Missoula County Public Schools

1. Missoula County Public Schools Strategic Plan Fostering Uncommon Excellence 2013-2018

2. Missoula County Public Schools Board of Trustees 2013-14 Joe Knapp, Chair Mike Smith, Vice-Chair Marcia Holland, Vice-Chair Michael Beers, Rose Dickson, Debbie Dupree, Diane Lorenzen, Jim Sadler, Julie Tompkins, Ann Wake, Shelly Wills

3. Table of Contents • Message from Superintendent, Board Chair and Presidents of Certified and Classified Employee Unions • Missoula County Public Schools Board of Trustees • Becoming a Professional Learning Community • Theory of Practice, Hedgehog Concept • 21st Century Model of Education • Elements of 21st Century Model of Education • Student Outcomes in the 21st Century Model of Education • Expectations for Student Learning and Instructor Facilitation • Beliefs, Mission, Vision, Collective Commitments • District Goals • Major Initiatives Implementation Plan: 2013-2018 • Graduation Matters Missoula Strategic Plan: 2011-2014 • Facilities Strategic Plan: 2013-2018 • Technology Plan • Communication Plan • Safety and Security Plans

4. Message to the CommunityAlex Apostle, SuperintendentJoe Knapp, Chairman, Board of TrusteesMelanie Charlson, President, MEA-MFTSheri Postma, President, MMCEO

5. September, 2013 • Dear Members of the Missoula Community, • It is our pleasure to bring you our 2013-2018 Strategic Plan. We are committed to creating a collaborative culture with an intense focus on clarifying what students must learn, monitoring each student’s learning, providing systematic interventions when students need extra support, and enrichment for students who master learning standards quickly. MCPS is moving toward extraordinary achievement both in academic growth for all students and in focusing each student on graduation and success beyond high school. • The 2013-2018 strategic planning process began in 2010-11 when a wide cross section of over 200 community members including parents, teachers, students, administrators, business and community leaders, and elected officials came together to collaboratively identify a shared vision of 21st century education and to define changes needed for the vision to become a reality. • This Strategic Plan reflects the 21st Century Model of Change: A Framework for Education in the 21st Century designedto ensure that successful learning of necessary skills, abilities and dispositions becomes a reality for all students. The strategic changes proposed to guide our future are clearly built on and made possible by the outstanding teaching and learning that have been the hallmark of the MCPS history of excellence. • The Trustees and Cabinet (the Superintendent’s senior leadership team) developed the broad base of information that forms the background for this plan by culling information from staff, students, parents and community members including: • focus groups, individual interviews, on-line surveys, and other input gathered as part of the 21st Century Initiative; • discussions that occur with staff and community members in the three major Trustee committees: Teaching and Learning (T&L), Finance and Operations (F&O); and Personnel, Negotiations and Policy (PN&P);

6. issues addressed by business and community leaders on the Budget, Bond and Levy Committee; • collaboration with The University of Montana in crafting the SHAPE P-20 Grant funded by The Dennis and Phyllis Washington Foundation; • lively discussions at the Superintendent-Staff Advisory Committee (STSS); • planned five year trajectory for MCPS initiatives; • developing MCPS as a professional learning community with the support of the K-12 administrative leadership team and staff throughout the district; • activities of the Graduation Matters Missoula Steering Committee; • Information from the Facilities Strategic Planning Leadership Committee; • the work of the MCPS safety committees: the Public Safety and Security Committee, the Facilities Safety and Security Committee, and the Mental Health Safety and Security Committee; • Dr. Apostle’s ongoing discussions with staff during multiple visits in all MCPS schools; and • Dr. Apostle’s regular interactions with important business and community groups throughout Missoula. • Several factors are critical to making this 2013-18 Strategic Plan a successful reality: • This is and must continue to be a truly community effort. Community members are involved in MCPS in many ways. Their individual and collective voices and support are critical to student and staff success. • Our plan is focused on a district-wide systemic effort. Although some outcome measures are targeted at high school students, the critical foundations for learning are set early and are built upon throughout each student’s academic career. The result is that meeting the aggressive academic performance indicators leading to graduation outlined in this plan becomes possible when every teacher and every staff member at each level feels responsible for each student’s success.

