e-STRATEGIC PLANNING PREVIEW

1. e-STRATEGIC PLANNING PREVIEW Montgomery County Intermediate Unit October 9, 2007

2. AGENDA & OUTCOMES • Your Story • Chapter 4 Strategic Plan Requirements • Approaches to Strategic Planning • Preview of the e-Strategic Planning Tool • Next Steps

3. YOUR STORY????

4. CHAPTER 4: STRATEGIC PLAN REQUIREMENTS

5. Chapter 4 Strategic Plan Requirements • Developed every 6 years with a mid-point review • Plan based on an analysis of internal and external needs (DATA!!!) Chapter 4 Draft 5/07

6. Mission Statement Listing of District Goals Description of Academic Standards Planned Instruction & Graduation Requirements Assessment Plan Plan for Improving Student Achievement Chapter 4 Strategic Plan Components At-A- Glance • 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 Draft 5/07

7. Chapter 4 Strategic Plan Requirements (Cont.) • 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

8. Approaches to Strategic Planning

11. DISTRICT VISION FOR INCREASING STUDENT ACHIEVEMENT SPECIAL EDUCATION PLAN CHAPTER 12 PLAN PROFESSIONAL DEVELOPMENT PLAN TECHNOLOGY PLAN

12. When are the plans due and what is the time period for each? • Chapter 4 – 9/30/08 – 6 year (3 yr mid-point) • 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???

13. Phase I: Setting the Stage • Products: Planning Team; Planning Process; Planning Schedule; Communications to Stakeholders; Preliminary Data Packaging • Process: Leadership of the district will: • 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

14. Improvement Planning Process Analyze Data Identify strengths & needs Discover “Root Cause” Plan Solution

15. School Structures for Data-Informed Decision Making District-Level Support (Budgetary Support, Professional Development, Resources and Time) Demographic/Perceptual/Process Data Student Learning Data Annual Building-wide Planning Process Focus: All Students Who: School-wide Team How: Data Retreat, School Planning Process • School Level • School Demographics • Discipline Data • Attendance Data • Mobility Rate • Parent Surveys School Level PSSA & PVAAS Standardized Assessments District End-of-Year Tests Final Benchmark Test • Grade/Course Level • Initial: PSSA/PVAAS/final tests • – class/subgroup levels • Cyclical: • Benchmark Data - grade level • District quarterly assessments • Common Classroom Data • Classroom Summaries Periodic Grade Level Planning Process Focus: Groups of Students Who: Teacher Teams How: Regular 1-2 hour meetings • Grade/Course Level • Class Demographics • Class Engagement Data • Satisfaction Data • Attendance Data • Walk-through Data Student Planning Process Focus: Classroom of Students Who: Teacher • Classroom Level • Initial: PSSA/PVAAS/final tests • – student level • Cyclical: • Benchmark Data – Student Level • Continuous • Individual Classroom Assessments • Progress Monitoring • Classroom Level • Qualitative Data • Student Historical Information • Student Medical Information • Student Learning Information PA Dept. of Ed 2006

16. Phase II: Initiating the Process – Opening the Comprehensive Umbrella • Products: reinvigorated mission and beliefs, a vision and district focus (comprehensive goals) for this planning cycle • Process: The planning team will complete processes that include: • 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 scenario-building?) • 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

17. Phase III: Generating Mandated Plans and Action Plans Process: • 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

18. Phase III: Generating Mandated Plans and Action Plans • Products: action plans and all required components of each mandated plan • Process: • 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

19. Phase IV: Synthesizing The Whole • 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 • Process • 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

20. Phase V: Implementation And Regular Monitoring • 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 • 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

21. PREVIEW eStrategic Plan

22. 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.

23. DISTRICT VISION FOR INCREASING STUDENT ACHIEVEMENT SPECIAL EDUCATION PLAN CHAPTER 12 PLAN PROFESSIONAL DEVELOPMENT PLAN TECHNOLOGY PLAN

26. 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 amunro@state.pa.us • CAIU estratplan@caiu.org