1. As you settle in please…
WELCOME
As you settle in please…
(If you choose to use this slide, enter guidance on accessing materials and prepping for the day)
OPTIONAL SLIDE. CAN BE HIDDEN.
Can use this slide to help districts set up for the day or access materials, depending on how you are distributing.

2. WELCOME to the 2016
Texas Accountability Intervention System (TAIS) INTRODUCTORY TRAINING
Facilitator Note: Based on the version of PPT formatting, some slides may need to be considered (for example: slides with quotes may display off the edges of the slide).
Facilitator Talking Points:
Welcome audience. Thank you for attending the 2016 Texas Accountability Intervention Systems training.
This training is intended for any first year IR campus leadership teams or any campus or district leaders new to TAIS.
Before we begin our work, TEA has a message to share with you.

3. TEA Introductory Video
Facilitator Talking Points:
TAIS is an ongoing process, not a mandatory meeting.
This work requires a sense of urgency and the understanding that staying true to the process will yield sustainable practices.
Facilitator Notes:
Click on link to play video

4. AGENDA Introduction and Objectives
State Framework & Statutory Requirements
Fundamentals of Targeted Improvement Planning
Facilitator Talking Points:
The purpose of today is to:
Provide information on the roles, partnerships and responsibilities of the work around Texas Accountability Intervention System.
Look at how campus and district ratings define what the work of improvement required will entail.
Introduce and model concepts that will help build a strong improvement plan for the school year
*The intention is not to leave today with a fully fleshed out plan, but a strong understanding of the process that will be used to develop a plan to go back and model with teams at your campus/district.

5. OBJECTIVES
Demonstrate a basic understanding of the accountability system
Demonstrate an understanding of the TAIS Framework
Review and apply tips for completing the targeted improvement plan
Facilitator Talking Points:
This training has five objectives (outcomes):
First, this session has been designed to build your foundational knowledge of the Texas Accountability intervention System (TAIS) Framework.
Each section will be broken down into purpose, steps and actions, and next steps to assist you in navigating the continuous improvement process. Also included are “team practice” times built in throughout the day to give your team an opportunity to use some of the tools and processes highlighted today.
Provide your campus leadership team with tools and resources you can use to support the work moving forward. The processes and supporting resources are designed for you to take back and replicate with your teams in order to develop the targeted improvement plan.

6. OBJECTIVES
Collect tools and resources to support continuous improvement planning
Use the continuous improvement process to plan for adult behavior changes that lead to increased student outcomes
Facilitator Talking Points:
4. Ultimately, the purpose of developing your targeted improvement plan is to bring about changes on your campus in order to increase student outcomes.
5. We know that student outcomes are a direct result of adult behavior. We will make connections between how the continuous improvement process can help you to plan for adult behavior changes on your campus that will impact student behaviors and ultimately student outcomes.

7. NORMS INSERT PREFERRED NORMS
ESC NOTE: Please feel free to share your regional norms. Below we have provided some suggested norms.
Possible Norms:
Ask questions
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

8. THANK YOU Facilitator Talking Points:
Before we begin, I (WE) would like to acknowledge that this is a busy time of year. Students and teachers are getting settled into routines, and so we want to thank you for taking time to step away from your campus to learn about this process.

9. Raise your hand if… Facilitator Talking Points:
Let’s get an idea of who is in the room.
As your role is called, put your hand in the air (have them stand if desired)
DCSIs-pause,
PSPs-pause,
Superintendents-pause,
Principal, pause,
Teachers, pause,
ESCs, pause,
Other, pause etc...
Ask the group, “Put your hand in the air if you have experience with engaging in the TAIS Framework.”
Facilitation Notes:
Spell out the letters of T. A. I. S or say TAIS with an “S” sound rather than saying it phonetically as “TAZE” process.
This can help the facilitator(s) get an idea of who is in the room and insight into their specific needs for the day.

10. LEADERSHIP MATTERS Facilitator Talking Points:
At this point, research clearly indicates that school improvement takes strong leadership. Leadership transforms the school environment and adult behaviors allowing students to achieve their full potential. This a not a single leader, but a team of leaders that work in concert to build capacity across the campus.

