She knew that simply creating a plan was not enough. She needed a way to ensure that her team was unified on the challenge they were addressing, had a clear theory of action, and had a way to actively progress monitor their work and the impact they were having on FOT. So they turned to the Intention-Implementation-Impact model.<\/span><\/p>\n Part 1: Intention: Identify and Analyze the Challenge<\/strong> Step 1: Analyze the gap between the future state and where you are now.<\/strong> Step 2: Identify the Root Causes that are within your sphere of control<\/strong> Step 3: Formulate a Theory of Action<\/strong> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.29.3″ custom_padding=”||0px||false|false”][et_pb_column type=”4_4″ _builder_version=”3.29.3″][et_pb_text admin_label=”Text” _builder_version=”3.29.3″ text_font_size=”16px” header_text_color=”#686868″ header_font_size=”2rem” header_3_text_align=”center” header_3_text_color=”#0386c4″ header_3_font_size=”32px” header_4_font=”||||||||” header_4_text_align=”center” header_4_text_color=”#686868″ header_4_font_size=”1.3rem” header_4_line_height=”1.4em” header_5_text_align=”center” header_5_text_color=”#686868″ header_5_font_size=”18px” locked=”off”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ make_equal=”on” _builder_version=”3.29.3″ custom_padding=”1rem||||false|false”][et_pb_column type=”3_5″ _builder_version=”3.29.3″ custom_css_main_element=”margin:auto;”][et_pb_text _builder_version=”3.29.3″ text_font=”|300|||||||” text_font_size=”16px” text_line_height=”1.8em” header_3_font=”|700|||||||” header_3_text_color=”#3574e3″]<\/p>\n Create a \u201cScope\u201d for the effort based on the \u201cIf we…\u201d part of the Theory of Action.<\/p>\n Identify everything that needs to be in place for the Scope to be made real. This includes defining metrics for both the One-Time deliverables and the Ongoing deliverables<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”3.29.3″][et_pb_image src=”https:\/\/respond-ability.org\/home\/wp-content\/uploads\/2019\/10\/FOT-plan-scope.png” show_in_lightbox=”on” _builder_version=”3.29.3″][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”2_5,3_5″ make_equal=”on” _builder_version=”3.29.3″ custom_padding=”1rem||||false|false”][et_pb_column type=”2_5″ _builder_version=”3.29.3″][et_pb_image src=”https:\/\/respond-ability.org\/home\/wp-content\/uploads\/2019\/10\/FOT-plan-scope2.png” show_in_lightbox=”on” _builder_version=”3.29.3″][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_5″ _builder_version=”3.29.3″ custom_css_main_element=”margin:auto”][et_pb_text _builder_version=”3.29.3″ text_font=”|300|||||||” text_font_size=”16px” text_line_height=”1.8em” header_3_font=”|700|||||||” header_3_text_color=”#3574e3″]<\/p>\n Based on the scope document the team identified the following One-Time deliverables:<\/strong><\/p>\n Determine who needs to do what, when the work needs to happen, and start executing.<\/strong> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.29.3″ custom_margin=”||||false|false” custom_padding=”||0px||false|false”][et_pb_column type=”4_4″ _builder_version=”3.29.3″][et_pb_text admin_label=”Text” _builder_version=”3.29.3″ text_font=”|300|||||||” text_font_size=”16px” header_text_color=”#686868″ header_font_size=”2rem” header_2_font=”|700|||||||” header_2_text_color=”#0386c4″ header_2_font_size=”22px” header_3_text_align=”center” header_3_text_color=”#0386c4″ header_3_font_size=”32px” header_4_font=”||||||||” header_4_text_align=”center” header_4_text_color=”#686868″ header_4_font_size=”1.3rem” header_4_line_height=”1.4em” header_5_text_align=”center” header_5_text_color=”#686868″ header_5_font_size=”18px” locked=”off”]<\/p>\n Create a schedule and expectations for monitoring the One-Time and Ongoing deliverables<\/strong> Define how the One-Time and Ongoing deliverables will be monitored<\/strong> (Number of students receiving FOT supports) \/ (Number of students who should be receiving FOT supports)<\/p>\n And to check efficacy every three weeks they would compare the FOT Supports \u201cAction Metric\u201d with the FOT results \u201cProgress Metric\u201d measured as: Start the monitoring cycle and course correct as needed<\/strong> Once they had been meeting weekly for a few weeks they noticed that not all students were being assigned mentors. They had a troubleshooting conversation and changed their process so that it was easier for teachers to volunteer to mentor specific students<\/p>\n To learn more about how RespondAbility can help your school\u00a0<\/span>click here<\/a>. Or to connect with us directly,\u00a0<\/span>click here<\/a>.<\/span><\/p>\n [\/et_pb_text][et_pb_button button_url=”https:\/\/respond-ability.org\/home\/wp-content\/uploads\/2019\/10\/Respondability-UsingIntentionImplementationImpact.pdf” url_new_window=”on” button_text=”Download PDF” button_alignment=”center” _builder_version=”3.29.3″ button_text_color=”#ffffff” button_bg_color=”#80c451″ button_border_width=”0px” button_icon=”%%266%%” button_icon_placement=”left” button_on_hover=”off” button_bg_color__hover_enabled=”off|desktop” button_bg_color__hover=”#89d155″ button_bg_enable_color__hover=”on”][\/et_pb_button][et_pb_text _builder_version=”3.29.3″ text_font=”|300|||||||” text_font_size=”16px” text_line_height=”1.8em” header_3_font=”|700|||||||” header_3_text_color=”#3574e3″][\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Turning data into directionThe Backstory:\u00a0Principal Jones realized that, despite a great