Executive Sponsor –Hanna Skandera, Secretary of … - Education... · Web viewProject Manager – Brian Salter Original Plan Date: November 1, 2012 Revision: 1 1.0 Project Overview

EEDUCATIONDUCATION D DATAATA D DASHBOARDASHBOARD PPILOTILOT P PROJECTROJECT

PROJECT MANAGEMENT PLAN PROJECT MANAGEMENT PLAN (PMP)(PMP)

EXECUTIVE SPONSOR –HANNA SKANDERA, SECRETARY OF EDUCATION

AGENCY OWNER – HIPOLITO J. AGUILAR, DEPUTY SECRETARY BUSINESS OWNER – MICHAEL ARCHIBEQUE

PROJECT MANAGER – BRIAN SALTER

ORIGINAL PLAN DATE: NOVEMBER 1, 2012REVISION: 1

1.0 PROJECT OVERVIEW1.0 PROJECT OVERVIEW

1.1 1.1 EXECUTIVE SUMMARY- RATIONALE FOR THE PROJECTEXECUTIVE SUMMARY- RATIONALE FOR THE PROJECT The Public Education Department (PED) currently collects education data from all school districts within the state of New Mexico. This data has traditionally been collected and analyzed to meet state and federal reporting mandates. PED’s administration has directed that PED IT begin to look at any and all technological avenues for dissemination of data to the front-line providers of education. PED leadership developed a plan with the Michael & Susan Dell Foundation to leverage their Ed-Fi Powered Dashboard system to bring data into the classroom to support daily education decisions. The foundation offers the data dashboard source code and data set at no charge to the PED. The Ed-Fi Powered Dashboards are a secure, FERPA-compliant online system that can display student, staff and other educational data to teachers and school, district, and state administrators in a timely, reliable, and easy-to-use manner. This will allow for teachers, principals, superintendants and other educational support staff to have relevant information at their workstations.

This effort will build upon a previous contract, wholly funded by the Michael & Susan Dell Foundation and performed by a vendor (Double Line Partners), to map the data elements between the dashboard application’s data structures and the New Mexico Student Teacher Accountability Reporting System (STARS). This project was successful and produced a clear mapping of data elements that New Mexico currently can provide to power several critical metrics on the dashboards. The mapping of the data systems also provided a clear window into the limitations of what can be powered due to lack of data currently collected centrally in a timely, consistent manner. Based on the Michael & Susan Dell Foundation’s experience implementing dashboards in other states, capturing limited additional data on course attendance, program participation, and school calendar would bring significant incremental value to classroom teachers and school administrators.

As a first step toward a successful statewide implementation of the Ed-Fi Solution, this project seeks to execute a pilot implementation with 3 districts (Farmington, Portales, and Rio Rancho) that would make good partners. These districts should be willing to provide additional key data elements to supplement the STARS system data, and as a result will immediately gain additional high-value analysis capabilities through the dashboards that are not possible today. The pilot will prove out an implementation, training, and roll-out process. Incorporating lessons-learned from a successful pilot, PED will then seek to replicate the process statewide per an incremental roll-out plan of all districts and charter districts that are willing to participate.

At the conclusion of this project, critical data to support daily education decisions will be available to classroom teachers and school administrators across the state. New Mexico will realize benefits from empowered teachers, principals, and superintendents that have been seen in other states after implementing the Ed-Fi Powered Dashboards.

1.2 PROJECT APPROACH DETAIL1.2 PROJECT APPROACH DETAILOOVERALLVERALL P PROJECTROJECT S STRUCTURETRUCTURE

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Mapping & Analysis

Targeted Pilot

Statewide Rollout

MMAPPINGAPPING & A & ANALYSISNALYSIS P PHASEHASE

This phase is complete and was funded by the Michael & Susan Dell Foundation, executed by Double Line Partners with subject matter expertise provided by PED staff.

The Mapping & Analysis phase focused on mapping data elements between the dashboard application’s data structures and the New Mexico Student Teacher Accountability Reporting System (STARS). For data elements that New Mexico already has centralized, this phase produced a clear mapping to power critical metrics on the dashboards.

