T/TAC Online performance analysis plan

1. T/TAC Online performance analysis plan September 28, 2004

2. Introduction • We will begin with researching and collecting information and data from past T/TAC projects. • We will research the original problem and the solutions that have been implemented in the past, in order to determine what is their current performance problem and identify possible solution systems to serve our clients.

3. Introduction • We plan to: • establish relationships with our clients • analyze the current system and the users • provide fresh views of the current system • establish what needs to be done in the future • provide documentation to sell and justify our solution system to our clients

4. Introduction • Our mission: The mission of T/TAC Fall 2004 is to enhance the communication and the exchange of information amongst educational professionals and the general public in order to facilitate the continued development of a shared community of practice. • Our goals: Our goal is to build upon the School Improvement section of the T/TAC Online site by enabling the T/TAC users to: a) easily input Local Improvement Plans (LIPs) and LIP Report data and b) share LIPs and LIP Report data.

5. Clients • Dr. Pat Abrams- Associate Director, Special Education, VDOE • Dr. Michael Behrmann- Professor, Director of the Helen A. Kellar Institute

6. Stakeholders • Dr. Pat Abrams- Associate Director, Special Education, VDOE • Dr. Michael Behrmann- Professor, Director of the Helen A. Kellar Institute • Mr. Seunghun Ok - T/TAC Online Administrator • VDOE Technical Assistance Staff (TAs) • Local Education Agencies (LEAs) • Dr. Shuangbao Wang – T/TAC Online Programmer

7. Identify Information Sources Human Information Sources Inanimate Sources

8. Information Sources • Human Information Sources: • Dr. Pat Abrams- Associate Director, Special Education, VDOE • Dr. Michael Behrmann - Professor, Director of the Helen A. Kellar Center • Mr. Seunghun Ok - T/TAC Online Administrator • Dr. Lynn Wiley - Project Coordinator T/TAC Region 4 • Dr. Jo Lynne De Mary- State Superintendent

9. Human Information Sources • Mr. Doug Cox- Assistant State Superintendent • Ms. Kay Kline –Assistant Coordinator T/TAC Region 4 • Ms. Mary Wilds - Old Dominion University T/TAC (Region 2) • Dr. Shuangbao Wang – T/TAC Online programmer • Ms. Kristine Neuber - Assistive Technology/Web Accessibility Coordinator • Ms. Amie Fulcher - Former T/TAC coordinator • Mrs. Jocelyn Pelsignore- T/TAC Subject Matter Expert, Immersion Facilitator • Ms. Lin Shi- Immersion Program Technical Aid

10. Human Information Sources • Educational professionals involved with grants proposal/reporting: • School District Administrators • Special Education Specialists • Area supervisors • Area specialists • Curriculum specialists • Special Education Teachers • Additional sources: • Local Education Administrators (LEAd.) • VDOE Technical Assistants (TA’s)

11. Inanimate Sources • GMU T/TAC Fall 2003 Group 2, Immersion Program, Website (http://immersion.gmu.edu/ttac/fall2003/group2/) • VDOE Website (http://www.pen.k12.va.us/) • T/TAC online (http://ttaconline.org/) • SOP-State Operated Programs

12. Identify and Confirm Types of Opportunities

13. Opportunities • Rollout: T/TAC online currently has a system in place where users can search for Local Improvement Plans (LIP), but not for the LIP reports. The website does not allow for users to input LIPs or reports. This project will introduce a new system which will be incorporated into the current search system on T/TAC online, as well as add a database input component, allowing users to store their LIPs and LIP reports. • The challenge here is to determine swiftly the essence of the change and what it will take to support it.- Allison Rossett

14. Opportunities • Problem: There has not been a standard process of sharing LIP and LIP Progress Report data to support accountability systems in the state. There is no standard format by which to submit this data and no central location where this data is stored. • The focus here is on finding out why there is a problem, prior to figuring out what to do. What should that “something” be?- Allison Rossett

15. Opportunities • People Development: The new T/TAC online system will enable educators to access and share information on particular special education projects, in order to develop their own educational practices. • The focus here is on the position and on developing the people who hold that position. The challenge is to determine current and future needs and to involve incumbents in the process.- Allison Rossett

16. Opportunities • Strategy Development: The T/TAC online system is meant to encourage educators to utilize information gained from LIPs and reports in order to improve the state educational system (Virginia) through the diffusion of information. • No specific problem. No new technology or philosophy. No focus on one position or another. This is about broader planning issues.-Allison Rossett

