Transcript CURRICULUM AND INSTRUCTION ISSUES IN PENNSYLVANIA

e-STRATEGIC
PLANNING PREVIEW
Montgomery County Intermediate Unit
October 9, 2007
1
AGENDA &
OUTCOMES
Your Story
 Chapter 4 Strategic Plan
Requirements
 Approaches to Strategic Planning
 Preview of the e-Strategic Planning
Tool
 Next Steps

YOUR STORY????
CHAPTER 4:
STRATEGIC PLAN
REQUIREMENTS
Chapter 4 Strategic Plan
Requirements
Developed every 6 years with a midpoint review
 Plan based on an analysis of internal
and external needs (DATA!!!)
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Chapter 4 Draft 5/07
Chapter 4 Strategic Plan
Components At-A- Glance
 Mission Statement
 Listing of District
Goals
 Description of
Academic Standards
 Planned Instruction &
Graduation
Requirements
 Assessment Plan
 Plan for Improving
Student Achievement
Chapter 4 Draft 5/07
 Professional
Development Plan
 Relationship between
district goals and
differing student
needs
 Description of
professional
personnel, etc.
 Description of
Process
 Plan for additional
instructional
opportunities
Chapter 4 Strategic Plan
Requirements (Cont.)
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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.
Chapter 4 Draft 5/07
Approaches to Strategic
Planning
DISTRICT VISION
FOR INCREASING
STUDENT
ACHIEVEMENT
SPECIAL
EDUCATION
PLAN
PROFESSIONAL
TECHNOLOGY
PLAN
DEVELOPMENT
PLAN
CHAPTER 12
PLAN
When are the plans due and
what is the time period for
each?
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Chapter 4 – 9/30/08 – 6 year (3 yr midpoint)
Teacher Induction – 9/30/08 – 6 year
Professional Education – 9/30/08 – 3 year
Educational Technology – 9/30/08 – 3 year
Student Services – 9/30/08
Special Education – 5/31/08 – 3 year
District Improvement – TBD???
Phase I: Setting the Stage
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Products: Planning Team; Planning Process; Planning
Schedule; Communications to Stakeholders; Preliminary
Data Packaging

Process: Leadership of the district will:
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Analyze the mandated plans to identify “who should be in the room”
from the start of the planning process
Customize the planning process to accommodate local culture and
conditions; establish the tentative schedule for conducting the
process
Designate an internal process owner
Determine and allocate resources and support needed for the strategic
planning processes
Recruit the comprehensive planning team
Inform stakeholders about the process: Why this? Why now? How will
it occur?
Define and format (“package”) initial data to be used – student
results; other locally-defined indicators of district success;
regularly available process/context data
[Options: These tasks can be completed during a single, multi-day
meeting or as a series of shorter meetings of the leadership team]
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Improvement Planning
Process
Analyze
Data
Identify strengths &
needs
Discover
“Root Cause”
Plan
Solution
School Structures for Data-Informed Decision Making
District-Level Support
(Budgetary Support, Professional Development, Resources and Time)
Demographic/Perceptual/Process Data
Student Learning Data
School Level
•School Demographics
•Discipline Data
•Attendance Data
•Mobility Rate
•Parent Surveys
School Level
Annual Building-wide Planning Process
Focus: All Students
Who: School-wide Team
How: Data Retreat, School Planning Process
PSSA & PVAAS
Standardized Assessments
District End-of-Year Tests
Final Benchmark Test
Grade/Course Level
Grade/Course Level
•Class Demographics
•Class Engagement Data
•Satisfaction Data
•Attendance Data
•Walk-through Data
Classroom Level
Qualitative Data
•Student Historical Information
•Student Medical Information
•Student Learning Information
PA Dept. of Ed 2006
Periodic Grade Level
Planning Process
Focus: Groups of Students
Who: Teacher Teams
How: Regular 1-2 hour meetings
Student Planning
Process
Focus: Classroom
of Students
Who: Teacher
Initial: PSSA/PVAAS/final tests
– class/subgroup levels
Cyclical:
•Benchmark Data - grade level
•District quarterly assessments
•Common Classroom Data
•Classroom Summaries
Classroom Level
Initial: PSSA/PVAAS/final tests
– student level
Cyclical:
•Benchmark Data – Student Level
Continuous
•Individual Classroom Assessments
•Progress Monitoring
Phase II: Initiating the Process –
Opening the Comprehensive Umbrella
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Products: reinvigorated mission and beliefs, a vision and district
focus (comprehensive goals) for this planning cycle
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Process: The planning team will complete processes that include:
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Honoring The Past & Present (What is the best of “what we are doing” and what
are the possibilities for the future?).
Scanning the Environment (What trends and forces shape what we can and
must do; what are the implications for action?)
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?)
Building Future Scenarios (From the perspective of each of the required plans –
what can we envision as desirable future scenarios?)
Identifying Strategic Goals (What common themes emerge from future scenariobuilding?)
Chartering Work Groups to build actions and specific mandated plans
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)
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans
and Action Plans
Process:
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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:
• “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]
• 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?]
• Drafting the implications for other plans and communicating them
• Making the connection to the larger district focus (comprehensive
goals).
• Incorporate input from other planning groups into draft
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase III: Generating Mandated Plans
and Action Plans
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Products: action plans and all required
components of each mandated plan
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Process:
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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)
Generate completed mandated plan drafts; action
plans, per chartering in Phase II
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase IV: Synthesizing The
Whole
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Products: comprehensive plan that
integrates and aligns each of the PDErequired plans; shared understanding
and commitments to action among
stakeholder groups across the system
Process
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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.
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
Phase V: Implementation And
Regular Monitoring
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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.
Process
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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.
Comprehensive Strategic Planning Framework
Nancy Aronson and Donald Burkins 2006
PREVIEW
eStrategic Plan
What is the eStrategic
Planning Tool?
A systemic, ongoing, single, web-facilitated
strategic planning framework that:
 Is data based/driven.
 Aligns goals and strategies to research.
 Continuously monitors progress and
documents outcomes (updates with data
refreshes).
 Satisfies multiple planning and reporting
requirements.
 Allows LEA’s to plan once and report
often.
DISTRICT VISION
FOR INCREASING
STUDENT
ACHIEVEMENT
SPECIAL
EDUCATION
PLAN
PROFESSIONAL
TECHNOLOGY
PLAN
DEVELOPMENT
PLAN
CHAPTER 12
PLAN
Resources
Webinars have been recorded and are
posted at http://www.pdewebinars.org/
 Frequently Asked Questions (FAQs)
will be posted at www.estratplan.org
 Contact Information:

Amy Munro [email protected]
 CAIU [email protected]
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