Leading for Learning! ----- eStrategic Planning

1. Leading for Learning! ----- eStrategic Planning

2. Training Purpose: Provide participating LEA leadership team representatives with training for: • Extensive use of eSP for Comprehensive Strategic Planning and Plan Completion. • Use of processes and techniques necessary to develop comprehensive strategic plans.

3. Overview eStrategic Plan

4. Overview Objectives Participants will learn and demonstrate: • Understanding of the purpose, background, and development of the eStrategic Plan online tool. • Understanding of the relationship/role of eSP in fulfilling multiple planning and reporting requirements. • Understanding of the role/function of eSP in a comprehensive strategic planning process.

5. Essential Questions • What is the eSP Process? • What is the “bigger picture” in terms of effective change? • How does data fit in? • What data do we/should we look at? • How is eStrategic Plan different from other planning processes we have used?

6. 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.

7. Why eStrategic Planning? • Creates a collaborative, continuous improvement culture to ensure that all students are achieving at high levels. • Encourages innovation through research-based practices. • Focuses and aligns staff development and resources. • Increases public participation in planning. • Provides data to support and document continuous growth.

8. 7 5 2 1 3 4 6 Strategic Planning Process Stages 8 Characteristics Of High Performing districts

9. Assess Readiness to Benefit Evaluate plan’s impact on student achievement Collect Sort and Select Data Characteristics Of High Performing districts Build and Analyze Profile Implement and Monitor plan Craft Action Plans Set Goals Study and Select Research-based Practices Strategic Planning Process Stages

10. What are the Characteristics of High-Performing districts? • A clear and shared focus. • High standards and expectations for all students. • Effective district leadership. • High levels of collaboration and communication. • Curriculum, instruction, and assessment aligned with state standards. • Frequent monitoring of teaching and learning. • Focused professional development. • A supportive learning environment. • High levels of family and community involvement.

11. What are the Primary Components of eStrategic Plan Process? • Strategic Planning Planning Process Guide Variety of processes, activities, graphic tools, and resources for facilitating plan development aligned the eight stages of the Strategic Planning. • Web-based Planning Tool

12. Levels of SPIQ Check Your SPIQ ( Strategic Planning Intelligence Quotient) Rating On a scale of 1 – 5: 1 - Unsure how to spell improvement 2- Know there is a process to improvement 3- Can describe the stages of improvement 4- Can lead strategic planning 5- Can train others in the Process

13. Stage 1 Assess Capacity to Benefit

14. Stage 1 Objectives Learn and demonstrate: • Understanding of the purpose, background, and development of eStrategic Plan. • Understanding of the relationship/role of eStrategic Plan in fulfilling multiple planning and reporting requirements. • Understanding of the role/function of eStrategic Plan in a continuous strategic planning process. • Skill in the basic and function of Stages 1 & 2 of the eStrategic Plan application tool.

15. The Big Question “Why will eStrategic Plan work better than other processes?”

16. Smaller classes Site-based councils Ninety-minute teaching blocks districts within districts Teaching teams with common planning Changing relationships and teaching strategies Collaboration and ownership Extended teaching and learning opportunities New interactions and relationships Coordinated focused curriculum eStrategic Plan focuses on Second Order Change First Order Change Second Order Change

17. Assessing Readiness to Plan The two major components of readiness are abilityand willingness.

18. Assessing Readiness to Plan Abilityis the knowledge, experience, and skill that an individual or group brings to a particular task or activity.

19. Assessing Readiness to Plan Willingnessis the extent to which an individual or group has the confidence, commitment, and motivation to accomplish a specific task.

20. Determining Proper Leadership Strategies Readiness, defined as willingness and ability, varies from district to district. • Challenge -- How to appropriately adjust planning strategies.

21. District Readiness R4- Able and Willing/Confident R3- Able, but Unwilling/Insecure R2- Unable, but Willing/Confident R1- Unable and Unwilling/Insecure Leadership Strategy Delegating Participating Selling Telling Matching Leadership to Situation Hersey, Paul and Blanchard, Kenneth, Management of Organizational Behavior, Utilizing Human Resources, Fifth Edition, Prentice Hall, 1988.

22. Skills Resources Payoff Action Plan Trust Change Vision Resources Skills Payoff Action Plan Sabotage Vision Skills Resources Payoff Action Plan Trust Confusion Action Plan Skills Resources Payoff Anxiety Trust Vision Skills Resources Payoff Action Plan Trust Anger Vision Skills Resources Payoff Action Plan Sporadic Change Trust Vision Skills Resources Payoff Action Plan False Starts Trust Vision THE CHANGE PUZZLE

23. ASSESSING Capacity to Benefit(Strategic Planning is a team process!) First steps to promote abilities and willingness of staff: • Clear selection procedures for establishing leadership team • Effective process for conducting meetings • Decision-making strategies for working toward consensus • Time to meet and resources for professional development • Open communication and trust • Full district support and understanding of strategic planning planning.

