IMPROVEMENT PLANNING Facilitator Talking Points:

IMPROVEMENT PLANNING Facilitator Talking Points:
In the data analysis process we looked at “what” contributed to the problem. The needs assessment helped identify the root cause of “why” the problem is occurring. The purpose of this section is to establish “how” we address the root cause of the problem by developing a targeted improvement plan. There are several steps to improvement planning. The first one we will discuss is establishing your annual goal.

Implementation & Monitoring
Data Analysis Needs Assessment Improvement Planning Implementation & Monitoring The purpose of improvement planning is to establish “how” we address the root cause of the problem by developing a targeted improvement plan. Facilitator Talking Points: In the data analysis process we looked at “what” contributed to the problem. The needs assessment helped identify the root cause of “why” the problem is occurring. The purpose of this section is to establish “how” we address the root cause of the problem by developing a targeted improvement plan. There are several steps to improvement planning. The first one we will discuss is establishing your annual goal. Facilitation Notes: Emphasize the key words of what, why and how.

taisresources.net http://www.taisresources.net/improvement-planning/
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. Michael Fullan highlights the importance of developing a targeted improvement plan that focus on a few critical areas. Dr. Fullan refers to these narrowly focused plans as a “skinny plan.” Nonetheless the concept is synonymous to the targeted improvement plan.

MAKING CONNECTIONS Facilitator Talking Points:
The work of quality improvement planning is built by making some important connections to components that we have already identified in our work. These connections, when made correctly, form the foundation for a strong improvement plan.

Facilitator Talking Points:
Before we move into the improvement planning section, let’s review the work we’ve done thus far…

Discuss the following :
DATA ANALYSIS REVIEW Data Analysis Needs Assessment Improvement Planning Implementation and Monitoring Discuss the following : What is the purpose of engaging in a thorough DATA ANALYSIS? What is a PROBLEM STATEMENT? Facilitation Notes: Keep slide up for discussion as teams discuss each question

SHARE YOUR THOUGHTS Facilitation Notes: Share out team discussions

NEEDS ASSESSMENT REVIEW
Data Analysis Needs Assessment Improvement Planning Implementation and Monitoring Discuss the following : What is the purpose of engaging in a thorough NEEDS ASSESSMENT? What does a ROOT CAUSE indicate about the problem statement? Facilitation Notes: Keep slide up for discussion as teams discuss each question.

SHARE YOUR THOUGHTS Facilitation Notes: Share out team discussions

1st 2nd Problem Statement(s) Root Cause(s) Facilitator Talking Points:
The work of quality improvement planning is built by making some important connections to components that we have already identified in our work. These connections, when made correctly, form a strong foundation for your improvement plan. The annual goal is built from the problem statement. If the problem statement defines where we are according to data, then the annual goal establishes where we want to be at the end of the year. The annual goal begins with the end in mind. It establishes the progress the campus plans to make in one year. By doing so, it sets the purpose for the rest of the planning.

Steps for Targeted Improvement Planning
Establish ANNUAL GOALS Select STRATEGIES Establish QUARTERLY GOALS Determine INTERVENTIONS Facilitator 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. Facilitation 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.

1st 3rd 4th 2nd Problem Statement(s) Annual Goals Strategies
Root Cause(s) Facilitator Talking Points: Going 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? The strategy will address the root cause and determine how the plan will accomplish the annual goal in order to close the gap stated in the problem statement.

CURRENT PERFORMANCE DESIRED PERFORMANCE Facilitator Talking Points:
Consider as a team the vision or desired performance based on current state, or performance of the campus.

