1. PBMAS TAIS TRAINING Gretchen Kroos Jim Phillips
Accountability Team Lead
Jim Phillips
Coordinator, Instuctional Services
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2. ESC PBMAS Program Contacts
Accountability Team Lead and B/ESL
Gretchen Kroos
Special Education Team Lead
Pam Humphrey
Instructional Service Coordinator and Title I (NCLB)
Jim Phillips
CTE Consultant
Steve Neal
PBIS/Behavior Team Lead
Becky Yarbrough
Early Childhood and PPCD Consultant
Lynn Sullivan
Special Education Leadership, Charter Schools
Brenda Cupps
Thank you and do not hesitate to contact us for assistance.

3. Stay on topic & ask questions
N O R M S
Be open to learning &
problem solving
Take care of your needs
Presenter Talking Points:
Let’s take a couple minutes to review some norms to help guide our work for the day. Team time has been embedded throughout the day to begin the work of drafting the targeted improvement plan while practicing new processes. In order to get the most efficient use of our time together, I’d like to share a few norms:
--ask questions
CLICK to animate
--be open to learning and problem solving. When possible try and take breaks at the designated times, however we know it’s a busy time of year so,
--take care of your needs as they come up
--be mindful of breaks and coming back together as a whole group. We’d like to honor your time and stick to the time on the agenda
ESC note: Share/add norms you know are successful in your practices
Honor time limits
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4. Texas Accountability Intervention System (TAIS) Training: PBMAS
Welcome to the 2016
Texas Accountability Intervention System (TAIS) Training: PBMAS
Presenter Note: Based on the version of PPT formatting of some slides may need to be considered (for example: slides with quotes may display off the edges of the slide)
Facilitator:
Welcome audience
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5. 11/7/2018

6. 11/7/2018

7. Presenter Talking Points:
While the District Commitments and Support Systems are critical to the framework, for the purpose of our time together today, we are going to dig further into the Critical Success Factors or CSFs.
These 7 CSFs have been identified as key focus areas of a campuses improvement planning efforts
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8. Topics Template Problems Statements Root Causes Strategies
Quarterly Goals
Interventions
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9. Template
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10. PLs that are 2 or above
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11. Under District Analysis Section 3 – PBMAS Questions
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12. CSFs (use handout to discuss)
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13. Initial Submission CheckpointsHO
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14. Gap in the Data Problem Statement
Defining what is a persistent problem…. This is a problem that you had and when you lok at your data you could have made progress but you are still not where you need to be as a campus and need to conintue working on this piece….
You’ll recall from last year’s planning process that we looked at patterns and trends in the school’s data in order to formulate a problem statement. That problem statement is so important because it becomes the foundation that we build our plan around and serves as the starting point that we will measure our progress against.
Some of the same problems from last year may exist, others may have been resolved with new ones appearing. Today we are going to attempt to work with a problem that has persisted from last year. This means that we are going to work through the planning process around this problem, helping you to design a plan around that persistent problem by building off the work that you have already done around this issue. Then after we have worked through the entire planning process around this persistent problem, you will have the tools to evaluate the rest of last year’s plan and how to plan around any new issues that have popped up.
Problem Statement
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15. Problem Statement(s)
HO This criteria is a quality check for you once you have developed your problem statement.
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16. Problem Statement Example Non-Example
African American students have a 40% pass rate on STAAR science.
Concise
Gap in data
Verified by data
Written objectively, no causation
Single manageable issue
African American student group science scores are 40% because lower grades are not teaching all of curriculum Avoids causation
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17. REVISED Problem Statement
ELLs have a 50% pass rate in reading due to a lack of parental involvement
ELLs have a 50% pass rate in reading
Presenter Talking Points:
Here is an example of a revised problem statement that addresses the criteria that were not followed previously.
Perhaps quickly run the new problem statement through the criteria to illustrate – especially highlight no causation and one manageable issue.
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18. Problem Statement Work
1. Based on the gaps in your data, identify the problem area that caused your IR rating.
2. Create a problem statement
3. Verify problem statement against the Problem Statement Checklist
Presenter Talking Points:
As a team, or individual, you are going reflect on the gaps based on data that caused the IR rating.
Once a gap has been identified, know that more time and data will be needed. For the purposes of today, we are modeling and practicing the process so that it can be replicated back at your campus.
Practice developing a problem statement using the problem statement checklist.
When trying to determine which gap to focus on, consider which gaps (if addressed through a root cause analysis and plan) may have a positive impact on more than 1 CSF.
Team work time: start with 13 minutes and check in; allow for a couple more minutes if needed.
Once teams are done, have them record their problem statement on the poster.
Presenter Notes:
Ask teams to bring data while going through this training, or make campus accountability reports available during training.
OPTIONAL – You could have participants try to enter problem statement on template during this time.
This might depend on whether or not you had introduced the template yet and/or how many colleagues you have available to assist.
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19. This is where you would put your first problem statement
This is where you would put your first problem statement. Then also indicate which PBMAS indicators are being addressed in this PS
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20. Purpose Conduct a Root Cause Analysis Determine why gaps exist
Data Analysis
WHAT
Needs Assessment
WHY
Improvement Plan
HOW
Implement & Monitor
Conduct a Root Cause Analysis
Determine why gaps exist
Review additional data sources
Identify root causes
Presenter Talking Points:
Once gaps in data have been identified and problem statements have been developed, the next step is to determine WHY the problem exists.
We do this through conducting a root cause analysis to identify and agree on possible root causes to the problem statements identified.
During the root cause analysis process, you will revisit additional data sources as needed to validate the why behind your problem statement.
This is possibly the most critical step in the process, yet often overlooked when developing a strong improvement plan. The root cause that is identified determines which strategy(ies) will be selected, thus sets the stage for the remainder of the continuous improvement process.
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21. ELLs have a 50% pass rate in reading
Problem Statement
Root Cause
WHY?
ELLs have a 50% pass rate in reading
Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs
Presenter Talking Points:
If the problem statement we identified was “ELLs have a 50% pass rate in reading” once we conducted our root cause analysis process, we determined a possible reason why the ELL passing rate is this low.