17. Identify and Confirm Drivers and Barriers

18. Drivers and Barriers: Knowledge and Skills • Drivers • Basic word processing skills • Basic internet usage skills • Able to navigate using a GUI • Able to operate two different applications/windows simultaneously • Barriers • Difficulty using login information • Difficulty to input data accurately • Ability to use searchable database: keywords, distinguishing field functions

19. Motivation • Drivers • Want to easily input LIPs and reports • Want to use best practices • Want to standardize process/format of LIPs and reports • Exchange ideas about LIP activities with other LEAs to effectively implement their own LIPs • Want to create long term projects/plans and store them • Value the data to be stored or shared • Accountability system for state, school districts and schools • State Improvement Grants, which includes goals, objectives and reporting requirements • IDEA state plan (Federal) • NCLB state plan

20. Motivation • Barriers • “buy-in” may be difficult • TA’s might like their own process of LIPs and reports, not want to standardize • Hesitant in using the system without assistance • May doubt that stored information is secure and saved • LEAds may not like others to view draft LIPs and draft LIP Reports

21. Incentives • Drivers • To get ideas about what has/hasn’t worked in other school districts • Want to meet goals of VDOE LIP reporting program • Want to assist school districts in the retention and accreditation of special education teachers • Successful LIP Reports can promote activities of the LEAds • LEAds want to continue to receive grants, perhaps influenced by successful reporting • Mandatory for TAs to post reports • Posting and/or searching for reports positively impacts the performers/organization

22. Incentives • Barriers • Some users may not be encouraged to use database as a resource tool

23. Environment, Tools, Processes • Drivers: • Access to computers • Some users may have high-speed connections • Use computers to access information on the job already • Know how to use MS Office tools and Internet

24. Environment, Tools, Processes • Barriers: • No face-to-face interaction • Operating systems on computers vary • Internet connection speeds vary • May need training • Lack of time to develop LIPs and reports • Difficulty in formatting data in excel spreadsheets • Most users currently use tables created in Microsoft Word, which are difficult to manipulate in a database system • Current database is SQL-based, but the users are familiar with MS Office Suite, which is Access-based

25. Collect Data Research Interview Outline

26. Collect Data • Since T/TAC Fall 2004 is a continuation on a T/TAC project, which began in Fall 2003, we will gather data from previous T/TAC Immersion groups, in order to facilitate a well-developed solution system. • We will continue to build on the T/TAC project by collecting more project and problem-specific data.

27. Collect Data • Review existing LIPs and LIP Reports • Note content that is in all LIPs and LIP Reports • Note LIP and LIP report formats • Note variations in format and content • Create a LIP sub-process concept map • Focus on inputting data • How the database performs • Identify performers

28. LIP Process Concept Map Focus on how the existing database is involved in the process and when the data may be modified. http://immersion.gmu.edu/ttac/fall2003/group2/work/LIP/lipprocess.htm

29. Collect Data • Create LIP Report process concept map • Focus on process of creation and submission • Identify performers • Examine overall process for LIPs • Creation and submission • Performers • Research federal regulations (reporting requirements) • NCLB • IDEA • State improvement grants • Create a concept map to depict relationship between NCLB, IDEA, and state improvement grants (VDOE)

30. Collect Data • Compile acronym list for reference purposes. • Interview Dr. Michael Behrmann- Professor, Director of the Helen A. Kellar Institute • Review current status of the project • Review expectations for prototypes, timelines, solution systems • Review possible information sources • Confirm opportunities • Review possible drivers and barriers (already been done)

31. Collect Data • Interview Jocelyn Pelsignore • Demonstration of current LIP input process (into database) • Ask any other questions • Interview Dr. Shuangbao Wang, T/TAC Online programmer and Lin Shi • What is structure of database now? • capabilities, limitations, bugs • Ask for explanation of limitations of using SQL server vs. MS Office for the purposes of inputting data to be viewed (with a format-tables)

32. Identify Actuals and Optimals

33. Identify Actuals and Optimals • Actuals: detail the current situation • Optimals: “what we want the people to know and do and what the conditions are in which they will be doing them.” (Rossett, 1999)

34. Compile Report

35. Compile Report • Once we have completed the previous sections, we will compile our final performance analysis report by: • Breaking into sub-teams to write and review sections • Submit sections to Project Manager and Format Manager for final compilation