MCIU Strategic Planning Overview PPT


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  • The foundation of this structure is the clear support from the District Office. It may be productive to have the Superintendent articulate a clear commitment for budgetary, professional development, resources and time to accomplish this paradigm shift. Consider three levels of planning that should occur in this culture. CLICK The Annual Building-wide Planning Process, CLICK The Periodic Grade Level Planning Process, and CLICK The Student Planning Process. Each of these levels has its own focus and cast of players: CLICK The Annual Building-wide processes focuses on the entire building utilizing a school-wide team. Outcomes from this level should be building-wide year-long goals. CLICK The Period Level should consist of teams of teachers teaching the same grade or course. The focus o the meetings are the students who the teachers have in common. This is generally the hardest level to create since it has potentially a significant impact on scheduling, etc. CLICK The Student Planning Process reflects the practices of excellent teachers by which they continually monitor and adjust instruction on a daily basis with their children. In addition, teachers will have the information from the Monthly Planning Process meetings that will help to provide a focus for the delivery of their individual instructional plans with their own students. At this level, individual teachers are encouraged to document impressions and collect data that can be presented at the Periodic Planning Meetings to help provide insight into the progress of the instructional plan and to assist in the formulation of new plans and emphases for the next instructional cycle. Emphasize the two-sides arrows and how the data and conclusions flow between the levels on a routine basis. This communication flow enhances the effectiveness and impact of each planning process. CLICK As could be expected, each level has different data that it considers: CLICK The data for the Annual Process has been characterized as an autopsy of the previous year’s experience. It is an autopsy since the students have moved on. It is still valuable for analyzing the “big picture” and for informing the process of creating building-wide goals. PSSA and PVAAS fit into this category since the results are not published until the students have moved on to the next grade or course. CLICK The Demographic, Perceptual and Process data for the Periodic Level is more specific to the group of students of interest. The achievement data now focus on more cyclical and regular uniform assessments that “take the pulse” of the students. It is most important that the Periodic meetings occur shortly after the administration of the assessments so that the data will be as timely as possible. CLICK The data at the Student Level should be collected continuously. We believe that good teachers perform this process routinely in their classrooms. CLICK
  • MCIU Strategic Planning Overview PPT

    1. 1. e-STRATEGIC PLANNING PREVIEW Montgomery County Intermediate Unit October 9, 2007
    2. 2. AGENDA & OUTCOMES <ul><li>Your Story </li></ul><ul><li>Chapter 4 Strategic Plan Requirements </li></ul><ul><li>Approaches to Strategic Planning </li></ul><ul><li>Preview of the e-Strategic Planning Tool </li></ul><ul><li>Next Steps </li></ul>
    3. 3. YOUR STORY????
    5. 5. Chapter 4 Strategic Plan Requirements <ul><li>Developed every 6 years with a mid-point review </li></ul><ul><li>Plan based on an analysis of internal and external needs (DATA!!!) </li></ul>Chapter 4 Draft 5/07
    6. 6. Chapter 4 Strategic Plan Components At-A- Glance <ul><li>Mission Statement </li></ul><ul><li>Listing of District Goals </li></ul><ul><li>Description of Academic Standards </li></ul><ul><li>Planned Instruction & Graduation Requirements </li></ul><ul><li>Assessment Plan </li></ul><ul><li>Plan for Improving Student Achievement </li></ul><ul><li>Professional Development Plan </li></ul><ul><li>Relationship between district goals and differing student needs </li></ul><ul><li>Description of professional personnel, etc. </li></ul><ul><li>Description of Process </li></ul><ul><li>Plan for additional instructional opportunities </li></ul>Chapter 4 Draft 5/07
    7. 7. Chapter 4 Strategic Plan Requirements (Cont.) <ul><li>Developed though active participation by parents, school directors, teachers, school administrators, other school personnel and business and community representatives. Teacher representatives shall be chosen by teachers and administrative representatives shall be chosen by administrative personnel; and school director representatives shall be chosen by the board of the school district or AVTS. </li></ul>Chapter 4 Draft 5/07
    8. 8. Professional Education Plan