In this example, after a root cause analysis was conducted it was determined that the ELL passing rate is 50% because of a “Lack of teacher understanding for instructional strategies needed to meet linguistic needs of ELLs”
Notice there is no call to action, proposed solutions, interventions or data listed within this reason. In this case, once a closer look was taken into why, it was revealed that it’s possibly due to a lack of knowledge and skills.
Now, let’s talk through how we got there.
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22. Root Cause Quality Check
Answers WHY the problem is occurring.
Is validated by data.
Does not contain solutions or suggest actions.
Presenter Talking Points:
Use this quality check and look at the root cause identified on your poster. Does the root cause “pass” the check?
Is focused on what the team can control.
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23. Root Cause 10,5,5 2 Circles 5 Whys HO Presenter Talking Points:
For those of you who aren’t familiar with a root cause analysis, we have a suggested process and associated protocol to share with you. Beginning with the problem statement, the following root cause analysis can be utilized to help drill down into why the gaps in data are occurring.
As we discuss each phase of the process, time will be dedicated for you to practice the protocol starting with the problem statement you developed previously.
Refer to the Root Cause Analysis handout. Inside the packets are the materials you can use to work through this process.
Presenter Notes:
Handout 10_Root Cause Analysis
When PSPs aren’t present or able to be there, consider having teams be available to facilitate this process during the training.
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24. Root Cause
Solutions
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25. Activity – 5 min.
As your group come up with as many reasons as to why you are having this problem. Start with 10, add 5 and then 5 more. (Brainstorming ideas)
After this you can combine any duplicates. You can ask DLT to do this individually and then share out and have others add other reasons thereby getting one list with no duplications.
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26. 2 Circles Control Influence Presenter Talking Points:
Two circles is an adaptation of Stephen Covey’s Circle of Influence and Circle of Concern.
The purpose of this protocol is to decide which of the reasons generated from 10,5,5 can be directly controlled by a campus’ action(s), or influenced.
It is in the best interest of the group to direct energy in reasons that can be directly controlled that will allow for greater impact of desired results.
In your packet you have a handouts to work through this process.
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27. You can use this handout to list “whys” that you have control over vs
You can use this handout to list “whys” that you have control over vs. those you only can influence.
Eliminate any “whys” that you have no control over
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28. Team Consensus Presenter Talking Points:
Now that we have narrowed the list by determining what you think is in “control” vs “influence” the next step is to select 1 reason listed in your circle of control.
To do this the team will need to come to a quick consensus as to which reason they would like to take through the next phase of the needs assessment process (5 Whys, which we’ll discuss in a minute).
An important point to make here is that while it most likely isn’t available to you today, it’s important to verify these reasons with data. This will help in deciding which reason to go with.
Consider which of those reasons listed in the circle of control would have a high impact if you tried to resolve it.
Also consider is there data backing up this reason why or is this just a stated opinion or feeling?
Please know that the time provided today isn’t enough time to thoroughly conduct this analysis, however the intention is to begin to model the process so that you can take this back to your team when you have the right stakeholders, time and data with you.
Take 3-5 minutes and vote as a team which reason listed within your control you’d like to move on with.
Write that consensus at the bottom of your handout.
Team Consensus
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29. 1. Why are the students bored at school?
Problem statement: “ ELLs have a 50% pass rate in reading”
Consensus: “School is boring.”
1. Why are the students bored at school?
--because classes are boring for the students.
2. Why are students bored with their classes?
--because students aren't connecting with the material.
Presenter Talking Points:
(Presenter Note: This slide is to model the first questions of this process)
In the example, the problem statement started with “ELLs have a 50% pass rate in reading.”
The consensus was to look at “School is boring.” (Click)
The way the 5 Whys works is to turn that consensus into the first question, “Why is school boring?”
In the handout provided, the scribe can record responses. (Click)
Once an answer is settled upon, write it town on the hand out and turn the response into question 2. (Click)
Each answer to “Why” becomes the next question until the team feels like they landed on a root cause that
Is still within the teams control,
Has some sort of data to verify it’s a cause, again the purpose is to avoid opinions and subjectivity, and
Is not stated in a way that takes action or describes how to solve the problem.
It’ s also important to avoid finger-pointing and blaming, it’s important to stay in the circle of control.
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30. Economically Disadvantaged student group pass rate was 49% in science.
Problem Statement
Economically Disadvantaged student group pass rate was 49% in science.
Root Cause
1/3 of staff were 1st year teachers.
(inexperience teachers, ineffective teachers)
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31. Economically Disadvantaged student group pass rate was 49% in science.
Problem Statement
Economically Disadvantaged student group pass rate was 49% in science.
Root Cause - Stronger
Staff lacks cultural understanding of poverty and its impact on student learning and achievement, and therefore, does not provide appropriate instructional supports and scaffolds in lessons.
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32. Economically Disadvantaged student group pass rate was 49% in science.
Problem Statement
Economically Disadvantaged student group pass rate was 49% in science.
Root Cause - Stronger
Staff’s empathy for students and their environmental realities results in low expectations and allowed excuses for student achievement.
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33. Problem Statement
7% of students are meeting Level II, Final Phase-In Standard for Index 4 performance.
Root Cause – Non-Example
Staff needs to focus beyond “just passing” and intervene with higher performing students who could reach Level II, Final Phase-In or Level III standard.
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34. Problem Statement
7% of students are meeting Level II, Final Phase-In Standard for Index 4 performance.
Root Cause – Better Example
Lack of monitoring and analysis of data beyond passing standard that is resulting in lack of support and growth of higher performing students.
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35. You can have more than one root cause per PS.
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36. Purpose Set annual goals Identify a strategy Set quarterly goals
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Set annual goals
Identify a strategy
Set quarterly goals
Determine interventions
Presenter Talking Points:
We’ve looked at the “what” with data, the “why” with needs assessment, now it’s about the “how” by addressing the targeted improvement plan.
The purpose of this section is to discuss the process for developing a targeted improvement plan, grounded in quarterly planning, to address the root cause that you identified during Needs Assessment.
There are several steps to improvement planning. The first one we will discuss is establishing your annual goal
Presenter Note: Emphasize the key words of what, why and how.
