Wk7-Evaluation+Product



Analysis Document

**Historical Background ** South-side Chicago Public Schools are experiencing challenging school safety concerns due to peer-to-peer violence in and around school environments. The familial environments of the targeted schools are overwhelmingly poor, single mother headed households with a high rate (85%) of poverty. Gang activity and drug crimes are rampant in these areas. Schools and housing are deteriorated structures, built mostly well before World War II, and ill maintained. The new superintendent of the Chicago Public Schools (CPS), Ron Huberman, a former police officer and transit executive with a passion for data analysis plans to stop the violence within the city’s public school populations with a plan that has nothing to do with guns or security guards. Instead, his plan uses statistics and probability, paired with empathy.

The instruction design project was created as a grant-funded award through a competitive process. The winning firm’s course is Empathetic Listening and Conflict Resolution. Golden Training Solutions (GTS) will develop a staff development-training program for administrators and teachers to use to improve communication skills with students. As a follow up, GTS will also provide workbook support materials for teacher facilitation to the targeted student population. Morrison et al., (2010) report the first stage should focus on determining if instruction would be a solution to the problem. Accordingly, they state, a normative need is identified by comparing the target audience against a national standard...the normative need exists when the target populations’ performance is below established norms (p. 33). In our case, the normative need exists because the target population is performing negatively above the current established norms in wake of serious incidences of violence perpetrated by students against students. Moreover, we also looked at what Morrison, et al., (2011) call felt needs in deciding whether or not a need exist (p. 35).

According to Morrison et al., (2011), felt needs are best identified through interviews and questionnaires that indicate whether the target audience is willing to express their needs on paper, which has previously been conducted and completed by the Chicago Board of Education beforehand and is available for our perusal. The information we gathered comes from most recent police, news, and school data reports that confirms a definite need via normative needs assessment for intervention services. In other words, reports demonstrate that the need exists and that development of the training program for our target audience, teachers and students is needed and is expected to help CPS attain their goal of safe and orderly school environments. We expect the target contact audience will take back what they learn to their respective schools for delivery amongst the targeted group of students. Needs analysis

**What is the problem we are asked to solve? ** Golden Training Solutions (GTS) has been tasked with designing a course for school personnel, onsite school administrators, and teachers focused on empathetic listening skills for conflict resolution to help curb incidences of violence in and around school grounds and at home. CPS principals, assistant principals, and teachers will provide development of empathetic listening and conflict resolution skills to promote, nurture, and deliver the same within their respective school environments.

**Will instruction solve the problem? ** Yes. Instruction will solve the problem through effective presentation. Adult employees are provided definitions, resources, and multimedia representations of how to use empathetic listening. Through role-play and reenactments of situations, they will have trained beforehand before problems start. Finally, they will in turn, apply what they have learned to students at targeted neighborhood high schools.

**What is the purpose of the planned instruction? ** With our professionally constructed program, we will provide training that will curb incidences of peer-to-peer violence through staff development of faculty at targeted high schools. Design of the training program will focus on some of the following features:

· Training in of de-escalation, resolution, and avoidance of conflict skills that supplement staff development activities to promote safe and orderly school environments, · Teaching instructors how to listen and resolve conflicts within the school workplace and beyond. Empowering employee learners by offering alternative ways to deal with verbal and physical violence, the course will build an environment of trust and respect between staff, student, families, and the community as a whole.

**Project Description: ** The project is a 30- to 60-minute training module entitled Empathetic Listening for Conflict Resolution. Presented by a skilled facilitator from GTS, this course utilizes adult learning theory to develop a dialogue with students about the current state of affairs within Chicago Public Schools and how empathetic listening skills can help reduce the atmosphere of violence within the school setting. Instructional methods include discussion, role-playing, and analysis of critical incidents in small groups.

