1. Lecturette 2: Planning Change
This lecturette introduces the importance of needs analysis through the use of a planning process tool and survey tool for Module Participants to use in their own environments.
Copyright 2004 NIUSI

2. Needs Assessment
Effective change efforts begin with an assessment of the goals of a school to identify areas that need change.
What will the school look like when the goal is met?
Needs Assessment:
Schools are likely to have goals already established- some of the goals may be very focused- for example, improving student literacy scores on the state tests. Others may be less well defined- for example, improving teacher morale. It is important to talk through the goals that are identified to ensure that all parties understand them to mean the same thing.
When identifying goals, it is helpful to talk about what the school would look like if the goal were achieved- how would we know we had reached our goal?
Facilitator Instructions:
How would you find out what the school goals are? Who would you contact? Ask the participants to brainstorm these questions.
Copyright 2004 NIUSI

3. Goals to Outcomes Copyright 2004 NIUSI www.inclusiveschools.org
Increased teacher capacity so that kids become their own best resources
Increase teachers’ understanding of culturally responsive systems
Example of Assessing Change - BLT Change Action:
The next two slides provide a tool for assessing the change process in relation to established goals. In the examples provided (which are also used in activity two), the seven principles of the National Institute for Urban School Improvement are listed, and a school leader responded to the prompts based on his perception of his schools’ status. It is important to consider multiple perspectives when assessing needs. There may be important differences to the answers provided in this activity if it is completed by building administration, teachers, or parents.
Example #2 A National Institute for Urban School Improvement Principle:
Great schools build culturally responsive educational systems that expand students’ life opportunities, available choices and community contributions.
If not met, go on.
The change that should occur: Increase teachers’ understanding of culturally responsive systems.
The ideal outcome: Increased teacher capacity so that kids become their own best resources.
Example #4 A National Institute for Urban School Improvement Principle:
Great schools need individuals, family organizations and communities to work together to create future generations of possibility.
The change that should occur: Outside groups should be invited in to have conversations with school personnel.
The ideal outcome: Synergistic partnership.
Outside groups should be invited in to have conversations with school personnel
Synergistic partnership
Copyright 2004 NIUSI

4. Goals to Outcomes Copyright 2004 NIUSI www.inclusiveschools.org
Example of Assessing Change - BLT Change Action:
Example #7 A National Institute for Urban School Improvement Principle:
Great schools understand that people learn in different ways throughout their lives; great schools respond with learning opportunities that work.
If not met, go on.
The change that should occur: Teachers need increased practical understanding about developmental stages of learners.
The ideal outcome: Students own and operate their own learning to a high level; teachers facilitate that learning.
Students own and operate their own learning to a high level; teachers facilitate that learning
Teachers need increased practical understanding about developmental stages of learners
Copyright 2004 NIUSI

5. PATH Planning Process
Planning for Alternative Tomorrows with Hope (PATH) is a process for planning for the future. Begin with the end in mind.
PATH Planning Process:
The needs assessment helps with the establishment of goals, and provides a process for identifying needed changes in the school. The next step is to begin planning to implement the identified changes. The PATH process begins by identifying an ideal outcome and then discussing changes that should occur to reach that outcome.
Facilitator Instructions:
Have participants get out their PATH Process handout to follow along in the remainder of the lecturette.
© 2004 NIUSI ww.inclusiveschools.org
Copyright 2004 NIUSI

6. PATH Planning Process Step 1: Ideal Outcome
Dream Big! If everything goes as planned, what will the outcome be?
Describe the outcome, and keep it as your vision.
PATH Step 1: Ideal Outcome
Step 1 allows participants to define an end result for the change effort.
Dream BIG!
If everything goes as planned, what will the outcome be? The change should be an ideal outcome. If all goes well, what will happen?
Describe the outcome, and keep it as your vision as you work through the challenges and opportunities inherent in any change process.
Facilitator Instructions:
Provide an example of an ideal outcome that participants may wish to see happen in their schools. Continue this example through the rest of the lecturette.
Copyright 2004 NIUSI