The mapping of the data elements also provided a clear path to enriching data analysis capabilities by collecting a limited set of key missing data elements. Based on the experience of Double Line Partners, who has implemented education data dashboards in other states, capturing this limited additional data would bring significant incremental value to classroom teachers and school administrators. Specifically, Double Line Partners recommended the collection of the following data elements not already collected today:

School calendar

Section attendance

Section tardiness

Additionally, Double Line Partners recommended increasing the reporting frequency of the following data elements already collected today:

Discipline incidents

School attendance

School tardiness

Section grades

TTARGETEDARGETED P PILOTILOT P PHASEHASE

ApproachTo ensure a successful statewide implementation, this project will first execute a pilot implementation with 3 districts or district charters that would make good partners.

Pilot partnership criteria include:

Have a high desire and willingness to participate, with a committed internal champion identified

Use a Student Information System that is used by a number of other school districts in New Mexico

Have characteristics (e.g., demography, school size) representative of a large subgroup of school districts in New Mexico

These districts should be willing to provide additional key data elements to supplement the STARS system data, and as a result will immediately gain additional high-value analysis capabilities that are not possible today. The pilot will prove out an implementation, training, and roll-out process. Incorporating lessons-learned from a successful pilot, PED will then be in a position to replicate the process statewide per an incremental roll-out plan of all districts and charter districts that are willing to participate.

The pilot will involve engagement of stakeholders at the selected districts to identify that the student-level metrics and dashboard features most necessary to meet their needs. Initial functionality of the dashboards will be limited to that core set of student- and classroom-level metrics and features (to be expanded after statewide rollout, including enabling campus-level and district-level screens). The pilot will involve partnering with the vendors of the Student Information Systems (SIS) used by the pilot districts to build data connectors between each district’s SIS and Ed-Fi.

The pilot districts will be:

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District Rationale for Inclusion Student Information System

District Champion

Participation Agreement Signed

Rio Rancho Public Schools

Rio Rancho is a small district in terms of students, geography, and school count. They have sufficient technology staff to support the pilot and a strong willingness to participate. Additionally, proximity to Albuquerque will help with subsequent Albuquerque

Power School TBD 5/27/2013

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training and rollout.

Portales Municipal Schools

Portales is a medium sized district and borders Texas, thus having a significant number of students that transfer into and out of the New Mexico system. Knowing this characteristic often includes unique technical considerations, it is important to include a border district in the pilot.


Farmington Municipal Schools

Farmington is a large district and borders Colorado, thus having a significant number of students that transfer into and out of the New Mexico system.


AlbuquerqueThe Albuquerque Public Schools (APS) district represents one third of the students and one fifth of the schools in the New Mexico public schools system. Dialog with APS will start prior to the beginning of the pilot. While success of the overall project is contingent upon the successful dashboard implementation in APS, the district’s size makes it difficult to include as a pilot district. Instead, the dashboards will be implemented in APS as soon as the implementation process is proven.

This plan is contingent on APS signing a letter of intent to participating early in the statewide rollout if the pilot is successful. During the pilot, PED will keep APS stakeholders updated on progress and solicit feedback on the pilot implementation with respect to special considerations for a district the size of APS. Rollout to APS will happen in its own phase and will have multiple neighboring partner districts.

TimelineThe pilot will be executed over a period of approximately 8 months.

ResourcesThe pilot implementation will be led by PED staff with data analysis, business analysis, and development resources provided by a vendor (to be selected).

SSTATEWIDETATEWIDE R ROLLOUTOLLOUT P PHASEHASE

ApproachThe purpose of the pilot is to prove out a rollout process that can be replicated statewide. Even with a proven process, statewide rollout must be executed at a careful pace to ensure suitable setup and training time to drive adoption rates, while at the same time being mindful of the relationship between longer and more costly rollout cycles.