PROBLEM STATEMENT ANNUAL GOAL Facilitator Talking Points:
Remember, in addition to SMART, when writing the annual goal, it should be linked to the problem statement. The problem statement represents the current state and the annual goal represents where the team wants to be one year from now. *Optional video

PROBLEM STATEMENT ANNUAL GOAL ELLs have a 50% pass rate in reading
ELL student group will have 60% pass rate on 2016 STAAR reading Facilitator Talking Points: Going back to our example, we established that the problem statement, the gap in the data, for this campus was that ELLs have a 50% pass rate in reading. CLICK to animate 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. Facilitator 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 ANNUAL GOAL QUALITY CHECK
Does the annual goal resolve the area of low performance identified in the problem statement? YES Facilitator Talking Points: CLICK to animate So, let’s remember the quality check for an 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. Facilitator 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.

S.M.A.R.T. Time-Bound Results-Based Specific Measurable Attainable
Facilitator Talking Points: Annual goals (and later quarterly goals) should be SMART goals. If you’re familiar with SMART goals, it’s important to revisit the 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 indicates the end date of meeting the established goal.

YES ANNUAL GOAL QUALITY CHECK
Does the annual goal resolve the area of low performance identify in the problem statement? Is the annual goal written as a SMART goal? YES Facilitator Talking Points: The second quality check we offer is to ensure the annual goal is aligned to the SMART criteria.

ELL student group will have 60% pass rate on 2016 STAAR reading
S.M.A.R.T. Facilitator Talking Points: Let’s go back to our annual example and see if we can identify all the SMART elements. Facilitation Notes: Participants may note other elements that help make this goal specific.

S.M.A.R.T. Facilitator 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. Facilitation 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.

S.M.A.R.T. Facilitator Talking Points: Can someone shout out what phrases in the goal make it measureable? 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. Facilitation Notes: Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.

S.M.A.R.T. Facilitator Talking Points: Can someone shout out what phrases in the goal make it attainable? 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. Facilitation Notes: Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.

S.M.A.R.T. Facilitator Talking Points: Can someone shout out what phrases in the goal make it results-based. 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. Facilitation Notes: Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.

S.M.A.R.T. Facilitator Talking Point: Can someone shout out what phrases in the goal make it time bound. 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. Facilitation Notes: Another delivery option is to not ask for audience shout outs and go directly to talking points after the noted CLICK above.

YES YES ANNUAL GOAL QUALITY CHECK
Does the annual goal resolve the area of low performance identified in the problem statement? Is the annual goal written as a SMART goal? YES YES Facilitator Talking Points: Again, keeping in mind the annual goal quality check.

Remember, in addition to SMART, when writing the annual goal, it should be linked to the problem statement. The problem statement represents current state and the annual goal represents where the team wants to be one year from now.

1st 3rd 2nd Problem Statement(s) Annual Goals Root Cause(s)
Facilitator Talking Points: As we move into practice, as a team review the problem statement identified on your posters. Discuss where the team wants to be at the end of the school year. Then, begin to draft an annual goal that is aligned to smart. Facilitation Notes: Ensure teams pause and think about where they want to be in one year’s time. This will help to guide a richer discussion around the SMART components.

PRACTICE Facilitator Talking Points: Time to practice.
Locate the poster that we have been building throughout the day. For this work section, we are connecting our annual goal to our problem statement. Explain the poster activity steps below. Poster Activity Steps: Have participants label top right quadrant “Annual Goal.” Once teams have worked through creating an annual that is aligned to their identified problem statement, have them record their problem statement in that top, right quadrant. Have teams post their posters close to their tables. Teams will return to this poster throughout training as they continue building these connections. Facilitation Notes: You may want to have a model ready to show participants. You can use the components from the training example to build out your poster. Allow up to 5 minutes for this activity. is a great online timer that is easy to use. Use teams writing annual goal on poster for two things: To help monitor time and give time warnings To monitor appropriate connections and development of annual goal. Read teams’ annual goals as they are posted to ensure that they: Are SMART goals Have a data source that is aligned with the problem statement Be watchful and ready to address misalignment of data sources between the problem statement and the annual goal.