7. It is critical that we stay the course to move forward the initiatives begun with community and staff support. Our goals are clear. Our strategies are well considered and have a strong success record for student achievement across a wide spectrum of student needs. Many educational failures of the past occurred because of lack of focus, consistency and follow through. We are determined to avoid the failures of the past. • Our executive leadership team will develop annual action plans around the items that need to happen next to move this Strategic Plan forward. Action planning is a crucial step that must occur annually to keep MCPS on a course for continued excellence. • In reality it is impossible to set a five year plan with absolute certainty. That is why we will come back annually to the Board of Trustees and Community to report progress toward the identified outcomes, benchmarks and performance indicators. At that time we may suggest mid-course adjustments such as refinements to our collective commitments, benchmarks and performance indicators. • This Strategic Plan, devoted to exceeding the learning excellence forged through the hard work and dedication of those who came before us, introduces new measures of excellence around college and career readiness. Critical to the success of this Strategic Plan will be a focus on the uniqueness of each student. Our Hedgehog Concept, what we are most passionate about, focuses on academic success and graduation for all students with the skills, abilities and dispositions required for success in the rapidly changing 21st century world. We will not waver from the goal that all students must achieve and graduate with high levels of learning. Our data measures over the previous 5 years set us on a course to see that claim become a reality. • Alex Apostle, PhD. Joe Knapp, MD • Superintendent Chairman, Board of Trustees • Melanie Charlson Sheri Postma • President, MEA-MFT President, MMCEO

8. Becoming a….. Professional Learning Community

9. Three BIG ideas of a professional learning community in MCPS are: The fundamental purpose of MCPS is to ensure all students learn at high levels and all staff are committed lifelong learning to support successful achievement for all students. Collaborative teamwork and interdependence among teachers, support staff and administrators is a great way to continuously improve student achievement in MCPS. We hunger for evidence that students are learning and are ready to respond immediately when timely feedback tells us otherwise or when students master learning standards quickly.

10. Theory of Practice

11. Theory of Practice A theory of practice is a broad approach toward completing an objective or solving a problem. A theory of practice is not a course of action, but instead acts as a conceptual organizer to move an institution toward results.

12. The MCPS Theory of Practice: Human Resources and Talent Development provides the highest quality staff necessary to achieve desired results for all students. These resources include recruitment, assurance of staff qualifications, development, supervision and evaluation and retention. Further, Human Resources supports staff through training on factors such as Title IX and 504 as well as collaborating with certified and classified union representatives. Teaching and Learningempowers the organization through the alignment of professional development, curriculum development, the school improvement process, and use of data to become a professional learning community focused on a shared vision of continuous improvement and a mission of achievement and graduation for all students. These resources include a well developed curriculum and instructional strategies focused on student achievement and personal growth along with developing the means to assess and report that achievement. Communication and Technology is based on a broad array of effective strategies, including a variety of media and technology, provides constant communication to all stakeholders concerning the mission, vision and goals of the strategic plan. This includes, but is not limited to, communication among the Board, the community and staff. Provides and manages the technological resources necessary to support the educational mission of the school district. Leverages technology resources to provide the needed technology to enhance the educational process. Business, Operations and Safety/Security projects, secures and manages the financial and business resources of the district necessary to achieve the strategic plan. They use data about student enrollment and demographic changes to effectively plan for the future. Operations and facilities services provide clean, well designed and maintained learning environments as well as healthy, well developed food services. Safety and security provides a safe, orderly and secure environment that uses data to monitor and address situations as they arise.