An example statewide rollout sequence is included in Appendix B. The statewide rollout sequence will be solidified during the Pilot phase, based on the following criteria:

Student Information System: Implementation at a district will require new data transfers from its schools’ Student Information Systems (SIS) to the centralized data store. When adding a district would introduce a new SIS to the rollout, consideration must be made for the time and effort involved in creating an Ed-Fi

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connector for this SIS. Therefore, districts using the same SIS would make a natural grouping for a rollout phase.

Student Population: In order to establish a stable rollout both from a trained user adoption and system load standpoint, phases will be constructed based on the size of the student population covered. The percentage of the New Mexico total student population covered by the rollout should steadily increase with each phase. Densely populated districts, like Albuquerque Public Schools, will cause the student population coverage to spike and should be added in in their own phase.

Commitment Level: Because adding a district to the implementation requires communications and training effort, technology work, systems testing, and other steps, significant preference will be given to districts that show strong commitment to implementation and advocating use of the system throughout the district.

Participation in a Regional Education Cooperative: A preference will be given to districts that participate in a Regional Education Cooperative, as implementation will build momentum for expanding to other districts within the REC.

Willingness to Partner with Other Districts: Critical to scaling any effort is establishing a growing user community that can provide a first level of support to each other during daily use. Significant preference will be given to districts that are willing to be a resource for later districts in the rollout sequence. For more information, see the “District Partnering” section below.

Geography and Logistics: In many cases, adding a district to the implementation will require on-site visits for training and other coordination meetings. Geography and other logistical considerations will create natural groupings of districts for a rollout phase. Additionally, proximity to districts already using the system will offer natural partner districts that will increase the support resources for the newly added districts.

Common Characteristics: School districts with common characteristics will create natural groupings of districts for a rollout phase. For example, districts that border Texas will have a higher percentage of students transferring in and out of the New Mexico public schools system; it may make sense to add many such schools in the same phase.

Partial data for the above criteria is represented in Appendix A and will be updated as the project moves forward.

Training the TrainersWith each new district, the project team will seek to train 25 to 30 key individuals in the district on setup and use of the dashboards. These individuals will then be point-people within the district to lead school staff trainings and offer initial support during the rollout. They will be responsible for escalating support issues to their partner district, to the user community, and then to the project team.

District PartneringKey to the success of the statewide rollout is the concept of newly added districts partnering with districts already using the system. The veteran district will act as a resource to the newly added district for training support, configuration help, and usage questions. PED can offer top-tier support for those questions and issues that cannot be resolved by a district’s partner district or the user community. This approach enables the system to scale to a statewide implementation without the need to increase support staff commensurately or strain existing staff at PED.

TimelineStatewide rollout will be executed over a period of approximately 18-24 months.

ResourcesThe pilot implementation will be led by PED staff with data analysis, business analysis, and development resources provided by a vendor (to be selected).

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PPOSTOST--ROLLOUTROLLOUT V VISIONISION

The post-rollout vision involves improving the state of data consistency and availability across districts and moving New Mexico PED’s data analytics capabilities forward along the Education Data Maturity Model. Specifically, PED wants to move forward on the following dimensions:

Dimension Current State Future State

Data Availability State assigns student unique identity and starts to collect limited student-level data (e.g. demographics, assessment).

State collects statewide-consistent grades, statewide-consistent credits and academic record, and discipline data.

Update Timeliness Up to one-year lag (specific reporting periods)

Up to one-day lag (nightly updates).

Function Accountability reports driven off of a central data store.

Daily decision-making supported by data as a primary tool.

Users State, district, & local administrators, power user teachers.

State & local administrators as well as all teachers to support daily decision-making.

Data Architecture Consolidated data model, with historical snapshots

Differentiated data models for operational data store, data warehouse (longitudinal), reporting data marts (snapshotted)

The statewide rollout provides the backbone upon which the full data management vision may be built:

Make Full Use of Dashboard Functionality: While the dashboards were rolled out statewide with limited functionality defined in the pilot phase, the Ed-Fi Powered Dashboards offer many additional metrics and features which benefit teachers and administrators. Leveraging the data transfers that will be in place post-rollout between all participating schools and the centralized data store, additional data elements will be added to power the remaining metrics and features.

