Implementation and Evaluation
Implementation and Evaluation
Help All Staff Develop an Understanding of the Goals and Strategies -
Agency Goals
Goal 1: To continually improve leadership and services through the use of data driven decision making.
Goal 2: To continually improve service and leadership through effective communication.
(ESU Standards A1, A2, A3, A4, A5, A7, A9, B1, B2, B3, B4, B5, C1 ,C2, C4, D2, D4)
Following the external visit in 2016, our opening day in August began with professional development for all staff on the Education for the Future Victoria Bernhardt CIP data model.
Professional development continued that school year on the EFF data process, and completing work on rubrics for staff evaluation using the Danielson model.
Data professional development and data work in staff's Job Alike groups continued in 2017-18 and 2018-19.
In 2018, we added a new communication goal based on the evidence from our February 2018 Data retreat.
This created the focus for the All Staff Days Professional Development in the 2019-20 school year.
At this time ESU 16 also adopted a new website: http://www.esu16.org at Apptegy. This new website allowed all staff to post to the website and also social media.
Data is collected on a regular basis displaying the reach of our website and social media, to share with staff and the ESU 16 Board.
A staff professional development plan was created. ESU 16 Storytellers professional development plan. All staff professional development included:
Also related to the agency communication goal, following school closures in March of 2020, regular program and department meetings were scheduled via Zoom, to improve and increase internal communication. Regular Zoom meetings were also scheduled with content area and school district teachers and administration. Participation in state meetings also increased communication.
Surveys were given to teachers following school closings due to Covid in March of 2020. It was determined that continued Zoom meetings with stakeholders should be held monthly or quarterly.
The "Toot our own horn!" communication strategy is being developed to inform districts what ESU staff and programs are serving their students.
In 2020-21 videos that describe ESU 16 programs are being created to share with districts and stakeholders:
ESU 16 is pursuing how SIMPL could be modified to include Special Education services.
Monitor the Implementation
(ESU Standards A1, A2, A3, A4, A5, A7, A9, B1, B2, B3, B4, B5, C1 , C2, D2, D4)
Implementation of our systematic data process is monitored through examination of the action plans of each Job Alike group.
Implementation of our communication goal is monitored through data collected from the new website, social media and staff posting.
Determine Effectiveness of the Interventions
(ESU Standards A1, A2, B1, B2, B3, B4, B5, C1 , C2, D1, D2, D4)
For ESU 16, the measure of the success of the data goal is the shift from limited and sporadic use of data by staff (particularly the use of multiple forms of data), to 100 percent of ESU 16 staff referencing data to identify a problem of practice, set a goal based on that data, develop action plans and then monitor the implementation impact through on-going analysis of current data sets as compared to baseline data.
Data collected from our website launch date shows an increase in both our social media and website traffic.
Recognize Progress; Affirm Successes
(ESU Standards A1, A2, A3, A4, C1 , C2)
Staff have been an integral part of the development of both agency goals. The Steering Committee has made celebration of our achievements in these areas a part of the May All Staff Days.
Looking Ahead
One of the successful outcomes of the past two CIP cycles is that data protocols are embedded in our work, particularly in terms of accessing and analyzing aggregate data. As an agency we need to be more intentional and targeted about what that data is telling us. For example, we haven't done a lot of reflection on disaggregated data at the Job Alike level. Agency and Job Alike fluency with data could be further built out by inclusion of disaggregated data and consideration of the implications of those data sets for the entirety of our program and service design.
As the Steering Committee looks ahead to next steps in the agency's continuous improvement work we anticipate a continued focus on the use of data to drive programming provided to districts. As part of the current data goal ESU 16 has adopted the SIMPL process. We actively partner with districts to evaluate district and agency level data to prioritize needs and relevant programming across the region. To date that work has primarily been used for program planning in the Teaching and Learning department. We are looking at ways to make the top five priorities for the 2021-22 school year that were surfaced in this year's SIMPL protocols a part of the Special Services Job Alike goal setting and action planning. We are just beginning Steering Committee level discussion about the implications and impact of tasking the various Job Alike groups with aligning their action plans to one of the SIMPL priorities. As Job Alike groups complete their current set of action plans, we would ask them to ground their next problem of practice with the relevant and related data in one of the priority areas as it aligns to the work they do in the schools.
The top five SIMPL priorities for school districts going into the 2021 - 2022 school year are:
Curriculum Development
Content/Pedagogy Trainings
Data Analysis
Mental Health Supports
Assessment Literacy
The agency's communication goal to this point has focused on enhancing communication about available ESU programs and services, trainings, department resources and supports, mission/vision, ESU policy and internal procedural information, i.e. "all things ESU 16" out to stakeholders. Should the Steering Committee and ESU staff identify communication as an ongoing area of focus, it may be important to consider greater communication from stakeholders back to the agency and how that can be supported, prioritized and practiced.