ANNUAL GOAL QUALITY CHECK
Does the annual goal resolve the area of low performance identified in the problem statement? Is the annual goal written as a SMART goal? Facilitator Talking Points: Remember that annual goals are aligned with the problem statements. The data source should be the same. Be sure to make your annual goal a SMART goal. Facilitation Notes: Bring the group back together. Have teams share out and listen for alignment to the quality check.

Establish ANNUAL GOALS Select a STRATEGY(ies) Facilitator Talking Points: The next step in the Improvement Planning quadrant is identifying the strategy. The strategy is how we are going to get to our annual goal.

1st 3rd 4th 2nd Problem Statement(s) Annual Goals Strategies
Root Cause(s) Facilitator 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. Facilitation Notes: Visual anchor. Talk through the pieces as a lead into the strategy selection.

What is a STRATEGY? A strategy is a broad overarching approach chosen to address the ROOT CAUSE. Effective implementation of a strategy should resolve the identified root cause, thus resulting in achieving the annual goal. Facilitator Talking Points: VIDEO: The strategy is the solution to the root cause; the broad method or approach for achieving the annual goal. The strategy focuses the direction of interventions, or the actions steps that you and staff will take to reach your annual goal. If root causes are different, such as discipline, the strategy might be implementation of PBIS.

CURRENT PERFORMANCE DESIRED PERFORMANCE Facilitator Talking Points:
The strategy is how you get from where you are to where you want to be. The implementation of the strategy is what will move you from your current state to your desired state

Strategy is how you are going to accomplish the annual goal. The implementation of the strategy must be a focus throughout the entire year.

What is a STRATEGY? STRATEGIES may include:
Adopting a new instructional model Implementing professional learning communities to increase teacher effectiveness Implementing RTI or PBIS Systemic change initiatives Facilitator Talking Points: The strategy is the solution to the root cause; the broad method or approach for achieving the annual goal. The strategy focuses the direction of interventions, or the actions steps that you and staff will take to reach your annual goal. If root causes are different such as discipline, the strategy might be implementation of PBIS.

IS NOT narrow and specific
TRAINING Facilitator Talking Points: The strategy cannot be too narrow and specific. It is something that you work to implement and monitor and adjust all year long. Training alone is not a strategy. In example – lack of understanding of instructional strategies – the strategy was not just to train teachers in sheltered instruction. To get to improved student achievement it is going to take more than just training – this campus has to ensure that the training gets implemented in the classroom, which requires monitoring and support. Training probably is an action step (what we will call interventions) in most strategies in some way, shape, or form. For example, 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. However, there is more to the broad, over-arching strategy. Facilitator Note: Another clarifying talking point if needed: The interventions will be the action step that will lead to full implementation of the strategy.

Establish ANNUAL GOALS Select STRATEGIES ACTION 2.1 Research and select evidence-based practices that address the root causes Facilitator 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.

Annual Goals Root Cause(s) Strategies
Problem Statement(s) Annual Goals ELLs have a 50% pass rate in reading ELL student group will have 60% pass rate on 2016 STAAR reading Root Cause(s) Strategies Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide Facilitator Talking Points: We are walking through an example today. A campus with the same or similar root cause could have other strategies. A campus with a similar problem statement could have identified another root cause. It is important to review these points. We want to emphasize the campus-specific aspect of this work. While a good strategy, not every ELL problem statement should have sheltered instruction as its strategy. Let’s reflect back to our conversation and work around root cause analysis. It is very important to work to find correct root cause, because we build our solution from that. Let’s continue looking at our example. CLICK to animate This campus team established earlier that the root cause for the ELL 50% pass rate in reading was the lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs. To address this root cause, the campus team is going to implement sheltered instruction campus-wide to help build this capacity among all staff.