Incorporate Feedback from Users: With teachers and administrators using the dashboards statewide, additional customization may be identified. Using the Ed-Fi Powered Dashboards extensibility capability, those customizations that will most impact education outcomes will be added to the system.

Build Training and Promotion Materials: In order to drive adoption and train new teachers and administrators, re-usable training materials will be produced. Materials and events (e.g., webinars) will be used to establish the dashboards as a tool helpful in daily decision-making of front-line educators.

1.3 FUNDING1.3 FUNDINGThis plan has the following approximate funding requirements. PED understands that for this project to be successful, it will need to offer direct funds and seek supplemental funding.

Project Chapter Approximate Funding Requirement Funding Source(s)

Mapping & Analysis N/A This portion of the project was funded by a grant from the Michael & Susan Dell Foundation.

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Pilot $750,000 Because PED is committed to this effort, PED will fund at least $250,000 directly from existing sources. PED will apply for a grant for remaining funds from the Michael & Susan Dell Foundation.

Statewide Rollout $2,000,0001 By the end of 2013, PED will submit a 2014 SLDS Grant application to the Institute of Education Sciences for the full funding requirement of the Statewide Rollout and Post-Rollout Vision.

Post-Rollout Vision TBD

1.4 DEPENDENCIES1.4 DEPENDENCIESTypes include the following and should be associated with each dependency listed.

Mandatory dependencies are dependencies that are inherent to the work being done. D- Discretionary dependencies are dependencies defined by the project management team. This may also

encompass particular approaches because a specific sequence of activities is preferred, but not mandatory in the project life cycle.

E-External dependencies are dependencies that involve a relationship between project activities and non-project activities such as purchasing/procurement

NUMBENUMBERR

DESCRIPTIONDESCRIPTION TYPE M,D,ETYPE M,D,E

1 PED WILL NEED 3 DISTRICTS TO PARTICIPATE WITH THE PROJECT. THIS WILL REQUIRE EXPORTS AND IMPORTS INTO THE DATA DASHBOARD

M

2 PED WILL NEED TO PROVIDE HARDWARE AND THE INFRASTRUCTURE FOR RELIABLE ACCESS TO THE SYSTEM

M

3 PILOT DISTRICTS WILL PROVIDE STAFF TO MANAGE THE LOCAL ASPECTS OF THE DATA DASHBOARD

M

1.5 1.5 ASSUMPTIONSASSUMPTIONSAssumptions are planning factors that, for planning purposes, will be considered true, real, or certain.

NNUMBERUMBER DDESCRIPTIONESCRIPTION

1 The Data Dashboard system infrastructure will reside within PED’s Educational User Interface domain at the State data center.

1 Estimates are highly dependent upon final scope and timing of effort, and include only implementation costs.

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2 PED personnel will provide overall management of system.

1.6 INITIAL PROJECT RISKS IDENTIFIED1.6 INITIAL PROJECT RISKS IDENTIFIEDIn this section identify and describe how each risk will be managed. Include the steps that will be taken to maximize activity that will result in minimizing probability and impact of each risk.

District Buy in

This project must have the support of the pilot district from the superintendent level to the teacher and technical staff level

Probability Preliminary discussion with districts

Impact

Mitigation Strategy Contingency Plan PED may need to reduce the number of pilot districts in order to prevent scope creep and ensure the project success. Problems can be solved with district with a greater level of efficiency with a small group of pilot districts

