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Getting Started with the State Pre-Planning Process

Data. Research. Assessment. Needs. Getting Started with the State Pre-Planning Process. Data. Research. Assessment. Needs. Training Objectives. You will: Examine pre-planning activities you can begin now in preparation for a new state plan

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Getting Started with the State Pre-Planning Process

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  1. Data Research Assessment Needs Getting Started with the State Pre-Planning Process

  2. Data Research Assessment Needs Training Objectives You will: • Examine pre-planning activities you can begin now in preparation for a new state plan • Explore resources and models for conducting those pre-planning tasks • Discuss planning issues and concerns with other state directors

  3. Data Research Assessment Needs The Planning Climate • Possible timeline scenarios for new state plans • Earliest date --- July, 2009 • Probable date –- July, 2010 • The good news – You’ve got the time to do it right!

  4. Current State Plan Components

  5. What You Can Begin Now

  6. What You Can Begin Now

  7. Washington State Plan for • Adult Basic Education • Drafted by adult basic education staff in partnership with Adult Education Advisory Council (AEAC) and the Council for Basic Skills (CBS) • Acts as the basis for policy, funding and partnership decisions within the state system and its stakeholders • Federal Compliance • Document • Drafted by adult basic education staff to standards set by OVAE/DOE • Fulfills federal mandates within the parameters of Washington State priorities and goals • Summary • Drafted by adult basic • education staff in partnership with CBS, AEAC, and SBCTC • Represents adult basic education to the public and key stakeholders State Planning Versus State Plan: The Perfect Combination

  8. A Sample Pre-Planning Process • Conduct a multi-level needs assessment • Analyze the data and research to determine strengths and program improvement needs • Develop a vision for where you want to be in six years • Use the needs assessment and research data to identify priorities • Develop goals, strategies, and measurable benchmarks for multi-year initiatives

  9. Conducting a Multi-Level Needs Assessment • Current DAEL state plan guidance (Section 2.0, pg. 3) • An environmental scan to determine: • Individuals most in need • Specific sub-populations • Mutual assessments with WIA partners • Recommended local needs assessments

  10. Going Beyond the Environmental Scan Three starting points for identifying needs • Self-Assessments • Practitioners • State Program Operations • Stakeholders • Students • Compliance • Research • Implications on program practices, policies, and procedures • Data • Performance reports • Census data • Enrollment trends • Staffing characteristics • Internal and external capacity

  11. Table Talk What other information do you feel is important in examining your state’s needs?

  12. Involving Others in the Needs Assessment Process • “The Wisdom of Crowds” • James Surowiecki • “A room of knowledgeable folks make better decisions than a few experts.” • Increase buy-in and ownership of your state plan • It might be easier to do it yourself but…

  13. Involving Others in the Needs Assessment Process • Begin with a steering committee or advisory board • Representation from the field • Teachers, administrators, support staff, students • In charge of making overall recommendations on the planning process

  14. Involving Others in the Needs Assessment Process • Responsibilities • Analyze performance data, enrollment trends, research findings • Review compiled needs assessment results from the practitioners, stakeholders, program operations and environmental scan • Review the draft plan prior to public distribution

  15. Involving Others in the Needs Assessment Process • Stakeholders Planning Committee • Representatives from your partnering agencies • Responsibilities • Sharing agency-developed environmental scan data • Providing recommendations on best methods for involving stakeholders in the needs assessment process • Determining options for building program • capacity through coordinated efforts

  16. Introduction to the Needs Assessment Chart • A Starting Point • Components • Options for Involving Practitioners and Stakeholders in the Needs Assessment Process Page 4

  17. Options for Involving Practitioners and Stakeholders Online Surveys • Ask and they shall respond… • Free online survey websites, such as http://www.advancedsurvey.com • Free service to NAEPDC member states

  18. Options for Involving Practitioners and Stakeholders • Sample tools for you! • State Program Operations • Survey – pg. 6 • Practitioner Survey – pg. 20 • Stakeholder Survey – pg. 33 Customize to your state – ready to go!

  19. Options for Involving Practitioners and Stakeholders • Hearing from students – up close and personal • The West Virginia experience Focus Groups

  20. Table Talk • Have you used surveys or focus groups to collect information on program needs? • How did you use the results? • What challenges did you encounter, and what changes might you make in the future as a result of your experience?

  21. Developing an EnvironmentalScan • Using the NAEPDC needs assessment resource library: go to resource library – program planning – needs assessment • Hot Topics: • State/National Data and Research • Local Program Resources • A look at sample needs assessments http://naepdc.org/resource_library/program%20planning%20library/PROGRAM_PLANNING_HOME.html

  22. Step 2: Analyze the Data and Research • The impact of research on your state planning process • One of the best resources: • NCSALL’s Program Administrators Sourcebook • http://www.ncsall.net/?id=1035 Options for dividing the work • Creating an Adult Research Coordinating Committee • Using your steering committee to analyze data

  23. Now that I have all this data… What do I do?

  24. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks • What do you do with all that information? • How do you begin to identify priorities when so many things seem important? • How do you get buy-in from the field? • Two options – visioning retreats and taskforces

  25. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks • Exploring the value of a visioning retreat

  26. Steps 3 - 5: Develop a Vision; Identify Priorities; Develop Goals, Strategies, and Benchmarks • Using taskforces to your advantage

  27. Open Forum Time • What excites you the most about preparing a new state plan? • What are your main concerns about getting ready for a new state plan?

  28. Always willing to help… • Kathi Polis • klpolis@suddenlink.net

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