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_________ Public Schools

_________ Public Schools. Developing a Focused Monitoring Theory of Action Plan __________, 2014. Overview. Outcome Create a draft T heory of Action Focused Monitoring (FM) plan addressing the district’s focused area of concern Format Facilitated discussion

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_________ Public Schools

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  1. _________ Public Schools Developing a Focused Monitoring Theory of Action Plan __________, 2014

  2. Overview • Outcome • Create a draftTheory of Action Focused Monitoring (FM) plan addressing the district’s focused area of concern • Format • Facilitated discussion • Collaborative interactions representing multiple perspectives • Process • Review district data • Engage in the three steps of Theory of Action development • Develop an FM Implementation Plan

  3. District FM Data of Concern

  4. Equity for Students with Disabilities • Less likely to graduate from high school • Marginalized as adults • Fewer career options • Poorer “quality of life” Moral Imperative

  5. Equity for Students with Disabilities Philosophy – Policy – Structures – Practices Pathways to Inclusive Practices (2001) • Providing education within LRE • Using a decision-making process that promotes inclusive education • Providing access to general education curriculum • Providing a continuum of services that supports student mastery of IEP goals and objectives, leading to post-school outcomes • Creating program options based on inclusive philosophy and practices

  6. A Theory of Action is … • an articulated set of underlying assumptions or systemic beliefs of an organization (the theory) • that connect with a series of high leverage strategies (the actions; the levers) • that delineate a clear path to meet the organization’s goal (the impact)

  7. Theory of Action A Series of If… Then Statements If we believe _____________, then we will do ____________, which will lead to __________.

  8. Step 1: Establish Shared Beliefs “Some of our beliefs are tucked into our subconscious, where they operate without our awareness. Sometimes our beliefs contradict each other or our core values. Some of our beliefs make us strong, powerful people; some do not serve us.” Aguilar, 2013, The Art of Coaching

  9. Shared Beliefs (cont.) “The educators in our district believe that students with disabilities can …”

  10. Shared Beliefs (cont.) “The educators in our school district believe that students with disabilities can’t …”

  11. Consensus Building: Beliefs If the educators in our school district believe that students with disabilities …

  12. Step 2: Create Actions Aligned with Beliefs • What will you do? • What actions will you take? • What high leverage strategies will you use?

  13. Determine Feasibility and Impact of Actions High High Feasibility Impact

  14. Determine Feasibility and Impact of Actions (cont.) • Discuss the team results; apply decision rules if that facilitates team decision making (e.g., cumulative number of dots) • Which action steps have high feasibility and high impact? • Which are priorities? • Could an action have a lower feasibility (i.e., it will take more time, greater resources, etc.), but eventually have a higher impact?

  15. Consensus Building: Actions Then we will…

  16. Step 3: Determine Impact (cont.) From your perspective, what do you anticipate the impact will be of your Focused Monitoring team’s high leverage actions?

  17. Putting the Parts of the Theory of Action Together (A Pre-K Example) If we believe that young children with disabilities … • Have the potential to learn • Can close their learning gaps • Can meet early childhood academic, social-emotional, and behavioral learning benchmarks Then we will … • Provide access to high quality inclusive preschool education opportunities • Engage children in meaningful Pre-K learning activities and experiences • Provide individualized special education and appropriate supplementary aids and services • Collaborate within an interdisciplinary teams • Promote family engagement Which will lead to … • Kindergarten academic and behavioral readiness • Regular classroom placement (TWNDP) • Success in general education • Mastery of Common Core State Standards

  18. Consensus Building: Impact Which will lead to …

  19. Putting the Parts of a Theory of Action Together

  20. Drafting a District Theory of Action FM Plan • Set priorities • Examine feasibility and impact • Establish a timeline • Determine responsible persons • Anticipate needed resources • Evaluate results (i.e., monitor progress and provide evidence of implementation; did practices change?)

  21. FM Team Next Steps

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