2.0 PROJECT AUTHORITY AND ORGANIZATIONAL 2.0 PROJECT AUTHORITY AND ORGANIZATIONAL STRUCTURESTRUCTURE

2.1 STAKEHOLDERS2.1 STAKEHOLDERS

NAMENAME SSTAKETAKE ININ P PROJECTROJECT OORGANIZATIONRGANIZATION TTITLEITLE

Hanna Skandera Executive Sponsor PED Secretary

Michael Archibeque Business Owner PED CIO

Brian Salter Project Manager PED IT Business Analyst

Andy Hutton Technical Lead PED IT System Architect

Dr. Pete Goldschmidt

Executive Team PED Assessment

Leighann Lenti Executive Team PED Policy

Matt Montano Executive Team PED Licensure

Tony Gerlicz Executive Team PED Charter

Denise Koscielnaik Executive Team PED Federal

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NAMENAME SSTAKETAKE ININ P PROJECTROJECT OORGANIZATIONRGANIZATION TTITLEITLE

District Liaison Local Development & Administration

TBD TBD


TBD TBD


TBD TBD


TBD TBD


TBD TBD

Other Stakeholders

Other Stakeholders

Other Stakeholders

Other Stakeholders

2.2 PROJECT GOVERNANCE STRUCTURE2.2 PROJECT GOVERNANCE STRUCTURE2.2.1 D2.2.1 DESCRIBEESCRIBE THETHE ORGANIZATIONALORGANIZATIONAL STRUCTURESTRUCTURE – O – ORGRG C CHARTHART

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Executive Committee

2.3 EXECUTIVE REPORTING2.3 EXECUTIVE REPORTING

Reporting project progress to the executive team should be made on a weekly basis during the project window. A weekly written report will be submitted to the project Business Owner by Project Manager.

A project team site will be implemented to track and gather all documentation for the project. All Executive and Project team members will have access to the project site.

3.0 SCOPE3.0 SCOPE

3.1 PROJECT OBJECTIVES3.1 PROJECT OBJECTIVES3.1.1 B3.1.1 BUSINESSUSINESS O OBJECTIVESBJECTIVES


Information Dissemination

This project should enable teacher and other educators to have relevant educational information on the students they have in the courses. This should be at least 3 years of data to include: Assessment Results, Courses Taken and Disciplinary Events and Actions Taken.

Statewide Rollout This project should include the replication of the pilot’s success across the state to include all districts and charter districts that are willing to participate.

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3.1.2 T3.1.2 TECHNICALECHNICAL O OBJECTIVESBJECTIVES


System Implementation This system should be implemented based the direction of the Michael & Susan Dell Foundation. This system should be enabled to display the currently available information. There should also be a proven enrichment path for additional data elements that become available.

System Integrations This system should be able to take data elements from PED STARS system and the local Student Information Systems.

3.3 CRITICAL SUCCESS FACTORS3.3 CRITICAL SUCCESS FACTORS

NUMBERNUMBER DESCRIPTIONDESCRIPTION

DISTRICT PATICIPATION

THIS PROJECT IS DESIGNED TO PROVIDE EDUCATION DATA TO THE FRONT LINE EDUCATORS. A STRONG DISTRICT COMMITMENT LEVEL IS REQUIRED FOR THE SUCCESS OF THIS PROJECT.

4.0 PROJECT DELIVERABLES AND METHODOLOGY4.0 PROJECT DELIVERABLES AND METHODOLOGY

4.1 PROJECT MANAGEMENT LIFE CYCLE4.1 PROJECT MANAGEMENT LIFE CYCLE

Phase Summary of Step Key Deliverables

Pilot Recruit Pilot Districts 1

Pilot Infrastructure Development 2,3,4

Pilot Data Submission (PED and District)

5,7,8,9,10

Pilot Screen Customization 6

Pilot Monitor and Report

Statewide Rollout Incorporate Lessons Learned From Pilot

12

Statewide Rollout Identify Incremental District Rollout Schedule

13

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Statewide Rollout Prepare Infrastructure for Rollout Schedule

14

4.1.1.1 [Recruit Pilot Districts]Project manager should engage and provide details on the project requirements to potential pilot districts. Pilot districts will be identified in the first report to the executive team. A formal document of participation should be developed and used to ensure project participation. This document should include detailed district requirements and PED requirements. This document should be signed by executive committee and districts administrative personnel.

