1. Getting Started with the State Pre-Planning Process

2. Training Objectives You will:  Examine pre-planning activities you can begin now in preparation for a new state plan  Explore resources and models for conducting those pre-planning tasks  Discuss planning issues and concerns with other state directors

3. The Planning Climate  Possible timeline scenarios for new state plans › Earliest date --- July, 2009 › Probable date –- July, 2010  The good news – You’ve got the time to do it right!

4. Current State Plan Components 1.Certifications and Assurances 2.Needs Assessment 3.Description of Activities 4.Evaluation 5.Performance Measures 6.Funding Procedures 7.Public Participation and Comment 8.Strategies for Populations 9.Integration w/ other training 10.Direct and equitable 11.Correctional education 12.State leadership

5. What You Can Begin Now Comprehensive Needs Assessment  To identify target populations to be served, practitioner and stakeholder needs, and program operation strengths and weaknesses Analysis of Your Data and Research  To determine trends and needs related to your program performance, enrollment, attendance, and staffing issues  To examine implications of research on future program operations

6. What You Can Begin Now Identification of Program Priorities, Goals, and Benchmarks  To develop taskforces or other structures to begin development of multi-year strategies

7. State Planning Versus State Plan: The Perfect Combination Washington State Plan for Adult Basic Education  Drafted by adult basic education staff in partnership with Adult Education Advisory Council (AEAC) and the Council for Basic Skills (CBS)  Acts as the basis for policy, funding and partnership decisions within the state system and its stakeholders Federal Compliance Document  Drafted by adult basic education staff to standards set by OVAE/DOE  Fulfills federal mandates within the parameters of Washington State priorities and goals Summary  Drafted by adult basic education staff in partnership with CBS, AEAC, and SBCTC  Represents adult basic education to the public and key stakeholders

8. A Sample Pre-Planning Process 1.Conduct a multi-level needs assessment 2.Analyze the data and research to determine strengths and program improvement needs 3.Develop a vision for where you want to be in six years 4.Use the needs assessment and research data to identify priorities 5.Develop goals, strategies, and measurable benchmarks for multi-year initiatives

9. Conducting a Multi-Level Needs Assessment  Current DAEL state plan guidance (Section 2.0, pg. 3) › An environmental scan to determine:  Individuals most in need  Specific sub-populations › Mutual assessments with WIA partners › Recommended local needs assessments

10. Going Beyond the Environmental Scan Three starting points for identifying needs Self-Assessments PractitionersPractitioners State Program OperationsState Program Operations StakeholdersStakeholders StudentsStudents ComplianceComplianceResearch Implications on program practices, policies, and proceduresImplications on program practices, policies, and proceduresData Performance reportsPerformance reports Census dataCensus data Enrollment trendsEnrollment trends Staffing characteristicsStaffing characteristics Internal and external capacityInternal and external capacity

11. Table Talk What other information do you feel is important in examining your state’s needs?

12. Involving Others in the Needs Assessment Process  “The Wisdom of Crowds” › James Surowiecki  “A room of knowledgeable folks make better decisions than a few experts.” Increase buy-in and ownership of your state plan It might be easier to do it yourself but…

13. Involving Others in the Needs Assessment Process  Begin with a steering committee or advisory board › Representation from the field › Teachers, administrators, support staff, students  In charge of making overall recommendations on the planning process

14. Involving Others in the Needs Assessment Process  Responsibilities › Analyze performance data, enrollment trends, research findings › Review compiled needs assessment results from the practitioners, stakeholders, program operations and environmental scan › Review the draft plan prior to public distribution

15. Involving Others in the Needs Assessment Process  Stakeholders Planning Committee › Representatives from your partnering agencies › Responsibilities  Sharing agency-developed environmental scan data Providing recommendations on best methods for involving stakeholders in the needs assessment process Determining options for building program capacity through coordinated efforts

16. Introduction to the Needs Assessment Chart  A Starting Point  Components  Options for Involving Practitioners and Stakeholders in the Needs Assessment Process Page 4

17. Options for Involving Practitioners and Stakeholders  Ask and they shall respond…  Free online survey websites, such as http://www.advancedsurvey.com http://www.advancedsurvey.com › Free service to NAEPDC member states Online Surveys

18. Options for Involving Practitioners and Stakeholders Customize to your state – ready to go! Sample tools for you! State Program Operations Survey – pg. 6 Practitioner Survey – pg. 20 Stakeholder Survey – pg. 33 Sample tools for you! State Program Operations Survey – pg. 6 Practitioner Survey – pg. 20 Stakeholder Survey – pg. 33

19. Options for Involving Practitioners and Stakeholders  Hearing from students – up close and personal  The West Virginia experience Focus Groups

20. Table Talk  Have you used surveys or focus groups to collect information on program needs?  How did you use the results?  What challenges did you encounter, and what changes might you make in the future as a result of your experience?

21. Developing an Environmental Scan  Using the NAEPDC needs assessment resource library: go to resource library – program planning – needs assessment  Hot Topics: › State/National Data and Research › Local Program Resources  A look at sample needs assessments http://naepdc.org/resource_library/program%20planning%20library/PROG RAM_PLANNING_HOME.html

22. Step 2: Analyze the Data and Research Options for dividing the work › Creating an Adult Research Coordinating Committee › Using your steering committee to analyze data The impact of research on your state planning process One of the best resources: NCSALL’s Program Administrators Sourcebook http://www.ncsall.net/?id=1035

23. Now that I have all this data… What do I do?

24. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks  What do you do with all that information?  How do you begin to identify priorities when so many things seem important?  How do you get buy-in from the field?  Two options – visioning retreats and taskforces

25. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks  Exploring the value of a visioning retreat

26. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks  Using taskforces to your advantage

27. Open Forum Time  What excites you the most about preparing a new state plan?  What are your main concerns about getting ready for a new state plan?

28. Always willing to help…  Kathi Polis  klpolis@suddenlink.net