The Future of The Future of School Psychology:School Psychology: Online Learning ModulesOnline Learning Modules

Module IIII: Module IIII:

CHILDREN AND CHILDREN AND

SCHOOL PSYCHOLGYSCHOOL PSYCHOLGY

Developed byDeveloped by

Patti L. HarrisonPatti L. Harrison The University of Alabama The University of Alabama

Jack CummingsJack CummingsIndiana UniversityIndiana University

Advisory BoardAdvisory BoardRachel Brown-Chidsey, University of Southern MaineRachel Brown-Chidsey, University of Southern MaineSandra Christenson, University of MinnesotaSandra Christenson, University of MinnesotaMichael Curtis, University of South FloridaMichael Curtis, University of South FloridaPeg Dawson, Seacoast Mental Health Center, New Peg Dawson, Seacoast Mental Health Center, New HampshireHampshireJohn Desrochers, New Canaan Public Schools, John Desrochers, New Canaan Public Schools, ConnecticutConnecticutSissy Hatzichristou, University of Athens, GreeceSissy Hatzichristou, University of Athens, GreeceCathy Lines, Cherry Creek Schools, ColoradoCathy Lines, Cherry Creek Schools, ColoradoJoAnne Morgan, Graduate Student, University of JoAnne Morgan, Graduate Student, University of MassachusettsMassachusettsDiane Smallwood, Philadelphia College of Osteopathic Diane Smallwood, Philadelphia College of Osteopathic MedicineMedicineGary Stoner, University of MassachusettsGary Stoner, University of MassachusettsChris Willis, Newport County Regional Special Chris Willis, Newport County Regional Special Education, Rhode IslandEducation, Rhode Island

Important NoticesImportant NoticesThe online learning modules were adapted from materials developed for and resulting from the 2002 The online learning modules were adapted from materials developed for and resulting from the 2002 Conference on the Future of School Psychology. Complete conference materials are available on the Conference on the Future of School Psychology. Complete conference materials are available on the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was co-conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was co-sponsored by National Association of School Psychologists, American Psychological Association sponsored by National Association of School Psychologists, American Psychological Association Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Programs, Trainers of School Psychologists, American Academy of School Psychology, American Programs, Trainers of School Psychologists, American Academy of School Psychology, American Board of School Psychology, and International School Psychology Association. Board of School Psychology, and International School Psychology Association. The online learning module materials have been made available The online learning module materials have been made available free of chargefree of charge to the public. The to the public. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. However, the integrity of the content must be maintained and proper credit must be given (Harrison, However, the integrity of the content must be maintained and proper credit must be given (Harrison, P.L., & Cummings, J. P.L., & Cummings, J. The future of school psychology online learning modules,The future of school psychology online learning modules, http://education.indiana.edu/~futures/resources.html)http://education.indiana.edu/~futures/resources.html)While every effort was made to present accurate and reliable information on the learning modules While every effort was made to present accurate and reliable information on the learning modules and futures website, the module developers or sponsoring associations do not endorse, approve or and futures website, the module developers or sponsoring associations do not endorse, approve or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of such information. Use of such information is voluntary and reliance on it should correct sequencing of such information. Use of such information is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Reference to any specific commercial product, process or service by trade name, timeliness. Reference to any specific commercial product, process or service by trade name, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, recommendation or favoring.recommendation or favoring.At certain places in the materials, live "links" to other Internet addresses can be accessed. Such At certain places in the materials, live "links" to other Internet addresses can be accessed. Such external Internet addresses contain information created, published, maintained, or otherwise posted external Internet addresses contain information created, published, maintained, or otherwise posted by institutions or organizations. The futures conference co-sponsors or the developers of the futures by institutions or organizations. The futures conference co-sponsors or the developers of the futures learning modules do not endorse, approve, certify, or control these external Internet addresses, and learning modules do not endorse, approve, certify, or control these external Internet addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information located at such addresses. Use of any information obtained from such addresses is information located at such addresses. Use of any information obtained from such addresses is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Users of materials on these external Internet addresses must completeness, efficacy, and timeliness. Users of materials on these external Internet addresses must adhere to copyrights and other special instructionsadhere to copyrights and other special instructions and requirements of these websites. and requirements of these websites.