Establish ANNUAL GOALS Select STRATEGIES ACTION 2.1 Determine a how the campus is going to address the root causes to achieve the annual goal ACTION 2.2 Assess the capacity and resources available/needed to implement the strategy Facilitator Talking Points: The scope of strategy implementation will span the length of the school year, therefore it is critical to assess whether or not the campus has the means to implement a given process, model or system. It’s important not to overlook the time, money, and human capacity needed to implement the strategy with fidelity. In some cases, the team may determine that there is already a process, model or system in place, however it may need to be refined or redesigned to achieve desired results.

Implement sheltered instruction campus-wide
ROOT CAUSE STRATEGY Lack of teacher understanding for the instructional strategies needed to meet linguistic needs of ELLs Implement sheltered instruction campus-wide Facilitator Talking Points: So, to sum things up, the quality check at this point is to ensure that the strategy directly addresses the root cause.

YES YES STRATEGY QUALITY CHECK
Is the STRATEGY an evidence-based approach directly addressing the root cause? If the STRATEGY is implemented with fidelity, will it result in meeting the annual goal? YES YES Facilitator Talking Points: For our example, 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.

This is a screenshot of where the annual goal and strategy live in the template. This is further down the NA and IP tab. Your problem statement and root cause will prepopulate from the needs assessment section at the top of the tab. The alignment on the template matches the alignment in our puzzle analogy. The annual goal is beside the problem statement The strategies address the root cause, so it lives beside it. Facilitation Notes: Remind the group that this work is about going through the process and the template is where this work is recorded. Continue to message the importance of the process.

PRACTICE Facilitator Talking Points: Time to practice.
Locate the poster that we have been building throughout the day. For this work section, we are connecting our strategy to our identified root cause. Explain the poster activity steps below. Poster Activity Steps: Have participants label bottom right quadrant “Strategy.” Once teams have worked through identifying a strategy that will address their root cause, have them record their strategy in that bottom, right quadrant. Have teams post their posters close to their tables. Teams will return to this poster throughout training as they continue building these connections. Facilitation Notes: You may want to have a model ready to show participants. You can use the components from the training example to build out your poster. Allow up to 5 minutes for this activity. is a great online timer that is easy to use. Use teams writing strategy on poster for two things: To help monitor time and give time warnings To monitor appropriate connections and development of strategy. Read teams’ strategies as they are posted to ensure that they: Are broad approaches (usually a system, structure, process, or model) Address the root cause. Be prepared to engage teams in questions that will help them “step back” and seek a broader approach with their strategy.

STRATEGY QUALITY CHECK
Is the STRATEGY an evidence-based approach to directly address the root cause? If the STRATEGY is implemented with fidelity, will it result in meeting the annual goal? Facilitator Talking Points: For our example, it would be good 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.

Establish ANNUAL GOALS Select STRATEGIES Establish QUARTERLY GOALS PLAY VIDEO: Facilitator Talking Points: Now that we have strategy…we have to ask, How are we going to implement it? How are we going to get our stakeholders on board? What do we need to do in what order? The rest of this process is about designing a plan for implementation of the strategy. If the strategy is what will move the needle, we have to be sure that we get it done. Quarterly planning helps to keep our work intentional and focused by thinking through each step that we need to take. Facilitation Notes: Review the next step. It may be a good time to take a stretch break, the following piece becomes more technical in delivery. Pause frequently for questions and processing time.

Why establish quarterly goals?
Allow a campus to chunk a year-long plan into short-term measurable chunks Create a sense of urgency to act Establish “quick-wins” Track the changes in adult behavior needed to impact student performance Facilitator Talking Points: If we look to the whole year, that can seem overwhelming. It easier to plan by quarters. Quarterly planning is about breaking it down into implementation chunks to keep our overall course on track. Think about these quarters and quarterly goals as formative assessments on the implementation of your strategy. They are checkpoints to ensure that the end of the year hasn’t snuck up on you and you realize that you haven’t implemented the strategy and are not going to move the needle toward your annual goal. We are going to discuss the quarterly planning process by first talking about quarterly goals. Let’s begin by discussing what quarterly goals are and are not.