    9. 9. The Professional Development Plan <ul><li>Plan is designed to meet the education needs of that school entity and its professional employees, so that they may meet the specific needs of students. </li></ul><ul><li>Professional development must be based on sound research and promising practices, and it must be part of an approved plan for building educators’ skills over the long term. </li></ul>Act 48 Professional Development Guidelines 3/07
    10. 10. Professional Education Criteria <ul><li>13 Criteria that define the intent of the Professional Education </li></ul><ul><li>A. Plans are to be based on student needs and evaluated using student data. Approved professional development: </li></ul><ul><li>A1. Uses disaggregated student data to determine educators’ learning priorities </li></ul><ul><li>A2. Is evaluated to show its impact on teaching practice and student learning </li></ul>Act 48 Professional Development Guidelines 3/07
    11. 11. Criteria for classroom teachers, school counselors and education specialists: <ul><li>B. Professional development activities have content that will increase student learning. </li></ul><ul><ul><li>B1. Enhances the educator’s content knowledge in the area of the educator’s certification or assignment </li></ul></ul><ul><ul><li>B2. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students </li></ul></ul><ul><ul><li>B3. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making </li></ul></ul><ul><ul><li>B4. Empowers educators to work effectively with parents and community partners </li></ul></ul>
    12. 12. Criteria for school and district administrators, and other educators seeking leadership roles: <ul><li>B. Professional development activities have content that will increase student learning. </li></ul><ul><ul><li>B5. Provides the knowledge and skills to think and plan strategically </li></ul></ul><ul><ul><li>B6. Provides leaders with the ability to access and use appropriate data to inform decision-making </li></ul></ul><ul><ul><li>B7. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning </li></ul></ul><ul><ul><li>B8. Instructs the leader in managing resources for effective results </li></ul></ul>Act 48 Professional Development Guidelines 3/07
    13. 13. Professional development is provided through a process that is most likely to result in sustained school improvement. <ul><li>Approved professional development: </li></ul><ul><ul><li>C1. Is set out in a plan that is updated annually by the Act 48 Committee </li></ul></ul><ul><ul><li>C2. Is based on knowledge of adult learning styles </li></ul></ul><ul><ul><li>C3. Is tailored to each stage of an educator’s career, differentiating between the needs of novice and experienced professionals </li></ul></ul>
    14. 14. Professional Education Committee <ul><li>Teachers, Education Specialists and Administrators elected from among peers </li></ul><ul><li>Parents, business and community representatives selected by the Board of Directors </li></ul><ul><li>Responsibilities defined in Guidelines </li></ul>Act 48 Professional Development Guidelines 3/07
    15. 15. Teacher Induction Plan
    16. 16. Teacher Induction Planning Participants <ul><li>The name of the induction coordinator and a description of the individuals who developed the plan and how they were selected; </li></ul>
    17. 17. Goals and Competencies <ul><li>A list of goals and competencies for the induction program </li></ul>
    18. 18. Assessment Processes <ul><li>A description of how the needs of inductees will be assessed </li></ul>
    19. 19. Mentor Selection <ul><li>A description of how the mentors were selected </li></ul>
    20. 20. Activities and Topics <ul><li>A timeline of activities/topics, including the Code of Conduct, to be addressed </li></ul>
    21. 21. Evaluation and Monitoring <ul><li>A description of the procedures for monitoring and evaluating the induction program </li></ul>
    22. 22. Participation and Completion <ul><li>A description of how records of participation and program completion will be kept </li></ul>
    23. 23. Approaches to Strategic Planning
    25. 27. When are the plans due and what is the time period for each? <ul><li>Chapter 4 – 9/30/08 – 6 year (3 yr mid-point) </li></ul><ul><li>Teacher Induction – 9/30/08 – 6 year </li></ul><ul><li>Professional Education – 9/30/08 – 3 year </li></ul><ul><li>Educational Technology – 9/30/08 – 3 year </li></ul><ul><li>Student Services – 9/30/08 </li></ul><ul><li>Special Education – 5/31/08 – 3 year </li></ul><ul><li>District Improvement – TBD??? </li></ul>
