Transcript Performance Analysis Plan

T/TAC Online
performance analysis plan
September 28, 2004
Introduction
We will begin with researching and
collecting information and data from past
T/TAC projects.
We will research the original problem and
the solutions that have been implemented
in the past, in order to determine what is
their current performance problem and
identify possible solution systems to serve
our clients.
Introduction
We plan to:
establish relationships with our clients
analyze the current system and the users
provide fresh views of the current system
establish what needs to be done in the future
provide documentation to sell and justify our
solution system to our clients
Introduction
 Our mission: The mission of T/TAC Fall 2004
is to enhance the communication and the
exchange of information amongst educational
professionals and the general public in order to
facilitate the continued development of a
shared community of practice.
 Our goals: Our goal is to build upon the
School Improvement section of the T/TAC
Online site by enabling the T/TAC users to: a)
easily input Local Improvement Plans (LIPs)
and LIP Report data and b) share LIPs and LIP
Report data.
Clients
Dr. Pat Abrams- Associate Director,
Special Education, VDOE
Dr. Michael Behrmann- Professor, Director
of the Helen A. Kellar Institute
Stakeholders
 Dr. Pat Abrams- Associate Director, Special
Education, VDOE
 Dr. Michael Behrmann- Professor, Director of the
Helen A. Kellar Institute
 Mr. Seunghun Ok - T/TAC Online Administrator
 VDOE Technical Assistance Staff (TAs)
 Local Education Agencies (LEAs)
 Dr. Shuangbao Wang – T/TAC Online
Programmer
Identify Information Sources
Human Information Sources
Inanimate Sources
Information Sources
Human Information Sources:
Dr. Pat Abrams- Associate Director, Special
Education, VDOE
Dr. Michael Behrmann - Professor, Director of
the Helen A. Kellar Center
Mr. Seunghun Ok - T/TAC Online
Administrator
Dr. Lynn Wiley - Project Coordinator T/TAC
Region 4
Dr. Jo Lynne De Mary- State Superintendent
Human Information Sources
 Mr. Doug Cox- Assistant State Superintendent
 Ms. Kay Kline –Assistant Coordinator T/TAC Region 4
 Ms. Mary Wilds - Old Dominion University T/TAC
(Region 2)
 Dr. Shuangbao Wang – T/TAC Online programmer
 Ms. Kristine Neuber - Assistive Technology/Web
Accessibility Coordinator
 Ms. Amie Fulcher - Former T/TAC coordinator
 Mrs. Jocelyn Pelsignore- T/TAC Subject Matter Expert,
Immersion Facilitator
 Ms. Lin Shi- Immersion Program Technical Aid
Human Information Sources
 Educational professionals involved with grants
proposal/reporting:
School District Administrators
Special Education Specialists
Area supervisors
Area specialists
Curriculum specialists
Special Education Teachers
 Additional sources:
Local Education Administrators (LEAd.)
VDOE Technical Assistants (TA’s)
Inanimate Sources
GMU T/TAC Fall 2003 Group 2, Immersion
Program, Website
(http://immersion.gmu.edu/ttac/fall2003/gr
oup2/)
VDOE Website
(http://www.pen.k12.va.us/)
T/TAC online (http://ttaconline.org/)
SOP-State Operated Programs
Identify and Confirm
Types of Opportunities
Opportunities
 Rollout: T/TAC online currently has a system in
place where users can search for Local
Improvement Plans (LIP), but not for the LIP
reports. The website does not allow for users to
input LIPs or reports. This project will introduce
a new system which will be incorporated into the
current search system on T/TAC online, as well
as add a database input component, allowing
users to store their LIPs and LIP reports.
 The challenge here is to determine swiftly the
essence of the change and what it will take to
support it.- Allison Rossett
Opportunities
 Problem: There has not been a standard
process of sharing LIP and LIP Progress Report
data to support accountability systems in the
state. There is no standard format by which to
submit this data and no central location where
this data is stored.
 The focus here is on finding out why there is a
problem, prior to figuring out what to do. What
should that “something” be?- Allison Rossett
Opportunities
 People Development: The new T/TAC online
system will enable educators to access and
share information on particular special education
projects, in order to develop their own
educational practices.
 The focus here is on the position and on
developing the people who hold that position.
The challenge is to determine current and future
needs and to involve incumbents in the
process.- Allison Rossett
Opportunities
 Strategy Development: The T/TAC online
system is meant to encourage educators to
utilize information gained from LIPs and reports
in order to improve the state educational system
(Virginia) through the diffusion of information.