What is a quarterly goal?
A quarterly goal IS a SMART goal that measures the short-term impact of implementing a strategy A quarterly goal IS NOT a quarterly breakdown of the annual goal Facilitator 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. Let’s spend a little bit of time talking about why breaking the annual goal into four parts is not the best approach.

PROBLEM STATEMENT ANNUAL GOAL ELLs have a 50% pass rate in reading
ELL student group will have 60% pass rate on 2016 STAAR reading 10% increase Facilitator 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 is to increase ELL reading achievement by 10%.

10% ÷ 4 quarters = 2.5% increase per quarter
Instinctually we… 10% ÷ 4 quarters = 2.5% increase per quarter Current Performance = 50% Q1 Goal = 52.5% Q2 Goal = 55% Q3 Goal = 57.5% Q4 Goal = 60% Facilitator 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).

10% ÷ 4 quarters = 2.5% increase per quarter
Instinctually we… 10% ÷ 4 quarters = 2.5% increase per quarter Current Performance = 50% Q1 Goal = 52.5% Q2 Goal = 55% Q3 Goal = 57.5% Q4 Goal = 60% Facilitator 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” 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. Facilitation Notes: 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.

A quarterly goal IS focused on measuring the progress towards changing stakeholder (i.e., principal, teachers, staff, parents and/or students) behaviors and practices. Facilitator Talking Points: Stakeholders implement the strategy. Quarterly goals tie into the implementation of the strategy. “ If you always do what you have always done, then you will always get what you have always gotten” –Henry Ford. If the strategy implementation is what moves the needle, who are the stakeholders that are implementing that strategy? If we want to change student achievement, behavior, and/or outcomes, we, as campus stakeholders, have to change what we are doing first in order to influence the student achievement, behavior, and/or outcomes. CLICK to animate

A fourth quarter goal IS NOT the same as annual goal. Facilitator Talking Points: Another common mistake that we sometimes see in working with campuses, is that the fourth quarter goal is the same as the annual goal. Let’s remember that your quarterly goals are checkpoints toward the implementation of the strategy to achieve your annual goal. We still need to be focusing on implementation during the 4th quarter and the shift to results that occurs during this quarter. We will discuss this later. As you will see during our work of quarterly planning development, students are stakeholders too. The impact on student learning and/or behavior is part of this process, but does not have to be the focus of every quarterly goal.

A quarterly goal IS a results-based goal A quarterly goal IS NOT a process-based goal Facilitator Talking Points: We are not talking about TEKS process standards, and if you are trying to make that connection, it is best to just disconnect from that. Results=outcomes. A result-based goal is not task-oriented, like process-based. CLICK to animate A process-based goal can answer yes/no. Did I do it or not? What we want to focus on is the results/outcomes of our actions. We will show an example of this a little later.

A quarterly goal IS a SMART goal Facilitator Talking Points: These are few more things that a quarterly goal is. Quarterly goals need to be SMART goals – Let’s talk about the A in SMART – attainable. We want a quarterly goal to be something that helps staff get behind the change we are trying to implement. However, There is a fine balance that we need to work to find between attainable and aggressive, another A that can apply to SMART goals. While attainable, quarterly goals also need to help create a sense of urgency – a call to action – for our stakeholders. Not a sense of panic, but a sense that we as a team are going to have to roll up our sleeves and get to work in order to accomplish this. Discuss the importance of finding reasons to celebrate- This is tough work and we need checkpoints along the way to celebrate what we are doing and the progress that we have made. Even if we have not met the quarterly goal, we need to celebrate the fact that we are looking at data and having the conversations to address it and have time to correct it.

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. Facilitation Notes: Allow time for them to find this. Handout Quarterly Goal Is Is Not Chart

BREAK Facilitation Notes: 10 minute break

Establish ANNUAL GOALS Select STRATEGIES Establish QUARTERLY GOALS Facilitator Talking Points: Now that we have a strategy…we have to ask, How are we going to implement? How are we going to get our stakeholders on board? What do we need to do in what order? The rest of this process is about designing a plan for implementation of the strategy. If the strategy is what will move the needle, we have to be sure that we get it done. Quarterly planning helps to keep our work intentional and focused by thinking through each step that we need to take.