4.1.1.2 [Gather infrastructure needs for the project]Project Manager and Technical lead should work with Michael & Susan Dell Foundation to determine the infrastructure needs to support our implementation of the Ed-Fi Powered Dashboards.

4.1.1.3 [Work to determine project infrastructure]Project Manager and Technical lead should work with PED infrastructure staff to determine infrastructure needed for the Dashboard.

4.1.1.4 [Implement the Infrastructure for project]Technical lead should work with PED Infrastructure staff to install the required servers and software. This system should fit into the PED Educational User Interface domain located at the Sims building.

4.1.1.5 [Extract and Import Dashboard Data]Technical lead should work with PED IT staff to create extracts from the PED STARS system that will provide initial data for the Data Dashboard. These data elements should be based on the mapping done for this project.

4.1.1.6 [Initialize initial screens]Technical lead should work with Dell Foundation or designee to initialize the screens for the Data Dashboard. These screens should be provided as part of the reporting to the executive team for approval.

4.1.1.7 [Setup Pilot Districts access and accounts]Project manager will create accounts and access to the Data Dashboard infrastructure. Level of access to the system will be provided on an as needed basis.

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4.1.1.8 [Map SIS systems to the Data Dashboard]Project Manager will engage vendors of the SIS systems used by the pilot districts in order to map the required elements for the implementation of the data dashboard. Project Manager will provide the mapping results to the executive committee.

4.1.1.9 [Pilot districts develop extracts for the data dashboard.]Project Manager will work with the pilot districts to provide the infrastructure for the uploading and migration into the data dashboard data set. Project Manager will provide the data migration results to the executive committee.

4.1.1.10 [PED will develop data imports for Pilot District Data]Project Manager will work with Technical lead to develop and implement the data import from the pilot district into the data dashboard.

4.1.1.11 [Additional screens development]Technical lead should work with District/Charters to customize the screens for the Data Dashboard. These screens should be provided as part of the reporting to the executive team for approval.

4.1.1.12 [Incorporate Lessons Learned]Project Manager and Technical lead should work with District/Charters to identify elements of the process that worked well and highlight areas where there exists an opportunity for improvement. Project Manager and Technical lead will incorporate these findings into the implementation plan for the remainder of the districts and charter districts.

4.1.1.13 [Specify Roll-out Plan]Project Manager and Technical lead should determine the optimal roll-out plan to follow for all remaining districts and district charters that are willing to participate.

4.1.1.14 [Solidify Infrastructure Plan for Statewide Roll-out]Technical lead should leverage the statewide roll-out plan to determine the magnitude and schedule for any remaining infrastructure improvements required to support a statewide implementation.

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5.2 SCHEDULE ALLOCATION -PROJECT TIMELINE5.2 SCHEDULE ALLOCATION -PROJECT TIMELINE

Identifier Task/Activity Name

Start Finish

4.1.1.1 Recruit Pilot Districts

4.1.1.2 Gather infrastructure needs for the project

4.1.1.3 Work to determine project infrastructure

4.1.1.4 Implement the Infrastructure for project

4.1.1.5 Extract and Import Dashboard Data

4.1.1.6 Initialize initial screens

4.1.1.7 Setup Pilot Districts access and accounts

4.1.1.8 Map Pilot site SIS systems to the Data Dashboard

4.1.1.9 Pilot districts develop extracts for the data dashboard.

4.1.1.10 PED will develop data imports for Pilot District Data

4.1.1.11

4.1.1.12 Incorporate Lessons Learned

4.1.1.13 Specify Roll-out Plan

4.1.1.14 Solidify Infrastructure Plan

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APPENDIX A: SCHOOL DISTRICT DATA FOR ROLLOUT PHASE APPENDIX A: SCHOOL DISTRICT DATA FOR ROLLOUT PHASE CRITERIACRITERIA