team of dedicated teachers, her Freshman On Track (FOT) numbers were low and that the approach she had been taking was not driving change; she needed to do something different. She gathered the freshman team together including the teachers, counselors, deans, and attendance team […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[6,7],"class_list":["post-283","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-progress-monitoring","tag-school-improvement"],"_links":{"self":[{"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/posts\/283","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/comments?post=283"}],"version-history":[{"count":9,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/posts\/283\/revisions"}],"predecessor-version":[{"id":1951,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/posts\/283\/revisions\/1951"}],"wp:attachment":[{"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/media?parent=283"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/categories?post=283"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/respond-ability.org\/home\/wp-json\/wp\/v2\/tags?post=283"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Jones needed to clearly identify the challenge, to both ensure that the whole team was pulling in the same direction and be able to measure if their efforts worked or not – otherwise, they could find themselves in the same situation next year without a good foundation from which to iterate forward. She also set the tone that \u201ceveryone\u201d wanted the students to be doing better and that it was a collective effort for the whole school – the spirit was continuous improvement, not \u2018fixing\u2019 something that is broken.<\/span><\/p>\n
The team got together to review their last few years of FOT data and the elements that go into calculating FOT.<\/span>
The team became clear that FOT was a challenge across the entire grade-level and not just in a few classrooms or subjects.<\/span><\/p>\n
The team recognized that lots of factors outside of their control contributed to freshmen not being on track but that they couldn\u2019t do anything about those – they needed to focus on things they could control. Working through a \u201c5-whys\u201d exercise, with a focus on what they could control, they realized that too often they were not identifying freshmen at risk of being off track until late in the first semester or even after final grades had come in and they were already headed into the second semester. They realized that, even though they had; lunch tutoring, after school tutoring, and some informal staff mentors in place, they had not been proactively identifying freshmen for those supports based on the leading indicators of FOT – grades, attendance and behavior.<\/span><\/p>\n
Knowing what they did now about the challenge and the root causes that were within their sphere of control, the team created a theory of action using the \u201cIf we\u2026, then…\u201d construct Their theory of action states that \u201cIF WE proactively engage Freshmen that are at risk of being Off-track with mentoring and supports, THEN those Freshmen will improve their grades and will not fall off-track\u201d<\/span><\/p>\nPart 2: Implementation: Create a Plan and Execute<\/h3>\n
Now that the team had a Theory of Action, they needed to get very specific on what the terms \u201cProactively engage Freshmen\u201d, \u201cAt-risk of being Off-track\u201d, and \u201cMentoring and Supports\u201d actually mean.<\/h4>\n
Step 1:<\/h3>\n
Step 2:<\/h3>\n
Step 3:<\/h3>\n
Once the team had clearly identified the One-Time and Ongoing deliverables they were able to assign specific action items. For example, Felipe was charged with creating the On-track report by September 15th, and Mary was charged with documenting the FOT Tracking Expectations and creating the FOT standing Agenda<\/p>\nPart 3: Impact: Monitor the Impact and Adjust the Plan<\/h3>\n
Jones knew that having a plan in place did not mean that the plan would be executed or that the plan would be effective. She needed the team to progress monitor the plan and make adjustments as needed.<\/h4>\n
Step 1:<\/h2>\n
Bob was charged with getting the FOT weekly meetings scheduled for the rest of the year – with the first meeting to happen the following week. This included:<\/p>\n\n
Step 2:<\/h2>\n
The team decided to use Stoplight reporting for the One-Time deliverables with the individuals accountable committing to subjectively assess whether or not they were on track to meet the deadlines. For the Ongoing deliverables they decided to use a fraction to monitor their weekly efforts (the work) as:<\/span><\/p>\n
(Percentage of Freshmen who are Off-track or at risk of being off-track)<\/p>\nStep 3:<\/h2>\n
The team started their weekly meetings and found that the biggest challenge they had was holding the scheduled time for reviewing their FOT work – so they adjusted their scheduled time and recommitted to weekly FOT meetings.<\/p>\n![\"\"](\"https:\/\/respond-ability.org\/home\/wp-content\/uploads\/2019\/10\/FOT-plan-action.png\")
It took a few weeks to get the process going but now they are in a great place to actively identify students that are off track or at risk of falling off track and make sure the students are getting the supports they need. They are seeing a steady increase in their FOT preliminary numbers – and even better, other teams are now seeing the possibility in applying the I-I-I model to their work.<\/span><\/p>\n