 No specific problem. No new technology or
philosophy. No focus on one position or
another. This is about broader planning issues.Allison Rossett
Identify and Confirm
Drivers and Barriers
Drivers and Barriers: Knowledge and
Skills
 Drivers
Basic word processing skills
Basic internet usage skills
Able to navigate using a GUI
Able to operate two different applications/windows
simultaneously
 Barriers
Difficulty using login information
Difficulty to input data accurately
Ability to use searchable database: keywords,
distinguishing field functions
Motivation
 Drivers
 Want to easily input LIPs and reports
 Want to use best practices
 Want to standardize process/format of LIPs and reports
 Exchange ideas about LIP activities with other LEAs to
effectively implement their own LIPs
 Want to create long term projects/plans and store them
 Value the data to be stored or shared
 Accountability system for state, school districts and schools
 State Improvement Grants, which includes goals, objectives and
reporting requirements
 IDEA state plan (Federal)
 NCLB state plan
Motivation
Barriers
“buy-in” may be difficult
TA’s might like their own process of LIPs and reports,
not want to standardize
Hesitant in using the system without assistance
May doubt that stored information is secure and
saved
LEAds may not like others to view draft LIPs
and draft LIP Reports
Incentives
 Drivers
 To get ideas about what has/hasn’t worked in other school
districts
 Want to meet goals of VDOE LIP reporting program
 Want to assist school districts in the retention and accreditation
of special education teachers
 Successful LIP Reports can promote activities of the LEAds
 LEAds want to continue to receive grants, perhaps influenced by
successful reporting
 Mandatory for TAs to post reports
 Posting and/or searching for reports positively impacts the
performers/organization
Incentives
Barriers
Some users may not be encouraged to use
database as a resource tool
Environment, Tools, Processes
Drivers:
Access to computers
Some users may have high-speed connections
Use computers to access information on the job
already
Know how to use MS Office tools and Internet
Environment, Tools, Processes
 Barriers:
No face-to-face interaction
Operating systems on computers vary
Internet connection speeds vary
May need training
Lack of time to develop LIPs and reports
Difficulty in formatting data in excel spreadsheets
Most users currently use tables created in Microsoft
Word, which are difficult to manipulate in a database
system
Current database is SQL-based, but the users are
familiar with MS Office Suite, which is Access-based
Collect Data
Research
Interview
Outline
Collect Data
Since T/TAC Fall 2004 is a continuation on
a T/TAC project, which began in Fall 2003,
we will gather data from previous T/TAC
Immersion groups, in order to facilitate a
well-developed solution system.
We will continue to build on the T/TAC
project by collecting more project and
problem-specific data.
Collect Data
 Review existing LIPs and LIP Reports
 Note content that is in all LIPs and LIP
Reports
 Note LIP and LIP report formats
 Note variations in format and content
 Create a LIP sub-process concept map
 Focus on inputting data
 How the database performs
 Identify performers
LIP Process Concept Map
Focus on how the existing database is
involved in the process and when the
data may be modified.
http://immersion.gmu.edu/ttac/fall2003/group2/work/LIP/lipprocess.htm
Collect Data
 Create LIP Report process concept map
 Focus on process of creation and submission
 Identify performers
 Examine overall process for LIPs
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Research federal regulations (reporting requirements)
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Creation and submission
Performers
NCLB
IDEA
State improvement grants
Create a concept map to depict relationship between
NCLB, IDEA, and state improvement grants (VDOE)
Collect Data
 Compile acronym list for reference purposes.
 Interview Dr. Michael Behrmann- Professor,
Director of the Helen A. Kellar Institute
 Review current status of the project
 Review expectations for prototypes, timelines, solution
systems
 Review possible information sources
 Confirm opportunities
 Review possible drivers and barriers
(already been done)
Collect Data
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Interview Jocelyn Pelsignore
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Demonstration of current LIP input process (into
database)
Ask any other questions
Interview Dr. Shuangbao Wang, T/TAC Online
programmer and Lin Shi

What is structure of database now?
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capabilities, limitations, bugs
Ask for explanation of limitations of using SQL server
vs. MS Office for the purposes of inputting data to be
viewed (with a format-tables)
Identify
Actuals and Optimals
Identify Actuals and Optimals
Actuals: detail the current situation
Optimals: “what we want the people to
know and do and what the conditions are
in which they will be doing them.” (Rossett,
1999)
Compile Report
Compile Report
Once we have completed the previous
sections, we will compile our final
performance analysis report by:
Breaking into sub-teams to write and review
sections
Submit sections to Project Manager and Format
Manager for final compilation