using needs assessments & creating action plans september 25, 2012 greg lobdell, center for...
TRANSCRIPT
USING NEEDS ASSESSMENTS & CREATING ACTION PLANS
September 25, 2012
Greg Lobdell, Center for Educational EffectivenessCandace Gratama, The BERC GroupTravis Campbell, K12 Director, OSPI
Sue Cohn, School Improvement Specialist, OSPI
Office of Student and School Success
• Audio is one-way only; all participants are in mute status.
• Please send questions to us via the Comments box. We will answer questions at our first available opportunity.
WEBINAR ETIQUETTE REMINDER
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• Share protocols for using your Needs Assessment and other data
• Describe Initial Action Plan review and S.M.A.R.T. Strategies
• Outline next steps in the creating your Student and School Success Action Plan and available resources
• Respond to questions
GOALS FOR WEBINAR
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USING YOUR NEEDS ASSESSMENT AND OTHER DATA
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• Build an understanding of the Needs Assessment Process– Understand the organization of the report– Understand the data collected and triangulation
process
• Understand- establishing the current reality• Reflect- what do these data mean to me?• Discuss of the preferred future• Engage the stakeholders in creating the
preferred future
PRIORITY DEBRIEF OBJECTIVES
• Staff should reflect on the data, using the following questions:
What do these data mean to me/us?How can we use these data to inform
our work?What can we do to improve our
School?
ENGAGE IN A REFLECTIVE DISCUSSION
• Do not blame• Keep discussion reflective
– Instead of explaining data away, ask why the data shows this
• Facilitate a discussion to move the conversation forward
• Use the data to develop goals and strategies
RULES FOR REFLECTIVE DISCUSSION
Academic Achievement
Study (CEE)
School & Classroom
Practices Study1 Day Onsite-
(BERC)
Educational Effectiveness
Study(CEE)
Findings
Findings
Findings
On-site VisitDelving Deeper Into “Areas for
Further Investigation”
(CEE)
Needs Assessment Summary
Final Recommendations
(CEE)
Debrief ofNeeds Assessment
and Final Recommendations
with leadership and building staff.
(CEE and OSPI)
Advanced Achievement Data Analysis
Phase IINov 2012
(CEE)
Next Steps & Action Planning
on-site at school
(School / District Team, CEE, OSPI)
OVERALL PRIORITY PROCESS
• Leadership• Staff• Leadership Team/School
Improvement Team
3-STEP PROCESS FOR PRIORITY SCHOOL DEBRIEF
• Understand the organization of the Needs Assessment summary
• Share and understand the implications of the findings unique to the leadership of the building.
• Understand triangulation of data to form the summary statements and recommendations.
• Strategize how the data will be shared with the staff (both in debrief and after) in order to maximize staff acceptance and use of the data findings.
• Understand the unique challenges within the building and strategize how to meet those challenges
LEADERSHIP DEBRIEF
• Understand the organization of the Needs Assessment Summary– Enable transparency of data components, findings, and
recommendations
• Build awareness of each data element and how those elements triangulated to form the summary statements and recommendations.
• Allow for questions, concerns and dialogue with CEE representative, building and district leadership and fellow staff members.
• To begin the discussion and position for next steps.
STAFF DEBRIEF
• Building leadership, SIP Team, CEE, and OSPI Student and School Success Coach
• Discuss and support alignment with Indistar and the Student and School Success Principles and Indicators
• Define next steps, moving toward action planning
RETURN VISIT FOR NEXT STEPS AND ACTION PLANNING
• Review Needs Assessment Findings with All Stakeholders– Share results with the entire staff to
ensure transparency and to develop trust around findings
– Engage in a collaborative process to discuss current reality and preferred reality
FOCUS SCHOOLS: REVIEW NEEDS ASSESSMENT FINDINGS
• Options for reviewing findings1. The BERC Group leads entire staff
through a reflective process (two to three hours)
2. The BERC Group works with the leadership team to review findings and to develop their capacity to lead staff through process
3. School personnel lead staff through the reflective process
THREE OPTIONS
• Demographic Data• Achievement Data• Survey Results (Student, Student,
Parent, and others)• Classroom Instruction Data• College and Career Readiness
Data – High Schools (Course taking patterns and college attendance, persistence, gradation rates)
STEP 1: REVIEW DATA
• Distribute Student and School Success Rubric– Rubric is designed to identify strengths
and weakness and is in alignment with best practices research
– School personnel can see that there is a continuum and a path they can follow toward improvement.
