Data Planning Workbook
DATA PLANNING WORKBOOK1
TABLE OF CONTENTSWelcome3Series Overview4April Learning Session6May Learning Session16June Learning Session31July Learning Session49Speaker Bios582
WelcomeOn behalf of the hosting partnersUnited Ways of Texas (UWT) is proud to partner with the Texas Department of Family and Protective Services (DFPS)to offer you the learning series - Unraveling the Mystery of Texas Early Childhood Data, a virtual learning opportunitybuilt specifically for early childhood community collaboratives.Our state has a wealth of public data for young children, but accessing that data can be confusing and overwhelming.Each state agency captures data at different levels, such as child/student, school or provider. This data is availablethrough various different portals and websites, often making it difficult to access and understand. It is our hope thatthis learning series will help to unveil just how available and accessible this data is.Consider the power and impact that your collaboratives could have if you could easily access state and communityspecific data to help inform and guide your decision-making process. A goal in this learning series is that each ofyour collaboratives will walk away with that power, as you hear directly from speakers that can attest to differentways in which data has been helpful, how community-level early childhood data can be accessed, and what nextsteps your collaborative can take to successfully integrate that data in to your work.Each of you already understands the importance of working across sectors in your communities to support familieswith young children. We hope that through this learning series, you will walk away with a better understanding ofhow to access and use data that will ultimately increase the impact of your collaborative’s work.3
LEARNING SERIES OVERVIEWApril:Join DFPS and United Ways of Texas for the first session discussing the magical value in usingdata. Hear from various experts as they share their "why" and how data is advancing theirwork. Discuss your why and who needs to be at the table.May:The second session focuses on your community vision and how data can support that vision.Hear from various experts from TEA, TWC, and DFPS Licensing as they dive into data andexplore how to access data from their agencies.June:The third session will reflect on the previous sessions and discuss what the data says aboutyour community. Hear from various experts from HHSC, DSHS, and DFPS PEI as they dive intodata and explore how to access data from their agencies.July:The final session will reflect on the previous sessions. Hear from communities as they sharehow using early childhood data has strengthened their work. Take the lessons learned fromall sessions to strategize next steps for your community.4
PARTICIPANT WORKBOOK5
APRIL LEARNING SESSION6
APRIL LEARNING SESSIONDFPS – Welcome and What’s our WhySarah Abrahams, Deputy Associate Commissioner, Prevention and Early Intervention,TX Department of Family and Protective ServicesAs you hear from the DFPS PEI Leadership, write down any insights into their why:What’s Your Why?Why are you here? What is your inspiration? Do you see overlapbetween your why and others you’ve heard?7
APRIL LEARNING SESSIONThe Magical Value in Using DataData to Raise Funds and ResourcesMatthew Randazzo, President & CEO, Dallas FoundationI had an “A-ha” moment:I have an idea:I have a question about:I want to share with my collaborative:NOTES8
APRIL LEARNING SESSIONThe Magical Value in Using DataData for Planning/Identifying IssuesDr. Dorothy Mandell, Associate Professor, UT Health Science Center Tyler,I had an “A-ha” moment:I have an idea:I have a question about:I want to share with my collaborative:NOTES9
APRIL LEARNING SESSIONThe Magical Value in Using DataData for Addressing Community Needs/Equitable ImpactDr. Charles Martinez, Dean, College of Education, University of Texas at AustinI had an “A-ha” moment:I have an idea:I have a question about:I want to share with my collaborative:NOTES10
APRIL LEARNING SESSIONThe Magical Value in Using DataData for Determining Policy ActionDr. Cynthia Osborne, Director, National Prenatal-to-3 Policy Impact Center;Founder/Director, Child and Family Researching Partnership, University of Texas atAustinI had an “A-ha” moment:I have an idea:I have a question about:I want to share with my collaborative:NOTES11
APRIL LEARNING SESSIONThe Magical Value in Using DataOverview of State-Level Early Childhood DataAmy Knop-Narbutis, Research and Data Director, Every Texan, Kids CountActively engage with the data and resources by clicking on the links below:Report: Texas KIDS COUNT: Health Equity for Every Child (by Every Texan, 2021)Social Media Toolkit: A toolkit with sample social media posts with shareable facts, and ready-made graphicsTwo Pager Infographic (English) (Spanish)I had an “A-ha” moment:I have an idea:I have a question about:I want to share with my collaborative:NOTES12
