Data Gathering Plan 

1. Schedule: Schedule focus groups with all of the departments and different staff educational partner groups (ex: CSAs, Admin team, etc.).

2. Focus Group: Run focus groups with departments and different staff educational partner groups. 

   • Empower different Community Schools Sub-committee members to run the focus groups with the educational partner groups they are already a part of. 

     1. • Note: If available, try to have the Coordinator or Coach present to help support the running of the focus group.

3. Survey: At the end of the focus group, have the group complete individual surveys in order to gain individual needs and assets.

4. Audit: Identify staff members who neither completed the survey nor were a part of a focus group.

5. Follow Up: Do one-on-one conversations with those persons to either get the survey completed or their voice heard concerning the consented answers from their focus group. 

6. Code: (a) For the focus group areas of growth, color code the answers according to what theme/category the answer mostly fits within (ex: Bathrooms are dirty and have broken doors = Facilities). (b) Analyze the data to identify the top three concerns facing the staff.

7. Act: Identify "low-hanging fruit" (areas of concern or growth that can quickly be addressed) from the focus group answers. Act to address the "low-hanging fruit" so that your team can create quick wins and show people that you are actively listening and responding to their needs. 

8. Present: Create an outward-facing friendly summary of the priorities and present the data back to the staff as a whole. Make sure to highlight the aggregated data results of the focus groups and surveys as well as the quick wins from the addressed "low-hanging fruit." 

Mechanisms for Data Gathering: 

"Focus Group" Purpose: Have each stakeholder group be able to have a clear conversation with fellow peers and distill a clear, prioritized list of needs. 

"Survey" Purpose: First, to site map the location, assets, and engagement of teachers throughout campus. Second, allow for teachers to voice individual prioritized asks; this way, we can both analyze the aggregated individual needs/asks and compare them to the stakeholder group needs/asks. 

"One-on-one" Purpose: Reach out to individuals whose data we were not able to capture within a focus group and/or survey. 

Hoover Example:

Steps Taken:

Part 1: Community Schools Sub-Committee Working Group Pullout - (1/17/23)

Pull out with multiple stakeholders - community schools coordinator works with parents and community partners, CS Teacher-Coach works with staff. 

First focus on staff Needs/Assets Assessment (first half), second work on student need/assets assessment. 

i. First: Identify all the different stakeholds (groups) within the larger stakeholder designation. (ex: staff  = teachers, facilities, cafeteria, security, etc.)

ii. Second: Issue Identification (Qualitative) - Identify overarching issues that might affect all groups within that larger stakeholder designation (ex: attendance affects all staff stakeholders, etc.)

ii. Third: Issue Identification (Quantitative) - Dive into existing data for your site (ex: Health Kids Survey) identify specific evidence that either supports or refutes that the issues from the group are in fact major issues facing the site. If the data indicates new issues that are not listed, add the issue and the reflective supporting evidence to the list. 

iv. Fourth:  Prioritization - Have the members of the committee identify which they think are the top issues that reflect their stakholder group. Narrow down the larger issue list to 3-4. 

v. Fifth: Jigsaw Question Construction - Divide up into small groups to build out specific survey questions for each issue that are aimed at (a) better understanding the cause/extent of the issue at hand, (b) help figure out potential solutions to address the issue/area of growth. 

Improvements: 

1. 1. MAIN TAKEAWAY: It would have been better if we ironed out the general structure of the data collection plan. Created the process ahead of time. Then:

      1. • Asked for a redrafting of the process or confirmation of the process

         • Then, identify who would be doing what part of the data collection plan; in other words, explicitly identify who is responsible for which stakeholder group this includes (a) running the focus group, (b) administering the survey, (c) following up to ensure at least 80-90% of voices heard. 

         • Go over the explicit process for running the focus group (possibly roleplay and run a sample one with the group so everyone knows what it exactly looks/feels like). 

   2. We need a clear spot in the process to do a data dive. We did one with our first pull-out, but we didn't have a clear direction for where we were going or what we should be using the summarized data explicitly for. 

   3. We didn't add explicit data evidence when doing the process. That would have been cool.

   4. Engage in the prioritizing process with the issues with the larger group, then have the prioritized issues be jigsawed (reason: it ensures that the most important issue gets)

Part 2: Data Collection - (1/27-3/1)

1. Run focus groups with departments and different staff stakeholder groups. 

   • Empower different Community Schools Sub-committee members to run the focus groups with the stakeholder groups they are already a part of. 

     1. • Note: If available, try to have CSC or CSTC present to help support the running of the focus group.

   • Have CSC & CSTC divide up the different staff stakeholder groups that do not have a designated focus group lead and schedule focus groups prior to the next sub-committee pull out meeting.

2. Have teacher stakeholder group complete individual surveys to complete (help construct) site map.

3. Identify staff members who neither completed the survey nor was a part of a focus group.

4. Do one-on-one conversations with those persons to either get the survey completed or voice heard concerning the consensed answers from their stakeholder focus group. 

Improvements: 

1. It would have been smarter and easier to have a straight up printed directory with each different stakeholder group on it and a sign-in and sign-out sheet. Sign-in clearly marks and identifies who was present for the survey and (if possible) have people sign-out only after they have fully completed survey. This way the sign-out column counts as a running list of who has for sure completed the survey and the data has been collected from. Later, it makes it much easier to identify the people you need to follow up with. Also, makes the expectation very clear for any one running a focus group that the survey is a key componenet that needs to be completed in conjunction with the focus group. 

Part 3: Community Schools Sub-Committee Working Group Pullout - (3/2)

1. Comb through and analyze the data to identify "low-hanging fruit" (quick wins) that can be accomplished quickly to help create immediate positive change on campus. 

2. Identify key data that would be helpful to highlight in "Week-at-a-Glance". 

3. DATA ANALYSIS OPTION: POSSIBLE

• Comb through data to find the top three concerns across all staff stakeholder data. 

• Create a more detailed survey to focus on the prioritized area of growth/issue OR identify people who have committed to joining a working group to address the area of concern/growth. 

Part 4: Follow Up & Voice Collection 

1. Identify who has and has not completed the staff survey. 

• Create an excel sheet with the staff directory, including names, rooms, extensions, and prep periods. Then, juxtapose that list with the list of persons who completed the survey. Organize the staff according to departments. 

2. Email the different department leads and/or CS committee members in those departments to follow up with each of the missing people from their department. Have a section in the excel sheet to track the engagements with the people to inform the progression of asks (email ⇒ call, call ⇒ one-on-one).

3. Complete one-on-ones with the remainder of the staff through if not the completion of the survey, then at least 1-3 power questions concerning the main areas of growth to focus on.