Unified Improvement
Planning:
Target Setting and Action
Planning
(School Level)
Hosted by: Colorado Department of Education
Provided by: Center for Transforming Learning and
Teaching
Introductions
Center for Transforming
Learning and Teaching
Julie Oxenford O’Brian
Colorado Department of
Education
John Condie
Erin Loften
Lisa Medler
Kathryn Smukler
Session Purpose
Ensure planning teams are
prepared to identify
performance targets and
develop action plans as part of
unified improvement
planning.
Unified Improvement Planning Processes
Preparing
to Plan
Gather and
Organize
Data
Section III:
Data
Narrative
Review
Performance
Summary
UIP Handbook,
p. 3
Section IV:
Target Setting
Describe
Notable
Trends
Ongoing:
Progress
Monitoring
Section IV:
Action Planning
Prioritize
Performance
Challenges
Identify
Root
Causes
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Identify
Implementation
Benchmarks
Introductions
Share:
– Name, Job Title, School/District
– Your role in supporting unified improvement
planning within the district
– Your most burning question about target
setting and/or action planning.
– Write your question on a sticky note.
Norms
The standards of behavior by
which we agree to operate
while we are engaged in
learning together.
Materials
Capturing Notes Today
• Planning for Target Setting and Action Planning
(Toolkit, p. 1)
• School (or District) Target Setting Form,
excerpt from the UIP Template (Toolkit p. 3)
• Action Planning Form for 2012-13 and 2013-14,
excerpt from the UIP template (Toolkit, p. 21)
Session Outcomes
Engage in handson learning
activities and
dialogue with
colleagues.
Access additional
resources.
Complete followup activities.
• Set a performance target for at least one
priority performance challenge.
• Plan for setting performance targets for
remaining priority performance
challenges.
• Identify possible interim measures to be
used to monitor progress towards
performance targets.
• Describe a major improvement strategy
that responds to the root cause of a
performance challenge.
• Plan to identify additional major
improvement strategies and associated
action steps.
Agenda
Review Data
Narrative
Elements
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Develop
Action Steps
Effective Feedback
Clear, descriptive, criterion-based,
and indicate:
√ how their response differed from that reflected
in quality criteria, and
√ how they can move forward (what they might
do next).
Provide feedback about Priority Performance
Challenges and Root Causes
• Choose a partner school/district team.
• With your partner exchange your completed Data
Analysis Worksheet.
• Consider:
– To what degree do their priority performance challenges and
associated root causes meet the relevant quality criteria?
– Is it clear how root causes could explain the priority performance
challenges?
– How could these components be improved?
• Provide feedback to your partner school/district.
Responding to Feedback
• Consider the feedback you received:
1. How did it go providing feedback about another
school/district plan? What did you learn?
2. How will you respond to the feedback you received?
3. Make any needed revisions to your priority
performance challenges and root causes.
• Large-group share out.
Agenda
Review Data
Narrative
Elements
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Develop
Action Steps
Action Planning: Two Processes
1. Ensuring future activities are headed in the
right direction:
– Clarifying Performance Targets
– Identifying Interim Measures.
2. Identifying Major Improvement Strategies
– Action steps, Timeline ,Resources
– Implementation Benchmarks
Unified Improvement Planning Processes
Preparing
to Plan
Gather and
Organize
Data
Section III:
Data
Narrative
Review
Performance
Summary
UIP Handbook,
p. 3
Section IV:
Target Setting
Describe
Notable
Trends
Ongoing:
Progress
Monitoring
Section IV:
Action Planning
Prioritize
Performance
Challenges
Identify
Root
Causes
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Identify
Implementation
Benchmarks
Review: Metrics
Answer the following questions with your team:
• What is a metric? (reference: Planning Terminology, UIP
Handbook, p. 34)
• What are the “state required” metrics for each
performance indicator area? (Performance Indicators,
Measures, Metrics and Expectations, UIP Handbook, p.
8- 11)
• What additional metrics should be considered for
academic growth and academic growth gaps (hint: part
of adequate growth percentile)?