APRIL LEARNING SESSIONWhat’s your Why and Who Needs to be at The Table?Roxanne Jones, Senior Vice President, United Ways of TexasReflection:Define your why more precisely.WHO IS A STAKEHOLDER?A key stakeholder is any person (or group of people) who: Is likely to be impacted by the outcome of thedecisionVoices unheard or typically marginalized perspectivesFunctions as a connector in or across sectors/fieldsIs in a position to implement the decisionIs in a position to prevent it from being implementedHas relevant information or expertiseHas informal influence without authorityIs responsible for the final decisionReference: Interaction Institute for Social Change13
APRIL LEARNING SESSIONTHE ENGAGEMENT DILEMMAWhen we increase our stakeholders, it increases the overall involvement. With increased involvement comes various things, suchas sharing responsibility, authority, information, and the decision-making process.BENEFITS You get good, creative ideas RISKS “I am accountable for the results. But how do Ibalance increasing involvement and getting thedecision made.”“What are possible sources of my resistance forincreasing involvement.”People may not know enough toparticipate effectively The nature and quality of the result?The process for getting there?How people behave?My own feelings?Reference: Interaction Institute for Social ChangeWho needs to be at your table?NOTES14
APRIL LEARNING SESSIONWrap up & Next StepsAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReflection:Share your biggest takeaway from your group.Review, Preview & Big ViewNotes:15
MAY LEARNING SESSION16
MAY LEARNING SESSIONWelcome and Framing the DaySarah Abrahams, Deputy Associate Commissioner, Prevention andEarly Intervention, TX Department of Family and Protective ServicesAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReview, Preview, and Big ViewVision in Your CommunityRoxanne Jones, Senior Vice President, United Ways of Texas“If you want to build a ship, do not drum up people to collect wood and do not assign them tasks of work, but rather, teach themto long for the endless immensity of the sea.” – Antoine de Saint-Expupéry, The Little PrinceSetting direction: Values, Mission and VisionVisionMissionValues17
MAY LEARNING SESSIONComponents of an Inspiring VisionCOMPONENTS OF AN INSPIRING VISIONREFLECTS A HIGH STANDARD OFPERFORMANCEDESCRIBES A UNIQUE ATTRIBUTEREPRESENTS FUTURE ACCOMPLISHMENTSCONJURES UP AN IMAGE OR PICTUREPRESENTS A UNIFYING THEMEAPPEALS TO SHARED VALUESEXAMPLES“All of our organizing campaigns build power,leadership, and sense of community.”“We are known throughout the sector as theyouth program that most consistently preparesyoung people for leadership roles.”“In three years, former program participants willbe in the leadership of the program.”“By the thousands, people crowd our phone andemail lines, asking for our products and services.”“We assume effective responsibility for thestewardship of our community open spaces.”“People can count on us to fulfill the promise ofquality and integrity.”Reference: Interaction Institute for Social ChangeBRAINSTORM KEY WORDS:18
MAY LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataDepartment of Family and Protective Services Licensing – ChildcareJulie Richards, Deputy Associate Commission for Program Operations, Health and HumanServices Commission/Child Care RegulationData Sources:Texas Open Data PortalChild Care Regulation:Texas Child CareChild Care Licensing Statistics WebpageData Book Child Day Care Licensing (FY19; FY18) FY20 is still pendingSerious Injury Report (FY20; FY19; FY18)Child Safety Data for Licensed Day Care Centers Child Care Licensing Non-Abuse/Neglect Investigations Information by Age Group FY19 Child Care Licensing Abuse/Neglect Investigations Information by Age Group FY19 (DFPS data butrequired per S.B. 708 to be posted here in this format)Day Care Operation Monthly Status Change – new reports that will be updated at the end of each month Day Care Operations Weekly Status Changes (Jan 2021) Day care Operations Monthly Status Changes (Jan 2021) Day Care Operations Weekly Status Changes (Feb 2021) Day Care Operations Monthly Status Changes (Feb 2021)Child Care Regulation Child Care Licensing (Provider information) Main Page Child Care (Parent information) Main PageMY COMMUNITY DATA POINTS:19
MAY LEARNING SESSIONSearch Texas Child Care (shows still on DFPS but it’s an HHSC/CCR site) Parents can search and download results into an excel by clicking on the Download Search Results button. Operation Detail’s Pageo 5 years of Inspection Summary20
MAY LEARNING SESSIONo5 year Compliance Summaryo5 year Serious Injury and Fatality Summary *Data fields updated as of 4/26/20MY COMMUNITY DATA POINTS:21