11. Conversation Activity
1. What does it mean to be a change leader?
2. What are the roles of change leaders?
3. What actions does a change leader take to guide the work of school improvement?
Facilitator Talking Points:
Ask the group to think about the year ahead and the focus on school improvement efforts in order to meet index targets.
Facilitation Notes:
Ask participants to get with a partner or trio.
OPTION 1
STEP 1: ON THEIR OWN, participants jot down answers to these questions (2 mins.).
STEP 2: Ask the participants to stand up, find someone in the room that they don’t know, and discuss question 1 (2-3 mins).
STEP 3: Ask the participants to find a new person in the room and discuss question 2 (2-3 mins).
STEP 4: Ask the participants to find a new person in the room and discuss question 3 (2-3 mins).
STEP 5: Ask participants to return to their seat.
OPTION 2
STEP 1: ON THEIR OWN participants jot down answers to these questions (2 mins.).
STEP 2: Discuss these questions within pairs or trios at their table (6-9 mins.).

12. SHARE YOUR THOUGHTS Facilitator Talking Points:
Ask for volunteers to share out their discussions.
Facilitation Notes:
After the dialogue, share out and debrief with the group

13. LEADERSHIP MATTERS Facilitator Talking Points:
At this point, research clearly indicates that school improvement takes strong leadership. Leadership transforms the school environment and adult behaviors allowing students to achieve their full potential. This a not a single leader, but a team of leaders that work in concert to build capacity across the campus.
Facilitation Notes:
Transition slide intended to bring back to points about leadership.

14. “Change leaders know that they do not change organizations without changing individual behaviors.”
Doug Reeves, pg. 11
Facilitator Talking Points:
Although our ultimate goal is to improve academic performance, the theory of action of continuous improvement is to FIRST improve/change adults skills/behavior, which will lead to improvement in student outcomes.
As leaders, you must commit to being the lead learners, by exemplifying the importance of building your personal skills. Then create conditions and provide resources that allow your staff to build their skills. In the end, this will lead to improved student outcomes.
Facilitation Notes:
Possibly ask a participant to read the quote

15. “When you become a leader, success is about growing others.”
Jack Welch, former GE Chairman and CEO
Facilitator Talking Points:
As a leader, if you are going to promise high quality education for your students, you must commit to equipping your staff with the skills to be effective educators.
Facilitation Notes:
Possibly ask a participant to read the quote

16. You are not alone… Facilitator Talking Points:
Please remember, as you embark on this journey towards continuous improvement, YOU ARE NOT ALONE….
You have a vast support system here to aid you along the way

17. Monitor Support Facilitator Talking Points:
There is a statewide network of support to assist you in this process.
This graphic represents the agency’s collaborative approach to supporting schools and districts.
TEA believes its role is not monitoring or supporting, but monitoring and supporting, which is accomplished through the partnership between TEA, ESCs, TCDSS, and the PSP Network.
Let’s further explore the roles of the partners in this network of support.
ALTHOUGH TEA will (or has) address in greater detail the roles of the entities in a webinar, we are going to briefly review the roles.

18. SUPPORT SPECIALIST Facilitator Talking Points:
One specific role from this network is your TEA or TCDSS Support Specialist.
The role of the support specialist is to help support the work of each campus and district working with TAIS.
They are there to:
Answer questions
Provide feedback and support on the continuous improvement efforts on your campus
Connect LEAs with resources and tools
Work in collaboration with statewide partners
Clarify communications and expectations
There will be a lot of information to process as we go through today and if you have questions moving forward, your support specialist at TEA or TCDSS will be there to support you.
Support specialist assignments are currently pending, however once they are designated, ISAM will represent who is the assigned specialist to your campus.

19. EDUCATION SERVICE CENTER
Facilitator Talking Points:
One specific role from this network is your local ESC.
Please define this in a few sentences or bullets.
Facilitation Notes:
Please customize as needed to outline the responsibilities of your Regional Education Service Center.