7. PATH Planning Process Step 2: What Change Needs to Happen?
Brainstorm ideas about changes that must occur to achieve your vision.
After identifying some potential changes, ask questions about each idea to narrow the focus of the change effort
PATH Step 2: What Change Needs to Happen?
Step 2 – what change needs to happen? What is happening now?
Brainstorm ideas about changes that must occur to achieve your vision.
After identifying some potential changes, ask questions about each idea to narrow the focus of the change effort
Facilitator Instructions:
Ask the participants to brainstorm some ideas about changes that may need to happen for the Ideal Outcome to occur. They don’t have background knowledge on the situation, but prompt them to think theoretically.
Copyright 2004 NIUSI

8. Ask Questions to Focus the Change
Control
Priority
Trend
Practicality
Urgency
Scope
Big Picture
Impact
Ask Questions:
Use these questions on your proposed change(s) to analyze its likelihood for success.
Control: To what degree is this something that we have control to change or address?
Priority: How would students, family, and community members rank this challenge in terms of priority?
Trend: Based on the data, is this challenge likely to get worse, stay the same or get better? What is the potential cost if not addressing it now?
Practicality: What is the likelihood of success? Does your team have access to known solutions? Is there expertise or support available to address this challenge?
Urgency: What relevance does this challenge have to your school’s current goals or needs?
Scope: What is the breadth and depth of benefits of addressing this challenge? How many students would benefit if you addressed this challenge? Which students would benefit?
Big picture: To what extent will addressing this challenge prepare your organization to take on more systemic or long-term goals?
Impact: How likely are we to make a significant difference for students by addressing this challenge?
Facilitator Instructions:
Ask these questions about your chosen example – spend a minute or so on each question. Watch you time; don’t let this lecturette run past 20 minutes.
Copyright 2004 NIUSI

9. PATH Planning Process Step 3: Who Do We Enlist?
Identify and explore opportunities for collaboration
Who in your school should be involved?
Are other people or organizations working on the same issue?
Are you aware of other organizations that should be involved in implementing this change?
PATH Step 3: Who Do We Enlist?
Step 3 helps participants identify important stakeholders.
It is important to identify and explore opportunities for collaboration, to build a common language, and to create a collaborative atmosphere to support change.
Who, in your school, should be involved in the conversation and implementation of change?
Are other people or organizations working on the same issue?
Are you aware of other organizations that should be involved in implementing this change?
Facilitator Instructions:
Ask the participants to brainstorm some ideas about who to enlist in the change. Go beyond their immediate circle of influence – are there people in the community? The government?
Copyright 2004 NIUSI

10. PATH Planning Process Step 4: What Resources Do We Need?
Resources might include material, supplies, financial support, personnel, time, organizational support, access to people.
PATH Step 4: What Resources Do We Need?
Step four helps Participants identify needed resources and think about how to tap into those resources that exist.
Resources might include material, supplies, financial support, personnel, time, organizational support, access to people
What resources does our team bring to the table?
What resources must the school supply?
Are there other places or ways to get the resources we need?
Are the resources we identify connected to other initiatives?
Can we expand our resources through collaboration?
Facilitator Instructions:
Identify resources that may help facilitate the change: people, time, materials and accommodations. How will they get these resources?
Copyright 2004 NIUSI

11. PATH Planning Process Step 5: Planning Next Steps Next week
In three months
In six months
Path Step 5: Planning Next Steps:
Step five outlines the activities that need to occur to get the change process started. Identify specific tasks or activities that need to happen over the next week, three months, and six months.
Next week
In three months
In six months
Facilitator Instructions:
How will they sustain the change? Who will be in charge of the project once implemented? What technical support is needed? Are resources required on a continual basis?
Copyright 2004 NIUSI

12. Questions Copyright 2004 NIUSI www.inclusiveschools.org Questions:
This is a question and answer period. Limit it to 3 – 5 minutes.
Copyright 2004 NIUSI