13. The Hedgehog Concept Jim Collins, Good to Great

14. Hedgehog Concept A Hedgehog Concept, derived from the writings of Jim Collins’ Good to Great , refers to an organization’s belief of what it can be the best in the world at accomplishing and what it is most passionate about. Our Hedgehog Concept, what we are most passionate about, is academic success and graduation for all students with the skills, abilities and dispositions required for success in the rapidly changing 21st century world. The goal of the 21st Century Model of Education is to change the ways in which teaching and learning are structured in MCPS so they more accurately reflect the globalization and technological advances of the 21st century as well as ensure the engagement and success of all students. We seek to build a model of education based on known issues, recognizing that in the future educational institutions must remain much more nimble and flexible to rapidly respond to developments in society, as well as the needs of students. The Model of Education is made up of six elements that are very complex and will require multiple years to establish in the educational culture. The 21st Century Model of Education answers the question: How might MCPS create a 21st century learning experience for students that provides for suitable opportunities upon graduation.

15. The 21st Century Model of Change A Framework for Education in the 21st Century

16. Increase Student Engagement In the 21st Century, students must feel connected to their learning and be engaged with projects and problems relevant to their world. Students need to see how their academic work applies to their future careers and experience opportunities to be active citizens and leaders in their communities. Change Element Goal: Educators in every school will connect learning to the real world through authentic and innovative experiences to increase student engagement, motivation, and investment in their learning. Recommended Actions: • Teachers need to understand and value the importance of student engagement and connectedness. • Students are surveyed for sense of connectedness and teachers use the results to examine practice. • Engage students through increases in authentic activities such as project based learning. • Identify and deploy a hub for collecting, sharing and accessing best practices across the district.

17. Transform Learning Environments Improving existing learning environments is a significant part of an overall effort to increase student engagement and achievement. Students need experiences that reflect the worlds of postsecondary education, work, and citizenship in which they will grow and develop through their lifetime. At present, students are often engaged in short class periods that artifically segment related subject areas, do not foster collaboration with peers or outside expertise, and disable students’ access to technology. Change Element Goal: Transform the concept of “school” from a physical place bounded by rigid walls and schedules to a dynamic learning environment supported through emerging technologies, flexible planning and scheduling, repurposed facilities, and community collaboration. Recommended Actions: • Create agile learning environments that are readily adaptable to support a wide range of learning styles, groupings, and activities. • Develop learning environments that expand beyond the traditional classroom walls and strengthen community connections. • Establish commonalities in schedules for all schools to promote greater flexibility for students. • Incorporate green and sustainable practices that conserve natural and financial resources in schools’ operations and instructional methods.

18. Support Early Innovators Innovation begins with state of the art practices. It requires an instructional design perspective that moves the focus in the classroom from traditional “content” to high expectations for all students in areas that are most interesting and relevant to the world in which they live. Early innovators take creative risks in an effort to explore practices beyond the familiar. They recognize the value of experimenting, learning from successes and failures, and collaborating with others. Early innovators of the 21st century model are catalysts for creativity, experimentation, and collaboration. Change Element Goal: Provide opportunities and support for early innovators to identify, develop, and demonstrate 21st century practices that emphasize authentic learning experiences and increase student engagement. Recommended Actions: • Identify and support innovation sites and projects. • Increase access to technologies for instructional purposes. • Create the MCPS 21st Century Innovator Conference.

19. Personalize Professional Growth Professional learning is both an individualized and social process of identifying meaning, shaping understandings, transforming practices, and sharing inspiration. Professional learning also helps craft a culture of tinkering, sharing, hacking, remixing, and collaborating that drives craftsmanship and ingenuity as a model for students and peers. Change Element Goal: MCPS will foster and model a culture of dynamic learning and continuous growth that embraces change with an emphasis on teaching practices that support authentic learning experiences and assessments. The District will support professional learning that provides teachers flexibility to build professional goals related to their areas of interest and needs, in alignment with MCPS goals and initiatives. Recommended Actions: • Staff will take responsibility for and develop personalized professional growth plans that incorporate 21st century instructional strategies. • The District and MEA will collaborate to develop criteria and a rubric for the six educator standards that can be used for reflection and self-assessment, as well as a basis for refining professional goals. • Develop learning opportunities that meet individual needs, identified through professional growth goals, and that also support District initiatives.