20. P S P PROFESSIONAL SERVICE PROVIDER Facilitator Talking Points:
Another key role is the PSP or Professional Service Provider.
Facilitation Notes:
Acknowledge the PSPs that are in attendance (show of hands or stand up).
Inform participants if it is a printed handout or where it can be located electronically.
Handout 1: PSP Job Description

21. Facilitator Talking Points:
Your PSP:
Provides on-site technical assistance and support to build the capacity of campus leaders, teachers, and school staff to understand TAIS.
Serves as a liaison between TCDSS, TEA, ESC, and district/charter school.
Supports implementation of all campus intervention requirements.
Your PSP must be an approved member of the PSP Network.
A registry of qualified PSPs available in each region may be accessed via the ISAM application within TEASE.
For a more in-depth understanding of the role of the PSP, review the job description that has been provided.
Some key phrases from the PSP job description tell us that some key purposes of PSPs are to
“…assist in building the capacity of campus/district leaders, teachers, and staff to understand and implement the TAIS continuous improvement process…”
“…ability to influence improvement of student performance…”`
“Ability to act as an agent of change, a motivator, an inspirer.”
Facilitator Note:
If questions regarding PSP selection come up that you cannot answer, you can direct them to call the PSP Network at TCDSS, or you can call the PSP Network to clarify. If your training is later in September, then the two bulleted talking points above may not be as applicable. You may instead just want to remind them that they should have already submitted the PSP’s name to TEA through ISAM.
Optional Activity Notes:
Take 2-3 minutes to review PSP job description.
Share with your table team about what other characteristics, skills, or responsibilities that jump out or you have questions about
Optional: Discuss: “How will you use your PSP to assist in your improvement efforts?”

22. D C S I District Coordinator of School Improvement
Facilitator Talking Points:
Next we are going to look at the DSCI, the District Coordinator of School Improvement
Refer to the DCSI job description handout for more detail on the role.
The document on the next slide is the job description. All involved in campus improvement can serve these expectations within their capacity.
Facilitator Note:
Inform participants if it is a printed handout or where it can be located electronically.
Handout 2: DCSI Job Description

23. Facilitator Talking Points:
The purpose of the DCSI is to:
“Views this role as an integral part of his/her responsibilities”
“Has authority to influence central office departmental procedures”
“Ensures campuses are provided operational flexibility”
“Takes an active role in problem-solving with campus and/or district leadership teams”
Facilitation Notes:
Optional Activity Notes:
Click before each bulleted talking point below to animate each phrase that appears about the DCSI
Take 2-3 minutes to review DCSI job description.
Share with your table team about what other characteristics, skills, or responsibilities that jump out or you have questions about
If time doesn’t permit for teams to discuss and share their thinking around the role of a DCSI, at a minimum, allow time for individuals to review the job description.

24. CAMPUS INTERVENTION TEAM
PSP
Professional Service Provider
DCSI
District Coordinator of School Improvement
CAMPUS INTERVENTION TEAM
Facilitator Talking Points:
The PSP and DCSI together make up the Campus Intervention Team or CIT.
The CIT is responsible for working collaboratively with the campus in the continuous improvement process and the development of the targeted improvement plan.
If there are too many IR campuses in the district for the DCSI to serve as a CIT member on all, district may propose another qualified individual or individuals to serve as a designee or designees.
District needs to submit names of the PSP and DCSI for approval by September 26, 2016, by creating DCSI and PSP profiles on the contact tab of ISAM.
If a DCSI is new in their role as DCSI for the current district, DCSI qualifications (resume) also need to be submitted to TEA through ISAM by (September 26, 2016).
Facilitation Notes:
Texas Administration Code - § Campus Intervention Team.
Texas Education Code, Chapter

25. PRINCIPAL Facilitator Talking Points:
The principal is also a key stakeholder in leading a campus through continuous improvement.
The principal plays a critical role in bringing together the team needed to develop and implement the work of targeted improvement plan.
It will take a lot of communication, collaboration, and support with the statewide network to do this work.
It’s important to note the importance the role the principal plays in TAIS and the continuous improvement process. POSSIBLE SUPPORTING RESOURCES: PSP/DCSI
Facilitation Notes:
Optional activity: Teams could be asked to discuss the work of the principal in pairs or triads. Have groups share out characteristics they have identified for the principal.