**Needs Analysis: ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">The problem that we are attempting to solve with instruction is teaching instructors how to resolve conflicts within a school workplace. Our mission is to implement strategies to eliminate violence engaged by students as well as to support high levels of supportive professionalism shown by the faculty and staff. Instruction in empathetic listening will help students learn how to manage and resolve conflict in their personal or work relationships, as well as diffusing teen confrontations, using key conflict resolution skills.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Learner Analysis ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Morrison et al. (2011) states designers have an important task of identifying characteristics most critical to the achievement of the specific training objectives. Keeping this idea in mind, it is important to analyze different characteristics of the students to determine how to design and deliver the instruction to help them succeed in the training. General Characteristics Audience includes teachers and school personnel in Chicago public schools both male and female between the ages of 25-60. **<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Specific Entry Characteristics: **<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Currently-certified and active teachers within the twelve identified target schools will be enrolled in the class. Support and administrative personnel, such as counselors, teacher aides and others who are in direct contact with students may also attend the class.

<span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Teachers Total: 3,475 <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">African-American: 29.7% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">White: 49.7% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Latino: 16.1% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Asian/Pacific Islander: 3.6% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Native American: 0.9%

<span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Administrative Personnel Total: 529 <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">African-American: 49.8% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">White: 30.8% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Latino: 17.5% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Asian/Pacific Islander: 1.5% <span style="font-family: 'Book Antiqua','serif'; line-height: 150%; margin: 0in 0in 10pt;">Native American: 0.3%

<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Most CPS employees are not trained to intervene with students at-risk for conflict and eventual violence victimization. This training will place employees in simulated role-playing activities and skills building activities that will promote a better understanding and knowledge base to apply appropriate safety procedures for students at risk of engaging in peer-to-peer conflict or becoming victims of peer-on-peer conflicts.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Learning Styles ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">The instruction will be delivered in a visual and audio format. GTS will also provide participant materials and job aids to assist the school personnel with implementing important mediation techniques.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Personal and Social ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Students are currently-certified and active teachers in the Chicago Public Schools, both male and female, from 25-65 years of age. The average experience level of students is 8.4 years of teaching experience. All teachers have a baccalaureate degree, with 10% holding masters’ degree or above. Support and administrative staff are 23-62 years of age. The average experience level of students in this category is 12.5 years. About half possess a baccalaureate degree; the remaining personnel have an associates’ degree or less.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Learners with Disabilities ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">GTS is unaware of any trainees having special accessibility needs such as need for large print, Braille, or special seating arrangements, etc. GTS assumes that if accommodation is needed, those issues will be managed through the cooperation of the school district. Schools are public institutions that adhere to the policies and terms of the Americans with Disabilities Act (1965).

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Performance Gap ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">There is a significant trend of violence within Chicago Public Schools. GTS was selected to develop training to address decreasing the violence. CPS teachers and staff must become better prepared to handle potentially violent student interactions through increasing their understanding of peer mediation, empathetic listening, and using proper de-escalation techniques. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Intake information reveals that less than 15% of teachers have had formal training in de-escalation of confrontation. By helping personnel understand how to resolve an issue in a non-violent manner, this program can reduce the amount of violence in school by 50%.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Contextual analysis: ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Morrison and colleagues (2011) describe the process of contextual analysis as three-fold, requiring attention to orienting, instructional and transfer contexts. Each section is explored in student populations to reduce conflict.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Task Analysis Goal **<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;"> – Examining typical scenarios of conflict and how they are often handled Topic – Conflict Scenarios 1. Brainstorm with students 3 common scenarios that cause conflict 2. Divide students into 3 groups and assign one scenario to each group 3. Have each group report on how their scenario usually escalates into conflict Goal – Improve conflict resolution skills Topic – 12 techniques for conflict resolution:

<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">1. The win/win approach - How can we solve this as partners rather than opponents? <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">2. Creative response - Transform problems into creative opportunities <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">3. Empathy - Develop communication tools to build rapport. Use listening to clarify understanding <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">4. Appropriate assertiveness - Apply strategies to attack the problem not the person. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">5. Co-operative power - Eliminate "power over" to build "power with" others <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">6. Managing emotions - Express fear, anger, hurt and frustration wisely to effect change. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">7. Willingness to Resolve - Name personal issues that cloud the picture <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">8. Mapping the conflict - Define the issues needed to chart common needs and concerns. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">9. Development of options - Design creative solutions together <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">10. Introduction to negotiation - Plan and apply effective strategies to reach agreement. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">11. Introduction to mediation - Help conflicting parties to move towards solutions. <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">12. Broadening perspectives - Running meetings in conflict resolving mode.