20. Enhance Communications The world we live in compels us to be better communicators. In order to succeed and thrive we must be more collaborative in our overall representation of our work as individuals, schools, and the district. Change Element Goal: MCPS will develop, launch and evaluate communication tools that foster transparent conversation in support of our learners, educators, parents, and community members. Recommended Actions: • Review existing communication strategies to ensure they are engaging, meaningful, and support the goals of the 21st century model. • Develop district and building communication plans that identify both traditional and non-traditional (more innovative) strategies for communications, such as social media. • Develop the infrastructure necessary to support the use of innovative communication tools. • Engage with community-based organizations to ensure that messaging related to shared initiatives is aligned.

21. Collaborate to Make Decisions Collaboration within the learning community yields more creative and supported approaches to “innovating” throughout the education system. When assisting and supporting one another, members of the learning community are able to identify solutions for complex problems. Moreover, collaboration provides opportunities to enable all staff to become leaders. Change Element Goal: All levels of the organization and community stakeholders are empowered to engage in a collaborative, timely, and efficient approach to decision making that fosters flexibility, transparency, and innovation. Recommended Actions: • Identify structures to support change, 21st century model change elements, and next right steps for each school. • Adopt and adapt collaboration models that enhance individual and group decision-making. • Develop and refine organizational processes and procedures, including creative ways to say “yes,” by realigning non-instructional systems to be more inclusive, innovative and supportive of the district goals and the 21st century model. • Build mechanisms for community partners to work with individuals, schools and/or the district.

22. Student Outcomes Lifelong Learning Skills are delineated as the ability to ask questions, think creatively and critically and communicate effectively in an effort to develop new solutions, while working both collaboratively and independently. In order to be successful in demonstrating lifelong learning skills, students are called upon to continually take initiative and to pursue a course o9f frequent self-assessment and improvement. Conceptual Knowledge refers to the basic content knowledge and processes that provide students with a foundation to engage with other content areas, make connections between disparate subjects, and respond to new situations with the appropriate mix of inquiry, creativity, and knowledge. Technology, inquiry, and projects should facilitate the development of this knowledge base. Community and Citizenship outline experiences that facilitate the development of a participatory population, including community service learning projects, research and discussion related to issues that are multifaceted in nature, and opportunities to both give and receive constructive feedback. Also outlined are the characteristics that constitute an active citizenry, including understanding of global issues, recognizing diverse values, and identifying the ethical issues inherent in decision. Career Development conveys the skills that are required in the world of work and those experiences that enable students to both develop and showcase these competencies. These experiences include internships, professionally mentored projects, and assessments.

23. The 4 Cs: Expectations for Student Learning and Instructor Facilitation Creativity and Innovationreference student’ need to think divergently, make connections, engage in risk-taking (to support the completion of tasks that have not been clearly delineated), and learn from mistakes in a productive manner. Teachers are called on to create the conditions that facilitate creative and innovate behavior, which include entrusting students with their learning to a greater extent, asking open-ended questions to foster discussion, and measuring learning through authentic assessments. Critical Thinking and Problem Solvinginclude the ability to ask questions, examine multiple perspectives and sources, and apply current skill sets in the development of strategies that are formulated to overcome challenges. Teachers support the development of these competencies by exposing students to different viewpoints, providing them with the opportunities to engage in collaborative inquiry, and participating in exploratory discussions. Communication delineates the need for students to be able to write, speak, and use media effectively and appropriately. Being able to effectively communicate allows students to demonstrate their understanding, respond to particular requests, express ideas, and ask questions. To foster the development of these skills and competencies, teachers should require writing in different contexts, promote small-group discourse, and use questions prominently within their lessons in order to encourage discussion. Collaboration calls on students to work with one another in pairs, small groups, and large groups. Working with others requires several distinct competencies which include: committing oneself to task completion; recognizing group members as sources of knowledge and support for developing new skills; and, responding to the challenges and opportunities that result from working with peers with divergent views and opinions. Teachers can provide students with the opportunities to develop these competencies by creating collaborative work spaces, encouraging students to take on atypical roles, and demonstrating that students are viewed as important sources of information.