26. CAMPUS LEADERSHIP TEAM
Principal, DCSI, PSP, Teacher Leaders
and other Campus Leaders
Facilitator Talking Points:
The campus leadership team, or CLT, consists of a campus principal and administrator as well as representatives from appropriate content areas, departments, and programs including the counseling department and programs serving students in special populations (students with disabilities, English Language Learners, Title I and Migrant, or students participating in career and technical education courses).
The CLT is responsible for the development, implementation, and monitoring of the targeted improvement plan, monitoring student performance, and determination of student interventions and support services.
The CLT and CIT will collaboratively engage in the Texas Accountability Intervention System (TAIS) to develop and monitor a targeted improvement plan, taking responsibility for improving outcomes for low performing students.
Facilitator Note:
Inform participants if it is a printed handout or where it can be located electronically.
Reference Handout 3: CLT Job Description

27. WHAT? Facilitation Notes:
The review of IR identification and index review are being left as optional slides. If you choose to use them, the training session will be longer than 6 hours. This may also be a time to share your ESC’s state accountability contacts and their contact information. Perhaps these colleagues (if not yourself) can be available at break/lunch for any specific questions.
Facilitator Talking Points:
The majority of this session is about engaging in the TAIS continuous improvement process, but before we discuss TAIS, we want to briefly review what triggered the rating of Improvement Required.

28. PERFORMANCE INDEX REVIEW

29. 1st year Improvement Required
What does
1st year Improvement Required
mean?
Facilitator Talking Points:
What does it mean to be 1st year Improvement Required?
Facilitation Notes:
If you use this slide, be prepared for both content and time for questions about the Index system.
May be another opportunity to share your ESC services/contacts regarding state accountability index system support.

30. IMPROVEMENT REQUIRED (IR)
indicates unacceptable performance and is assigned to districts and campuses, including charter districts and AECs evaluated under AEA provisions, that do not meet the targets on all required indexes for which they have performance data.
Facilitation Notes:
Share with the group the definition according to 2016 TEA accountability manual.
2016 TEA accountability manual ch 2 p.15

31. IMPROVEMENT REQUIRED (IR)
indicates unacceptable performance and is assigned to districts and campuses, including charter districts and AECs evaluated under AEA provisions, that do not meet the targets on all required indexes for which they have performance data.
Facilitator Talking Points:
Let’s talk more about what this means.
2016 TEA accountability manual ch 2 p.15

32. 1 2 3 4 What are the Performance Indexes? Student Achievement
Student Progress
Closing Performance Gaps
Postsecondary Readiness
Facilitator Talking Points:
The state accountability system assigns one of three academic ratings to each district and campus: Met Standard, Met Alternative Standard, or Improvement Required.
These ratings are based on a framework of four indexes that combine a range of indicators into a comprehensive measure of performance.
The performance index framework combines results from STAAR assessments, graduation rates, rates of students completing the various graduation plans, and other indicators.
The performance indexes are as follows:
(CLICK and ask the crowd what is index 1 and after the crowd respond click to reveal the answer)
Index 1: Student Achievement provides a snapshot of performance across subjects. (CLICK)
(CLICK and ask the crowd what is index 2 and after the crowd respond click to reveal the answer)
Index 2: Student Progress measures year-to-year student progress. (CLICK)
(CLICK and ask the crowd what is index 3 and after the crowd respond click to reveal the answer)
Index 3: Closing Performance Gaps emphasizes the academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups. (CLICK)
(CLICK and ask the crowd what is index 4 and after the crowd respond click to reveal the answer)
Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, job training programs, the workforce, or the military.
Facilitation Notes:
CONFIRM ANY UPDATES/REVISIONS TO FOLLOWING OPTIONAL SLIDES…

