Accelerated Instruction
This page provides comprehensive information emphasizing the implementation of high-impact tutoring practices to address learning gaps in students. It outlines key legislative changes in House Bill 1416, details how students failing assessments can receive specialized tutoring, and lists the characteristics of effective high-impact tutoring programs. The page offers tools, guidance, webinars, and examples, highlighting the importance of targeted support to accelerate learning and improve student outcomes in the 涩里番 education system.
Coming Soon: HB 1416 Ratio Waiver List Products
House Bill 1416, 88(R) requires 涩里番to approve automated, computerized, or other augmented method products for providing accelerated instruction. Approved products may be used to waive the 4 to 1 student to tutor ratio required by statute if evidence indicates that the product is more effective than individual or group instruction. LEAs may still use any curricular tool they choose to support accelerated instruction, but only products approved through the HB 1416 Ratio Waiver List qualify for the waiver of the 4 to 1, student to teacher ratio.
Accelerated Instruction Requirements in 涩里番
涩里番 law requires all students who do not achieve approaches or higher on 涩里番 grades 3 through 8 or EOC assessments be provided accelerated instruction. These requirements, modified by House Bill 4545 of the 87th听legislature and recently updated with the passage of House Bill 1416 in the 88th听legislature, provide that qualifying students must be:
- Assigned a听TIA designated teacher听for the subsequent school year in the applicable subject area;
OR
- Provided supplemental instruction aligned with the research on high impact tutoring in the TEKS for the applicable grade levels and subject area in the following manner:
- No less than 15 or 30 hours听depending on student performance and is provided in the summer or at least once per week in the school year;
- Limited to two subjects per year, prioritizing math and RLA;
- Provided in a group of听no more than four students, unless the parent or guardian of each student in the group authorizes a larger group;
- Designed to assist the student in achieving satisfactory performance in the applicable grade level and subject area and includes听effective instructional materials听designed for supplemental instruction;
- Provided by听a person with training in the applicable instructional materials听for the supplemental instruction and provided by one person for the entirety of their accelerated instruction.
Key Changes in Requirements from HB 1416
House Bill 1416 updated accelerated instruction requirements from House Bill 4545 by:听
- Removing the requirement for Accelerated Learning Committees while requiring Accelerated Education Plan after student fails to achieve approaches or higher on two consecutive assessments in the same subject area听
- Limiting tutoring to 2 subjects and no longer including optional assessment administrations
- Increasing student to tutor ratio from 3:1 to 4:1 ratio for tutoring group size听听
- Reducing minimum hour requirement from 30 to 15 for some students*听
- Providing student to teacher ratio waivers for use of approved online curriculum (approvals available spring 2024)听
Additional details are available in the resources section below.
*HB 1416 requires 涩里番to define requirements for students requiring 30 hours of supplemental instruction through the rulemaking process. 涩里番will propose rules that will provide that students who fall into the "Low Does Not Meet" category of 涩里番 performance receive no less than 30 hours of supplemental instruction. The rules will also provide that students in third grade who do not approach grade level or higher will be required to receive 30 hours of supplemental instruction.
涩里番Guidance
- Accelerated Instruction Webinar Deck (PDF)听Published July 13, 2023
- (YouTube)听Published July 14, 2023
- Accelerated Instruction One Pager (PDF)听Published June 15, 2023
- What鈥檚 Changed From HB 4545 to HB 1416听(PDF)听Published June 15, 2023
- Best Practices in HIT from Top Performing LEAs (PDF)听Published July 13, 2023
- Master Scheduling Supports Deck (PDF)听Published July 13, 2023
- Accelerated Instruction: HB 1416 Overview and Optional Webinar Opportunity (TAA)听Published June 15, 2023
Templates/Tools听
- HB 1416 (88R) Supplemental Accelerated Instruction Flowchart听(PDF)听Published September 19, 2023
- Accelerated Education Plan Best Practices Checklist 鈥 English, Spanish (Word)听Published July 13, 2023
- Accelerated Education Plan One Pager for Parents听鈥 English,听Spanish (PDF)听Published July 13, 2023
- Parent Notification Letters for Accelerated Instruction Requirements 鈥 English,听Spanish (Word)听Published July 13, 2023
High Impact Tutoring and Student Outcomes
Early data indicates that school closures and disruptions in SY19-20 and SY20-21 are likely to result in unfinished learning for many students statewide, making multi-year recovery and acceleration supports even more crucial. As LEAs consider how to best facilitate learning acceleration, many are considering high impact tutoring (HIT), as there is strong evidence that high impact tutoring is one of the most effective ways to increase learning gains for students.