    26. 28. Phase I: Setting the Stage <ul><li>Products: Planning Team; Planning Process; Planning Schedule; Communications to Stakeholders; Preliminary Data Packaging </li></ul><ul><li>Process: Leadership of the district will: </li></ul><ul><ul><li>Analyze the mandated plans to identify “who should be in the room” from the start of the planning process </li></ul></ul><ul><ul><li>Customize the planning process to accommodate local culture and conditions; establish the tentative schedule for conducting the process </li></ul></ul><ul><ul><li>Designate an internal process owner </li></ul></ul><ul><ul><li>Determine and allocate resources and support needed for the strategic planning processes </li></ul></ul><ul><ul><li>Recruit the comprehensive planning team </li></ul></ul><ul><ul><li>Inform stakeholders about the process: Why this? Why now? How will it occur? </li></ul></ul><ul><ul><li>Define and format (“package”) initial data to be used – student results; other locally-defined indicators of district success; regularly available process/context data </li></ul></ul><ul><ul><li>[Options: These tasks can be completed during a single, multi-day meeting or as a series of shorter meetings of the leadership team] </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    27. 29. Improvement Planning Process Discover “ Root Cause” Analyze Data Plan Solution Identify strengths & needs
    28. 30. Student Planning Process Focus: Classroom of Students Who: Teacher Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: Data Retreat, School Planning Process District-Level Support (Budgetary Support, Professional Development, Resources and Time) Student Learning Data School Structures for Data-Informed Decision Making School Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test <ul><li>Classroom Level </li></ul><ul><li>Initial: PSSA/PVAAS/final tests </li></ul><ul><li>– student level </li></ul><ul><li>Cyclical: </li></ul><ul><li>Benchmark Data – Student Level </li></ul><ul><li>Continuous </li></ul><ul><li>Individual Classroom Assessments </li></ul><ul><li>Progress Monitoring </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Initial : PSSA/PVAAS/final tests </li></ul><ul><li>– class/subgroup levels </li></ul><ul><li>Cyclical: </li></ul><ul><ul><li>Benchmark Data - grade level </li></ul></ul><ul><ul><li>District quarterly assessments </li></ul></ul><ul><ul><li>Common Classroom Data </li></ul></ul><ul><ul><li>Classroom Summaries </li></ul></ul>Demographic/Perceptual/Process Data <ul><li>School Level </li></ul><ul><li>School Demographics </li></ul><ul><li>Discipline Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Mobility Rate </li></ul><ul><li>Parent Surveys </li></ul><ul><li>Grade/Course Level </li></ul><ul><li>Class Demographics </li></ul><ul><li>Class Engagement Data </li></ul><ul><li>Satisfaction Data </li></ul><ul><li>Attendance Data </li></ul><ul><li>Walk-through Data </li></ul><ul><li>Classroom Level </li></ul><ul><li>Qualitative Data </li></ul><ul><li>Student Historical Information </li></ul><ul><li>Student Medical Information </li></ul><ul><li>Student Learning Information </li></ul>PA Dept. of Ed 2006
    29. 31. Phase II: Initiating the Process – Opening the Comprehensive Umbrella <ul><li>Products: reinvigorated mission and beliefs, a vision and district focus (comprehensive goals) for this planning cycle </li></ul><ul><li>Process: The planning team will complete processes that include: </li></ul><ul><ul><li>Honoring The Past & Present (What is the best of “what we are doing” and what are the possibilities for the future?). </li></ul></ul><ul><ul><li>Scanning the Environment (What trends and forces shape what we can and must do; what are the implications for action?) </li></ul></ul><ul><ul><li>Analyzing Student Results (What does student data suggest that our students know how to do well? That we know how to do well? Where do we need to go next?) </li></ul></ul><ul><ul><li>Building Future Scenarios (From the perspective of each of the required plans – what can we envision as desirable future scenarios?) </li></ul></ul><ul><ul><li>Identifying Strategic Goals (What common themes emerge from future scenario-building?) </li></ul></ul><ul><ul><li>Chartering Work Groups to build actions and specific mandated plans </li></ul></ul><ul><ul><li>Options: Selecting processes by which to complete each task of the “process” outlined above – e.g., appreciative interviewing, mind-mapping, process flow charting, data dialogues; Providing parameters and any other “givens” to the groups; adding other criteria to the chartering, for example, district-wide themes, etc. that need to be considered or incorporated into plans (e.g. professional learning communities) </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    30. 