33. Non-AEA Performance Index Targets
All Components
STAAR
Component Only
Districts 60
5th Percentile* 13
Campuses
Elementary
N/A 12
Middle
High School/ K-12 21
Facilitator Talking Points:
For each index, a specific target is determined, and districts and campuses must meet an index’s target in order to demonstrate acceptable performance for that index.
Districts and non-AEA campuses (campuses not evaluated under alternative education accountability provisions) have separate targets from charter districts and AECs evaluated under alternative education accountability provisions. In addition, for non-AEA campuses only, separate targets are identified for each SCHOOL TYPE for Index 2, Index 3, and Index 4.
INDEX 4
For non-AEA districts and campuses, Index 4 is comprised of four components:
STAAR results
Graduation rate
Graduation-plan rate
College and career readiness
Because not all districts and campuses have data for each of these components, Index 4 has two separate targets:
One based on all four components and
One based on STAAR results only
The target that a district, campus, or charter is required to meet is determined by whether it has data for each of the four components.
For a district, high school campus, or campus serving grades K– 12 (elementary/secondary), the target for Index 4 is based on all four components.
For elementary campuses, middle school campuses, and any district or campus that does not have data for each of the four components, the target is based on the STAAR component only.
* Targets for non-AEA campuses are set at about the fifth percentile of non-AEA 2016 campus performance by campus type. Targets for non-AEA districts correspond to about the fifth percentile of non-AEA 2016 campus performance across all campus types.

34. AEA Performance Index Targets Graduation/Dropout Rate
Both Components
Graduation/Dropout Rate
Component Only
AEA Charter Districts and Campuses 35
5th Percentile* 33 45
Facilitator Talking Points:
INDEX 4
For AEA campuses and charter districts, Index 4 is comprised of two components:
STAAR results
The graduation rate/dropout rate
Because not all AEAs have data for both of these components, Index 4 has two separate and distinct targets:
One based on both components
One based on graduation rate/dropout rate only
AEAs can also earn bonus points towards their Index 4 score. Please see Chapter 4 – Performance Index Indicators for a complete description of bonus points.
* Targets for both AEA charter districts and campuses are set at about the fifth percentile of AEA 2016 campus performance.

35. MEET STANDARD or ALTERNATIVE STANDARD?
What must a campus do to
MEET STANDARD or ALTERNATIVE STANDARD?
FIRST…meet Index 1 OR Index 2
SECOND…meet Index 3
THIRD…meet Index 4
Facilitator Talking Points:
A campus with performance data for all four indices must meet the target on either Index 1 or Index 2 and the targets on Index 3 and Index 4.
A campus with performance data for Index 1, Index 3, and Index 4 must meet the target on all three of those.
A campus with performance data for only Index 1 and Index 3 must meet the target on both indices. A campus with performance data for only Index 1 and Index 2 needs only to meet the target on either one.

36. Must a campus/district meet the performance target for INDEX 1 and INDEX 2 to MEET STANDARD?
YES NO
Facilitator Talking Points:
Ok, now it’s time to take a short quiz on what we just talked about…
Read question and enlist group response
Facilitation Notes:
Click to reveal the answer

37. Must a campus/district meet the performance target for INDEX 3 and INDEX 4 to MEET STANDARD?
YES NO
Facilitator Talking Points:
Read question and enlist group response
Facilitation Notes:
Click to reveal the answer

38. How are IR campuses identified?3
Miss Index 1 and Index 2 OR
Miss Index 3 OR
Miss Index 4 OR
Facilitator Talking Points:
Iterate each area that could be missed
Facilitation Notes:
Pause to read through the question to prep the following “quiz” questions

39. If a campus meets the performance target for INDEX 1, INDEX 2, and Index 3, but misses the performance target for INDEX 4 are they IMPROVEMENT REQUIRED?
YES NO
Facilitator Talking Points:
Read question and enlist group response
Facilitation Notes:
Click to reveal the answer

40. If a campus misses the performance target for INDEX 1, but meets the performance target for INDEX 2, Index 3, and INDEX 4 are they IMPROVEMENT REQUIRED?
YES NO
Facilitator Talking Points:
Read question and enlist group response
Facilitation Notes:
Click to reveal the answer

41. 1st year Improvement Required
What does
1st year Improvement Required
mean?
Facilitator Talking Points:
What does it mean to be 1st year Improvement Required?