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37. Annual Goal Problem Statement Root Cause Strategy
Presenter Talking Points:
The first connection that we are going to make today is that the annual goal resolves the problem statement.
If the problem statement defines the gap in the data - our current state, then the annual goal sets where we want to be. It is our destination.
The annual goal is really about beginning with the end in mind. It establishes what we want to accomplish in one year, and by doing so helps set the purpose for the rest of the planning.
Strategy
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38. Does the annual goal resolve the problem statement?
ELLs have a 50% pass rate in reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Problem
Statement
Annual Goal
Does the annual goal resolve the problem statement?
Root Cause
Presenter Talking Points:
The annual goal is built from the problem statement.
Whatever the problem statement (or gap in the data) is in regards to performance, graduation rates, etc., ….your annual goal directly addresses the problem area revealed in your data.
Let’s go back to our example.
CLICK to animate
We established that the problem statement, the gap in the data, for this campus was that ELLs have a 50% pass rate in reading.
An aligned annual goal might read, “ELL student group will have 60% pass rate on 2016 STAAR reading.”
Notice that the problem statement identified a gap in reading performance so the annual goal states the improvement in reading performance that this campus wanted to see in one year.
So, let’s remember the quality check for annual goal and that is does it directly resolve the problem statement?
And the answer is yes. In this example, the annual goal is aligned to the gap in the data identified in the problem statement.
Presenter Note:
Remember to periodically remind participants that the example is designed to model the process you are sharing today. The exact annual goal or percent increase needed will vary.
YES
Strategy
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39. S.M.A.R.T. Results-Based Specific Time-Bound Measurable Attainable
Presenter Talking Points:
Annual goals (and later quarterly goals) should be SMART goals.
I know you may be very familiar with SMART goals, but it’s important to revisit this concept to ensure clear and measureable planning.
CLICK to animate
Goals should be:
Specific – meaning clear and easily understood.
Measurable – a goal being measurable is what allows you to know whether you’ve accomplished you goal by using data/evidence.
Attainable – a goal needs to be doable, but not so easy that the team does not have high expectations. Sometimes Assertive is also used as the “A” in SMART. There is a fine balance that you are trying to strike in what can be reasonably accomplished in a year, while still calling your staff/team to action.
Results-Based: The team has to see that the goal directly connects to their work and is focused on outcomes. You need to be able to get results to keep the buy-in of the team.
Time-Bound: This is the deadline. For annual goals it is easy since it will be THIS YEAR! ☺
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40. ELL student group will have 60% pass rate on 2016 STAAR reading
Can you find all of the SMART elements in this annual goal?
Presenter Talking Points:
Let’s go back to our annual example and see if we can identify all the SMART elements.
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41. SPECIFIC
ELL student group will have 60% pass rate on 2016 STAAR reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Presenter Talking Points:
Can someone shout out what phrases in the goal make it specific?
Allow participants to shout out/popcorn responses.
CLICK to animate
Specific student group and content area help make this goal direct and easy to understand.
Presenter Notes:
Participants may note other elements that help make this goal specific.
Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.
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42. MEASURABLE
ELL student group will have 60% pass rate on 2016 STAAR reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Presenter Talking Points:
Can someone shout out what phrases in the goal make it specific.
Allow participants to shout out/popcorn responses.
CLICK
Having a specific data source and target allows this goal to be measurable. This campus team will clearly be able to determine whether or not it meets this goal.
Presenter Notes:
Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.
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43. ATTAINABLE
10% increase
ELL student group will have 60% pass rate on 2016 STAAR reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Presenter Talking Points:
Can someone shout out what phrases in the goal make it specific.
Allow participants to shout out/popcorn responses.
CLICK
This goal targets a 10% increase in a year. This would seem to be reasonable for a year’s growth.
Presenter Notes:
Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.
Please be prepared to support that TEA and TCDSS are not looking for a specific percentage increase in annual goals.
Also be prepared to address questions/comments that districts may require them to set goals equivalent to Index targets, regardless of the amount of increase.
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44. RESULTS-BASED
ELL student group will have 60% pass rate on 2016 STAAR reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Presenter Talking Points:
Can someone shout out what phrases in the goal make it specific.
Allow participants to shout out/popcorn responses.
CLICK
This goal is based on student outcomes. Annual goals based on student performance, more readily lend themselves to results-based goals.
We will discuss results-based goals again later when we discuss quarterly goals.
Presenter Notes:
Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.
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45. TIME-BOUND
ELL student group will have 60% pass rate on 2016 STAAR reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Facilitator:
Can someone shout out what phrases in the goal make it specific.
Allow participants to shout out/popcorn responses.
CLICK
This goal notes that the data used to measure this goal will be a year from now. Again, time-bound for annual goals is easy to note.
This component of SMART will also apply to quarterly goals that we will discuss later.
Presenter Notes:
Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.
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46. T I P S Ensure the annual goal is aligned to the PROBLEM STATEMENT
Check to see the goal is written
in a S.M.A.R.T way
Presenter Talking Points:
Remember that annual goals are aligned with problem statement. The data source should be the same.
Be sure to make your annual goal a SMART goal.
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47. Annual Goal Work
1. Create an annual goal that is aligned to and resolves the problem statement you identified.
2. Verify annual goal is a SMART goal.
3. Write annual goal.
(ACTIVITY-5MIN) Presenter Talking Points:
It is our next checkpoint and team work time.
We are going to give you five minutes to discuss and create an annual goal that aligns and resolves your problem statement.
When you have decided on an annual goal, please write it on your poster.
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49. Purpose Set annual goals Identify a strategy Set quarterly goals
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Set annual goals
Identify a strategy
Set quarterly goals
Determine interventions
Presenter Talking Points:
The next step in Improvement Planning quadrant is identifying the strategy.
The strategy is how we are going to get to our annual goal.
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50. Quality Check
Focuses on broad, over-arching approaches such as systems, structures, models, processes.
Customize to address identified root cause on your campus.
Ensure that you have the capacity and resources to implement strategy with fidelity.
Presenter Talking Points:
Additional quality checks for strategy include: Read quality checks from slides.