32. Phase III: Generating Mandated Plans and Action Plans <ul><li>Process: </li></ul><ul><ul><li>Work groups “work,” completing mandated plan processes (prof. ed. plan, teacher induction plan, special education plan, educational technology plan, NCLB district improvement plan if required), while actively seeking to build integration/connections between each mandated plan and the comprehensive plan, including: </li></ul></ul><ul><ul><ul><li>“ Reengaging” the data that’s relevant for informing your planning [Mind maps: What is affecting ‘X’?; Process flow chart(s) – how do we do it now] </li></ul></ul></ul><ul><ul><ul><li>Generate first draft of assigned plan (including action steps) [What changes in our work processes will bring about the changes we want in our student or related program results?] </li></ul></ul></ul><ul><ul><ul><li>Drafting the implications for other plans and communicating them </li></ul></ul></ul><ul><ul><ul><li>Making the connection to the larger district focus (comprehensive goals). </li></ul></ul></ul><ul><ul><ul><li>Incorporate input from other planning groups into draft </li></ul></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    31. 33. Phase III: Generating Mandated Plans and Action Plans <ul><li>Products: action plans and all required components of each mandated plan </li></ul><ul><li>Process: </li></ul><ul><ul><li>Midcourse planning/integration meeting to connect the plans (seeking redundancies, gaps, areas of integration, identifying areas of contradiction/conflicting direction) and see the emerging whole. Is this hanging together? Are we aligned? (Options: large group assembly, meeting of the chairs, document exchange) </li></ul></ul><ul><ul><li>Generate completed mandated plan drafts; action plans, per chartering in Phase II </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    32. 34. Phase IV: Synthesizing The Whole <ul><li>Products: comprehensive plan that integrates and aligns each of the PDE-required plans; shared understanding and commitments to action among stakeholder groups across the system </li></ul><ul><li>Process </li></ul><ul><ul><li>Whole group assembling of district-wide plans (a compilation of all plans) and a final assessment of alignment and coherence. Final recommendation to move the document(s) for approval, submission to the state, and implementation in the district. </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    33. 35. Phase V: Implementation And Regular Monitoring <ul><li>Products: plan-aligned actions across the school system; data regarding impact; revitalization and revision of individual plans, as appropriate; regular re-engagement of stakeholders with their shared vision of a higher-performing school system and the progress being made toward creating it. </li></ul><ul><li>Process </li></ul><ul><ul><li>Annual implementation and review meetings to keep the process moving, to reinforce integration and coherent district actions, and to enable adjustment of plans, as appropriate. </li></ul></ul>Comprehensive Strategic Planning Framework Nancy Aronson and Donald Burkins 2006
    34. 36. Action Planning Developing an Action Plan for Results: Goals, Strategies
    35. 37. <ul><ul><li>Based on the reflection about student results and educational practices you conducted during the : DATA” phase: </li></ul></ul><ul><ul><ul><li>Identify the vital few research-based approaches, successful models, or promising ideas which you believe will have the greatest impact on improving the quality of teaching and learning. </li></ul></ul></ul><ul><ul><ul><li>In addition to the Guiding Questions provided, consider other questions or issues relevant to your school’s experiences and unique circumstances </li></ul></ul></ul><ul><ul><ul><li>Satisfy yourself that your vital few ideas flow logically from your analysis, and consist of high-leverage strategies that form a coherent instructional roadmap. </li></ul></ul></ul>
    36. 38. <ul><ul><li>Based on the vital few high-leverage strategies you identified during the “DESIGN” phase: </li></ul></ul><ul><ul><ul><li>map out the step-by-step tasks that need to be accomplished; </li></ul></ul></ul><ul><ul><ul><li>the timeline for completing the tasks; </li></ul></ul></ul><ul><ul><ul><li>the timeline & responsibility for each task; </li></ul></ul></ul><ul><ul><ul><li>the resources you will need, and; </li></ul></ul></ul><ul><ul><ul><li>the evidence of accomplishment of the task. </li></ul></ul></ul>
    37. 39. PREVIEW eStrategic Plan
    38. 40. What is the eStrategic Planning Tool? <ul><li>A systemic, ongoing, single, web-facilitated strategic planning framework that: </li></ul><ul><li>Is data based/driven. </li></ul><ul><li>Aligns goals and strategies to research. </li></ul><ul><li>Continuously monitors progress and documents outcomes (updates with data refreshes). </li></ul><ul><li>Satisfies multiple planning and reporting requirements. </li></ul><ul><li>Allows LEA’s to plan once and report often . </li></ul>
    40. 44. Resources <ul><li>Webinars have been recorded and are posted at </li></ul><ul><li>Frequently Asked Questions (FAQs) will be posted at </li></ul><ul><li>Contact Information: </li></ul><ul><ul><li>Amy Munro [email_address] </li></ul></ul><ul><ul><li>CAIU [email_address] </li></ul></ul>