MODULE III CHILDREN MODULE III CHILDREN AND SCHOOL AND SCHOOL

PSYCHOLOGY PSYCHOLOGY

PURPOSE AND PURPOSE AND OVERVIEWOVERVIEW

Children face significant challenges. Children face significant challenges. Unfortunately abuse, neglect, substance abuse, Unfortunately abuse, neglect, substance abuse, and homelessness are a part of many and homelessness are a part of many children’s lives. Learning and developmental children’s lives. Learning and developmental factors impact many children’s success. factors impact many children’s success. The goal of Module III is to increase school The goal of Module III is to increase school psychologists’ understanding of the complex psychologists’ understanding of the complex academic and social-emotional issues that academic and social-emotional issues that children face. children face. Module III will allow you to complete problem-Module III will allow you to complete problem-solving steps to identify critical issues related to solving steps to identify critical issues related to children and school psychology service children and school psychology service delivery, threats and opportunities, possible delivery, threats and opportunities, possible strategies, and action plans.strategies, and action plans.

MODULE III CHILDREN MODULE III CHILDREN AND SCHOOL AND SCHOOL

PSYCHOLOGY PSYCHOLOGY

RESOURCES FOR RESOURCES FOR READING AND REVIEWREADING AND REVIEW

Review list of readings and discuss Review list of readings and discuss as applicableas applicable

– Responses from national focus groups to Responses from national focus groups to questions about children’s needs (See questions about children’s needs (See Appendix A later in this module).Appendix A later in this module).

– Crockett, D. (2004). Critical issues children Crockett, D. (2004). Critical issues children face in the 2000s. face in the 2000s. School Psychology School Psychology Review, 33, Review, 33, 78-8278-82.. If a NASP member, access If a NASP member, access this article by linking to NASP website; this article by linking to NASP website; http://www.http://www.naspwebservices.org/naspwebservices.org/ OR read the OR read the article in: article in: School Psychology Quarterly, School Psychology Quarterly, 2003, 2003, 18, 18, 446-453.446-453.

Additional readings: Optional readings as applicable:Additional readings: Optional readings as applicable:

View Module III WebcastView Module III WebcastCrockett webcast from futures conferenceCrockett webcast from futures conference

http://video.indiana.edu:8080/ramgen/vic/http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rmfutures_20021115_1.rm

or Crockett transcript of webcastor Crockett transcript of webcast

http://video.indiana.edu:8080/ramgen/vic/http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rmfutures_20021115_1.rm

webcast or transcript supplemented by webcast or transcript supplemented by Crockett PowerPoint Crockett PowerPoint

http://education.indiana.edu/~futures/http://education.indiana.edu/~futures/CrocketTranscript.docCrocketTranscript.doc

MODULE III CHILDREN AND MODULE III CHILDREN AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

QUESTIONS FOR GROUP QUESTIONS FOR GROUP DISCUSSION OR DISCUSSION OR

INDIVIDUAL REFLECTIONINDIVIDUAL REFLECTION

FOCUS QUESTIONSFOCUS QUESTIONS

Focus questionsFocus questions are similar to are similar to those used in focus groups those used in focus groups prior to the 2002 Futures prior to the 2002 Futures Conference; these brief Conference; these brief questions promote an initial questions promote an initial orientation and consideration orientation and consideration of the topic. of the topic.

a. I think the most pressing issue with a. I think the most pressing issue with children’s academic competence is children’s academic competence is __________________?__________________?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions. questions.

Focus Questions

b. I think the most pressing issue b. I think the most pressing issue with children’s social/emotional with children’s social/emotional competence is competence is __________________?__________________?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions. questions.