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51. ELLs have a 50% pass rate in reading
ELL student group will have 60% pass rate on 2016 STAAR reading
Problem
Statement
Annual Goal
Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs
Implement sheltered instruction campus-wide
Root Cause
Presenter Talking Points:
In our example today we’ve discussed quality checks to ensure that you could see the connections between the puzzle pieces that lived side-by-side.
It is crucial to have these two connections because then you can ensure that all your “bases” are covered and you have a solid foundation on which you can build your plan.
CLICK to animate
The problem statement should be resolved by achieving the annual goal.
The root cause should be directly addressed by the implementation of the strategy.
Strategy
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52. Strategy HOW to get from this… to this… to THIS!
Presenter Talking Points:
Strategy is how you are going to accomplish the annual goal and this slide illustrates the importance of a strong strategy.
The implementation of the strategy is what will move the needle from your problem statement - your current state, to your annual - where you want to be.
It is how you get from here
CLICK to animate
To here
The implementation of the strategy must be a focus throughout the entire year.
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53. Strategy Observations
Education buzzwords
Too specific- Focus on broad, over-arching approaches such as systems, structures, models, processes, etc.
No Absolutes- it doesn’t have to be commercial buzzwords; PBIS, sheltered instruction, PLCs. It can be home-grown and customized.
Too narrow and specific
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54. IS broad and over-arching
Strategy
Structures
Processes
Systems
Models
Strategies should be seen as broad, over-arching methods or approaches such as systems, structures, models, processes.
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55. IS NOT narrow and specific
TRAINING
Can’t be just training
While training lives in probably all strategies in some way shape or form
i.e. if you are implementing a new system, model, or process you need to incorporate training in the beginning or throughout the year for various stakeholders.
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56. Does the strategy directly address the root cause?
Problem
Statement
Annual Goal
YES
Implement sheltered instruction campus-wide
Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs
Root Cause
Presenter Talking Points:
So, to sum things up, the quality check at this point is to ensure that the strategy directly addresses the root cause.
For our example, it would be to ask yourself if the implementation of sheltered instruction campus-wide would directly address the lack of teacher understanding.
If you can’t see that connection then you need to pause because you won’t be addressing the true reason for problem, so in turn you will not be moving the needle towards achieving your annual goal.
Strategy
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57. ________________________ _______________________
Strategy Examples
Root Cause
Strategy
Meeting the needs of ELLs
________________________
Disciplinary concerns
Sheltered Instruction
_______________________
PBIS
So, to sum things up, the quality check at this point is to ensure that the strategy directly addresses the root cause.
For our example, it would be to ask yourself if the implementation of sheltered instruction campus-wide would directly address the lack of teacher understanding.
If you can’t see that connection then you need to pause because you won’t be addressing the true reason for problem, so in turn you will not be moving the needle towards achieving your annual goal.
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58. Strategy Quality Check
Focuses on broad, over-arching approaches such as systems, structures, models, processes.
Customize to address identified root cause. It doesn’t have to include education buzzword(s). Remember, no absolutes.
Ensure that you have the capacity and resources to implement.
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59. Purpose Set annual goals Identify a strategy Set quarterly goals
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Set annual goals
Identify a strategy
Set quarterly goals
Determine interventions
Presenter Talking Points:
The next step we will discuss is quarterly planning.
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60. IS a target for the implementation of the strategy
A Quarterly Goal
IS a target for the implementation of the strategy
Presenter Talking Points:
Quarterly goals are checkpoints or targets in the implementation of the strategy and are not breakdowns of the annual goal.
Appropriate implementation of that strategy will assist in achieving the annual goal.
If the implementation of the strategy is what will move the needle on the annual goal, then we have to ensure that it is going to get done.
CLICK to animate
In working with campuses, we often see them trying to break their annual goal into four parts for their quarterly goals. However, this is not the correct approach to this phase of the process.
Lets spend a little bit of time talking about why breaking the annual goal into four parts is not the best approach.
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61. Annual Goal = Increase Scores by 10% Quarter 2 Goal= 10%
Presenter Talking Points:
As we just discussed, quarterly goals are checkpoints for the implementation of the strategy which will lead to meeting the annual goal.
In our example, the annual goal to increase ELL reading achievement by 10%.
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62. Q 1 Goal= Q 2 Goal= 2.5% 2.5% Q 3 Goal= Q 4 Goal= 2.5% 2.5%
Presenter Talking Points:
Our first instinct might be to take that 10% and simply divide it evenly between the 4 quarters.
Often times, quarterly goals will look something like this…(animate one at a time).
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63. Q 1 Goal= Q 2 Goal= 2.5% 2.5% Q 3 Goal= Q 4 Goal= 2.5% 2.5%
Presenter Talking Points:
Reasons why this is not a good approach:
“Growth doesn’t occur uniformly - change happens at different rates and cannot be measured in that way”
“those numbers are arbitrary”
“these numbers don’t relate to the need of rigor”
“can’t measure STAAR at each quarter”
Optional Activity: Before talking through why breaking into four parts is not the best approach, you could pose the question to participants – “Why do you think this is not the best approach?” Let them shout out responses. You can then address any of the talking points above that do not get mentioned by participants.
Sometimes when implementing change (i.e. strategy) you move faster than other times, but you are still trying to reach the same goal. Each quarter is focused on what needs to happen at that time to ultimately get you to where you want to be.
Quarterly goals as checkpoints of strategy implementation help us monitor implementation so that we can make adjustments to get back on track while we can still make adjustments.
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64. A Quarterly Goal IS A Quarterly Goal IS NOT
A target for strategy implementation
A breakdown of annual goal
A focus on a change in stakeholder behavior
Equal to annual goal (4th quarter)
Results-based (Outcome of implementation)
Process-based (Summary of completed tasks)
SMART
Urgent
Point for celebration
Presenter Talking Points:
This is a summary of the characteristics we have discussed. You have this as a resource. (Allow time for them to find this.)
You can use this resource as you develop your quarterly goals. These are your quality checks for quarterly goals.
Handout_13 Quarterly Goal Is_Is Not Chart
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65. Strategy Implementation = Stakeholder Behaviors
Presenter Talking Points:
We are about to walk through a process that aims at developing quarterly goals and interventions.
It starts by creating a list of stakeholder behaviors that you would see in the successful implementation of the strategy.