MAY LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataTexas Workforce Commission – Early EducationShay Everitt, Senior Advisor, Child Care & Early Learning DivisionData Sources:- Child Care Availability Data – go to “i” button at top right and select “exportdata” - PK ECE spreadsheet (See Resource Page)o Can help a community understand Kindergarten readiness scores, pre-k enrollment, eligible kids not beingserved by pre-k or Head Start, pre-k class sizes, etc.o This is technically Head Start and TEA data, but I’ve organized it by county, workforce board, and regional ESCto help people filter down to get a snapshot of their own community.----Child Care by the Numberso Can help a community understand how many Texas Rising Star (TRS) programs there are, how many childrenare in subsidy, how many children are in TRS programs, etc.801 reportso Child-level data for the subsidy program (race, income, etc.)o This is useful if you have great data analytics people who can code and analyze the data in a meaningful way.State plano Can help communities understand TWC’s investments and priorities as they plan their own; reduceduplication; increase coordinationMarket Rate Surveyo Can help communities understand how much parents are paying for child care in their region.A calculator that helps child care programs calculate how much money they could make if they were TRSA calculator tool and how-to video that help child care programs determine how they should set up their pre-kpartnership22
MAY LEARNING SESSIONStatewide dataCS leAll availability by age foreach child care programWith county and otherinfo helpful to conduc nglocal analysesRh ps //bi. ops.com/app/account /loginsernameWDB twc.state.tx.usPassword Childcare23
MAY LEARNING SESSIONMY COMMUNITY DATA POINTS:NOTES24
MAY LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataTexas Education Agency – Public EducationScott Bodnar, Manager, School Programs/Early Childhood EducationEducation Data s/tea.askted.web/Forms/Home.aspxPublic Education InformationManagement System (PEIMS)Standard nt-data/standard-reports/peimsstandard-reportsWhat it Offers School and district directory data (district #, school #, address, contactinfo, grades served, administrator info, total enrollment, etc.) School, district, and ESC personnel information Some preconfigured reports, some raw data exportsGeographic Information/Reports Congressional, House, and Senate Districts with school districts andcampuses State Board of Education Districts with school districts and campusesStudent Reports College credit Economically disadvantaged English learner program English learner student (by category and grade or home language andgrade) Special education Student enrollment Student program and special populationsStaff Reports Staff FTE and salary Superintendent salary Teacher FTE counts and student course enrollmentMY COMMUNITY DATA POINTS:NOTES25
MAY LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataTexas Education Agency – Public EducationScott Bodnar, Manager, School Programs/Early Childhood EducationEducation Data Sources, continuedTexas Academic PerformanceReports /texasacademic-performance-reports Disaggregated student enrollment and performance data reportsDistrict and school staff reportsProgram outcome data reportsFinancial data reportsDistrict accountability reports*Most of the above reports are available at the state, district, and school levelTexas Public EducationInformation Resource (TPEIR)https://www.texaseducationinfo.org/ Prekindergarten enrollment reportsPrekindergarten student progress monitoring reportsKindergarten enrollment reportsKindergarten readiness reports*Most of the above reports are available at the state and district level and havedata downloads availableDistrict Snapshot hot/2019/index.html Student enrollment and demographic dataStudent academic performance dataStaff informationFinancial summary informationMY COMMUNITY DATA POINTS:NOTES26
MAY LEARNING SESSIONTexas Public Education Information Resource (TPEIR) Prekindergarten Enrollment Report (statelevel)NOTES27
MAY LEARNING SESSIONTexas Public Education Information Resource (TPEIR) Kindergarten Enrollment and ReadinessReport (state-level)Public Education Information Management System (PEIMS) Economically Disadvantaged Report(district-level)NOTES28
MAY LEARNING SESSIONTexas Academic Performance Reports (TAPR) Expenditures Report (campus-level)NOTESMY COMMUNITY DATA POINTS:29
MAY LEARNING SESSIONWrap up & Next StepsAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReview, Preview, and Big ViewShare your biggest takeawayNote post session office hours:30
JUNE LEARNING SESSION31