STRATEGY implementation = INTERVENTIONS INTERVENTIONS = collective stakeholder behaviors & actions The collective impact of INTERVENTIONS = QUARTERLY GOALS Facilitator 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.

PRACTICE

Stakeholder Brainstorm
Find the blank stakeholder behavior brainstorm resource For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy Facilitator 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. This part is necessary in order to continue with process. Facilitation 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.

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 Facilitator Talking Points: 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. Let’s look at the behaviors/actions – Goes beyond training, it includes implementation and monitoring – all the actions/behaviors needed for a successful implementation of the strategy. Facilitation Notes: You may want to remind them that you 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 10: Optional Example Stakeholder Brainstorm

Stakeholder Brainstorm
Find the blank stakeholder behavior brainstorm resource For each stakeholder, brainstorm all the needed actions/behaviors needed to implement strategy. Then, regardless of stakeholder, order the actions in the order they need to be done. Facilitator Talking Points: You are now going to have time to begin working through this process with your team. Take 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. This section is necessary to continue with the process. Facilitation 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.

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 16 8 3 10 13 15 7 8 8 14 12 9 10 17 11 2 1 1 Facilitator 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 actions because different groups will take the lead at different times. 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. 17 17

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 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 PLAY VIDEO: Facilitator Talking Points: As we have noted previously, this is only an example. These actions could be ordered or grouped a different way….the exact actions, order, and final product will be based on each individual campus, its needs, resources, etc. It is this process that should be replicated. This is an ordered list of all of the behaviors that we came up with on our resource document listed in the order that we established on the stakeholder behavior organizer. You will begin looking at them and finding the natural breaks and what would make sense on your campus, taking into account the months accounted for in the quarter. Walk through which months fall into each quarter. So, after working with my team, we had this list of stakeholder action. CLICK We looked at the first two – Admin/IC training and developing training plan – these are actions that need to be done, but that would be done before August, which is the first month that is reported in quarter 1 Next, we began to look at the next actions, thinking - “To keep our full implementation on track, where is it that we need to be by the end of October (end of quarter 1)? What actions work together and what will be that checkpoint? If we are here by October, then we will be on track. CLICK We grouped these action together. If we can get everyone trained and have teams consistently thinking and planning during PLCs about incorporating multiple language domains into lessons and capturing this through appropriately written language objectives, then we will be on the right track for overall strategy implementation. We will also begin walk-throughs this quarter. We continued this same type of thinking for the other quarters and grouped the rest of the stakeholder behaviors in this way. CLICK Notice that the work is not just simply divided evenly among the quarters and this list may grow or change. Facilitation Notes: Play Video ICs provide coaching and support

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. 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. 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 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 Facilitator 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 to 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. ICs provide coaching and support

A QUARTERLY GOAL is focused on RESULTS
100% of teachers received training in sheltered instruction PROCESS-BASED By the end of the 1st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans RESULTS-BASED 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. RESULTS-BASED & STUDENT-CENTERED Facilitator Talking Points: In quarter 1 especially, it is easy to sometimes lean toward process-focused goals, rather than results-based goals. You are trying to get things started. Remember to keep your focus on the results of the actions…what are we wanting to accomplish with these actions? In quarter 1, we often see a goal written like this – CLICK While it is measurable, it is still about a process that we check off the list. Have we trained teachers? Yes or no? To help take us to the next step of being more results focused, we can ask what are wanting to see happen or change because of this process (training)? Again, this is an example, so there are lots of different ways to answer that particular question, even with this specific training example of sheltered instruction. In this case, the campus team, decided, this CLICK. We have talked about that strategy implementation involves lots of different stakeholders. Therefore, quarterly goals can include those different stakeholder groups. However, we always want to keep the impact and results for students in the forefront of our thinking, since that is our ultimate goal (annual goals). Our changes in behavior is so that there is a change for the students. To help include this thinking and focus in this quarterly goal, the campus team, landed on this CLICK This helps us keep in mind ultimately where these stakeholder behaviors are leading. And we know we have some stakeholder actions that are part of this quarter 1 goal that relate to seeing this outcome in the classroom. So, to sum up CLICK, we can remember that we can move what starts out as a process based goal to a more results focused goal by thinking through the why of the process. What are the results we want because of the process? And remember to always keep student impact/learning at the forefront of our thinking to be sure our actions and goals are connecting to our annual goal.