Focus Questions

TARGET QUESTIONSTARGET QUESTIONS

The more comprehensive target The more comprehensive target questions require your questions require your consideration of specific consideration of specific issues and findings from issues and findings from background readings and your background readings and your application of the issues to application of the issues to your own setting.your own setting.

a. From the summary of national focus groups a. From the summary of national focus groups to questions about children’s issues (see to questions about children’s issues (see Appendix A), which comment or comments Appendix A), which comment or comments did you find to be most relevant to your own did you find to be most relevant to your own perception of issues that perception of issues that children children face? face? Why?Why?

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Target Questions

b. In her webcast and 2004 article, Crockett b. In her webcast and 2004 article, Crockett provided numerous national statistics and provided numerous national statistics and other information to support critical issues other information to support critical issues that children face in the 2000s. What that children face in the 2000s. What information did you personally find to be information did you personally find to be most relevant? Why?most relevant? Why?

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Target Questions

c. A major principle of the futures conference c. A major principle of the futures conference was “In order to be effective, school was “In order to be effective, school psychological services must demonstrate psychological services must demonstrate respect for and understanding of diversity respect for and understanding of diversity factors for children, families, and schools, factors for children, families, and schools, including factors related to cultural, individual, including factors related to cultural, individual, and role differences.” What specific diversity and role differences.” What specific diversity factors currently relate to issues that factors currently relate to issues that childrenchildren face? How do these diversity factors impact face? How do these diversity factors impact the delivery of school psychology services for the delivery of school psychology services for children?children?

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Target Questions

d. Another principle from the futures conference d. Another principle from the futures conference is that school psychologists must focus more is that school psychologists must focus more efforts on prevention. What types of efforts on prevention. What types of prevention activities are important for school prevention activities are important for school psychologists? How can school psychologist psychologists? How can school psychologist change their roles in order to have an change their roles in order to have an increased focus on prevention? increased focus on prevention?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questions questions

Target Questions

e. (For practicing school psychologists). Using e. (For practicing school psychologists). Using a 10 year timeframe, what are projected a 10 year timeframe, what are projected trends or changes in trends or changes in children’schildren’s issues in issues in your setting? What changes in service your setting? What changes in service delivery within your psychological services delivery within your psychological services unit (or, if more relevant, in your school unit (or, if more relevant, in your school district or state) will be needed to address district or state) will be needed to address these trends or changes in children’s issues? these trends or changes in children’s issues?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questionsquestions

Target Questions

MODULE III CHILDREN AND MODULE III CHILDREN AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

PROBLEM SOLVING PROBLEM SOLVING STEPSSTEPS

Step III-A: Brainstorm and Step III-A: Brainstorm and define critical issues related define critical issues related

to children and school to children and school psychology (Complete psychology (Complete

Worksheet A: Module III Worksheet A: Module III Critical Issues Form)Critical Issues Form)

Activity III-A-1 Reading and Activity III-A-1 Reading and review:review:

Summary of critical issues Summary of critical issues related to children from 2002 related to children from 2002 Future’s Conference (See Future’s Conference (See Appendix B later in this module). Appendix B later in this module).

Activity III-A-2: Brainstorm critical issues Activity III-A-2: Brainstorm critical issues related to children and school psychology: related to children and school psychology: Group discussion or individual reflectionGroup discussion or individual reflectionBrainstorm critical issues related to “children and school Brainstorm critical issues related to “children and school psychology” that you will emphasize during your psychology” that you will emphasize during your completion of the remainder of Module III. completion of the remainder of Module III. ““Critical issues” are defined as those problems, Critical issues” are defined as those problems, situations, resources, etc. that you, or your group, feel situations, resources, etc. that you, or your group, feel have the highest priority for further consideration or have the highest priority for further consideration or discussion and are of great importance as targets of your discussion and are of great importance as targets of your problem-solving and action plans. problem-solving and action plans. The product of this step will be an extensive list of The product of this step will be an extensive list of possible critical issues that you, or your group, could possible critical issues that you, or your group, could consider as potential goals for your problem-solving consider as potential goals for your problem-solving activities. activities. Click to access a form for recording and displaying brainstorming Click to access a form for recording and displaying brainstorming results. results.