District name SIS Student Population

Commitment Level

Willing to Partner

Alamogordo Public Schools 6,055

Albuquerque Public Schools 94,771

Animas Public Schools 258

Artesia Public Schools 3,573

Aztec Municipal Schools 3,268

Belen Consolidated Schools

Bernalillo Public Schools

Bloomfield Schools

Capitan Municipal Schools

Carlsbad Municipal Schools

Carrizozo Municipal Schools

Central Consolidated Schools

Chama Valley Independent Schools

Childrens Psyc School District

Cimarron Municipal Schools

Clayton Municipal Schools

Cloudcroft Municipal Schools

Clovis Municipal School District

Cobre Consolidated Schools

Corona Municipal Schools

Cottonwood Classical Prep

Cuba Independent Schools

Deming Public Schools

Des Moines Municipal Schools

Dexter Consolidated Schools

Dora Municipal Schools

Dulce Independent Schools

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Elida Municipal Schools

Espanola Public Schools

Estancia Municipal Schools

Eunice Municipal Schools

Farmington Municipal Schools

Floyd Municipal Schools

Fort Sumner Municipal Schools

Gadsden Independent School District

Gallup-McKinley Cty Schools

Grady Municipal Schools

Grants-Cibola County Schools

Hagerman Municipal Schools

Hatch Valley Public Schools

Hobbs Municipal Schools

Hondo Valley Public Schools

Horizon Academy West

House Municipal Schools

Jal Public Schools

Jemez Mountain Public Schools

Jemez Valley Public Schools

Lake Arthur Municipal Schools

Las Cruces Public Schools

Las Vegas City Public Schools

Logan Municipal Schools

Lordsburg Municipal Schools

Los Alamos Public Schools

Los Lunas Public Schools

Loving Municipal Schools

Lovington Municipal Schools

Magdalena Municipal Schools

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Maxwell Municipal Schools

Media Arts Charter

Melrose Public Schools

Mesa Vista Consolidated Schools

Mora Independent Schools

Moriarty Municipal Schools

Mosquero Municipal Schools

Mountainair Public Schools

New Mexico Navajo Central Education Line Office

New Mexico Navajo North Education Line Office

New Mexico Navajo South Education Line Office

New Mexico North Education Line Office

New Mexico School for the Deaf District

New Mexico School for the Visually Handicapped District

North Valley Charter

Pecos Independent Schools

Penasco Independent Schools

Pojoaque Valley Public Schools

Portales Municipal Schools

Quemado Independent Schools

Questa Independent Schools

Raton Public Schools

Reserve Public Schools

Rio Rancho Public Schools

Roswell Independent Schools

Roy Municipal Schools

Ruidoso Municipal Schools

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San Jon Municipal Schools

Santa Fe Public Schools

Santa Rosa Consolidated Schools

Sequoyah School District

Silver Consolidated Schools

Socorro Consolidated Schools

Springer Municipal Schools

T Or C Municipal Schools

Taos Municipal Schools

Tatum Municipal Schools

Texico Municipal Schools

Tucumcari Public Schools

Tularosa Municipal Schools

Vaughn Municipal Schools

Wagon Mound Public Schools

West Las Vegas Public Schools

Zuni Public Schools

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APPENDIX B: SAMPLE STATEWIDE ROLLOUT SEQUENCEAPPENDIX B: SAMPLE STATEWIDE ROLLOUT SEQUENCEThe rollout sequence in this appendix serves as a sample.

PPHASEHASE 1 1


District Champion


SIS Name Jane Doe XX/XX/2013

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PPHASEHASE 2 2


District Champion


Albuquerque SIS Name Jane Doe XX/XX/2013

PPHASEHASE 3 3

Describe “partner district” concept and “train the trainer”

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District Champion



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PPHASEHASE 4 4


District Champion



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PPHASEHASE 5 5


District Champion



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PPHASEHASE 6 6


District Champion



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PPHASEHASE 7 7


District Champion



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Documents

Executive Sponsor –Hanna Skandera, Secretary of … - Education... · Web viewProject Manager – Brian Salter Original Plan Date: November 1, 2012 Revision: 1 1.0 Project Overview