Remember we have talked about the importance of identifying the changes to stakeholder behaviors that are necessary in order to achieve an outcome that is different than what we have seen in the past.
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66. Instructional Coaches District BE/ESL Department
Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016
Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs.
 Strategy: Implement sheltered instruction strategies campus-wide
Administrative Team
Teacher-Learning
Teacher-Practice
Student-Learning
Instructional Coaches
District BE/ESL Department
Design training plan and calendar
Teachers will understand how to incorporate all four language domains into lessons
Teachers will incorporate language objectives into lesson plans
Students are making growth in language proficiency levels
Conduct walkthroughs
Provide training
Design walkthrough protocol
Teachers will understand linguistic instructional strategies
Teacher will incorporate multiple language domains into daily lessons
Students’ academic vocabulary increases
Provide feedback
Do walkthrough to monitor implementation and calibrate with campus admin
Teachers will incorporate linguistic instructional strategies
Provide follow-up support training
Provide feedback to campus leadership team
Provide feedback to teachers on walkthroughs
Evaluate strategy implementation
Provide coaching and resources
Assist admin team in designing training plan and calendar
Attend training
Presenter Talking Points:
Note: You may want to remind that you may want to be looking at this slide on your computer since the font is pretty small or print as a handout. Participants will need to be able to see this slide in a more close-up manner than just on the screen.
We often used a blank copy of the brainstorm resource to help discuss this section.
Handout 14_Optional Example Stakeholder Brainstorm
This is an example only and you could have two campuses implementing the same strategy and they could have different stakeholders based on their individual needs, capacity and resources on the campus.
This graphic organizer is a tool to help you with this brainstorming process.
Asking yourself WHO needs to do WHAT in order to successfully implement the strategy.
What stakeholders do you have on your campus that are necessary to the successful implementation of the strategy.
Blank columns for your use.
In this example, this campus was using instructional coaches and the district BE/ESL department as additional stakeholders for implementation of this strategy.
These stakeholders may not make sense for you. You need to decide which stakeholders make sense for your campus and the strategy that you are working to implement.
Acknowledge rural schools if appropriate. –
These additional stakeholders may not be available to you. Your ESC, PSP, DCSI, strong teacher/team, other consultant may be other stakeholders that can assist with strategy implementation
Notice - students are a stakeholder too
For each stakeholder list all the actions/behaviors that need to be done over the course of the entire year to successfully implement the strategy.
At this point, we are not worried about what needs to be done first, just brainstorm all the actions.
Lets look at the behaviors/actions – Goes beyond training, it includes implementation and monitoring – all the needed actions/behaviors needed for a successful implementation of the strategy.
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67. Instructional Coaches District BE/ESL Department
Annual Goal: ELL student group will have 60% pass rate on STAAR reading assessment in spring 2016
Root Cause: Lack of teacher understanding for appropriate instructional strategies to meet ELL needs.
 Strategy: Implement sheltered instruction strategies campus-wide
Administrative Team
Teacher-Learning
Teacher-Practice
Student-Learning
Instructional Coaches
District BE/ESL Department
Design training plan and calendar
Teachers will understand how to incorporate all four language domains into lessons
Teachers will incorporate language objectives into lesson plans
Students are making growth in language proficiency levels
Conduct walkthroughs
Provide training
Design walkthrough protocol
Teachers will understand linguistic instructional strategies
Teacher will incorporate multiple language domains into daily lessons
Students’ academic vocabulary increases
Provide feedback
Do walkthrough to monitor implementation and calibrate with campus admin
Teachers will incorporate linguistic instructional strategies
Provide follow-up support training
Provide feedback to campus leadership team
Provide feedback to teachers on walkthroughs
Evaluate strategy implementation
Provide coaching and resources
Assist admin team in designing training plan and calendar
Attend training 2 4 5 6
1 6 8 3
1 0
1 3
1 5 7 8 8
1 4
1 2 9
Presenter Talking Points:
Next, regardless of stakeholder, order the actions/behaviors in the order that they need to happen.
What has to be done first, second, etc.
Notice some stakeholders may have same actions. In this example they are ordered with the same number because both stakeholder groups will be doing them together.
However, it could be that there are different numbers for different stakeholder groups on same action because different groups will take the lead at different times.
1 0
1 7
1 1 2 1 1
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1 7
1 7

68. Stakeholder Brainstormainstorm
1. Find the blank stakeholder behavior brainstorm resource.
2. For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy.
3. Then, regardless of stakeholder, order the actions in the order they need to be done.
(ACTIVITY 10min) Presenter Talking Points:
You are now going to have time to begin working through this process with your work.
Taking the strategy that you are considering from your earlier work, THEN WALK THROUGH STEPS ON SLIDE
Explain the importance of getting through this part – we are trying to walk through the process, so that you can go back and replicate it with your team at your campus.
Need to do this part in order to continue with process.
Presenter Notes:
Start with 13 minutes for this activity, knowing you will probably use 15.
If you have additional colleagues to help facilitate, that would be great.
Important to use timer, as it will help participants and you stay on track.
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69. Grouped Stakeholder Behavior Quarter Goals and Interventions
Presenter Talking Points:
Once we have an ordered list of stakeholder actions, we begin to group them by what we want to accomplish in each quarter.
This leads to quarterly goals and interventions.
Many of the listed stakeholder behaviors will become interventions. Q4
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70. JUNE/ JULY Q3 Q1 Q4 Q2 Feb Mar Aug Sept Oct April May June Nov Dec Jan
Admin and ICs attend training
JUNE/
JULY
ICs provide follow-up training
Design training plan and calendar with assistance from BE/ESL dept.
Teachers will understand linguistic instructional strategies and how to incorporate into lessons.
Design walkthrough protocol Q3
Feb
Mar
BE/ESL dept. delivers training to staff
Teachers will incorporate linguistic instructional strategies into lessons.
Teachers will learn how to incorporate all four language domains into lessons. Q1
Aug
Sept
Oct
Students’ academic vocabulary increases.
Teachers will incorporate language objectives into lesson plans.
Intervention groups based on assessment results
Teachers will incorporate all four language domains into lessons.
The language proficiency levels of ELLs will increase.
