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Aim training2013 Aim training2013 Presentation Transcript

  • AIM Implementation Training 2013
  • This presentation was prepared for NAIS by: Cheryl Gardner Meridian Solutions 301-587-3385 2
  • Introductions  Names  Roles in AIM process  Initial questions  Materials needed for this session  AIM User’s Manual  School Self Assessment document 3
  • AIM Training Agenda  Background  Implementation Requirements  School Self Assessment  Online Climate Survey  Assessment Report  Post Implementation Evaluation 4
  • Background 5
  • Assessment components  Climate Survey  All constituents including students ages 12 and older  Younger students ages 9 – 11  School Self Assessment  Resources  AIM User’s Manual  Guide to Understanding/Evaluating AIM Results . . . Background 6
  • AIM plans at your school  Why is your school undertaking AIM?  How do you plan to use the results?  Do you plan to implement all aspects of the assessment?  What is your tentative schedule? . . . Background 7
  • AIM meets current needs  AIM designed to evaluate / assess –  Diversity  Multiculturalism  Congruence with NAIS Principles of Good Practice for Equity and Justice  Implemented as  Stand alone  Self-study element in accreditation review  Part of strategic planning process . . . Background 8
  • Entire school community participates  Affirm a school’s progress in meeting diversity and multicultural goals  Identify effective diversity and multicultural initiatives  Facilitate meaningful and constructive dialogue in the school community using appreciative inquiry  Support positive community-building process . . . Background 9
  • Potential benefits  Gather information on school climate  Discover what is most effective for advancing inclusiveness and multiculturalism  Find areas that need more work to ensure steady progress  Use a common language to facilitate discussion  Gain additional benefits unique to your school (?) . . . Background 10
  • Implementation 11
  • Process Overview and Action Steps  See flow chart on pages 2 & 3 of User’s Manual  Includes references to sections in Manual  Suggests related tasks . . . Implementation 12
  • Important considerations  Staff time required  Confidentiality  Terms and definitions . . . Implementation 13
  • First steps . . .  Choose an AIM coordinator  Form Steering Committee  Familiarize yourself with AIM materials  Prepare an AIM implementation schedule . . . Implementation 14
  • AIM coordinator role  Review materials and know how to proceed  Keep process on schedule  Schedule committee meetings  Check in with assessment committees  Coordinate production of assessment report 15 . . . Implementation
  • AIM coordinator role  Prepare definitions for the affiliation/constituent categories  Prepare total number of potential survey participants by affiliation category  Implement outreach plan for climate survey  Share experiences 16 . . . Implementation
  • Steering committee role  Oversee assessment process  Work with coordinator to develop schedule  Prepare plan for the self assessment  Choose discovery committee facilitators  Ensure self assessment includes all questions of importance to the school  Write final report . . . Implementation 17
  • Prepare schedule including tasks 18 . . . Implementation Task / Activity Form committees Conduct self assessment Implement outreach plan Administer climate survey Review survey results Complete report Participate in debrief Due Date
  • School Self Assessment 19
  • Self Assessment questions  A. School governance and leadership  B. Policy and administration  C. Admissions and financial aid  D. Faculty / teacher  E. Teaching and learning . . . School Self Assessment 20
  • Self Assessment questions (cont.)  F. Student life  G. School publications and environment  H. Staff involvement and life  I. Parent / guardian involvement  J. Alumni/-ae involvement and investment . . . School Self Assessment 21
  • Process steps will guide assessment . . . School Self Assessment 22 1. Appoint steering committee  3 to 6 members  Oversees assessment  Completes Section K 1. Meet to review process 2. Appoint discovery committees  Focus groups of 8 to 10 members  Should include diversity and expertise
  • Process steps (cont.) 23 . . . School Self Assessment 4. Convene discovery committees – each one  Considers the questions in assigned sections  Reaches consensus decisions 5. Write summary report  Facilitator will write with help of recorder  Considers survey and discovery data in light of Section K data
  • Climate Survey 24
  • Things to consider  Younger Student survey  Instruments in other languages  Optional Paper surveys  Distribution of survey via . . .  E-mail link and/or  Link on school website . . . Climate Survey 25
  • Preparation for climate survey  Prepare outreach plan  Prepare information for Insightlink  Define affiliation groups  Determine # of potential respondents in each group  School logo for first survey page  Spanish / Mandarin / Korean survey . . . Climate Survey 26
  • Constituents = affiliation groups  Students – ages 12 and older, ages 9 - 11  Trustees  Administrators  Faculty / teachers  Staff  Parents / guardians  Alumni / -ae . . . Climate Survey 27
  • Available for all constituents  Involves all members of school community  Assesses how they experience the school  Uses appreciative inquiry approach  Provides for confidentiality  Helps to identify priority initiatives . . . Climate Survey 28
  • Important to generate wide participation  Prepare outreach plan for your school  Include reminders during survey administration  Set goals for participation by constituent groups  Enlist many in outreach activities  Share results with the school community . . . Climate Survey 29
  • Parent permission issues  Existing school policy  Voluntary survey thus written permission not required, but parent can opt out for child  Student survey questions available for parent review if requested . . . Climate Survey 30
  • Climate Survey Results  Summary Report  Benchmarks for comparisons  Data Tables  By affiliation groups  Request others if needed – by age, gender, race/ethnicity, years with the school  Verbatim Comments . . . Climate Survey 31
  • Assessment Report 32
  • Value of assessment report  Highlights big picture  Documents key learning  Creates basis for moving forward  Provides “road map” for next time . . . Reporting 33
  • Preparation for report  Gather discovery committee reports  Review climate survey data  Participation rates  Question scores  Composite scores  Verbatim comments  Benchmarks 34 . . . Reporting
  • Data Analysis  Guide to Understanding/Evaluating AIM Results  Factors for each constituent group  Composite scores for each factor driver  Cross-reference to discovery group questions  Compare results for each part of the assessment  See report outline in User’s Manual 35 . . . Reporting
  • Assessment Evaluation 36
  • Make notes of experiences  What worked well  What didn’t work well  Value and usefulness of information gathered  How much time was invested in self assessment  Response to climate survey . . . Assessment Evaluation 37
  • Data gathering for evaluation  Debriefing will include –  Review of AIM coordinator notes  Review of your AIM report  Teleconference with selected staff  Preparation of report with recommendations 38 . . . Assessment Evaluation
  • Share what you learned  With other schools  Process  Experience  With NAIS  Process  Experience  Final report (sharing is optional) 39 . . . Assessment Evaluation
  • AIM Support Team  NAIS Documentation & Payment  Tina Wood, NAIS  wood@nais.org / (202) 973-9762  Climate Survey Set-up & Delivery  George Gillies, Insightlink Communications  gillies@insightlink.com / (1-866-802-8095 x701)  Implementation Support & Questions  Cheryl Gardner, Meridian Solutions  cagardner@meridiansolutionsinc.com / (301) 587-3385 40 . . . Assessment Evaluation
  • Final questions / concerns 41  What final questions do you have?  Contact your AIM Support person (listed in Appendix of AIM User’s Manual)  Next steps