interventions Matrix (PDF, 797KB)
*language revision in reference to artifact submission
Links in the PDF above direct to the Intervention & Submission calendars for the 2020-2021 monitoring year.
TIP Rubric Option 1 & 2-Progress 3 Submission (Excel, 54KB)
TIP Rubric Option 2-Progress 2 Submission (Excel, 48KB)
TIP Rubric Option 1-Progress 2 Submission (Excel, 48KB))
Campus Targeted Improvement Plan (TIP) (Excel, 134KB)
Campus Targeted Improvement Plan (TIP) - Example (Excel, 138KB)
DCSI Job Description (PDF, 127KB)
Public Hearing and Meeting Requirements (PDF, 165KB)
Targeted Improvement Plan Rubric (Excel, 34KB)
TAP to TIP Guidance (PDF, 251KB)
2021 Reflective Prioritization Activity Guidance and Tools
The Reflective Prioritization Activity (RPA) is a process to provide a structured opportunity for campuses to thoughtfully reflect on the implementation and progress made on prioritized Essential Actions of their 2020-2021 Targeted Improvement plan.
The RPA is designed for campuses and districts who have not yet engaged in the ESF Diagnostic process. Although the self-reflection does not replace a true ESF Diagnostic visit conducted by an outside facilitator, it allows campus leadership teams an opportunity to reflect on stakeholder feedback and current practices to identify action steps toward continuous improvement efforts.
Campuses engaging in the RPA are required to complete their TIP submission for Cycle 3, but they are exempt from completing Cycle 4. ESC staff and TEA School Improvement specialists are available to offer support and guidance with this process. Note: Campuses that are required to complete the RPA have been contacted by their TEA Specialist.