42. 1st year IMPROVEMENT REQUIRED in the 2016-17 school year means that
A rating of
1st year IMPROVEMENT REQUIRED
in the school year means that
at the beginning of the school year your campus was identified as MET STANDARD,
but based on results from your campuses/district is now identified as
IMPROVEMENT REQUIRED
Facilitation Notes:
Ask participants if they have need for clarifications

43. STATED DIFFERENTLY SY2016-17 (this year) SY2015-16 (last year)
SY (2 years ago)
Using data results from school year (2014) the campus was identified as MET STANDARD or FORMERLY IR (FIR)
SY (last year)
Using data results from school year (2015) the campus was identified as MET STANDARD
SY (this year)
Using data results from school year (2016) the campus was identified as IMPROVEMENT REQUIRED
Facilitator Talking Points:
SY (2 years ago) Using data results from school year (2014), the campus was identified as MET STANDARD or FORMERLY IR (FIR).
SY (last year) Using data results from school year (2015), the campus was identified as MET STANDARD.
SY (this year) Using data results from school year (2016), the campus was identified as IMPROVEMENT REQUIRED.

44. FOR MORE INFORMATION VISIT
Facilitator Talking Points:
For more information on the 2016 accountability guidelines, visit the TEA website.
Facilitation Notes:
Share ESC specific resources (if any) that support accountability:

45. Facilitator Talking Points:
Share with the group the infographic layout TEA has created and provided on their website.
Also, note that there is a short one and half minute video regarding the accountability system located on the website as well.
Handout 4: Optional Accountability Rating System Infographic

46. BREAK
Facilitation Notes:
Break for 10 minutes

47. INTERVENTIONS Campus & District Facilitator Talking Points:
As mentioned in the opening, the purpose of this training is not to review all required interventions, rather to focus on the most important aspect of the work, engaging in the TAIS continuous improvement process.
TEA has (will) conducted a webinar that digs deeply into the required interventions.
Also, for your reference the following guidance documents have been created.
Facilitation Notes:
Review the state intervention and submissions guidance document (TEA)
Handout: Intervention and Submission chart

48. Facilitator Talking Points:
Now let’s take a look at the interventions you will be engaging in this year as an improvement required campus or district.
Here is the chart that outlines interventions and submissions. Pay close attention to the foot notes on each side.
Facilitation Notes:
Allow time for participants to look through the chart and ask questions.
Handout 4: Intervention and Submission Requirements Chart

49. Texas Accountability Intervention System (TAIS)
Facilitator Talking Points:
The Texas Accountability Intervention System is a research based approached to school improvement that engages the district and school in the improvement process. The framework outlines five systemic components regarding district-level commitments, four support system components to be implemented at both the district and campus levels, and seven factors known to be critical to campus success. Planning for continuous improvement through the lens of these District Commitments, Support Systems, and Critical Success Factors will result in the outcomes of accelerated achievement, sustainability, and system transformation.
The Framework for district and school support was developed collaboratively between TEA and TCDSS. Local ESCs continue to develop tools and support for districts and campuses that align with the framework that drives continuous improvement.
All of these elements are part of a healthy system for improvement. It takes each part of the system operating together for school success.
I have a short video to share with you that gives an overview of this framework.

50. TAIS Overview Video https://region13.wistia.com/medias/o7tg4csyab
Facilitator Talking Points:
After the video - Let’s take a moment to look at the TAIS framework a little more closely.
Facilitation Notes:
Click link to play video

51. 5 District Commitments Facilitator Talking Points:
Here is a review of the elements of the framework.
The commitments of the district are essential for the success and sustainable improvement at each campus
This red ring of the framework represents the philosophy or mindset of the district in its role for improvement.
Components of the District Commitments are Operational Flexibility, Clear Vision and Focus, Sense of Urgency, High Expectations, and District-wide Ownership and Accountability.

52. 4 Support Systems Facilitator Talking Points:
Inside the District Commitments are the support systems. The support systems are the evidence of the district commitments.
If you consider the District Commitments as “how” the district functions, you could view the components of the blue Support Systems ring as “what” provides structure to the improvement process.
Components here are Organizational Structure, Processes and Procedures, Communications, and Capacity and Resources.