Brainstorming Notes

Activity III-A-3: Prioritize the critical issues: Group Activity III-A-3: Prioritize the critical issues: Group discussion or individual reflection (Complete “Worksheet discussion or individual reflection (Complete “Worksheet A: Module III Critical Issues Form”) A: Module III Critical Issues Form”) Using your group or individual responses to Activity III-A-1 Using your group or individual responses to Activity III-A-1 (brainstorming critical issues), as well as the background (brainstorming critical issues), as well as the background readings and webcast, select 2-3+ critical issues related to readings and webcast, select 2-3+ critical issues related to “children and school psychology” that you will emphasize “children and school psychology” that you will emphasize during your completion of the remainder of Module III. during your completion of the remainder of Module III. Record the critical issues in the first column on “Worksheet A Record the critical issues in the first column on “Worksheet A Module III: Critical Issues Form” (Worksheet A is located in the Module III: Critical Issues Form” (Worksheet A is located in the last few pages of this module). last few pages of this module). Then, for each critical issue, rewrite the issue as a target Then, for each critical issue, rewrite the issue as a target goal/outcome that would be important for guiding strategies, goal/outcome that would be important for guiding strategies, activities, and resolution of this issue in the future. Record activities, and resolution of this issue in the future. Record the target goals/outcomes in the second column of Worksheet the target goals/outcomes in the second column of Worksheet A. A.

Click to access worksheet forms for recording and displaying your results. Click to access worksheet forms for recording and displaying your results. Worksheets

Step III-B: Brainstorm Step III-B: Brainstorm threats/opportunities related to threats/opportunities related to school psychology addressing school psychology addressing

critical issues for children critical issues for children (Complete “Worksheet B: (Complete “Worksheet B:

Module III Module III Threats/Opportunities Form”)Threats/Opportunities Form”)

Activity III-B-1: Reading and Activity III-B-1: Reading and review:review:

Results of brainstorming of Results of brainstorming of threats/opportunities related to threats/opportunities related to children and school psychology children and school psychology from 2002 Future’s Conference from 2002 Future’s Conference (See Appendix C later in this (See Appendix C later in this module).module).

Activity III-B-2: Brainstorm threats and opportunities: Group Activity III-B-2: Brainstorm threats and opportunities: Group discussion or individual reflectiondiscussion or individual reflectionFor each critical issue related to “children and school For each critical issue related to “children and school psychology” that you, or your group, identified at the conclusion psychology” that you, or your group, identified at the conclusion of Step III-A and recorded on “Worksheet A: Module III Critical of Step III-A and recorded on “Worksheet A: Module III Critical Issues Form,” brainstorm and record possible threats and Issues Form,” brainstorm and record possible threats and opportunities related to the issue. opportunities related to the issue. Threats, or restraining forces, are those factors that prevent, Threats, or restraining forces, are those factors that prevent, impede, or minimize your individual or your group’s role in impede, or minimize your individual or your group’s role in addressing the issue. Threats might include training program addressing the issue. Threats might include training program capacity, lack of time for practicing school psychologists, etc. capacity, lack of time for practicing school psychologists, etc. Opportunities, or driving forces, are factors that facilitate or Opportunities, or driving forces, are factors that facilitate or enhance your individual or your group’s role in addressing the enhance your individual or your group’s role in addressing the issue. Opportunities might include practitioner competencies, issue. Opportunities might include practitioner competencies, school psychology’s reputation, relationships with other school psychology’s reputation, relationships with other professions, etc. professions, etc. The product of this step will be, for each critical issue/outcome The product of this step will be, for each critical issue/outcome identified in Step III-A (Worksheet A), an extensive list of identified in Step III-A (Worksheet A), an extensive list of possible threats to you, or your group, in addressing the issue possible threats to you, or your group, in addressing the issue and an extensive list of possible opportunities for you, or your and an extensive list of possible opportunities for you, or your group, to address the issue. group, to address the issue. Click to access a form for recording and Click to access a form for recording and displaying brainstorming results.displaying brainstorming results.