JUNE/ JULY By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary. 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. 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. 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 Q4 April May June Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 By the end of the 1st semester, students are working in at least two language domains in 80% of classes observed. BE/ESL department will provide feedback to admin team Q2 Nov Dec Jan Admin and ICs provide feedback to teachers Facilitator Talking Points: Okay, 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 (you 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 we will 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 the 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 walkthrough system. Our walkthroughs 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, but 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. ICs provide coaching and support

QUARTERLY GOAL QUALITY CHECK
Is the quarterly goal a SMART goal? Is the quarterly goal focused on measuring the degree of change in stakeholder behavior expected in the next 90 days? Does the quarterly goal measure the implementation of the strategy? Facilitator Talking Points: When planning, keep in mind the amount of time in each quarter. Where do you want to be in strategy implementation by the end of that quarter? Quarterly goals are checkpoints toward our overall implementation of the strategy. They may not necessarily represent our overall expectation for the campus, but are checkpoints to let us know at that moment in time if we are on track or if we possibly need to make mid-course corrections. Facilitation Notes: Pause and review the following before moving on to the 4th quarter

JUNE/ JULY By the end of March, 80% of teachers are incorporating vocabulary strategies into lessons to improve students’ academic vocabulary as reflected by walkthroughs. 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. 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. Design walkthrough protocol BE/ESL dept. delivers training to staff Q3 Feb Mar 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. By mid-June, campus leadership will review multiple data sources to determine the effectiveness of strategy and to identify barriers to address through 16-17 planning. 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 Q4 April May June Evaluate strategy implementation. Staff survey Data review Identify training needs for 16-17 By the end of the 1st semester, students are working in at least two language domains in 80% of classes observed. BE/ESL department will provide feedback to admin team Q2 Nov Dec Jan Admin and ICs provide feedback to teachers Facilitator Talking Points: Okay, 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’s 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 the 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? At this time, it is more fresh with teachers and as a 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 it has evaluative behaviors as well. One example would be if our strategy was implementing PBIS. Suppose we had determined a root cause related to student management and implementing PBIS was our strategy. In quarter four with PBIS in heavy implementation, we all know keeping students focused those last few weeks is a challenge. So, we may have a lot of plans, 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. ICs provide coaching and support

Quick template reference: This is where quarterly goals live in the targeted improvement plan template. Facilitation Notes: Remind the group about the importance of the process and the template records the work.

PRACTICE Facilitation Notes:
Start to set up the next team practice time.

Quarterly Goal Development
Group stakeholder behaviors by quarter Choose one quarter and develop a quarterly goal Verify against Is/Is Not chart Record quarterly goal in template Facilitator Talking Points: You are now going to have time to begin working through this process with your team. Take 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 want at least one quarterly goal at the end of the work time to be able to continue carrying on. Have this quarterly goal to carry through final steps of the process. Facilitation Notes: Allow 13 minutes – may need to go to 15. 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 requirements for 1st year IR in mind. Handout: 11_Blank Stakeholder Behavior Organizer

RESOURCES Stakeholder graphic organizer handout
Quarterly planning video at Guidance documents at Stakeholder graphic organizer handout Facilitator Talking Points: There is a video located on the TCDSS website that walks you through this process if you want to watch it with your team. Note the other two resources.