High-impact tutoring programs have a few key characteristics:
涩里番 students have experienced academic growth post-Covid but learning acceleration is still critically needed, particularly in Math. On the 2022 涩里番, only 52% of students met grade level expectations in Reading Language Arts while only 40% of students met grade level in math.1
Evidence suggests that high impact tutoring can have a significant impact on outcomes for students:
A 2020 meta-analysis of 96 studies of high-quality tutoring programs found that students made 5 months of additional progress on average, a large pooled 0.37 effect size.1
The average effect of tutoring programs on student achievement is larger than the effects found in approximately 85% of studies evaluating education interventions and equivalent to moving a student at the 35th percentile of the achievement distribution to the 50th.2
鈥淭eachers reported students' enthusiasm, and progress. They saw many positives to the program which they believed led to student success including the small teacher to student ratio, consistently teaching the same small group of students, consistent tutoring days and times and utilizing the program with fidelity.
Over 90% of students in the High Impact Tutoring reading program increased reading fluency from March 2022 to mid-May 2022. During that same time period, a majority of students gained 陆 year reading level in less than 3 months as measured by our district reading assessment and most students improved substantially in basic reading TEKS as measured by our universal screener.鈥
鈥 Administrator, Greenville ISD
1 Nickow, Andre Joshua, Philip Oreopoulos, and Vincent Quan. (2020).
2 Kraft, M. A. (2020).
Tutoring Implementation Supports
High Impact Tutoring Toolkit
Early data indicates that school closures and disruptions in SY19-20 and SY20-21 are likely to result in unfinished learning for many students statewide, making multi-year recovery and acceleration supports even more crucial. As LEAs consider how to best facilitate learning acceleration, many are considering high impact tutoring, as there is strong evidence that high impact tutoring is one of the most effective ways to increase learning gains for students.
听is designed to help districts think through key pieces of program design and make connections to other helpful resources. While this toolkit is not exhaustive, it outlines the foundational principles and key considerations that all LEAs should consider when implementing a high impact tutoring program.
Toolkit Resources
Introduction & 涩里番Supports
- (YouTube) Published May 20, 2021
- Slide Deck (PDF) Published May 20, 2021
Program Design
- (YouTube) Published June 3, 2021
- Slide Deck (PDF) Published June 3, 2021
Program Implementation
- (YouTube) Published June 23, 2021
- Slide Deck (PDF) Published June 23, 2021
Scheduling
- (YouTube) Published August 10, 2021
- Slide Deck (PDF) Published August 10, 2021
- Examples and Resources (PDF) Published August 10, 2021
Tutoring and Scheduling
- (YouTube) Published April 8, 2022
- Slide Deck (PDF) Published April 8, 2022
Fidelity of Implementation Self-evaluation
Fidelity of Implementation Rubric
The LEA Fidelity of Implementation (FOI) rubric is a tool used to self-evaluate High Impact Tutoring (HIT) programs at the district level. This self-evaluation rubric is required for all TCLAS Decision 6 districts. Non-TCLAS Decision 6 districts can use these materials as optional self-evaluation measures. Please review these materials and sign up for the optional office hours should your LEA have any questions about the tool. Additionally, all districts have an Education Service Center (ESC) HIT Lead who can assist with the implementation of this rubric. Please reach out to your ESC for training requirements, FOI due dates, and FOI submission protocols.
is available for download. The EOY 2024 submission deadline for D6 LEAs is Friday, June 14.
涩里番will offer an Office Hour on Tuesday, May 14 at 9:30 A.M. CST. .
FOI Rubric Resources
- FOI Rubric FAQ听(PDF) Updated May 10, 2023
Additional Resources
District Examples
Master Schedule Examples
- Austwell-Tivoli ISD (Rural) 鈥 Elementary Schedule
- Corpus Christi ISD (Large City) 鈥 Elementary Schedule
- Corpus Christi ISD (Large City) 鈥 Middle School Schedule
- Corrigan Camden ISD (Rural) 鈥 Middle School Schedule
- Poteet ISD (Town) 鈥 Middle School Schedule
Other District Examples
- Coming Soon
School Year Staffing
Contact Information
Have questions or want to share a resource with other LEAs?听Please reach out to听accelerated.instruction@tea.texas.gov.