Brainstorming Notes

Activity III-B-3: Identify/prioritize the most Activity III-B-3: Identify/prioritize the most significant threats and opportunities: Group significant threats and opportunities: Group discussion or individual reflection (Complete discussion or individual reflection (Complete “Worksheet B: Module III Threats/Opportunities “Worksheet B: Module III Threats/Opportunities Form”)Form”)Using the group or individual responses to Activity Using the group or individual responses to Activity III-B-1 (brainstorming threats/opportunities), as well III-B-1 (brainstorming threats/opportunities), as well as the background readings and webcast and as the background readings and webcast and previous discussion/reflection, select 3-4 previous discussion/reflection, select 3-4 threatsthreats and and 3-4 3-4 opportunities opportunities related to each critical issue for related to each critical issue for “children and school psychology” “children and school psychology” Record the threats and opportunities on “Worksheet Record the threats and opportunities on “Worksheet B: Module III: Threats/Opportunities Form” B: Module III: Threats/Opportunities Form” (Worksheet B is located in the last few pages of this (Worksheet B is located in the last few pages of this module). module). Click to access worksheet forms for recording and displaying your Click to access worksheet forms for recording and displaying your results. results.

Worksheets

Step III-C: Brainstorm Step III-C: Brainstorm solutions/strategies; identify solutions/strategies; identify

the most promising the most promising solutions/strategies related to solutions/strategies related to

children and school children and school psychology (Complete psychology (Complete

“Worksheet C: “Worksheet C: Module III Module III

Solutions/Strategies Form”)Solutions/Strategies Form”)

Activity III-C-1: Reading and review:Activity III-C-1: Reading and review:

Results of brainstorming strategies Results of brainstorming strategies related to children and school related to children and school psychology from 2002 Future’s psychology from 2002 Future’s Conference (See Appendix D later in Conference (See Appendix D later in this module).this module).

Activity III-C-2: Brainstorm Activity III-C-2: Brainstorm solutions/strategies: Group discussion or solutions/strategies: Group discussion or individual reflectionindividual reflectionFor each critical issue related to “children and For each critical issue related to “children and school psychology” that you, or your group, school psychology” that you, or your group, identified at the conclusion of Step III-A identified at the conclusion of Step III-A (Worksheet A), brainstorm and record possible (Worksheet A), brainstorm and record possible solutions and strategies related to the issue. solutions and strategies related to the issue. The product of this step will be, for each critical The product of this step will be, for each critical issue/outcome identified in Step III-A (Worksheet issue/outcome identified in Step III-A (Worksheet A), an extensive list of possible A), an extensive list of possible solutions/strategies that you, or your group, solutions/strategies that you, or your group, could use to address the issue. could use to address the issue. Click to access a form for Click to access a form for recording and displaying brainstorming results. recording and displaying brainstorming results.

Brainstorming Notes

Activity III-C-3: Identify/prioritize the most promising Activity III-C-3: Identify/prioritize the most promising solutions/strategies: Group discussion or individual solutions/strategies: Group discussion or individual reflection (Complete “Worksheet C: Module III reflection (Complete “Worksheet C: Module III Solutions/Strategies Form”)Solutions/Strategies Form”)Using the group or individual responses to Activity III-C-1 Using the group or individual responses to Activity III-C-1 (brainstorming solutions/strategies), as well as the background (brainstorming solutions/strategies), as well as the background readings and webcast, consider and select 3-4 of the most readings and webcast, consider and select 3-4 of the most promising strategies/solutions related to each critical issue for promising strategies/solutions related to each critical issue for “children and school psychology”“children and school psychology”Identify solution/strategies that are most relevant for the level of Identify solution/strategies that are most relevant for the level of focus of your target goals for the modules: your own focus of your target goals for the modules: your own individual individual service delivery goals, service delivery goals, locallocal school district goals, school district goals, statestate goals, or goals, or national national goals. goals. When selecting the most promising solutions/strategies, consider When selecting the most promising solutions/strategies, consider using such criteria as using such criteria as relevance relevance (Does idea have direct (Does idea have direct implications for this issue?), implications for this issue?), feasibilityfeasibility (How likely is it that I, or my (How likely is it that I, or my group, can put this idea into action?), group, can put this idea into action?), effectivenesseffectiveness (Will this idea (Will this idea really work?) and really work?) and scientific evidencescientific evidence (Has this idea been (Has this idea been supported in research?) to make selections. supported in research?) to make selections. Record your final list of strategies/solutions on “Worksheet C: Record your final list of strategies/solutions on “Worksheet C: Module III Strategies/Solutions Form” (Worksheet C is located in Module III Strategies/Solutions Form” (Worksheet C is located in the last few pages of this module).the last few pages of this module). Click to access worksheet forms for Click to access worksheet forms for recording and displaying your results. recording and displaying your results.