Admin and ICs will conduct walkthroughs with BE/ESL dept
Presenter Talking Points:
Now that we have all of our stakeholder behaviors and actions grouped by what we are going to do each quarter – we need to set goals for each quarter. Statements that specifically capture the measurable results/outcomes of our work. The quarterly goal is how we will know that we are on track.
So, let’s go back and look at quarter 1. We said that
We were going to train teachers
Have them plan and discuss in PLCs
Incorporate multiple language domains in lessons
Begin walk-throughs
What is a checkpoint that would let us know we are on track with these things?
Here is what the campus team arrived on CLICK
A couple of notes –
We are not saying this is the goal for overall implementation. It is where we want to be by end of 1st nine weeks. If we do not meet this, then we will have think about making adjustments in order to keep our overall implementation on track.
Be sure to reflect back to the Is and Is Not chart while developing quarterly goals. Q4
April
May June
Evaluate strategy implementation.
Staff survey
Data review
Identify training needs
BE/ESL department will provide feedback to admin team Q2
Nov
Dec
Jan
Admin and ICs provide feedback to teachers
ICs provide coaching and support

71. Quarter 1 Goal
By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.
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72. JUNE/ JULY Q3 Q1 Q4 Q2 Feb Mar Aug Sept Oct April May June Nov Dec Jan
Admin and ICs attend training
JUNE/
JULY
ICs provide follow-up training
Design training plan and calendar with assistance from BE/ESL dept.
Teachers will understand linguistic instructional strategies and how to incorporate into lessons.
Design walkthrough protocol Q3
Feb
Mar
BE/ESL dept. delivers training to staff
Teachers will incorporate linguistic instructional strategies into lessons.
Teachers will learn how to incorporate all four language domains into lessons. Q1
Aug
Sept
Oct
Students’ academic vocabulary increases.
Teachers will incorporate language objectives into lesson plans.
Intervention groups based on assessment results
Teachers will incorporate all four language domains into lessons.
The language proficiency levels of ELLs will increase.
Admin and ICs will conduct walkthroughs with BE/ESL dept
Presenter Talking Points:
OK – Back to our stakeholder behaviors and quarterly goal development.
We will continue the same type of thinking as we’ve been discussing to develop quarter 2 and quarter 3 goals (May want to quickly summarize the stakeholder behaviors for quarter 2) CLICK
Another important piece to our thinking during goal development has to be what data sources are we going to use to measure this goal. This needs to be a simultaneous thought in goal development. We need to know at the time of development how we will measure it.
In quarter 2 goal, we want 80% of our classes to have students working/learning in multiple language domains. What data source will we use to verify that we have met that goal – walkthrough data.
Take it a step further – I’m going to have ensure a strong walk through system - our walk-throughs have to have a focus on implementation of multiple language domains from student working/learning perspective.
Walkthroughs with a focus on higher order thinking skills is important, it would not help us measure this specific goal.
For another reminder, let’s look at goal 3 CLICK –
Note: Summarize behaviors and read aloud 3rd quarter goal.
quarterly goals are checkpoints.
We are not saying that this is the expectation or annual goal; the expectation could very well be 100% but, when we think about it as a checkpoint, we are saying that we might need to make an adjustment or mid-course correction if we do not see at least 80% in order to meet the annual goal of 60% ELL passing rate on 2016 STAAR reading.
Even if we meet the 80% goal, that doesn’t mean that we are then going to ignore the 20% that still are not fully implementing – we are going to go ahead and continue supporting them, but meeting that target keeps us on track to meet the annual goal.
CLICK
To sum up, we are going to look at some key reminders Q4
April
May June
Evaluate strategy implementation.
Staff survey
Data review
Identify training needs for 16-17
BE/ESL department will provide feedback to admin team Q2
Nov
Dec
Jan
Admin and ICs provide feedback to teachers
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ICs provide coaching and support

73. Quarter 1 Goal
By the end of the 1st nine weeks, 100% of teachers are includpropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.
By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.
By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.
By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans to provide students the opportunity to work in multiple language domains.
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74. JUNE/ JULY Q3 Q1 Q4 Q2 Feb Mar Aug Sept Oct April May June Nov Dec Jan
Admin and ICs attend training
JUNE/
JULY
ICs provide follow-up training
Design training plan and calendar with assistance from BE/ESL dept.
Teachers will understand linguistic instructional strategies and how to incorporate into lessons.
Design walkthrough protocol Q3
Feb
Mar
BE/ESL dept. delivers training to staff
Teachers will incorporate linguistic instructional strategies into lessons.
Teachers will learn how to incorporate all four language domains into lessons. Q1
Aug
Sept
Oct
Students’ academic vocabulary increases.
Teachers will incorporate language objectives into lesson plans.
Intervention groups based on assessment results
Teachers will incorporate all four language domains into lessons.
The language proficiency levels of ELLs will increase.
Admin and ICs will conduct walkthroughs with BE/ESL dept
Presenter Talking Points:
OK – Back to our stakeholder behaviors and quarterly goal development.
We will continue the same type of thinking as we’ve been discussing to develop quarter 2 and quarter 3 goals (May want to quickly summarize the stakeholder behaviors for quarter 2) CLICK
Another important piece to our thinking during goal development has to be what data sources are we going to use to measure this goal. This needs to be a simultaneous thought in goal development. We need to know at the time of development how we will measure it.
In quarter 2 goal, we want 80% of our classes to have students working/learning in multiple language domains. What data source will we use to verify that we have met that goal – walkthrough data.
Take it a step further – I’m going to have ensure a strong walk through system - our walk-throughs have to have a focus on implementation of multiple language domains from student working/learning perspective.
Walkthroughs with a focus on higher order thinking skills is important, it would not help us measure this specific goal.
For another reminder, let’s look at goal 3 CLICK –
Note: Summarize behaviors and read aloud 3rd quarter goal.
quarterly goals are checkpoints.
We are not saying that this is the expectation or annual goal; the expectation could very well be 100% but, when we think about it as a checkpoint, we are saying that we might need to make an adjustment or mid-course correction if we do not see at least 80% in order to meet the annual goal of 60% ELL passing rate on 2016 STAAR reading.