JUNE LEARNING SESSIONWelcome and Framing the DaySarah Abrahams, Deputy Associate Commissioner, Prevention andEarly Intervention, TX Department of Family and Protective ServicesAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReview, Preview, and Big ViewData in Your CommunityRoxanne Jones, Senior Vice President, United Ways of TexasReflection Activity - In your breakout groups discuss the following questions:What new data point have I captured that will enhance my collaborative?What a is a key question that is top of mind?What partner am I eager to share this work with?32
JUNE LEARNING SESSIONUnraveling the Mystery of Texas Early ChildhoodDataHealth and Human Services Commission – Early Childhood InterventionTammy Miller, Interagency Coordinator and Outreach Team LeadNiran Gnanaprakasam, Data Team LeadData Sources: Program Search: https://citysearch.hhsc.state.tx.us/ Data and Reports: d-intervention-programs/eci-data-reports Publications Ordering: temsNOTES33
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JUNE LEARNING SESSION35
JUNE LEARNING SESSION36
JUNE LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataDepartment of State Health Services – Maternal and Child Health UnitAudrey Young, Child and Adolescent Health Branch Manager, Title VChildren with Special Health Care Needs DirectorMontana Gill, Research Specialist VAccess all links and documents on the Resource PageData SourceDFPS- deathcertificate linkedfilesTexas AsthmaBurden ReportTexas ChildhoodAsthma Fact SheetChild AsthmaHospital DischargeOral Health BasicScreening SurveyDescriptionChild Abuse and Neglect,used in the Title V NeedsAssessment for childdeaths that wereabuse/neglect bycommunity and to assesscommunity differences forchild fatalities and childabuse and neglectfatalities. Death certificatedata are available for allages, years, and can begeocoded to provide exactlocation data.Used in the Title VNeeds Assessment toanalyze asthmaprevalence andhospitalization rates by ageFact sheet of asthmaprevalence and Medicaidspending on asthma inTexas. Data provided arefrom 2016.Map of childhood hospitaldischarge rates.A school-based surveyconducted every five yearsby the Texas Oral HealthImprovement Program toassess oral health amongTexas children.Websitehttps://www.dfps.state.tx.us/About DFPS/Data Book/office of child px37
JUNE LEARNING SESSIONSchool PhysicalActivity andNutrition SurveyCounty level, state-widesurveillance system whichmonitors body mass index(BMI) and related variablesin children and adolescentsin grades 2, 4, 8, and 11.The survey includesnutrition knowledge,nutrition attitude, physicalactivity, and dietarybehaviors. Conducted byMichael & Susan DellCenter for Healthy Livingat TheUniversity of Texas HealthScience Center in Houston(UTHealth) School of PublicHealth in Austin, withfunding from the TexasDepartment of StateHealth Services (DSHS).https://span-interactive.sph.uth.edu/Annual data on physicalhealth, mental health,access to quality healthcare, and family,neighborhood, school, andsocial variables for childrenages 0-17 years, at thestate level.National Survey ofChildren's thensch/NSCH38
JUNE LEARNING SESSIONBehavioral HealthBarometer: TexasThe Behavioral HealthBarometer: Texas, is astate report that providesa snapshot of behavioralhealth in Texas. Thereports present a set ofsubstance use and mentalhealth indicators asmeasured through theNational Survey on DrugUse and Health (NSDUH)and the National Survey ofSubstance AbuseTreatment Services (N–SSATS), sponsored bySAMHSA. A number ofdata points are foradolescents and youngadults.Vital events files collectedand maintained within theTexas Department of StateHealth Services providedetailed information onchildhood deaths. Anonline query system canprovide some death databy race/ethnicity,geographic area, andcause; however,suppression guidelines toprotect confidential healthTexas Mortality Data information may restrictinformation.Federally funded, statelevel survey conductedbiannually, on odd years,to monitor behaviors thatcontribute to unintentionaldeath and injury, sexualhealth, alcohol and druguse, tobacco use, dietarybehaviors, physical activityTexas Youth Riskamong youth and youngBehavior vior-survey39
JUNE LEARNING SESSIONTexas School SurveyofSubstance UseAmericanCommunity SurveyTexas BehavioralRisk FactorSurveillance SystemRegional and state-widesurvey, conductedannually, on tobacco,alcohol, inhalant, andsubstance (both licit andillicit) use in studentsgrades 7 through 12.https://texasschoolsurvey.org/An annual national surveyfrom the United StatesCensus of individualdemographic andsocioeconomic data e healthcharacteristic data, at stateand county levels.A telephone (cellular andlandline) survey for adultsover age 18, that collectsstate level data on healthrelated risk behaviors,chronic conditions, anduse of actor-surveillance-system40
JUNE LEARNING SESSIONTexas DemographicCenterCounty HealthRankings &RoadmapsKids CountThe Texas DemographicCenter is the home for theState Demographer ofTexas and is responsiblefor producing estimatesand projection of theTexaspopulation.A compendiums of healthoutcomes and healthfactors for communitiesacross the United StatesA collection of local, state,and national demographicand socioeconomicindicatorsof child unt.org/41