Worksheets

Step III-D: Develop plans for Step III-D: Develop plans for action, implementation, and action, implementation, and

evaluation related to children evaluation related to children and school psychology and school psychology

(Complete “Worksheet D: (Complete “Worksheet D: Module III Action Plan Form”)Module III Action Plan Form”)

Activity III-D-1: Reading and Activity III-D-1: Reading and review: review:

Priority goals for action plans Priority goals for action plans related to children and school related to children and school psychology from 2002 Futures psychology from 2002 Futures Conference (See Appendix E later Conference (See Appendix E later in this module). in this module).

Activity III-D-2: Target questions based on Activity III-D-2: Target questions based on readings: Group discussion or individual readings: Group discussion or individual reflectionreflection

a. Consider the priority goals related to children a. Consider the priority goals related to children from the 2002 Futures Conference in Appendix from the 2002 Futures Conference in Appendix E. Although these priority goals were E. Although these priority goals were developed for national implementation, which developed for national implementation, which one (or more) of these goals has the most one (or more) of these goals has the most relevance for you? Why?relevance for you? Why?

b. What types of knowledge and skills will school b. What types of knowledge and skills will school psychologists need in order to address critical psychologists need in order to address critical issues related to children? How can these issues related to children? How can these knowledge and skills be integrated into knowledge and skills be integrated into graduate training programs? Inservice or graduate training programs? Inservice or professional development for practicing school professional development for practicing school psychologists?psychologists?

Click to access a form for recording and displaying responses to the Activity D target questionsClick to access a form for recording and displaying responses to the Activity D target questionsStep D Target

Questions

c. Collaboration with other professionals (other c. Collaboration with other professionals (other educators, mental health professionals, etc.), educators, mental health professionals, etc.), as well as parents, policy-makers, and others as well as parents, policy-makers, and others will be important for the achievement of will be important for the achievement of priority goals related to children’s issues. priority goals related to children’s issues. Which groups will be important for Which groups will be important for collaboration? Why?collaboration? Why?

d. How should the diversity of children (e.g., d. How should the diversity of children (e.g., cultural, individual, or role differences) cultural, individual, or role differences) impact your selection of priority goals and impact your selection of priority goals and action plans related to critical issues for action plans related to critical issues for children?children?

Click to access a form for recording and displaying responses to the Activity D target Click to access a form for recording and displaying responses to the Activity D target questionsquestions

Step D Target Questions

Activity III-D-3: Identify plans for action, Activity III-D-3: Identify plans for action, implementation, and evaluation: Group implementation, and evaluation: Group discussion or individual reflection (Complete discussion or individual reflection (Complete “Worksheet D: Module III Action Plan Form“Worksheet D: Module III Action Plan Form”)”)

Select the critical issue of greatest importance, Select the critical issue of greatest importance, discuss the merits of the strategies and solutions discuss the merits of the strategies and solutions for the issue, and select ONE strategy or solution for the issue, and select ONE strategy or solution for which to develop a comprehensive action for which to develop a comprehensive action plan. plan.

Follow the instructions for development of each Follow the instructions for development of each action plan and completion of “Worksheet D: action plan and completion of “Worksheet D: Module III Action Plan Form.” (Worksheet D is Module III Action Plan Form.” (Worksheet D is located in the last few pages of this module). located in the last few pages of this module). ClickClick to to access worksheet forms for recording and displaying your results. access worksheet forms for recording and displaying your results.