Even if we meet the 80% goal, that doesn’t mean that we are then going to ignore the 20% that still are not fully implementing – we are going to go ahead and continue supporting them, but meeting that target keeps us on track to meet the annual goal.
CLICK
To sum up, we are going to look at some key reminders Q4
April
May June
Evaluate strategy implementation.
Staff survey
Data review
Identify training needs for 16-17
BE/ESL department will provide feedback to admin team Q2
Nov
Dec
Jan
Admin and ICs provide feedback to teachers
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ICs provide coaching and support

75. Quarter 2 Goals
By the end of the 1st semester, students are working in at least two language domains in 80% of classes observed
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76. JUNE/ JULY Q3 Q1 Q4 Q2 Feb Mar Aug Sept Oct April May June Nov Dec Jan
Admin and ICs attend training
JUNE/
JULY
ICs provide follow-up training
Design training plan and calendar with assistance from BE/ESL dept.
Teachers will understand linguistic instructional strategies and how to incorporate into lessons.
Design walkthrough protocol Q3
Feb
Mar
BE/ESL dept. delivers training to staff
Teachers will incorporate linguistic instructional strategies into lessons.
Teachers will learn how to incorporate all four language domains into lessons. Q1
Aug
Sept
Oct
Students’ academic vocabulary increases.
Teachers will incorporate language objectives into lesson plans.
Intervention groups based on assessment results
Teachers will incorporate all four language domains into lessons.
The language proficiency levels of ELLs will increase.
Admin and ICs will conduct walkthroughs with BE/ESL dept
Presenter Talking Points:
OK – Stay with me…one more quarter to go!
As we continue planning for quarter 4– let’s keep in mind that quarterly goals are about the implementation of the strategy. This is why quarter 4 goal is not equal to the annual goal. We are still focusing on the strategy.
That being said, we want to take a moment to acknowledge what happens in quarter four.
With quarter four including April, May, and June – This quarter has final implementation components. However, during quarter 4, the focus does begin to shift from implementation to results.
So quarter four will contain components of implementation as seen with the stakeholder action of having intervention groups based on assessment results.
This is also a quarter that we begin to evaluate the effectiveness of the implementation of the strategy
In this example, you will see that we are going to look at TELPAS data, assessment results, and staff survey to help determine the effectiveness and where we are as a campus in implementing the strategy.
Why would it be important to think about this during quarter 4, rather than waiting until August – (more fresh with teachers; and as campus leadership team, we have this data for summer planning, so that we have plan in place when teachers come back.)
So, in this example CLICK, the quarterly goal has an evaluative focus, even though it includes implementation stakeholder behaviors/actions.
All quarter four goals do not have to be this way. You could have a quarter four goal with an implementation focus, but has evaluative behaviors as well.
One example that I think this might be the case is if our strategy was implementing PBIS.
Suppose we had determine a root cause related to student management and implementing PBIS was our strategy.
In quarter four with PBIS – heavy implementation – we all know keeping students focused those last few weeks is a challenge, so we may have lots planned. However, we don’t want to forget to evaluate – because again we want to know what worked and what didn’t when we plan for the next year.
Evaluation is a key component of continuous improvement. Even if we meet the annual goal, we want to know what did and didn’t work. We can’t just stop implementing the strategy if we are successful, because the strategy is what got us here. We want to know how to do it better, and that is what the evaluative component allows us to do. Q4
April
May June
Evaluate strategy implementation.
Staff survey
Data review
Identify training needs for 16-17
BE/ESL department will provide feedback to admin team Q2
Nov
Dec
Jan
Admin and ICs provide feedback to teachers
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ICs provide coaching and support

77. Quarter 3 Goals
By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary
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78. JUNE/ JULY Q3 Q1 Q4 Q2 Feb Mar Aug Sept Oct April May June Nov Dec Jan
Admin and ICs attend training
JUNE/
JULY
ICs provide follow-up training
Design training plan and calendar with assistance from BE/ESL dept.
Teachers will understand linguistic instructional strategies and how to incorporate into lessons.
Design walkthrough protocol Q3
Feb
Mar
BE/ESL dept. delivers training to staff
Teachers will incorporate linguistic instructional strategies into lessons.
Teachers will learn how to incorporate all four language domains into lessons. Q1
Aug
Sept
Oct
Students’ academic vocabulary increases.
Teachers will incorporate language objectives into lesson plans.
Intervention groups based on assessment results
Teachers will incorporate all four language domains into lessons.
The language proficiency levels of ELLs will increase.
Admin and ICs will conduct walkthroughs with BE/ESL dept
Presenter Talking Points:
OK – Stay with me…one more quarter to go!
As we continue planning for quarter 4– let’s keep in mind that quarterly goals are about the implementation of the strategy. This is why quarter 4 goal is not equal to the annual goal. We are still focusing on the strategy.
That being said, we want to take a moment to acknowledge what happens in quarter four.
With quarter four including April, May, and June – This quarter has final implementation components. However, during quarter 4, the focus does begin to shift from implementation to results.
So quarter four will contain components of implementation as seen with the stakeholder action of having intervention groups based on assessment results.
This is also a quarter that we begin to evaluate the effectiveness of the implementation of the strategy
In this example, you will see that we are going to look at TELPAS data, assessment results, and staff survey to help determine the effectiveness and where we are as a campus in implementing the strategy.
Why would it be important to think about this during quarter 4, rather than waiting until August – (more fresh with teachers; and as campus leadership team, we have this data for summer planning, so that we have plan in place when teachers come back.)
So, in this example CLICK, the quarterly goal has an evaluative focus, even though it includes implementation stakeholder behaviors/actions.
All quarter four goals do not have to be this way. You could have a quarter four goal with an implementation focus, but has evaluative behaviors as well.
One example that I think this might be the case is if our strategy was implementing PBIS.
Suppose we had determine a root cause related to student management and implementing PBIS was our strategy.
In quarter four with PBIS – heavy implementation – we all know keeping students focused those last few weeks is a challenge, so we may have lots planned. However, we don’t want to forget to evaluate – because again we want to know what worked and what didn’t when we plan for the next year.