53. Critical Success Factors7
Critical Success Factors
Facilitator Talking Points:
Within the support systems are the critical success factors. The concept is to define tangible, achievable, and measurable CSFs around which decisions are made.
Projects are then defined and managed based on the Critical Success Factors. The CSFs serve as key focus areas for improvement at the school level.
The CSFs are grounded in evidence based research and have been found to be key elements for campus and cross-district improvement efforts.

54. JIGSAW Activity Facilitator Talking Points:
We are going to familiarize ourselves with the foundational knowledge of each ring of the framework (District Commitments, Support Systems, and the Critical Success Factors) through a jig-saw activity with your table team.
Activity Steps:
Step 1: Starting with district commitments, assign one commitment per person to read through its description in the TAIS brochure (due to numbers, more than one person may be assigned to a given commitment, system, or CSF)
Step 2: Each person quietly read through the description of that district commitment.
Step 3: Once each person has read through their description, have each person begin to share out what they have learned about that commitment.
Step 4. After the person has shared about a district commitment, have the table consider the following questions that are posted on next slide.
What does this commitment look like in practice?
How does our district already support/practice these commitments?
Is this district a commitment a strength or weakness?
Repeat these steps for Support System
Facilitation Notes:
Explain each of the Activity Steps below.
Once you have explained the steps, then click through to the next slide so that the discussion questions are displayed during the activity time.
Total Activity Time min.
Handout: TAIS Brochure

55. JIGSAW Questions What does this __________ look like in practice?
How does our campus/district currently support these ____________?
Is this a strength or weakness for our campus/district?
Facilitation Notes:
Have this slide displayed as teams are working through this activity to help facilitate the conversation portion.

56. Facilitator Talking Points:
At the heart of the framework lies the Continuous Improvement Process.
There are numerous tools and resources available to assist your improvement efforts through TCDSS or your local ESC. One resource we will be using throughout today’s training is TAISresources.net. This website is defined to give the user a comprehensive look at each of the components of the continuous improvement process as well as share what expert speakers and practitioners have to say about data analysis, needs assessment, improvement planning, and implement and monitor. Built in throughout the resource are questions to guide discussions and activities to enhance team thinking around the continuous improvement process.
Facilitation Notes:
Show participants the website

57. Facilitator Talking Points:
With District Commitments and Support Systems in place and continuous improvement efforts focused on the Critical Success Factors, the outcomes of Accelerated Achievement, System Transformation, and Sustainability can be realized.
Throughout this school year and with the help and support of your team, PSP, TEA/TCDSS support specialist and ESC, you will develop a deeper understanding of how integrating the TAIS framework into your practice impacts your school improvement efforts.
This framework is not a static symbol of interventions and actions. The work of the TAIS framework is robust and has a variety of cross connections.

58. ALIGNING THE RINGS Facilitator Talking Points:
Let’s explore the framework together. Using the TAIS framework handout – Work with your group to align the components found within the rings of the framework.

59. Critical Success Factors look like in action when aligned to the
Discuss what the
Critical Success Factors look like in action when aligned to the
Support Systems.
Facilitator Talking Points:
We discussed that nested within the support systems and district commitments are the critical success factors.
The concept is to use the CSFs as a lens in which to look through as we identify opportunities for refining current and future practices. By aligning the district commitments and support systems to each of the critical success factors, we create the opportunity to closely examine how we approach our work.
In addition to looking at our current way of doing business we also open up the opportunity to see new ways of approaching the work.
The CSFs serve as key focus areas for improving and re-evaluating our commitments, systems, and campus level work.
Facilitation Notes:
Alert teams to the handout and wheels

60. DIRECTIONS
Align a critical success factor with a support system (for example, School Climate aligned with Communications)
Discuss what considerations a campus might take into account when aligning the Critical Success Factor with the Support System?
Facilitator Talking Points:
Let’s try it together. First we will walk through an example.
Looking through the lens of Critical Success Factors and Support Systems:
Align a critical success factor with a support system (for example, School Climate aligned with Communications)
Discuss what considerations a campus might take into account when aligning the Critical Success Factor with the Support System?
Facilitation Notes:
These directions are the lead into the next activity.

