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

Module V: Module V:

SCHOOLS AND SCHOOLS 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 (conference Internet site (http://http://education.indiana.edueducation.indiana.edu/~futures//~futures/ ). The futures conference was co- ). 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://http://education.indiana.edu/~futures/resources.htmleducation.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 V SCHOOLS AND MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

PURPOSE AND PURPOSE AND OVERVIEWOVERVIEW

Previous modules have focused on personnel Previous modules have focused on personnel shortages, needs of children, and improving the shortages, needs of children, and improving the linkages between home and schools. Module V linkages between home and schools. Module V is designed to examine issues affecting current is designed to examine issues affecting current (and future) schools. (and future) schools. You will have the opportunity to think broadly You will have the opportunity to think broadly about schools, the process of schooling, and about schools, the process of schooling, and both educational and mental health services in both educational and mental health services in schools. schools. Module V will allow you to complete problem-Module V will allow you to complete problem-solving steps to identify critical issues related to solving steps to identify critical issues related to schools and school psychology service schools and school psychology service delivery, threats and opportunities, possible delivery, threats and opportunities, possible strategies, and action plans.strategies, and action plans.

MODULE V SCHOOLS AND MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY SCHOOL 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 question Responses from national focus groups to question about schools’ needs (See Appendix A later in this about schools’ needs (See Appendix A later in this module).module).Sternberg, R. (2004). Four alternative futures for Sternberg, R. (2004). Four alternative futures for education in the United States: It’s our choice. education in the United States: It’s our choice. School Psychology Review, 33,School Psychology Review, 33, 67-77 67-77.. If a NASP If a NASP member, access this article by linking to NASP member, access this article by linking to NASP website; website; http://http://www.naspwebservices.orgwww.naspwebservices.org// OR OR read the article in: read the article in: School Psychology Quarterly, School Psychology Quarterly, 2003, 2003, 18, 18, 431-445. 431-445.

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

View Module V WebcastView Module V WebcastSternberg webcast from futures conferenceSternberg webcast from futures conference

http://video.indiana.edu:8080/ramgen/vic/futures_http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rm20021115_1.rm

or Sternberg transcript of webcastor Sternberg transcript of webcast

http://http://education.indiana.edu/~futures/SternbergTraneducation.indiana.edu/~futures/SternbergTranscript.docscript.doc

webcast or transcript supplemented by webcast or transcript supplemented by Sternberg PowerPoint Sternberg PowerPoint

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

MODULE V SCHOOLS AND MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

QUESTIONS FOR GROUP QUESTIONS FOR GROUP DISCUSSION OR DISCUSSION OR

INDIVIDUAL REFLECTIONINDIVIDUAL REFLECTION

FOCUS QUESTIONFOCUS QUESTION

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. a. I think the most pressing issue with schools I think the most pressing issue with schools or education is__________________? or education 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 Question

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 the needs of schools to questions about the needs of schools (see Appendix A), which comment or (see Appendix A), which comment or comments did you find to be most relevant comments did you find to be most relevant to your own perception of the needs of to your own perception of the needs of schools in your professional setting? Why?schools in your professional setting? Why?

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

b. In his webcast and 2004 article, Sternberg b. In his webcast and 2004 article, Sternberg recommended that schools should teach recommended that schools should teach for “wisdom,” in addition to teaching for for “wisdom,” in addition to teaching for successful intelligence. What is successful intelligence. What is Sternberg’s definition of wisdom? How Sternberg’s definition of wisdom? How can teaching for wisdom be incorporated can teaching for wisdom be incorporated into the curriculum in schools in your into the curriculum in schools in your setting? How should school psychologists setting? How should school psychologists promote teaching for wisdom?promote teaching for wisdom?

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

c. The 2002 futures conference emphasized c. The 2002 futures conference emphasized that health/mental health services, in that health/mental health services, in addition to effective instruction, are addition to effective instruction, are important components of schools. What is important components of schools. What is the nature of health/mental health services the nature of health/mental health services in schools? In what ways should school-in schools? In what ways should school-based health/mental health services be based health/mental health services be improved? improved?

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

d. A major principle of the futures conference d. 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 the factors currently relate to the schoolsschools in your in your setting? How do diversity factors impact the setting? How do diversity factors impact the delivery of school psychology services for delivery of school psychology services for schools schools in your setting? in your setting?

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 time frame, what are projected a 10 year time frame, what are projected trends or changes in trends or changes in schoolsschools in your setting? in your setting? What changes in service delivery within your What changes in service delivery within your psychological services unit (or, if more psychological services unit (or, if more relevant, in your school district or state) will relevant, in your school district or state) will be needed to address these trends or be needed to address these trends or changes in schools? changes in schools?