Evaluation is a key component of continuous improvement. Even if we meet the annual goal, we want to know what did and didn’t work. We can’t just stop implementing the strategy if we are successful, because the strategy is what got us here. We want to know how to do it better, and that is what the evaluative component allows us to do. Q4
April
May June
Evaluate strategy implementation.
Staff survey
Data review
Identify training needs for 16-17
BE/ESL department will provide feedback to admin team Q2
Nov
Dec
Jan
Admin and ICs provide feedback to teachers
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ICs provide coaching and support

79. Quarter 4 Goal
By mid-June, campus leadership will review multiple data sources to determine the effectiveness of strategy and to identify barriers to address through planning.
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80. Quarterly Goal Development
1. Group stakeholder behaviors by quarter.
2. Choose one quarter and develop a quarterly goal.
3. Verify against Is/Is Not chart.
(ACTIVITY 5min) Presenter Talking Points:
You are now going to have time to begin working through this process with your work.
Taking the strategy that you are considering from your earlier work, THEN WALK THROUGH STEPS ON SLIDE
Explain the importance of getting through this part – want at least one quarterly goal at the end of work time to be able to continue carrying
Have this quarterly goal to carry through final steps of process.
Handout 15_Blank Stakeholder Behavior Organizer
Presenter Notes:
Allow 13 minutes – may need to go to 15. Judge participants.
Use timer.
Optional approach – You could also have them write quarterly goal on poster. This may allow you to help monitor goals and redirect teams if necessary.
Some groups may have to go back to finish ordering.
May need to help groups focus on just one quarter. Keep submission require for 1st year IR in mind.
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81. Since we are past the time frame for Q1, you need not identify a goal, but put in the interventions you have done that would relate to the problem statement. For the other quarters you much identify goals, interventions and data collected.
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82. Purpose Set annual goals Identify a strategy Set quarterly goals
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Set annual goals
Identify a strategy
Set quarterly goals
Determine interventions
Presenter Talking Points:
Now we are going to move into determining interventions.
This is the final step in improvement planning and will help us identify what activities will be occurring during each quarter.
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83. Potential Challenges in Interventions and Data Sources
Remember to:
Align interventions in order to accomplish quarterly goal;
Use data components to measure implementation of interventions;
Presenter Talking Points:
Interventions are the action steps needed to implement the strategy.
Be aware and mindful of the interventions and how they connect and support meeting the quarterly goal.
Data is of the utmost importance as it gives us a way to measure progress.
Keep in mind that interventions need to be smaller steps or activities and not big over-arching approaches as well as the flip side of that.
Align data sources to the interventions; and
Be aware of interventions vs. strategies.
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84. Stakeholder Actions Interventions
Presenter Talking Points:
Let’s go back to our ordered stakeholder behaviors/actions when we were developing quarterly goals.
Interventions are the action steps that we take, – these very stakeholder behaviors that we have listed out,
So this is where we start in our intervention development.
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85. Stakeholder Actions Interventions
Design walkthrough protocol
Design walkthrough protocol
BE/ESL staff delivers training to staff and administrative team sets expectation for language objective to be included in lesson plans
BE/ESL dept. delivers training to staff
Teachers will learn how to incorporate all four language domains into lessons.
Teachers work on language objectives during planning in PLCs and include in lesson plans and lesson plans reviewed and feedback given individually and through PLCs
Teachers will incorporate language objectives into lesson plans.
Presenter Talking Points:
So here are our stakeholder behaviors from the list.
Design walkthrough protocol – in this example, this behavior becomes its own intervention.
Remember we need this protocol to include looking for students working/learning in multiple language domains.
Let’s look at the next two stakeholder behaviors. We are going to combine these into one intervention.
Also note in this intervention development, we realize that for this to be successful, the administration will have to set the expectation for including language objectives in lesson plans.
Next two behaviors we are combining as well because of how they relate to one another. Again, we are adding a little detail as to how this will actually be done as we develop our intervention step.
Looking at the last stakeholder behavior, it becomes our fourth intervention, again with some additional detail that helps remind us the purpose for walkthrough at this point of strategy implementation.
Teachers will incorporate all four language domains into lessons.
Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability
Admin and ICs will conduct walkthroughs with BE/ESL dept.
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86. Intervention Development
1. Using stakeholder brainstorm and behaviors grouped for the quarterly goal you developed, determine intervention activities.
2. Set data sources for these interventions.
(ACTIVITY 5min) Presenter Talking Points:
You are now going to have time to begin working through this process with your work.
Presenter Notes:
Allow 10 minutes – maybe 8. Judge participants.
Use timer.
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87. Purpose Review data by quarter Determine level of impact
Data Analysis
Needs Assessment
Improvement Plan
Implement & Monitor
Review data by quarter
Determine level of impact
Ensure quarterly reporting
Adjustments to the plan ensure success
Presenter Talking Points:
Now that we have developed our plan, we will want to begin discussions regarding the expectations for the implementation and monitoring of our plan.
On this slide, we have included some reminders to set the purpose for your conversations.
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88. Potential Challenges in Implementation and Monitoring
Remember that:
Plans are living and working documents.
Plans are not written in stone.
Presenter Talking Points:
We were concerned at the numbers of campuses that were not comfortable reporting when their data reflected that they were not on track to meet their annual goal.
It is important that we not treat our plans as if they are etched in stone.
Instead we should proceed utilizing them as working documents and not be afraid or hesitant to make adjustments.
As educators we realize and understand that a plan is just that and may look different once implementation begins.
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89. Potential Challenges in Implementation and Monitoring
Remember,
Plans must be monitored
Presenter Talking Points:
It is very important for plans to be locally developed and monitored by a group of stakeholders.
Monitoring should never be job for one person.
A plan will not be as strong if it is not implemented and monitored with fidelity.
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90. Potential Challenges in Implementation and Monitoring
AND that:
It is best to adjust,
than to continue in the wrong direction.
Presenter Talking Points:
When the group comes together to review the progress of the plan, it is encouraged that you take the time to make necessary adjustments.
Not making the adjustments in your plan causes you to continue in the wrong direction and veer even further off track.
It is always best to adjust and come back from a detour, than to continue on in the wrong direction.
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91. Resources Texas Education Agency
Texas Center for District & School Support
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