61. Facilitator Talking Points:
Across the top of the handout, you will see the support systems found in the TAIS framework.
Across the side of the handout, you will see each of the CSFs.
Each of the CSFs is nested within each of the 4 Support Systems. Each of which contains processes and procedures that operationalize the CSFs.
Facilitation Notes:
Handouts: (1) CSF and Support Systems Chart and (2) TAIS Wheels

62. PROCESSES & PROCEDURES
Facilitator Talking Points:
In our example, we align school climate and communications .
If school climate is a critical element to the success of the campus system, and communications is a necessary support system to operationalize school climate then what are the necessary communication processes and procedures that ensure the campus has a healthy climate?
How might we improve our communication processes and procedures to improve the climate of our school?
In this example, let’s pretend that out campus has a problem with behavior. What communication processes and procedures must we analyze and improve to address the behavior problem that is plaguing our climate?:
Let’s do another example together….
Facilitator Note:
Slide is animated to go with description

63. PROCESSES & PROCEDURES
Facilitator Talking Points:
Explain example: When we align academic performance with capacity and resources we could ask ourselves a number of questions:
How could we identify academic needs to ensure we have the capacity and resources to support those identified needs?
How might our academic performance be enhanced by adjusting our processes and procedures for building capacity in the areas of curriculum and instruction?
How might we improve our processes and procedures for allocating resources to the areas of curriculum and instruction?
So in this example, we may want to ensure our trainings are focused on the academic goals of the campus.
We have shared a couple of examples, now it’s your turn…..
Facilitator Note:
Give campus teams about 10 minutes to operationalize their TAIS Framework and make connections across the rings based on their own campus needs and thinking.
Refer back to directions slide if needed.

64. DIRECTIONS
Discuss how to use this activity to help stakeholders better understand the TAIS framework.
Facilitator Talking Points:
The district commitments aligned with the support systems create a lens to look at and evaluate our current work.
This alignment can also serve as an awareness about our current state and where we would like to be.
Consider how you may use this activity with various stakeholders across your district/campus to help better understand the work.
Facilitation Notes:
Team talk time: consider 3 min.

65. taisresources.net
Facilitator Talking Points:
Throughout the remainder of the training we will use video from to provide tips for engaging in the TAIS continuous improvement process.
In this first video. Dr. Laura Lipton highlights the importance of cultures that value inquiry and are willing to engage in an objective and honest conversation about the problems that are occurring on the campus.
Facilitation Notes:
Have taisresources.net up and walk the group through how to get to videos on the website.
Show them where to locate extended learning guides on the website for each video.

66. SHARE YOUR THOUGHTS Facilitation Notes:
After watching the video, ask the participants to share the keys points made regarding the importance of cultures of inquiry and honest dialogue.
Before moving forward, inform the participants that includes extended learning guides along with the videos that would allow the participants to return to their campus and immediately lead a professional development session on a number of topics related to the TAIS framework.

67. “If you don’t know how to ask the right question, you discover nothing
W. Edward Deming
Facilitator Talking Points:
Provide the participants time to read this quote.
Then inform them that as we move through each section, especially data analysis and needs assessment, to remember the underlying message in this quote.
Think about what this quote means to each step in the continuous improvement process.

68. Continuous Improvement Process
Targeted Improvement
Plan
Facilitator Talking Points:
The remainder of this presentation is developed to provide skills that you can use once you return to your campus to guide your Campus Leadership Team through the process of reflecting on what led to your IR designation and other problem areas, identifying the root causes of the identified problem areas, which will enable you to develop a targeted improvement plan.
The entry point for the TAIS continuous improvement process is data analysis.
Although the process we are guiding you through today will help you develop a plan for the year, it’s important to understand that the continuous improvement process should take place on your campus daily, weekly, monthly, and quarterly.
For example, a good teacher analyzes formative assessments daily, identifies the roots causes that led to individual students failing to grasp the concepts taught, develops a plan for how to re-teach the lesson in subsequent days, implements the plan, and uses data to monitor the effectiveness of the plan, and then starts the process again.
Facilitation Notes:
TEC (a)….Requires that a targeted improvement plan be developed, approved and submitted that addresses the areas of low performance. This should be covered in your data analysis and a problem statement developed for each area of low performance.