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how will we be collaborating to create this? What criteria will we use? (ie. free, vertically aligned, etc.)

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If a discretionary grant is offered, could we have training & support? Could we have simplified reporting on it and/or data collection support?

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How do we model the expectations for the pilot?
After we have modeled, how do we support and mentor through the process?

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How will pilot participants be trained?

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What data/reflections are captured? Where is it stored?

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If you are leverating districts who are already in the  GearUp/TRPN grants, do these districts includa nay small rural districts?  How will we address their needs?

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Do we have a list of achievement outcomes that are being measured? (ie. CCMR indicators). Have we identified districts that are already exemplars on these measures and studied key practices that are already in use there?

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Districts and schools have so many statues that may encompass many of the areas of the EAF. Being able to show alignment with what is already mandated would be a great plus in getting participation.

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Will there be a "pitch" zoom for possible pilot participation? I think my district would be interested but I'd like them to hear it from you guys what it requires.

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Texas is a big state! How will we ensure pilot participants are representative of most school districts and students served?

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I think Texas OnCourse is a great tool for schools, but I hear from many counselors is that they either don't have the time to log in or they need interaction with other learners & trainers to synthesize the information. I think this pilot needs that human interaction - whether it's Zoom or face-to-face.

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How will this look in urban or suburban districts with multiple partners/community agencies? How can we model the needs assessment to ensure ALL these partners are included? How does the pilot encourage and support partnership building?

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How are we planning for uncertainties that may arise due to COVID-19?

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It's unclear to me the difference between the 1.0 pilot and 2.0. If the 1.0 is a "soft pilot," is it more focused on getting feedback than actual implementation?

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I'm curious how pilot districts will be trained and supported throughout the pilot. The need for human power , up to date training, as well as more time and space to implement effective advising are pain points that we have discussed.

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How many districts are we including in the pilot from each region?  Are we going to try for representation from schools ranging in various size from small rural to large suburban?

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As the Counselor position is not mandated except for the Elementary campus with 500+ students, how do we push this lead position to the Counselor?

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Will there be an evaluation of implementation?

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Will there be an evaluation of implementation?

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In order to understand how the EAF works in different schools, will there be an evaluation or lessons learned available for all to understand the trials and tribulations of implementation?

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Since the pilot is new, participating districts may need individualized attention to help with planning and understanding.  Also training opportunities on the EAF framework in general and content areas for advisors/advising support partners and others involved in implementation.

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I wonder if we should hear from rural/smaller district/school counselors regarding our proposed Pilot 1.0. With this group being the majority of our districts in our state, I believe their thoughts/concerns/ideas/strategies/challenges are invaluable to the success of this process.

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Thinking about all our discussions around special advising for homeless students, eco/dis, first generation, ELL etc., Do we want to provide an option for some of our pilot participants to really focus on one or two of these groups to help us determine what "moves the needle" for them

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How is this pilot going to be marketed to districts and what are the deliverables and the timeline for implementation

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How do we connect pilot schools who need individuals to help in implementation? Will we connect them to ESC? CBO's?

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How does a pilot work with a district that already has a comprehensive advising plan?  Does the pilot plan supersede the district's existing plan or work
more as a support document?

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How do we get input from Counselors in the field, all district types/sizes, to make sure we are meeting their needs and this is a workable, achievable endeavor?

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Is there enough time in the pilot phase to determine student outcomes, like successful transition to postsecondary education?  If not, how will we know if the EAF is working?

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It is critical to make sure the EAF is something that can actually be successfully impelmented and incorporated into the workings of the schools.

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I wonder if we can pilot schools through the ESC with a portion of an ESC staff member grant funded to support the efforts - much like the Title IV Mental & Behavioral Health Grant that we are doing with all of the ESC's and 5 rural school districts per ESC - 100 school districts this year in Texas.