UIP Template: School/ District Goals
Worksheet
• Consider the following handouts:
– School/District Target Setting Form, excerpt from the UIP
template (Toolkit p. 3)
– School/District Goals Form: Set Annual Targets and Identify
Interim Measures (UIP Handbook, p. 21) – stop reading above
identifying comparison points.
• Be prepared to answer these questions:
– Where in the UIP template will annual performance targets be
recorded?
– How many performance targets should a school/district set? For
what years?
– What are the basic steps in setting performance targets?
How to set performance targets
1. Focus on a priority performance challenge.
2. Determine a comparison point.
–
Consider state expectations.
–
Consider district expectations.
3. Determine the gap between current performance and the
comparison point.
4. Determine a time frame for closing the gap.
5. Determine progress needed in the next two years.
6. Describe annual performance targets for the next two
years.
How to Set Performance Targets
Focus on a priority performance challenge
Determine a comparison point (expectation against
which current performance is compared)
Determine a time frame to meet expectations
Determine progress needed in the next two years
Describe annual performance targets for two years
Setting Annual Performance
Targets
Turn to Setting Performance Targets
Worksheet (Toolkit, p. 5).
– A tool to “scaffold” the setting of annual
performance targets.
– A guide through each step.
– Use a copy to set performance targets for
each priority performance challenge.
Focus on a Priority Performance
Challenge
Working with your team. . .
• Identify at least one priority performance challenge that
will be the focus of your target setting today.
• Write that priority performance challenge on the first row
of the Setting Performance Targets Worksheet, (Toolkit,
p. 5).
• What metric(s) are included in your priority performance
challenge?
• Use this worksheet after today to identify performance
targets for your other priority performance challenges.
How to Set Performance Targets
Focus on a priority performance challenge
Determine a comparison point (expectation against
which current performance is compared)
Determine a time frame to meet expectations
Determine progress needed in the next two years
Describe annual performance targets for two years
Determine a Comparison Point
• Individually read Identifying Comparison Points
(UIP Handbook, p. 21-22)
• Discuss:
– What is a “comparison point”?
– How is this similar to “what makes a trend notable”?
– How are the suggested “comparison points” different
across performance indicator areas?
– Does our district establish performance expectations
that we should consider as comparison points for our
current performance?
Consider Minimum State Expectations
• Provided in the Performance Framework Reports
(excerpted as the SPF Rubrics, Toolkit, p. 11).
• The value for which a rating of “meets” would be assigned
for the state metric in each sub-indicator area.
– Academic Achievement: the 50th percentile of % proficient or
advanced for Colorado schools.
– Academic Growth and Growth Gaps: MGP of 55 if MGP is < AGP,
and 45 otherwise.
– Postsecondary and Workforce Readiness: Graduation rate at or
above 80%, Drop-Out rate at or below the state average, and
Colorado ACT Composite Score at or above the state average.
Comparison Points
• Turn to Selecting Comparison Points (Toolkit, p. 7).
• Tool to support your selection of a comparison
point for target setting for your priority performance
challenges.
• Includes:
– Academic Achievement
– Academic Growth/ Growth Gaps
– Post-Secondary and Workforce Readiness
• Note: Also consider any performance expectations
established by the district.
Academic Achievement
Comparison Points
• Metric: Percent proficient and advanced.
• Possible comparison points.
– %P/A that would receive a “meets” rating = the 50th
percentile for Colorado schools for the 2009-10
school year (baseline)
– The %P/A that would receive an “exceeds” rating =
the 90th percentile for Colorado schools for the 200910 school year.
• Other metrics: % or N unsatisfactory
Determining Academic Achievement
Comparison Points
1. Consider the 50th and 90th percentile of Colorado
schools for % proficient or advanced (SPF Rubrics,
Toolkit, p. 11):
– Your school level (elem, middle, high)
– The content area(s) that is the focus of your priority performance
challenge(s).
2. Is your school’s %P/A at or above the typical school in
Colorado (50th percentile value)? Is your school’s %P/A
above the school at the 90th percentile?
3. What will be your comparison point for academic
achievement?