24. Stage 1 Resources • Capacity Assessment • Sample Meeting Agendas • Planning Calendar • Jigsaw Procedure for strategic planning Planning • eStrategic Plan Process Puzzle • Telling Our Own Story • Organization Overview, Mission, Vision, Core Beliefs

25. 7 5 2 1 3 4 6 8 Characteristics Of High Performing districts eStrategic Plan Process Puzzle

26. Assess Readiness to Benefit Evaluate plan’s impact on student achievement Collect Sort and Select Data Characteristics Of High Performing districts Build and Analyze Portfolio Implement and Monitor plan Craft Action Plans Set Goals Study and Select Research-based Practices Strategic Planning Process Stages

27. Getting Started Using the eStrategic Plan Application

28. eStrategic Plan URL eSP:

29. Stage 2Data: Analysis To Action Collect and Select Data

30. Stage 2 Objectives Learn and demonstrate understanding of how to gather/select data from a variety of sources to: • Create a baseline on student skills and stakeholder attitudes and beliefs • Provide a picture of district processes and programs • Guide actions taken to change outcomes • Allow staff to measure progress over time.

31. Data Tells the District’s story Gathering the right data from right sources: • Creates a baseline on student skills, stakeholder attitudes and beliefs • Provides an accurate picture of current district processes and programs • Guides actions taken to change outcomes • Allows district staff to measure progress over time.

32. Build and Analyze Portfolio Assess Readiness to Benefit Study and Select Research-based Practices Collect Sort and Select Data Implement and Monitor plan Craft Action Plans Set Goals You are here And here We’ll get to here And here Data comes in here Strategic Planning Process Evaluate Plan’s impact On student achievement Characteristics Of High Performing districts

33. Collect data from multiple indicators (i.e. student assessment, perception, demographic, district context). Determine how the data will be displayed. Confirm that staff understand how to interpret the data. Determine a process for allowing all stakeholders to analyze the data. Readiness Collect, Sort, Select Essential Steps

34. Collecting Data Mission/Vision Description Discipline Programs Safety Plan Class Size Free and reduced % ELL Special Populations Ethnicity Mobility Dropout rates Attendance Data Demographic Perception Contextual Student Achievement PSSA Local Assessments • Characteristics/H • Climate Surveys • Parents • Students • Staff

35. Stage 2 Resources • Collect and Select Data Readiness Tool • Sample Meeting Agendas • Why Use Data? Activity • “What to Collect” Worksheets • Reflective Questions • Needs Assessment and Data Collection Rubric

36. Stage 2 –Check for Understanding • Review Data “Collect” Worksheets • What data would you be able to collect currently? • What data would you like to collect that is not available/listed?

37. Stage 3 Build and Analyze the District Profile

38. Stage 3 Objectives Learn and demonstrate understanding of how to analyze data in the four data domains (Achievement, Demographic, Contextual, and Perception) to show the current status of the district through: • Creation of non-evaluative data reflections • Identification of district strengths and planning challenges.

39. Data Analysis • Opportunity to involve entire staff in a Data Carousel activity. • More data/reviewers makes for better data goal determination. • No specific number of data reflections required. However, more reflections provide for broader interpretation of the data. • Reflections can be identified as strengths, challenges, or both. • Be aware of the message when you are communicating the results of the data.

40. Stage 3 Resources • Build and Analyze the district Portfolio Capacity Tool • Data Carousel Activity • Tips for Writing Powerful Reflection Statements • Going Public with the Portfolio • District Portfolio Rating Form

41. Stage 4 Set Goals

42. Assess Readiness to Benefit Evaluate Plan’s impact On student achievement Collect and Select Data Characteristics Of High Performing districts Implement and Monitor plan Build and Analyze Portfolio Set Goals Craft Action Plans Study and Select Research-based Practices Strategic Planning Process We are here

43. Stage 4 Objectives Learn and demonstrate understanding of how to use analysis of data to: • Categorize district strengths and challenges • Create plan goals • Align goals to nine characteristics of high performing districts.

44. Goal Writing • Usually with a leadership team, but can be whole staff. • Both “strengths” or “challenges” can be used to create goals. • Take time to celebrate successes! • Goals are Specific, Measurable, Attainable, use Related to student achievement, and Time constrained (SMART).

45. Stage 4 Resources • Set Goals Capacity Tool • Set and Prioritize Goals – Meeting Agenda • Writing SMART Goals • Goal Writing Worksheets • Reflective Questions • Evaluating Goals Rubric

46. Stage 5 Research and Select Effective Practices

47. Stage 5 Objective Learn and demonstrate understanding of how to: • Conduct web-based research to identify and select effective improvement strategies and practices. • Incorporate research to support goal development.

48. Research • Entire staff should be involved • Goal area groups form a plan for research and study • Brainstorm barriers • Link goals and strategies to research data, promising practices, content specialists and/or site visitations • Use multiple sources

49. Stage 5 Resources • Research and Select Effective Practices Capacity Tool • Strategic Planning Meeting Agendas • Study Process Planning Grid • Study Group Report

50. Stage 6 Craft Action Plans