STEP 2: REVIEW QUALITATIVE SECTION
• Break staff members into small groups to review the School and Classroom Practices Study– Within the small groups, each staff members
read a few sections of the report quietly (15 minutes).
• Encourage the staff to make notes on the report and to identify data points that support the findings.
– Discuss qualitative section, making connections across sections.
STEP 2: REVIEW QUALITATIVE SECTION
• Gather input from staff about preferred reality– Discuss and support alignment with
Indistar and the Student and School Success Principle Indicators
– Use the Indistar tool to build the plan around data, research, and evidence-based practices
STEP 3: DISCUSS CURRENT REALITY AND PREFERRED REALITY
INITIAL ACTION PLAN REVIEW AND S.M.A.R.T. STRATEGIES
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• All Initial Action Plans were reviewed by Student and School Success Leaders and Coaches.
• Coaches assessed one strategy using a rubric focused on essential elements of an effective S.M.A.R.T. Strategy; coaches also provided additional feedback on remaining strategies.
• Principals and schools teams will use feedback on their Initial Action Plan when they craft their Student and School Success Action Plan.
INITIAL ACTION PLAN REVIEW
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1. What are the expected outcomes of implementing the strategy for students/sub-groups?
2. What are the expected outcomes of using this strategy for educator practice?
3. What professional development or technical assistance (PD/TA) is provided to support effective implementation of this strategy?
4. What resources are allocated to support effective implementation of this strategy?
5. What evidence will be utilized to determine the effectiveness of this strategy in achieving the desired outcomes?
ESSENTIAL QUESTIONS
• Specific• Measurable• Actionable/Attainable• Realistic/Results-oriented• Timely/Time-bound
S.M.A.R.T. Strategies articulate both the evidence supporting the strategy and measurable outcomes for students and educators.
S.M.A.R.T. STRATEGIES
STUDENT AND SCHOOL SUCCESS ACTION PLANNING
PROCESS
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ACTION PLANNING PROCESS Engages principals, teams, and other stakeholders in reflection around:
Findings and recommendations from their Needs Assessment and feedback on Initial Action Plan
Current realities based on locally-developed data (disaggregated student assessment, demographic, perceptual, and contextual data)
Beliefs about students and learning and educator capacity to address opportunity gaps among students
Changes required to strengthen leadership and instructional practice and boost student achievement
Research and evidence-based strategies and approaches Systems-level supports and barriers to change
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ACTION PLANNING & PROCESS
Informed by current SIP and Initial Action Plan Aligns with the Student and School Success
Principles Anchored in S.M.A.R.T. Strategies Created and submitted using OSPI’s online action
planning tool (Indistar®) Forms basis for on-going improvement work
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• Serves as both an action-planning tool and a tool to monitor progress
• Developed and supported through the Center on Innovation and Improvement (CII)
• Anchored in OSPI’s Student and School Success Principles
• Aligns with OSPI’s Nine Characteristics of High-Performing Schools
• Supports teams to craft their own strategies and action plans based on the unique needs of their school community
INDISTAR
NEXT STEPS FOR CRAFTING STUDENT AND SCHOOL SUCCESS ACTION PLANS
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1. Select Leadership Team to shepherd the process2. Identify key stakeholders to include in process3. Allocate sufficient time for Leadership Team and staff to
engage in the process4. Collect and sort data
a. Current SIP and feedback on Initial Action Planb. Findings and Recommendations from Needs Assessmentc. Other data (demographic, achievement, perceptual, contextual)
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5. Analyze data 6. Identify critical indicators to address using the Indistar
tool7. Research best practices for selected indicators8. Craft your plan using the tool9. Submit to OSPI for review and approval10.Use the plan as the basis for on-going improvement work
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AVAILABLE RESOURCES
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To complete the Student and School Success Plan:
• Student and School Success Leadership Coach• Regional Educational Service District (ESD)• OSPI Office of Student and School Success To implement the Student and School
Success Plan:• Student and School Success Leadership Coach
(Priority and Focus Schools)• Instructional Coaches through the Office of
Student and School Success (e.g., MBA, RBA, Gap Analysis)
• Other Divisions in OSPI• Regional Educational Service District (ESD)• iGrant funding• Title I set-aside and other district funds