Academic Growth Comparison
Points
• Metric: Median Growth Percentile (MGP)
• Comparison Points:
– If MGP < Median Adequate Growth Percentile (AGP),
performance “meets” minimum expectations of MGP
= 55th percentile; “exceeds” if MGP = 70th percentile.
– If MGP >= AGP, MGP = 45th percentile; “exceeds” if
MGP= 60th percentile.
– Also consider MGP = AGP.
Determining Growth and Growth Gap
Comparison Points for MGP
• On which students do your priority performance
challenge(s) focus? For which content area(s)?
• For that group of students, is your school’s median growth
percentile < median adequate growth percentile?
– If yes, choose 55 as a comparison point.
– If no, choose 45 (or 50) as a comparison point.
• Does your growth percentile already exceed 55? Consider
choosing the Median Adequate Growth Percentile as your
comparison point.
Academic Growth Comparison Points
(CUKUMU)
Metrics
Comparison Points
% making catch-up
growth
State % making catch-up growth
District % making catch-up growth
100% making catch-up growth
% making keep-up
growth
State % making keep-up growth
District % making keep-up growth
100% making keep-up growth
% making move-up
growth
State % making move-up growth
District % making move-up growth
100% making move-up growth
Determining CUKUMU Comparison
Points
• On which students do your priority performance
challenge(s) focus? For which content area(s)?
For which metric (cu, ku or mu)?
• For that group of students, does the CUKUMU
percent exceed:
– District %
– State %
– 100%
• Choose your comparison point.
Post-Secondary and Workforce
Readiness Comparison Points
Metrics
Possible Comparison Points
Graduation Rate (4, 5, 6, 7-year) Minimum state expectation = 80%
Exceeds rating: at or above 90%
Disaggregated Graduation Rate
(4, 5, 6, 7-year)
Minimum state expectation = 80%
Exceeds rating: at or above 90%
Drop-out Rate
Minimum state expectation
• 3.6% (1-year) or
• 3.9% (3-year)
Exceeds rating: at or below 1%
Average Colorado ACT
Composite Score
Minimum state expectation
• 20.0 (1-year)
• 20.1 (3-year)
Exceeds rating: at or above 22
Setting Post-Secondary and
Workforce Readiness Targets
• What metric(s) will be the focus of your post-secondary
and workforce readiness target(s)?
• Are you currently below minimum state expectations for
that metric? If so, select minimum state expectations as
your comparison point.
• If not, select the state “exceeds” rate for your
comparison point.
• Consider: Are there other post-secondary and workforce
readiness metrics for which you could set performance
targets?
Additional PWR Metrics
• 4-, 5-, 6- and 7-year completion rates.
• Percent of students earning a year’s worth of credits in a year’s time.
• Career and Technical Education course completion rate
• Number and percentage of students successfully transitioning into a
recognized adult education program (w/out diploma or GED)
• Percent/number of students enrolling in a Colorado post-secondary
institution within one year after graduation
• Percent of recent graduates attending Colorado public institutions
that required remediation.
• AP/IB participation
• Percent/number of students scoring high enough on AP/IB tests to
receive college credit
• ACT scores by content area
Metrics and Comparison Points
Use the Setting Performance Targets Worksheet,
(Toolkit, p. 5)
• For your focus priority performance challenge, identify for
what metric(s) you will set performance targets.
• Note your current level of performance for your priority
performance challenge (on that metric or those metrics).
• Identify what your comparison point will be for that priority
performance challenge (for each metric).
• Note the gap between your current performance and the
comparison point.
How to Set Performance Targets
Focus on a priority performance challenge
Determine a comparison point (expectation against
which current performance is compared)
Determine a time frame to meet expectations
Determine progress needed in the next two years
Describe annual performance targets for two years
Timeframe and the Next Two Years
• Discuss the following with your team:
– Have we received a Priority Improvement or Turnaround (PITA)
designation? When?
– By what year is our school/district required to at least meet
minimum state expectations (within 5 years of PITA
designation)?
– Within what timeframe will we reach the comparison point?
– What progress do we need to make this year? Next year?
