TAIS Training

Conversation Activity

  1. What does it mean to be a change leader?

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  1. What are the roles of change leaders?

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  1. What actions does a change leader take to guide the work of school improvement?

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  1. Your thoughts or impressions regarding leadership

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  1. Jot down or highlight key words:

Is comprehensive, with a fundamental change in one aspect of the system requiring fundamental changes in other aspects to be successful. In education, systemic change requires that it pervades all levels of the system: classroom, building, district…Efforts to create systemic change must recognize the interdependence of all components of the system…The community must develop a vision of their ideal educational system, create and take ownership of a shared vision, and develop a passion for their new vision.

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  1. What does this mean?

“Every system – your system- is perfectly designed to get the results it is currently getting.”

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  1. Consultant

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  1. Education Service Center

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  1. Professional Service Provider (PSP)

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  1. District Coordinator of School Improvement (DCSI)

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  1. Principal

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  1. Campus Leadership Team

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  1. What does Improvement Required mean?

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  1. What are the Performance Indexes?

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  1. 2017 Accountability Manual
  1. TEA Accountability Rating System
  1. Accountability Monitoring Intervention Guidance and Resources
  1. Texas Accountability Intervention System (TAIS)

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  1. What is the vision for your ideal school?

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  1. How is it connected to your core values and beliefs?

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  1. What are the roadblocks working towards your vision?

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  1. How do you know stakeholders are engaging with the vision?

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  1. How do you know your vision is having an impact?

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  1. How do you measure the success of our campus vision?

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  1. What does your vision look like in action?

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  1. How do you know?

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  1. “If you don’t know h ow to ask the right question, you discover nothing.” W. Edward Deming

Your thoughts?

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DATA ANALYSIS

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  1. What processes have you put in place?

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  1. How effective has the data analysis process been?

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  1. What are your teams process strengths and weaknesses?

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ORGANIZING A DATA TEAM

  1. What are the traits of a data team lead?

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  1. Who else should be on the team?

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  1. How do we involve other stakeholders?

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  1. DATA TEAM RESPONSIBLITIES

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  1. Phase 1: Predict

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  1. Phase 2: Go Visual

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  1. Phase 3: Observe

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  1. OBSERVATION CRITERIA

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  1. Phase 4: Inter/Question

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Reflection Questions

  1. What data do you have? How do you use it?

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  1. Aside from State Assessment data, what other data will you need to analyze to develop a plan for continuous improvement?

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  1. How much are teachers engaged in data analysis? How could they become more engaged?

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  1. What does Dr. Heritage mean when she refers to the “opportunity to learn?”

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  1. Aside from State Assessment data, what other data will you need to analyze to develop a plan for continuous improvement?

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  1. How much are teachers engaged in data analysis? How could they become more engaged?

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  1. What does Dr. Heritage mean when she refers to the “opportunity to learn?”

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  1. What data are important?

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  1. Campus systems and processes

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DATA POINTS

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  1. REFLECTION
  2. What data other than annual assessments are being collected?

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  1. Discuss how other data is collected at your campus.

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Notes:

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IDENTIFYING PROBLEM STATEMENTS

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DATA ANALYSIS QUALITY CHECK

•Has a thorough data analysis been conducted on the indexes and system safeguards that were missed or are potential areas of concern?

•Have clear problem statements been identified and created?

•Do problem statements meet the criteria in the problem statement checklist?

Table Discussion

  1. How does the process Dr. Laura Lipton describes compare to the one you currently use to identify priorities and surface multiple causal theories?

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  1. Once you have a list of possible causes for a problem, how do you validate and select the one that likely has the most impact?

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