Perspectives on the OPA Student Assessment Project - Learning ...

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The ministry has some specific outcomes that it wants to see as a result of thisproject. These outcomes centre on the classroom teacher providing effectiveinstruction based on assessment information. This includes a better abilityof the teacher to assess students in the classroom, as well as to better use,through program design and delivery, assessment information provided throughprofessional assessments.To achieve these goals the project needs to address the whole assessment processin school boards. This would include teacher educational assessments andthe referral and follow-up processes for professional assessment reports. Finally, the project needs to support thedevelopment of the Individual Education Plan (IEP). These objectives were directly based on the recommendationsregarding assessment in Education For All: The Report of the Expert Panel on Literacy and Numeracy for StudentsWith Special Education Needs, Kindergarten to Grade 6. The OPA has built a project model that is in sync with thesedesired outcomes.One indirect result is the project has brought the working relationship between curriculum and special educationdepartments closer together in many school boards. This is a very desirable development to enhance learning for allstudents.Since the moment when the project was first announced, a sense of commonpurpose and commitment emerged. A workingteam that operates on mutual trust and respect is inplace. This team has built and will sustain a positiverelationship between the OPA and the ministry longafter the end date of the project passes.Designing a Project for SuccessMarg Peppler, Project ManagerOPA Student Assessment ProjectI have spent most of my career working on project teams and managing projects in highly technical environments. Istarted out at Ontario Hydro in cost engineering and scheduling during the construction of the Bruce Nuclear PowerDevelopment. Over the years, my experience included projects in industrial marketing, business and strategicplanning, process re-engineering and customer service. I became the Manager of Customer Policies and Programsfor the transmission / distribution division, and eventually left the electricity business to pursue my consulting career.The next few years were spent working for the Ontario Government on information technology transition and otherIT projects.In September 2006, I received a call that was to open the door to a whole new area of project management. I wasoffered the position of working with the Ontario Psychological Association (OPA) and the Ontario school boards asleader of the OPA Student Assessment Project. The Ministry of Education had provided the OPA with $20 millionto support school boards to reduce the current waiting times for students requiring assessments and to enhanceteacher capacity. I was both uneasy and delighted with this new opportunity and change in my career direction. Butthen, project management is always about change. With my recently acquired Project Management Professionalcredentials, and the excitement about helping young students to learn, I couldn’t wait to get started.4 Psychology Ontario
Setting the DirectionAccording to the PMBOK Guide 1 , a project is “a temporary endeavorundertaken to create a unique product, service or result.” By the time Iwas hired, the Ministry of Education and the OPA had already definedat a high level the unique results they wanted to accomplish. Keyoutcomes identified in early communications from the Ministry ofEducation and the OPA to school boards included: reduce wait timesfor professional assessments 2 for JK to grade 4 students; enhanceteacher capacity; and help students to succeed. I knew from experiencethat clear direction would be crucial, and that the best way to developthat clarity would be to consult with the project stakeholders – thosewho have a “stake” in the outcome of the project. The OPA had already set up a solid governance structure to makedecisions, manage and advise the project. My first order of business was to facilitate a workshop with the project’sAdvisory Group and listen carefully to what they had to say.The Advisory Group included representatives from schoolboard psychology, speech language pathology, occupationaltherapy, the Ministry of Education, and the OPA Boardof Directors. I was impressed with the enthusiasm andinsights of the group as the expectations, concerns andhigh hopes for the future were expressed at that first halfdaymeeting. When it was over, we all understood forthe first time that the project was not just about doingprofessional assessments. It was about making changes tothe assessment process, starting with the process of decidingwhich students would benefit from a professional assessment, then assessing the student, next supporting teachersin implementing assessment recommendations, then evaluating the impact of interventions on student success, andmaking assessment process changes based on lessons learned.Working with OPA’s decision-making committee and the Ministry of Education, four project objectives were created:1. reduce wait times for students in junior kindergarten to grade IV requiring professional assessments2. enhance teacher capacity to provide effective programming for students provided with professional assessments3. improve literacy / numeracy for students provided with professional assessments4. sustain assessment process improvements for the long termTo further elaborate on our direction, I worked with the stakeholders to expand and clarify our vision of the successfulachievement of the four objectives, and to define how we would measure success.Planning Our ApproachNow that I knew where we were headed, my thoughts turned to implementation. How was I going to work with sucha diverse group of school boards to achieve these objectives? I was fortunate in that the Council of Ontario Directorsof Education 3 special education projects had been launched the previous year. With much appreciated advice andguidance from Frank Kelly, the Executive Director of CODE, and project lead,Michelle Forge, I was able to scope out a basic approach to working with schoolboards.Another serious order of business was to determine a fair way to divide up the $20million grant among the 72 school boards and 3 school authority groups with theirwide variation in enrollment, geographic location, and language. We ran manyProject GovernanceOPABoard ofDirectorsCore CommitteeProject Manager &TeamAdvisory GroupAccountablefor theProjectDecision Makers on Behalfof the OPA Board ofDirectorsResponsible to CoreCommittee for Planning,Execution, Control, ClosureInform the Decisionsof the Project Managerand TeamPsychology Ontario 5
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