• Capture your answers in the Setting Performance
Targets Worksheet, (Toolkit, p. 5)
How to Set Performance Targets
Focus on a priority performance challenge
Determine a comparison point (expectation against
which current performance is compared)
Determine a time frame to meet expectations
Determine progress needed in the next two years
Describe annual performance targets for two years
Writing Performance Targets
• Take out Writing Annual Performance Targets
(Toolkit, p. 17).
• Consider the example targets in the top two
rows.
• Use this tool to scaffold your writing of
performance targets.
• Write at least one annual performance target for
your focus priority performance challenge.
Planning to Set Performance Targets
• Take out Planning for Target Setting and
Action Planning (Toolkit, p. 1)
• Make notes about:
– Current status of setting performance targets
– How you will complete this work
– Who will be involved and when
– What tools you will use (check on district
performance expectations)
Agenda
Review Data
Narrative
Elements
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Develop
Action Steps
Interim Measures
• Consider:
– Interim Measures section in the UIP Handbook (p. 22).
– UIP Quality Criteria for Interim Measures
• Work with a partner to answer these questions:
– What are interim measures? How frequently do they
need to be available during the school year?
– How frequently do schools/district need to monitor
progress using interim measures?
– What must be included in the description of interim
measures in the School/District Target Setting Form?
Interim Measures
• Interim measures must be identified for each target.
• Data from interim measures should be available more
than once during the school year.
• Across all interim measures, data should be available
that would allow schools to monitor progress at least
quarterly.
• Examples: District Benchmark Assessment, NWEA
MAPS, Galileo, Acuity, DIBELS, commonly
administered end-of-unit assessments
• Measures, metrics and availability should be specified
in the School Goals Form.
What interim measures do you have
available?
• Consider your Inventory of Performance Data,
(Toolkit, p. 19)
• Work with your team to generate a list of interim
measures available within your school or district.
• Consider:
– Which interim measures would best align to our
performance target?
– Are there gaps in the interim measures that are
available to you?
More help with Interim
Measures
• Progress Monitoring Sessions will provide
additional support on identifying interim measures.
• In preparation for that session. . .
– Complete your Inventory of Performance Data (Toolkit,
p. 19).
– Include as much information as you can about when
different assessment results will be available.
– Complete your Writing Annual Performance Targets,
(Toolkit, p. 17).
Agenda
Review Data
Narrative
Elements
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Develop
Action Steps
Unified Improvement Planning Processes
Preparing
to Plan
Gather and
Organize
Data
Section III:
Data
Narrative
Review
Performance
Summary
Section IV:
Target Setting
Describe
Notable
Trends
Ongoing:
Progress
Monitoring
UIP Handbook, p. 3
Section IV:
Action Planning
Prioritize
Performance
Challenges
Identify
Root
Causes
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Identify
Implementation
Benchmarks
Major Improvement Strategies
• Work with a partner to review:
– Action Planning Form, excerpt from UIP template
(Toolkit, p. 21)
– Action Planning Form: Identify Major Improvement
Strategies (UIP Handbook, p. 23-24)
• Be prepared to answer these questions:
– To what must major improvement strategies respond?
– What information must be included about each major
improvement strategy?
Major Improvement Strategies
• Respond to root causes of the
performance problems the
school/district is attempting to remedy.
• Action steps are smaller steps required to
carry out major improvement strategies.
• Action Steps must be associated with
timeline, resources, people, implementation
benchmarks, and status.
Turnaround Schools
• For schools with Turnaround Plan Types, Major
Improvement Strategies must include one of the
seven Turnaround Options.
• Some school with Turnaround Plans may be in
the second or third year of implementing one of
these options.
• Schools with these plan types must also
complete additional addendum as part of their
UIPs.
Reviewing Turnaround Options
• Work with a partner. Consider Turnaround Options,
(Toolkit, p. 23).
• Silently read one row in the chart (individually).
• When each partner has completed a row, look up
and “say something.” Something might be a
question, a brief summary, a key point, an interesting
idea or personal connection to the text.
• Continue until you complete all of the rows in the
chart.