BREAK 5-7 minute break Facilitator Note:
The exact placement of this break can be varied. May need to do it before work time. May go through intervention talking points before break. Our experience is that participants need breaks to “sandwich” this heavy thinking work.

taisresources.net http://www.taisresources.net/improvement-planning/
Facilitation Notes: Access taisresources.net Play Dr. Heritage’s video on Moving to Action: From Needs Assessment to Improvement Planning

SHARE YOUR THOUGHTS Facilitation Notes: OPTIONAL
After watching the video ask the participants to share the keys points from this video clip that relate to the discussion around quarterly goals.

KEY CONSIDERATIONS Ensure that your campus has identified the data source that will be used to monitor the quarterly goals Quarterly goals are checkpoints for your strategy implementation Quarterly goals will be different based on quarterly interventions and targets Facilitator Talking Points: When developing quarterly goals, we have to simultaneously think about the specific data source and measure of that data source.

Establish ANNUAL GOALS Select STRATEGIES Establish QUARTERLY GOALS Determine INTERVENTIONS Facilitator 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.

What are INTERVENTIONS?
INTERVENTIONS are the individual actions necessary to implement a STRATEGY Transition Slide

STRATEGY implementation = INTERVENTIONS INTERVENTIONS = stakeholder behaviors & actions The collective impact of INTERVENTIONS = QUARTERLY GOALS Facilitator 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.

Q1 Aug Sept Oct Admin and ICs attend training
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 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 Evaluate strategy implementation Staff survey Data review Identify training needs for 16-17 BE/ESL department will provide feedback to admin team Admin and ICs provide feedback to teachers Facilitator 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. Facilitation Notes: Play video: ICs provide coaching and support

Stakeholder Actions INTERVENTIONS
Design walk-through process BE/ESL dept. delivers training to staff Teachers will learn how to incorporate all four language domains into lessons Teachers will incorporate language objectives into lesson plans Teachers will incorporate all four language domains into lessons Admin and ICs will conduct walkthroughs with BE/ESLdept Design walkthrough protocol BE/ESL staff delivers training to staff and administrative team; sets expectation for language objective to be included in lesson plans Teachers work on language objectives during planning in PLCs and include in lesson plans; lesson plans reviewed and feedback given individually and through PLCs Admin team and IC conduct walkthroughs with BE/ESL district support to provide feedback on implementation and to ensure inter-rater reliability Facilitator 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 of the purpose for walkthroughs at this point of strategy implementation.

This is where the interventions live within the targeted improvement plan template.

Here is a visual to demonstrate alignment of quarterly goals to data. Like we have mentioned earlier, each of the interventions must have at least one data source that can be used to measure progress. It is wonderful if you have more than one, but you MUST have at least one. It is very important to think through this step as you are working through developing your interventions. It is this information that you will be using to discuss your progress throughout the year.

INTERVENTION QUALITY CHECK
Do the interventions outline the specific actions necessary to implement the strategy? Will the data sources identified adequately measure successful implementation of the intervention? Will implementation of the intervention result in meeting the quarterly goal? Facilitator 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.

KEY CONSIDERATIONS Four is not a magic number of interventions
Multiple behaviors could be combined to develop one intervention One behavior could result in multiple interventions Sometimes additional details will need to be added to a behavior in order to develop an intervention Multiple data sources could be used to measure the impact of an intervention Facilitation Notes: Review each of the considerations

PRACTICE

Intervention Development
Using the stakeholder brainstorm chart for the quarterly goal you developed, determine interventions Set data sources for these interventions Record interventions in the template Facilitator Talking Points: You are now going to have time to begin working through this process with your work. Facilitation Notes: Allow 10 minutes – maybe 8. Use timer.

IMPROVEMENT PLANNING Facilitator Talking Points:

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