**<span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%;">Goal – Improve conflict de-escalation skills ** <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">Topic – De-escalation techniques <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">1. Escalation vs. De-escalation <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">2. De-escalation techniques <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">a. Listening <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">b. Tone of voice <span style="font-family: 'Book Antiqua','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 10pt;">c. Body Language d. Respect e. Compromise

Goal- Practice with alternative ways to deal with verbal and physical confrontations through improved communication

Topic – Utilizing Conflict Resolution Skills 1. Have students return to their groups 2. Have each group suggest two ways to resolve their conflict scenario 3. Have each group report back to the class on why their suggestions will effectively resolve the conflict

**//<span style="font-family: 'Book Antiqua','serif'; font-size: 120%; line-height: 150%;">Procedural Analysis and Instructional Objectives: //**

Procedural Analysis is the method used to analyze the steps required to perform the given task of teaching students how to apply effective, ―Empathetic listening for conflict resolution skills will reduce school conflicts by 50%.

A focus group consisting of Teachers within the Chicago Public School District, child psychologists, law enforcement agents, and school administrators/counselors will represent the required amount of diversity of subject matter experts who possess the knowledge, experience, and authority level required to provide the information needed to identify the steps to equip teachers within the Chicago Public School District from grades 9-12 on how to apply conflict resolution skills.

The focus group will use the following set of questions as a template to identify the training direction:

1. What action (steps) will the student need to learn to be able to address conflict between teens in their school?

2. What knowledge, skills, and attitudes does the student need to learn in order to do each step?

3. What cues inform the student that there is a problem, how to recognize when (what step) the conflict is over, or a when to execute different steps to address escalated conflict?

The collected information from the focus group will be documented using a flow chart allowing a visual representation of the information collected to include steps that branch off to address different levels of conflicts. The chart will provide a high-level illustration to represent main topics to teach. Each of these main topics would then be broken down into the required learning step to complete the learning goal.

Instructional Objective - address the means in which the designer will develop the curriculum and how the student’s will be measured to demonstrate that they have mastered the learning event. From all the collected information, the designer will create the curriculum for this learning task using a combination of the following three Objective Domain:

Cognitive Domain - will be used to identify the information required and knowledge to meet our learning objective of teaching conflict resolutions to the students.

Psychomotor Domain - will be used to identify any physical skills that will be required to demonstrate mastery of the learning objective.

Affective Domain - will be used to identify the students' feels, emotions etc. toward subject of the learning objective. Using an action verb to identify the behavior the students will need to perform, under what condition and to what measurement to demonstrate that the students of the Chicago Public School have master the ability to apply conflict resolution skills affectively. Each of these domains will generate a Terminal Learning Objective (TLO) to specify how the student will achieve success; as well, as identify what Enabling Learning Objective (ELO) (performance steps) will be required to master. An example of a TLO: Given a conflict scenario, the students will identify which conflict resolution technique should be used to resolve the conflict with a 100% accuracy.

References

Chicago Public School. Retrieved January 28, 2011, from []

Focus in Chicago: Students at Risk of Violence. (October 6, 2009). Retrieved January 18 2011, from http://www.cps.edu/Pages/home.aspx []

[]

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. (pp. 33-35).

Saulny, S. (2009, October 6). Focus in Chicago: Students at Risk of Violence. The New York Times, p. 1:2, (para 1). Retrieved January 20, 2011 from, []

Trust and Trust Building. (December 2003). Retrieved January 18, 2011, from []

U.S. Census Bureau (2000). Census data by ethnic group. Retrieved on January 19, 2011 from []

Next Page, Design Document