Key Action II.2

Set Goals and Initial Plans

What is the goal?

The goal of this key action is to set your implementation goals and determine initial plans for your work. The goal-setting and planning work described here takes place at two levels—system and school. Though the work of the system and school isn’t always exactly the same, the resources and guidance support planning for both teams. Refer to the notes and resources throughout Phase II for considerations on what decisions should be school versus system level.

Why this key action is important

Setting goals creates focus and a clear aim for the implementation effort. This key action is important because it sets the conditions for all the planning and implementation support to follow.

steps

guiding questions

notes & resources

  • 1.
    What are the decisions we will need to make before teachers start using the materials?
  • 2.
    When can we launch our work as an Implementation Support Team?
  • 3.
    How often will we need to meet as an Implementation Support Team?
  • 4.
    Who will need to be at each meeting?
  • The Phase II Decision-Making Map previews the decisions you will make as you prepare to launch. It’s important to identify which decisions will be made at the school level versus system level.
  • The Implementation Plan has space for you to keep track of decisions you need to make and outline the people who need to be involved.
  • The Agenda for Phase II Launch Meeting is an adaptable resource you can use and send your team to prepare.
  • 5.
    How will we track decisions and plans?
  • Use the Implementation Plan template to take notes and track next steps. There will likely be a version of the Implementation Plan at the system level and school level. Systems and schools should determine the best way to organize and align the work.
  • 1.
    What are our goals for effective implementation?
  • 2.
    How do these goals connect to our system’s mission, values, and goals?
  • 3.
    What are the core beliefs that underpin our goals?
  • 4.
    What will success look like in year one?
  • 5.
    What will success look like in years two and three?
  • 6.
    What will success look like beyond year three?
  • The resource Goals for Implementation contains a list of sample goals and outcomes for the implementation work, along with considerations from early implementers. Key Action II.2: Set Goals and Initial Plans will inform and support your goals around student outcomes.
  • If you have not done so already, go to Key Action I.2: Establish the Vision. This will help with communication.
  • This is the time to think through the next few years and look at your goals in a bigger context. Use your Implementation Plan to support goal setting. Your team will come back to finalize these goals at the end of Phase II.
  • 1.
    What are the next steps that we need to take based on the decisions we made together?
  • 2.
    What can we add to our roles and responsibilities tracker? What resources or support might Implementation Support Team members need to complete these responsibilities?
  • 3.
    Who are the key stakeholder groups that will want to know the decisions we’ve made so far?
  • 4.
    How do we plan to proactively communicate this information? Who will deliver the communication? When?
  • 5.
    What questions do we expect we will get? How will we answer them?
  • Go back to your Implementation Plan to track your next steps and add to your roles and responsibilities tracker.
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Workbook

This workbook is designed to help a school or system leadership team work through the implementation process together. Assemble your team, print or download the workbook, find your starting point, and dig in together.

Download Workbook