Worksheets

The most critical phase of strategic planning The most critical phase of strategic planning and problem-solving is creating the Action and problem-solving is creating the Action Plan that describes how you, or your group, Plan that describes how you, or your group, will go about implementing the strategy will go about implementing the strategy chosen to address the issue and achieve the chosen to address the issue and achieve the priority goal/outcome. Worksheet D is priority goal/outcome. Worksheet D is provided to facilitate action planning. After provided to facilitate action planning. After selection of the critical issue and strategy that selection of the critical issue and strategy that will be the focus of your action plan, use the will be the focus of your action plan, use the following guidelines to complete Worksheet D. following guidelines to complete Worksheet D. Complete a separate Worksheet D for each Complete a separate Worksheet D for each action plan that you will implement.action plan that you will implement.

Instructions for Action Plans (WorksheetInstructions for Action Plans (Worksheet D) D) a. In the first two boxes of the action planning a. In the first two boxes of the action planning

form, record the critical issue and its priority form, record the critical issue and its priority goal/outcome that you, or your group, have goal/outcome that you, or your group, have already selected. You may copy the critical already selected. You may copy the critical issue and priority goal/outcome from issue and priority goal/outcome from Worksheet A, or, if you have made revisions, Worksheet A, or, if you have made revisions, record your modified critical issue and its record your modified critical issue and its priority goal/outcome.priority goal/outcome.

b. Then, write a description of the selected b. Then, write a description of the selected strategy or solution that you, or your group, strategy or solution that you, or your group, prioritized to address the critical issue and prioritized to address the critical issue and achieve the priority/goal outcome.achieve the priority/goal outcome.

c. Consider how the strategy will be implemented c. Consider how the strategy will be implemented and outline the implementation steps that will and outline the implementation steps that will need to be followed in order to execute the need to be followed in order to execute the strategy.strategy.

d. For each implementation step, identify resources d. For each implementation step, identify resources (materials, people, etc.) that can be useful.(materials, people, etc.) that can be useful.

e. For each implementation step, list the name(s) of e. For each implementation step, list the name(s) of people who will be responsible for carrying the people who will be responsible for carrying the step (for plans developed as part of group step (for plans developed as part of group activities, rather than self-study/independent activities, rather than self-study/independent learning).learning).

f. Determine the date when each implementation f. Determine the date when each implementation step of the action plan will be completed. step of the action plan will be completed.

g. At the bottom of the page for Worksheet D, g. At the bottom of the page for Worksheet D, you may categorize the action plan into one you may categorize the action plan into one or more of six general categories (Research or more of six general categories (Research and Knowledge Base, Advocacy/Public and Knowledge Base, Advocacy/Public Policy, Collaboration and Communication, Policy, Collaboration and Communication, Practice and Service Delivery, Practice and Service Delivery, Preservice/Inservice Training), if the Preservice/Inservice Training), if the categories will assist you, or your group, with categories will assist you, or your group, with implementing or communicating the plan or implementing or communicating the plan or with assigning responsibilities. with assigning responsibilities.

h. Worksheet D concludes with a section for you to h. Worksheet D concludes with a section for you to record a brief statement of the “Data Collection, record a brief statement of the “Data Collection, Assessment, and Accountability” to assist with Assessment, and Accountability” to assist with monitoring of the plan and evaluating its monitoring of the plan and evaluating its effectiveness. How will you measure and effectiveness. How will you measure and demonstrate that the action plan is working and that demonstrate that the action plan is working and that you have achieved your priority goal/outcome? In you have achieved your priority goal/outcome? In this section, identify types of data and data collection this section, identify types of data and data collection procedures that you will use. Remember to record procedures that you will use. Remember to record the criterion or expected result to determine that the the criterion or expected result to determine that the action plan has been successful.action plan has been successful.

i. Repeat the process for each remaining prioritized i. Repeat the process for each remaining prioritized strategy. Select the next solution/strategy, follow strategy. Select the next solution/strategy, follow steps a-h above, and complete a new Worksheet D steps a-h above, and complete a new Worksheet D for the action plan.for the action plan.