24. Beliefs

25. We Believe Strong Public Schools… Develop and stimulate each student’s curiosity and creativity. Address the “whole” child as he/she engages in learning through holistic education that leads to academic knowledge and competency; an appreciation for one’s broader community; a world view; and a life-long love for learning. Prepare students for life beyond high school. Are vital to a strong community and a vibrant democracy. Provide a unique place where people interact with others from different social and economic backgrounds. Value cultural, religious and ethnic differences in people building respect for diversity in our society. Stimulate physical and emotional wellness as important, contributing factors to achieve the individual and collective goals of students and staff. Provide safe, motivating, innovative learning environments. Provide continuous development of their teachers and support staff. Have a responsibility to build community; develop partnership and cohesiveness in the community; and challenge the community to be everything it can be. Recognize the family as each child’s first teacher and, as children grow, understand the shared obligation to support continuous learning. Are accountable to the public for their performance.

26. We Believe Strong Public Schools… Realize high levels of learning for all students and adults by embedding the practices of professional learning communities into the culture of the district. Have a clear mission, shared vision, collective commitments to collaborate for learning improvement, and specific, measurable goals. Know that instructional competency and educational best practices are critical classroom factors in student success. Realize that all children, regardless of differences, deserve to be fully challenged and equipped to meet or exceed their potential. Employ the results of frequent formative assessments to provide the basis for effective educational adaptations that make it possible to meet each child’s educational needs Understand that a professional and supportive working environment is essential to success. Have effective leaders who listen carefully, anticipate future needs, work constantly to engage others in leadership opportunities to shape necessary changes, and are led by principles of personal humility and professional will. Have the right people in the correct positions, have courage to confront the brutal facts of their organization, are committed to a common purpose and possess the discipline to maintain a course toward that purpose. Skillfully use modern technology. Are fiscally responsible, always seeking more effective and efficient uses of resources.

27. MISSION, VISION, COMMITMENTS

28. MISSION Our mission is to ensure that each student achieves his/her full potential. Every Student, Every Day, Achievement for ALL!

29. VISION We communicate; we collaborate; we think critically; and we create. We are Missoula County Public Schools— educational leaders in a global society—fostering uncompromising excellence and empowering all learners.

30. Bringing the vision to life: When the 2017-18 school year opens EVERY student will be in a classroom where: • Teachers, students, and parents know exactly what skills and standards are NEEDED and GUARANTEED • They track and celebrate their progress on skills and standards along the way • Support, intervention, and acceleration practices are personalized to each student • High quality assessments are designed to promote growth, provide specificity, and encourage intrinsic motivation

31. Bringing the vision to life: When the 2017-18 school year opens EVERY student will be in a classroom where: • Assessment reflect the variety of valid and authentic ways people are assessed in the “real world” • The results of each assessment reshapes and improves what we teach, how we teach, what we learn, and how we learn • Iterative cycles of learning offer frequent formative assessments followed by descriptive feedback , targeted coaching, support and extension • Parents can get on-line anytime and discover exactly what skills their child is learning and how their child is doing on that skill/standard

32. COLLECTIVE COMMITMENTS

33. To embed the culture we need to succeed in achieving our mission, vision and goals, the Superintendent and Cabinet members commit to: • Student learning success and achievement as the primary focus of our work. • Recognize that people are our strength and to hire, grow and retain staff who are engaged with students, other staff and parents and are successful in ensuring student learning success. • Engage in collaborative decision making that is primarily research based and data informed fostering flexibility, transparency and innovation. • Provide training, support and resources for all leadership, teaching, and support staff to ensure they can meet the professional responsibilities and requirements of their assignment and make student learning the primary focus of their work. • Maintain fiscal accountability as bound by Board policy, conducting our work increasingly through high performing collaborative teams. • Monitor our success in multiple ways primarily by our impact on student learning.

