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1. Finding the documents needed -ST

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2. buy-in between TEA and LEAs on new roles and responsibilities (visits, new rubric, ESC coaching) - JS

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Equity/freedom/access, evidence based, adult led systems

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All students

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Many team members explicitly stated a focus on students and adults in the context of supporting schools. Goal/aim is to create relationships that yield high-impact & positive outcomes.

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Ownership of improvement in education

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Engage all adult stakeholders to ultimately bring value to educational experience of the child

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Engage all adult stakeholders to ultimately bring value to educational experience of the child

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Inspire, success, choices, relationships, support, guidance, mindset, access, coaching, growth, communities/families

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opening endless doors to opportunities, possibilities  

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opening endless doors to opportunities, possibilities  

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All students have the right to their freedoms which includes access to the best, high quality programs to ensure they have the best opportunities.

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We believe that an equitable education leads to true freedom for all. By leading and coaching of best practices, SI specialists will have ownership of improvement in education and engaging adult stakeholders and adult led systems, students will then have endless possibilities.

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All students, support for educators, equity, positive student outcomes, success, growth, adult behaviors impacting systems

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All students, support for educators, equity, positive student outcomes, success, growth, adult behaviors impacting systems

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To create and foster coaching relationships that will inspire, support, & guide adults using evidence-based practices that lead to high-impact & positive outcomes for all in the learning community.

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Establishing buy-in

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We believe that educators should be supported so they can positively impact adult led systems and that all students are entitled to an equitable education that fosters growth and positive student outcomes.

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We believe that educators should be supported so they can positively impact adult led systems and that all students are entitled to an equitable education that fosters growth and positive student outcomes.

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Balancing changes and priorities within education.

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Turnover in various roles of education

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Staying clear and consistent with expectations.

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3. balancing priorities between supporting campuses and new tasks from within division - JS

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4. supporting new staff due to turnover within division, ESCs, districts, and campus leadership - JS

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Context of standalone charter w/ year-round calendar posed new challenges to provide support from our work.

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5. understanding changes to accountability and TEA roles and responsibilities in time to work with campuses - JS

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Incorporating initiatives into existing work in real time (HQIM/RBIS)- DL

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When campus/district teams make commitments during meetings which aren't followed-through by the next meeting/submission.

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6. More learning opportunities to attend coaching sessions (TIL, sessions offered ESC) 

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6. More learning opportunities to attend coaching sessions (TIL, sessions offered ESC) 

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alignment of findings and actions between TEA, VIP, ESC, Dist, and Campus. - JS

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When the campus/district team isn't taking the advice of the ESC team and/or communicating with ESC.

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In some cases, with large districts that have many campuses in SI, it is challenging to streamline/coordinate SI feedback processes with so many campuses between district, campus, conservator, ESC, and TEA.

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Establish clear structures, roles and responsibilities, among VIPs, SI-TEA, and ESCs, define interaction processes among the three teams. Define metrics of success for VIPs using our experience with ESCs.

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Continue to attend VIP trainings and take advantage of opportunities to connect and learn alongside with them

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Continue to attend VIP trainings and take advantage of opportunities to connect and learn alongside with them

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When a district/campus has support from more than one TEA SI specialists in a single year, communication & continuity is challenging.

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Rubric errors throughout the year.
Caseload changes during the year.
ISAM/S-Drive/Qualtrics--lots of repetition (opportunities for errors).
DCSI--Lack of interest/Lack of commitment/Lack of knowledge...Handing off the TIP to others to complete.
How COVID was handled in schools.
Caseload numbers.
The knowledge we need: RBIS, Accountability--Comprehensive, Targeted, etc., Grants, CRIMSI, deadlines, etc. (One pagers are helpful). We don't always know who to put campuses in touch with at TEA...
ESC's not fully engaged--not fully supporting the campuses.
Lack of urgency from campuses.
Misinformation on how campuses get out of "improvement".
Districts closing campuses w/o following the correct protocols--(trying to change campus number)...

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We are seeing increased collaboration between CES, Chris Vargo, and SI to establish measures of success for VIP's moving forward

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We are seeing increased collaboration between CES, Chris Vargo, and SI to establish measures of success for VIP's moving forward

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As educators, it is challenging to stay up-to-date with research, initiatives, language, etc. when we're not doing day-to-day with campuses.

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Continue to establish positive support relationships with internal & external SI team

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Continue to establish positive support relationships with internal & external SI team

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Challenge # 6 flexibility for adult learning opportunities such as book studies, attending other agency or esc sessions.  

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Challenge # 6 flexibility for adult learning opportunities such as book studies, attending other agency or esc sessions.  

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Better understand VIP support, resources & TEA initiatives that influence campus SI work.

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Better understand VIP support, resources & TEA initiatives that influence campus SI work.

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Ensure that we develop talking points about VIP partnerships that are consistently used in touchpoints with campuses

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Ensure that we develop talking points about VIP partnerships that are consistently used in touchpoints with campuses

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Cont. to coordinate/communicate about expectations & meetings w/ ESCs & DCSIs

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Cont. to coordinate/communicate about expectations & meetings w/ ESCs & DCSIs

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Ensure the focus of refresh groups captures broader SI division needs

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Challenge #2 systemic and consistent setup of S: Drive Documents and other platforms used to store docusments

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Challenge #2 systemic and consistent setup of S: Drive Documents and other platforms used to store docusments

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ensure all stakeholders of the TIP (TEA, VIP, ESC, Dist, Campus) understand best practices and use of/understanding of ESF. - JS

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1 pager--internal..who we contact if we get questions (grants, governance, etc.).
Find out from DCSI what they need from us (who internally we can connect them with if they need help).
Attach necessary links to our emails to help DCSIs.

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Evolve our work groups to meet year-round consistent collaborative needs.

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Evolve our work groups to meet year-round consistent collaborative needs.

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We will provide timely support, high-leverage resources/opportunities, and build positive relationships with all stakeholders in order to impact successful outcomes for all students in Texas.