JUNE LEARNING SESSIONCollection of around 100indicators on child andfamily well-being,including health andsafety, childcare,education, and healthbehaviors.Child TrendsDataBankThe Pregnancy RiskAssessmentMonitoring System(PRAMS)DSHS Healthy TexasMothers &Babies Survey designed by theCenters for DiseaseControl and Prevention(CDC) and used by statesto monitor experiences ofwomen before, during,and after pregnancy.Includes health topics suchas access toprenatal care, alcohol use, https://www.dshs.texas.gov/mch/PRAMS.aspxsmoking, use of prenatalvitamins, type of healthinsurance, intimatepartner violence,postpartum depression,and breastfeeding.Local and statewide dataon prenatal care, pretermbirth, breastfeeding, infantmortality, data.aspx42
JUNE LEARNING SESSIONFeeding AmericaMap the Meal gap datahas statewide and countyleveldata on food 18/overall/texasNOTESMY COMMUNITY DATA POINTS:43
JUNE LEARNING SESSIONUnraveling the Mystery of Texas Early Childhood DataDepartment of Family and Protective Services – Prevention and Early Intervention (PEI)Kathryn Sibley, Director for Research and SafetyPEI uses a public health framework to provide early intervention or prevent risk factors that lead to child maltreatmentand fatalities, and support positive child, family, and community outcomes. A public health framework uses data andstakeholder feedback to assess the effectiveness of programs and adjusts program delivery accordingly.PEI aims to improve the well-being of all Texans by acting upon a broad range of factors and conditions that influencechild well-being. Preventing child maltreatment and other negative outcomes includes addressing the underlying issues,including poverty, family instability, poor health, substance abuse, and mental illness.PEI organizes its communication efforts toward three major goals: promoting public awareness, engaging withcommunities to fund prevention services and coalitions, and positioning PEI as a resource hub.By providing access to health, wellness, and family-strengthening programs, PEI will achieve a wide array of positiveoutcomes that benefit not only those served, but local communities and Texas as a whole.DFPS Data BookThe Department of Family and Protective Services publishes annual data in the DFPS Data Book. This allows a user tosearch and configure charts and graphs across many years of data.http://www.dfps.state.tx.us/About DFPS/Data Book/default.aspWithin the DFPS Data Book, there are specific sections related to different aspects of work within the agency.Reports Available Statewide Intake (SWI) Adult Protective Services (APS) Child Protective Investigations (CPI) Child Protective Services (CPS) Prevention & Early Intervention (PEI) Office of Child Safety Employee Data and Statistics Finance44
JUNE LEARNING SESSIONWhen using the DFPS Data Book, it is helpful to know how the data is set up and the options available in displaying thedata. Chart Type: determines the output/display of the datao Geography: determines what level to roll the data up to for display: all of Texas, at the DFPS region level, orby county Filters: determines what data should be included. Often allows the user to break down data intosmaller subcategoriesNOTES45
JUNE LEARNING SESSIONPEI Community Maltreatment Risk MapsHB 1549, passed by the 85th Texas Legislature, required PEI to develop a growth strategy to gradually increase thenumber of families receiving PEI services each year. PEI contracted with Population Health at The University of TexasHealth Science Center Tyler (UTHSCT) to develop a series of tools to achieve this goal. These tools use risk-mappingand geographically-based risk and resiliency models to illustrate the distribution of maltreatment rates in the state byzip code. The project produced community maltreatment risk maps in FY 2019, giving PEI powerful new tools toidentify and allocate resources in communities with the highest need and support families before they are in crisis.These maps are an overview of community-level risk for maltreatment based on the statistically significant factorssuch as families in poverty, health and disability, low-income, child safety and health, low education, infant mortalityrates, and assaults needing medical attention, and school enrollment. Most users will be able to understand theircommunity's overall risk and risk profile from these maps. For those that would like more detailed maps with riskscores, they can be found here.You can click on each ZIP code to show a pop-up that describes the community's risk relative to other ZIP codes in thestate. The pop-up also describes how the community is doing on the risk factors that are statistically related tomaltreatment risk at that age. Data is broken down into five age groups: infants, 1 to 4 years old, 5 to 9 years old, 10to 14 years old, and 15 to 17 years old. Only factors that were found to be statistically significantly related tomaltreatment risk at that age range are shown.MY COMMUNITY DATA POINTS:NOTES46