Additional Federal Requirements
• Schools and districts that participate in federal
programs may also be required to complete
additional addendum to their UIPs.
• Consider:
– Pre-populated UIP Template for 2012-14
– UIP Quality Criteria
• Use Meeting Additional State or Federal
Planning Requirements, (Toolkit, p. 25)
• Check any additional requirements that apply to
your school/district.
UIP Addendum
• Available in “word” format on the CDE web
site:
• http://www.cde.state.co.us/uip/UIP_Templ
ates.asp
• Should be added to the end of the UIP file
before submission.
Existing Major Improvement Strategies
• Take out the your prior year UIP.
• Compare your current priority performance
challenges and root causes to those from your
prior year’s UIP.
– To what degree have your priority performance
challenges changed or remained the same?
– To what degree have your root causes changed or
remained the same?
Reviewing Prior Year Major
Improvement Strategies
With your team, discuss the following questions:
• How successful have our major improvement strategies
from last year been at improving our performance in
prioritized areas?
• To what degree have our prior year major improvement
strategies been implemented?
• To what degree are our existing major improvement
strategies likely to eliminate the root causes of our
updated priority performance challenges?
Reviewing Prior Year Major
Improvement Strategies
• Label each of your prior year major
improvement strategies with one of the
following:
– Continue, just update status of action steps.
– Continue, with modification to action steps.
– Do not continue.
Developing New Major
Improvement Strategies
• Consider Developing Major Improvement
Strategies, (Toolkit, p. 27).
• This is both a note-catcher and a job aide
for developing major improvement
strategies.
• Use this form for each new major
improvement strategy you develop.
Practicing Developing Major
Improvement Strategies
• Today: Develop one major improvement
strategy.
• On the top of the Developing Major Improvement
Strategies (Toolkit, p. 27), write:
– Priority Performance Challenge (focus for today)
– Associated Root Cause (s)
• Additional major improvement strategy
development will be follow-up after today.
Identifying New Major Improvement
Strategies
1. Focus on a priority performance challenge and the
root cause(s).
2. Consider research.
3. Identify a desired future (if action is taken to dissolve
root cause(s), from the perspective of various local
stakeholders).
4. Identify strategies to get to the desired future.
5. Articulate a Theory of Action (If, then, and then).
6. Re-write as a major improvement strategy.
Contextualize with Research
• Research provides context for selection of major
improvement strategies.
• Consider the following research summaries
(Toolkit, pp. 31-63):
– Failed Turnaround Strategies
– What Rural Districts are Doing
– Breaking the Habit of Low Performance Case Studies
• Will any of these inform your strategies?
Additional Information to
Consider
• CDE provides a variety of resources and technical
assistance related to areas where schools and districts
may have performance gaps.
• Consider the list of resources from CDE associated with
typical root causes.
• Discuss:
– Are there resources available from CDE that we
should consider?
• Make notes about what resources you will review from
CDE.
How to Identify Major Improvement Strategies
1. Focus on a priority performance challenge and
the root cause(s).
2. Consider research.
3. Identify a desired future (if action is taken to
dissolve root cause(s), from the perspective of
various local stakeholders).
4. Identify strategies to get to the desired future.
5. Articulate a Theory of Action (If, then, and then).
6. Re-write as a major improvement strategy.
Describe your Desired Future
• If root causes are eliminated . . .
• What will these different groups be doing differently?
–
–
–
–
Students
Staff members
Leadership team
Parents / Community
• Examples:
– All students monitor the progress of their learning towards grade level
expectations on a weekly basis and set personal learning goals.
– Teachers daily use data about learning formatively to refocus instruction
on their students’ needs.
– Staff members consistently implement identified practices in effective
literacy instruction.
Describing the desired future
• Create your Desired Future add details in the
Developing Major Improvement Strategies
(Toolkit, p. 27).
• Consider the perspectives of the following
audiences:
– Students
– Staff members
– Leadership team
– Parents / Community
How to Identify Major Improvement Strategies
1. Focus on a priority performance challenge and
the root cause(s).
2. Consider research.
3. Identify a desired future (if action is taken to
dissolve root cause(s), from the perspective of
various local stakeholders).