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 V SCHOOLS AND MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

PROBLEM SOLVING PROBLEM SOLVING STEPSSTEPS

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

to schools and school to schools and school psychology (Complete psychology (Complete Worksheet A: Module V Worksheet A: Module V

Critical Issues Form)Critical Issues Form)

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

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

Activity V-A-2: Brainstorm critical issues Activity V-A-2: Brainstorm critical issues related to schools and school psychology: related to schools and school psychology: Group discussion or individual reflectionGroup discussion or individual reflectionBrainstorm critical issues related to “schools and school Brainstorm critical issues related to “schools and school psychology” that you will emphasize during your psychology” that you will emphasize during your completion of the remainder of Module V. completion of the remainder of Module V. ““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 V-A-3: Prioritize the critical issues: Group Activity V-A-3: Prioritize the critical issues: Group discussion or individual reflection (Complete “Worksheet discussion or individual reflection (Complete “Worksheet A: Module V Critical Issues Form”) A: Module V Critical Issues Form”) Using your group or individual responses to Activity V-A-1 Using your group or individual responses to Activity V-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 “schools and school psychology” that you will emphasize “schools and school psychology” that you will emphasize during your completion of the remainder of Module V. during your completion of the remainder of Module V. Record the critical issues in the first column on “Worksheet A Record the critical issues in the first column on “Worksheet A Module V: Critical Issues Form” (Worksheet A is located in the Module V: 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 V-B: Brainstorm Step V-B: Brainstorm threats/opportunities related to threats/opportunities related to school psychology addressing school psychology addressing

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

Module V Module V Threats/Opportunities Form”)Threats/Opportunities Form”)

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

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

Activity V-B-2: Brainstorm threats and opportunities: Group Activity V-B-2: Brainstorm threats and opportunities: Group discussion or individual reflectiondiscussion or individual reflectionFor each critical issue related to “schools and school For each critical issue related to “schools and school psychology” that you, or your group, identified at the conclusion psychology” that you, or your group, identified at the conclusion of Step V-A and recorded on “Worksheet A: Module V Critical of Step V-A and recorded on “Worksheet A: Module V 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 V-A (Worksheet A), an extensive list of identified in Step V-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 V-B-3: Identify/prioritize the most Activity V-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 V Threats/Opportunities “Worksheet B: Module V Threats/Opportunities Form”)Form”)Using the group or individual responses to Activity Using the group or individual responses to Activity V-B-1 (brainstorming threats/opportunities), as well V-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 “schools and school psychology” “schools and school psychology” Record the threats and opportunities on “Worksheet Record the threats and opportunities on “Worksheet B: Module V: Threats/Opportunities Form” B: Module V: 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 V-C: Brainstorm Step V-C: Brainstorm solutions/strategies; identify solutions/strategies; identify

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

schools and school schools and school psychology (Complete psychology (Complete

“Worksheet C: “Worksheet C: Module V Module V

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

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

Results of brainstorming strategies Results of brainstorming strategies related to schools and school related to schools 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 V-C-2: Brainstorm solutions/strategies: Activity V-C-2: Brainstorm solutions/strategies: Group discussion or individual reflectionGroup discussion or individual reflectionFor each critical issue related to “schools and For each critical issue related to “schools and school psychology” that you, or your group, school psychology” that you, or your group, identified at the conclusion of Step V-A identified at the conclusion of Step V-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 V-A (Worksheet issue/outcome identified in Step V-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 V-C-3: Identify/prioritize the most promising Activity V-C-3: Identify/prioritize the most promising solutions/strategies: Group discussion or individual solutions/strategies: Group discussion or individual reflection (Complete “Worksheet C: Module V reflection (Complete “Worksheet C: Module V Solutions/Strategies Form”)Solutions/Strategies Form”)Using the group or individual responses to Activity V-C-1 Using the group or individual responses to Activity V-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 “schools and school psychology”“schools 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 V Strategies/Solutions Form” (Worksheet C is located in Module V 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 V-D: Develop plans for Step V-D: Develop plans for action, implementation, and action, implementation, and

evaluation related to schools evaluation related to schools and school psychology and school psychology

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

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

Priority goals for action plans Priority goals for action plans related to schools and school related to schools 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 V-D-2: Target questions based on Activity V-D-2: Target questions based on readings: Group discussion or individual readings: Group discussion or individual reflectionreflection

a. Consider the priority goals related to a. Consider the priority goals related to schoolsschools from from the 2002 Futures Conference in Appendix E. the 2002 Futures Conference in Appendix E. Although these priority goals were developed for Although these priority goals were developed for national implementation, which one (or more) of national implementation, which one (or more) of these goals has the most relevance for you? Why?these goals has the most 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 issues related to schoolsschools? How can these ? How can these knowledge and skills be integrated into graduate knowledge and skills be integrated into graduate training programs? Inservice or professional training programs? Inservice or professional development for practicing school psychologists?development for practicing school psychologists?

Click to access a form for recording and displaying responses to the Click to access a form for recording and displaying responses to the Activity D target questionsActivity D target questions Step D Target

Questions

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

d. How should the diversity of d. How should the diversity of schoolsschools impact your impact your selection of priority goals and action plans selection of priority goals and action plans related to critical issues for schools?related to critical issues for schools?

Click to access a form for recording and displaying responses to the Click to access a form for recording and displaying responses to the

Activity D target questions Activity D target questions Step D Target

Questions

e. Collaboration with other professionals (other e. 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 priority goals related to school’school’ issues. issues. Which groups will be important for Which groups will be important for collaboration? Why?collaboration? Why?

f. How should the diversity of f. How should the diversity of schoolsschools in your in your setting impact your selection of priority goals setting impact your selection of priority goals and action plans related to critical issues for and action plans related to critical issues for schools? schools?

Click to access a form for recording and displaying responses to the Click to access a form for recording and displaying responses to the

Activity D target questions Activity D target questions Step D Target

Questions

Activity V-D-3: Identify plans for action, Activity V-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 V Action Plan Form“Worksheet D: Module V 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 V Action Plan Form.” (Worksheet D is Module V 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.