Step 3: Using Inclusive Practices data reports to develop an action plan

Step 3: Key points about using IPT data reports to develop an action plan

  • Use the Inclusive Practices data and other school information to identify next steps
  • Decide on short and longer-term goals
  • Use the IPT Action plan template to develop a plan for change
  • Use the Next step links and other sources to help you plan
  • Allocate resources to fit the plan
  • Review the plan to make sure it is balanced and do-able
  • Share the plan with the school community

Information for Step 3

Step 3 is about developing a plan for change. During Step 3, schools interpret their Inclusive Practices reports, use the action planning template and Next step planning links below to develop an action plan.

Planning for change

During Step 2 of the self-review cycle, you will have collected IPT and other data and interpreted the reports from your school. This will have given your review team an overview of current practice at your school, and some ideas about areas that could be strengthened (that is, next steps).

During Step 3 you can use this information to develop an action plan. Two IPT resources are designed to assist you. These are the:

  • IPT Action plan template [doc] This Word Document is designed for schools to adapt. It provides a format to support you to consider goals, actions, resources, and how you will assess change.
  • Inclusive Practices Next steps links: This graphic resource is designed to support schools to plan by providing links to a range of resources for next step ideas/activities for each IPT theme and sub-concept.

If you were directed to the Inclusive Practices Tools from the ASD in NZ Schools Planning Tool, now is the time to return to the planning tool, and select your focuses for planning.

Developing an action plan

Effective plans for change are multi-faceted and realistic. These plans include about 3-5 different activities or strategies that are designed to improve different dimensions of school life. This is more effective that using a single strategy.

The IPT Action planning template prompts you to consider developing actions relating to more than one of the IPT themes and sub-concepts. The first section of the plan encourages you to think about the bigger picture, that is:

  • What is your school vision for an inclusive school community?
  • What are your main short and longer-term goals? What is the timeframe?
  • Do you have related planning and reporting targets?

The template encourages evidence-based planning through use of the following prompts:

  • What does IPT data and other school evidence say about current practice?
  • What does the data suggest are next step goals?
  • What activities, programmes, or strategies are we going to use to action these goals?
  • Who is leading the activities and who else is involved?
  • Are resources allocated?
  • What is the timeframe?
  • What criteria or data will we use to show we have met our goals?

Deciding on actions: The Inclusive Practices next step links

The Inclusive Practices next steps links offer resources, readings, and links to websites that have ideas about activities and strategies that could be included in an action plan. They  are  are structured around the themes and sub-concepts in the IPT, and have been selected to connect with key practice, research, and policy resources.

How can we use the action plan and next step links to plan activities?

First, complete the starting page of the IPT action plan template [doc], and the first column of the template (summarising the findings from your Inclusive Practices data). Use these summaries to identify the areas of school life that could be strengthened.

Use the information you have gained from sharing the Inclusive Practices data with staff, students, parents, whānau and caregivers to create a shared vision for change and some short and long term goals. Then, to design next steps relating to these goals, use the Inclusive Practices next steps links to provide a starting point for ideas about actions that could build school approaches.

When deciding to adopt new approaches or activities it is important to select about 3-5 key approaches to focus on that fit with your school values and other ways of working.

Reviewing and sharing your action plan

Once you have developed a plan, review it to ensure it includes activities that address different dimensions of school life, and that it is achievable. The following reflection questions may assist you.

At this point, you could also share the plan, or a summary of key actions, with the wider school community so that all those involved have a clear idea of the school vision, goals, and priorities.

Reflection questions

  • Is the plan BALANCED?: Does the plan contain a range of actions that address different dimensions of school life?
  • Does the plan assist you to build shared LEADERSHIP and a sense of OWNERSHIP?: Are all stakeholders involved in the process (school leaders, staff, students, parents, whānau and caregivers, and professional partners)? Are different people given opportunities to lead? Are key school leaders involved?
  • Is the plan RESOURCED adequately?: Are enough resources allocated? Is time set aside for meetings and planning? Are professional learning opportunities planned for all (staff, students, and parents, whānau and caregivers)?
  • Is the plan SUSTAINABLE?: Are the goals and planned actions realistic and do-able in the timeframes suggested? If key people leave, are there other team members involved in each action?

What next? Implementing the action plan

Once you have developed an action plan the next step is to implement this plan.
See Step 4: Implementing the IPT action plan.