JUNE LEARNING SESSIONPEI Provider DirectoryPEI contracts with community-based programs and agencies to expand the available opportunities to maximize thepotential of children and families in Texas communities. Not all services are available in all Texas communities.Services are free of charge and participation is voluntary. Current PEI grantees and details about each program canebe located in the PEI Provider Directory.PEI ResourcesThe Texas Prevention Network is a channel for informing stakeholders about key updates. The network is comprisedof a diverse set of stakeholders including advocates, service providers and coalitions. PEI communicates with thenetwork via email newsletters sent periodically. Sign up for TPN by clicking here: TPN Registration LinkThe Get Parenting Tips website was developed to provide a platform to connect Texas parents and caregivers withpositive parenting information and resources. Providers are encouraged to visit Get ParentingTips: www.getparentingtips.com.Get Parenting Tips' Facebook page posts tips, resources and content with the goal of helping and supporting parents.Some of the content is original and created in-house; the rest is from ad campaigns or external sites that share PEI'sgoals. Follow us: @GetParentingTipsDetails about PEI can be located on the DFPS Public Website as well as through the PEI home page located on theDFPS Public Website. PEI’s reports and publications are also available through the PEI home page.MY COMMUNITY DATA POINTS:NOTES47
JUNE LEARNING SESSIONWrap up & Next StepsAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReview, Preview, and Big ViewShare your biggest takeawayNote post session office hours:48
JULY LEARNING SESSION49
JULY LEARNING SESSIONWelcome and Framing the DaySarah Abrahams, Deputy Associate Commissioner, Prevention andEarly Intervention, TX Department of Family and Protective ServicesAdrianna Cuellar Rojas, President/CEO, United Ways of TexasReview, Preview, and Big ViewData in Your CommunityRoxanne Jones, Senior Vice President, United Ways of TexasReflection Activity - In your breakout groups discuss the following questions:Looking back on all data sessions, what is the biggest data takeaway for your collaborative?What is thethebiggesthurdleyou foreseeas you moveforwardwith incorporating this new data?UnravelingMysteryof TexasEarly ChildhoodDataGuest SpeakerHow is your collaborative positioned to overcome these hurdles?50
JULY LEARNING SESSIONCommunity Success StoriesGuest speakers highlighting community success stories – As you listen to these speakers write down any keyideas or insights that may help inform your work moving forward.NOTES51
JULY LEARNING SESSIONMy community data – A collaborative frameworkRoxanne Jones, Senior Vice President, United Ways of TexasCONTEXTCurrentRealityPathway to Action(The Process)Goals oftheProcessKEYSTAKEHOLDERSCONTEXTCURRENT REALITYGOALS OF THE PROCESSSTAKEHOLDERSPATHWAY TO ACTIONThe strategic imperative(s) or other conditions that are driving the change effort. Whatare the social, economic, and political realities that are influencing the change effort?What are the structural arrangements that contribute to the current reality?The issue or opportunity needing attention or requiring action; the situation that needsto be changed.The desired impact, result or outcome of the change effort, including changes instructural arrangements and power relationships.Individuals and groups that are already part of the network or who need to be engagedin the change effor
- Antoine de Saint-Expupéry, The Little Prince Setting direction: Values, Mission and Vision Vision Mission Values. 18 MAY LEARNING SESSION Components of an Inspiring Vision COMPONENTS OF AN INSPIRING VISION EXAMPLES REFLECTS A HIGH STANDARD OF PERFORMANCE
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Page 6 of 31 Contingency Planning Workbook March 22, 2017 Workbook for Module 2 Find partners including emergency management professionals to help your planning Or, am I in this alone? You may find Contingency Planning daunting, but rest assured, others have done it before. Encourage your planning team to look at existing models.
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of duration is called Aggregate Planning as obvious from the following diagram. Planning process Long range planning ( strategic planning)(for 1-5 years of duration) Intermediate range planning ( aggregate planning)(for 3-12 months) Short term planning (for scheduling and planning for day to day shop floor activities). (for 1-90 days)