34. To embed the culture we need to succeed in achieving our mission, vision and goals, certified staff commit to: Make the collective learning and well being of students the foundation of all decisions and actions. Create a collaborative culture, with an intense focus on clarifying what each student must learn, monitoring each student’s learning, providing systematic interventions where needed and enrichment for students who master learning standards quickly. Develop a culture that values collaboration, innovation, continuous improvement and a focus on results. Create learning environments to help all students reach their full potential. Assure just and equitable treatment for every student. Give trust and show respect. Demonstrate continued professional growth, collaboration and accountability. Learning as a lifelong curiosity—a mind-set that pushes us to continually raise our level of personal, professional and spiritual awareness. Personal responsibility and accountability—the obligation to do the right thing even when inconvenient to do so. Job embedded professional development that supports growth and continuous improvement so that we will continue to deliver the best education to students. Promote a spirit of inquiry, creativity and high expectations.

35. To embed the culture we need to succeed in achieving our mission, vision and goals, support staff commit to:

36. District Goals

37. Goal 1: Achievement and graduation for all students regardless of their circumstances and abilities. Benchmarks: • Students entering 3rd grade will be: on level or above in reading, writing and mathematics. • Students entering 9th grade will be: on level or above in reading, writing and on level to take algebra or have successfully completed algebra. • MCPS will achieve 100% cohort graduation with all graduates prepared to meet career and college readiness standards.

38. Goal 2 Refine and implement a quality evaluation and supervision program for all staff. Benchmarks: • All staff will be actively involved in and informed about the district’s mission and major initiatives. • All staff will develop personal and team goals focused on district goals and initiatives. • All certified staff will participate as members of a professional learning community with a focus on student learning, collaborative culture, and results. • All certified staff will have dedicated time during the contract day of not less than 60 minutes per week to meet in their professional learning community team. • Each grade level and department team will have clear answers to the 4 critical questions of a professional learning community.

39. Goal 3 Define and implement a quality professional development program that encompasses best practices and supports the needs of all staff. Benchmarks: • Build shared knowledge of key characteristics of professional learning communities and their links to research on effective schooling practices. • Implement a guaranteed and viable curriculum, formative assessment, intervention and enrichment throughout MCPS. • Implement CCSS and next generation science standards with fidelity.

40. Goal 4 Restructure the organization to become more efficient, effective and accountable to support the goals of the district. Benchmarks: • Direct resources to support district initiatives at all levels. • Broaden and enhance the role of instructional coaches and teacher leaders to support efficient, effective and accountable systems across the district. • Focus personal, professional learning opportunities at the building level, within the framework of district initiatives. • Create implementation plans for all initiatives.

41. Goal 5 Cultivate and enhance staff, student, parent, business and community involvement. Benchmarks: • Develop shared leadership strategies at each school site. • Implement My Voice Survey with students and teachers. • Implement a staff, parent and community climate survey. • Invite business and community involvement through the volunteer portal.

42. SHAPE P-20 Initiatives:Vision 2018 Missoula County Pubic Schools Spring 2013

43. Every student, every day, achievement for all.

45. Dual language Immersion, Expansion, Advanced Language Institute

46. Dual language: Student Progression

47. Dual language • Staff Professional Development • Fall 2013- spring 2015 • Initial training for Paxson principal and grade-level teams (K-1), August 2013, Layton, Utah (AUDI) • Fall 2015+ • Initial training for any new administrators or teaching staff (target-language teacher and collaborative English teacher) provided at UM – Missoula campus • Follow up training for all current administrators and DLI teaching staff • Curriculum Materials • 2013-2015: • Initial purchase of classroom materials in target language out of cycle with curriculum review process: • Initial purchase of library materials in target language • 2016+ • Integrate classroom and library materials purchases in target language as part of regular curriculum review process

48. Dual language: Consultants, experts, and collaborators • Kate Brayko, Professor, , Phyllis J. Washington College of Education and Human Sciences,The University of Montana • Gregg Roberts, Director of World Languages, Utah Dual Immersion Education Program, Utah State Office of Education • Myriam (Mimi) Met, Language Immersion consultant • Rita Stevenson, Elementary Language Supervisor, Davis School District

49. International Baccalaureate Primary Years, Middle Years, Diploma Programmes

50. International Baccalaureate: Progression