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How often will campuses have direct access to technical assistance to guide them through the diagnostic process. Where/how will communication be stored?

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How often will campuses have direct access to technical assistance to guide them through the diagnostic process. Where/how will communication be stored?

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If I was a campus in the model, I would have no idea where to start. Show me an example - so I can find my direction.

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How can the diagnostic process help campuses differentiate between between the parts of the advising structure that they have high, minimal, or no control over? Throughout these meetings we've discussed how CBOs, district employees, and teachers complement formal advising structures. How can the diagnostic process successfully account for this>

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how will you suggest engaging those outside of the school district (nonprofits, agencies, etc) during this advising improvement process?

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Perhaps ask about the district support person's role. Are they solely focused on advising or adjacent matters or do they have a much wider field of responsibility.

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How can the diagnostic measure relationships and outcomes that are more than just checkboxes?

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Will EAF always be an "optional" diagnostic or will it be required at some point for schools that have been identified for intervention through accountability/school improvement?

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Will EAF always be an "optional" diagnostic or will it be required at some point for schools that have been identified for intervention through accountability/school improvement?

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How can we ensure that the execution of advising decisions and practices resulted in positive impact on key goals of the district (i.e., connecting practice to desired outcomes)

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How can we ensure that the execution of advising decisions and practices resulted in positive impact on key goals of the district (i.e., connecting practice to desired outcomes)

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Will this assessment tool be a platform they may already be using to assist with other initatives? SHAPE, etc.

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How will the diagnostic tool align to external partners who are measuring to different things?

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Will there be a direct crosswalk between the asset map and the diagnostic tool?

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How do we make this process systemic?

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Can we include feedback from external partners in the diagnostic?

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Can we include feedback from external partners in the diagnostic?

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Even if just a letter of support so that the perspectives of partners and community can be included? Sometimes, those evaluations will differ from those of school staff

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disclosure of funding sources for positions? (local funds, grants, NPOs, Education Foundation, IHE, etc.)

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How is this affecting different student populations/groups? is one group benefitting over another? Does part of the diagnostic need to ensure ALL student groups are having their needs met?

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How is this affecting different student populations/groups? is one group benefitting over another? Does part of the diagnostic need to ensure ALL student groups are having their needs met?

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Reviewing data from THECB enrollment/outcomes with LEA advising goals/diagnostic.

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How will the impact on different student groups be measured? Or how will the differing needs of students be incorporated into the diagnostic?

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How will the impact on different student groups be measured? Or how will the differing needs of students be incorporated into the diagnostic?

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How has the immediate and long-term impact of COVID-19 specifically affecting advising? I know this is a broad question but there's been lots of talk of potential long-term impacts, and we've already seen college enrollment drop for c/o 2020

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How are external advising partners currently assessing and evaluating their own programs? What are they measuring?

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How do we include a cross walk between these organizations?

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and advisor satisfaction; might also want to include an understanding of the area's demographics to understand differences in rural and urban areas.

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We need to assess and diagnose equity.  Are student groups receiving equitable resources?  Is the district investing more in underserved populations?  Can it identify disparities in resources allocated to sub-populations from ESL, Special Ed, to Student of Color.