4. Identify strategies to get to the desired future.
5. Articulate a Theory of Action (If, then, and then).
6. Re-write as a major improvement strategy.
Research
Brainstorm major
improvement strategies in
this outer circle
Desired
Future
Root Cause
Case Studies
Turnaround
Options
Flow maps used with permission from Thinking Maps, Inc. Specific training required before implementing Thinking Maps.
For more information, visit www.thinkingmaps.com.
Brainstorm potential STRATEGIES
• Focus on one root cause. Create a circle map with “Root
Cause(s) ____in the middle.
• Include the preferred future in the frame.
• Brainstorm major strategies that would dissolve the root
cause(s)
– One strategy per post-it note.
– Stay at the major strategy level.
– Post all ideas on the circle map.
• Prioritize your strategies (indicate highest priority).
• Capture notes in the Developing Major Improvement
Strategies (Toolkit, p. 27).
How to Identify Major Improvement Strategies
1. Focus on a priority performance challenge and
the root cause(s).
2. Consider research.
3. Identify a desired future (if action is taken to
dissolve root cause(s), from the perspective of
various local stakeholders).
4. Identify strategies to get to the desired future.
5. Articulate a Theory of Action (If, then, and then).
6. Re-write as a major improvement strategy.
Articulate a THEORY of ACTION
• For your priority improvement strategies,
articulate a theory of action.
• Format:
– If … [teacher / adult actions]
– Then … [student behaviors / student learning
/ etc.]
– And … [measures for assessing growth
THEORY of ACTION example
If…
Then…
And…
This converts an
explanation or
process into an
essential
instructional practice.
This describes what
students will be able to
do as a result.
This identifies how to
assess the
implementation of teacher
practices and student
learning.
If teachers fully
…Then students will
teach and assess the have common, spiraling
new K-5 year-end
expectations and
writing outcomes and vocabulary, which will
share them with
improve their
students…
achievement…
…And ongoing teacher
records will show the
progress students are
making towards meeting
year-end writing
outcomes.
Theory of Action
• Articulate your Theory of Action
• Make sure to include If. . ., Then. . ., And. .
• Capture in the Developing Major
Improvement Strategies job aide (Toolkit,
p. 27).
• Write your theory of action as a major
improvement strategy.
Plan to Develop Major Improvement
Strategies
• Take out Planning for Target Setting and Action
Planning (Toolkit, p. 1)
• Make notes about:
– Current status of major improvement strategies
– How you will complete this work
– Who will be involved and when
– What tools you will use
Agenda
Review Data
Narrative
Elements
Set
Performance
Targets
Identify Major
Improvement
Strategies
Identify
Interim
Measures
Develop
Action Steps
Action Steps
Action
Steps
Timeline Key
Personnel
Resources Implementation Status
Benchmarks
Action steps must be defined for each
major improvement strategy.
Implementing all of the action steps =
implementing the major improvement
strategy.
What requirements must Action Steps meet?
• Review Unified Improvement Plan Quality Criteria: Action
Steps.
• A number of criteria for action steps are program specific.
• Consider: Based on state accountability plan type and
program designations, what action step criteria apply to
my school/district?
• UIP Addenda facilitate school and district efforts to meet
federal requirements through their plan.
External Vendors
• If the school/district will employ external vendors
(see for example turnaround option iii), the plan
should include:
– Major activity (action steps) undertaken by the
external vendor,
– Timeline for those activities,
– Resources that will pay for the external vendor, and
– Implementation benchmarks for the activities of the
external vendor.
How to develop Action Steps
• Do a force field analysis in reference to your
major improvement strategy
– Identify driving forces
– Identify restraining forces
– Prioritize restraining forces.
• Identify action steps that would eliminate or
weaken your restraining forces (in priority order).
• Take out Force Field Analysis, (Toolkit, p. 67).
Force-Field Analysis: Mind-set
• Change is a dynamic process that generates energy and
movement in individuals and in organizations.
• Change can be viewed as a dynamic between forces
seeking to maintain a status quo, and forces seeking to
drive the status quo to change.
• When driving forces are the stronger force, change
moves forward. When restraining forces are stronger
or equal to the driving forces, movement can be blocked
or stalled.
– Ken Lewin (Force Field Analysis developer).
What does a Force-Field Analysis do?
1. Helps people to think together about all the facets of a
desired change;
2. Develops consensus as an environmental scan, enabling
participants to articulate key dynamics relevant to an
upcoming change
3. Aids in comparing the positives and negatives of a
situation;
4. Encourages creative thinking;
5. Promotes agreement about the relative priority of
restraining versus driving factors; and it
6. Provides a starting point for the selection of action steps.
Page 47
When should a force field analysis be used?
• after major improvement strategies have been
identified
• when it is unclear which actions to prioritize
• when planners want to put new actions into the
existing context
• when a team wants to maximize the success of
a new venture either by approaching change
from the perspective of strengthening driving
forces or by reducing restraining forces.
How is a force field analysis conducted?
1.
Focus on a major improvement strategy.
2.
Brainstorm and list on the left side of a T-chart the existing
forces/factors that support or are driving the school TOWARD the
strategy.
3.
Brainstorm and list on the right the existing forces/factors that are
holding the school back or driving it AWAY from the strategy.
4.
Clarify, explain, reach agreement on the items that have been
charted.
5.
Eliminate duplications and combine items as needed.
6.
Rank the “restraining forces” from most to least important (can be
done individually and combined, or as a group)
7.
Begin identifying action steps by addressing the restraining forces
with the highest ranking numbers.
Activity: Force Field Analysis
• Review Force Field Analysis, section titled “How to
engage in force field analysis” (Toolkit, p. 67)
• Use the force field analysis note catcher
• Write your major improvement strategy at the top of the
page.
• Brainstorm driving forces and restraining forces (15
min).
• Note: driving and restraining forces do not have to be
parallel.
• Prioritize the restraining forces (5 min).
Develop Action Steps
• Start with the highest priority restraining forces
(work towards the lowest priority)
• For each, identify action steps to reduce or
eliminate the restraining force.
• For each action step, to determine:
– Timing (when it will be implemented)
– Person responsible
– Resources (that will be used)
• Capture in the UIP Template, Action Planning
Form
Practice: Develop Action Steps
• Select your top two priority restraining forces.
• Identify at least two action steps to counteract
your restraining forces.
• Capture your action steps in the Action Planning
Form, excerpted from the UIP Template (Toolkit,
p. 21).
• Note the timing, person(s) responsible, and
resources that will be used.
Plan to Develop Action Steps
• Take out Planning for Target Setting and
Action Planning (Toolkit, p. 1)
• Make notes about:
– Current status of action steps
– How you will complete this work
– Who will be involved and when
– What tools you will use
School and District Accountability
Committee Roles
• State statute requires schools and districts to involve
their School and District Accountability Committee’s in
improvement planning.
• Consider which ever applies, excerpted from the District
Accountability Handbook:
– DAC Roles (Toolkit, p. 71)
– SAC Roles (Toolkit, p. 69)
• Discuss: How do you involve your DAC and/or SAC in
improvement planning?
Plan Review
• Consider Planning Requirements and State
Review of Plans (UIP Handbook, p. 25.)
• Will your plan be reviewed at the state level?
• What is your internal (district) process for plan
review?
– When will SACs/DACs review plans?
– When will district staff review plans?
– Will your local board review your plan? When?
• What are the implications for when you must
have a completed draft of your plan?
Next Steps
• Finalize Annual Performance Targets
(School/District Target Setting Form).
• Inventory locally available performance data.
• Identify major improvement strategies and action
steps (Action Planning Form).
• Next Session: Progress Monitoring
– Interim Measures
– Implementation Benchmarks
– Schedule and process for monitoring progress at
least quarterly
Give us Feedback!!
• Written: Use sticky notes
– + the aspects of this session that you liked or worked
for you.
– The things you will change in your practice or that
you would change about this session.
– ? Question that you still have or things we didn’t get
to today
–
Ideas, ah-has, innovations
• Oral: Share one ah ha!