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Aligning the State Performance Plan, Improvement Strategies, and Professional Development

Aligning the State Performance Plan, Improvement Strategies, and Professional Development. 2006 Project Directors' Conference July 31, 2006 Bob Runkel. Aligning the State Performance Plan, Improvement Strategies, and Professional Development.

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Aligning the State Performance Plan, Improvement Strategies, and Professional Development

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  1. Aligning the State Performance Plan, Improvement Strategies, and Professional Development 2006 Project Directors' Conference July 31, 2006 Bob Runkel

  2. Aligning the State Performance Plan, Improvement Strategies, and Professional Development • provide a state perspective on the development of measurable and rigorous targets for each of the monitoring indicators and the development of improvement strategies to address the state’s targets

  3. Aligning the State Performance Plan, Improvement Strategies, and Professional Development • Personal perspective • Changes • Opportunity • Responsibilities to children and families • State agency role • Project Directors

  4. Aligning the State Performance Plan, Improvement Strategies, and Professional Development • Montana • Less than one student per square mile • 852 schools, 446 school districts • 47 of Montana, 56 counties meet the definition of “the American frontier” • Median school district size of just over 100 • Many one-room schoolhouses

  5. Montana Background Sylvanite Elementary 8 Students 1 Teacher Lincoln County

  6. Montana Background • Hellgate High School • 1300 Students • 96 Teachers • Missoula County

  7. Above a cirque in the Scapegoat Wilderness

  8. Headwall of a glacier bowl, Bob Marshall Wilderness

  9. Road to Benchmark, Rocky Mountain Front near Augusta

  10. Aligning the State Performance Plan, Improvement Strategies, and Professional Development • Setting the stage for change • Trust • Communication • Relationships • Setting the stage for sustainability • Gaining buy in • Integration with basic operations of special education and general education

  11. Gaining Buy In • Engage all Division staff • Development of the State Performance Plan • http://www.opi.mt.gov/SpecEd/index.html • Draft targets • Engage stakeholders • Special Education Advisory Panel-setting targets • Comprehensive System of Personnel Development State Council (CSPD)-establishing improvement strategies

  12. Gaining Buy In • Stakeholder representation via Advisory Panel • Facilitated process of target setting with support from the Mountain Plains Regional Resource Center (MPRRC) • Setting rigorous, reality based goals • Indicators reflecting sound statistical practices

  13. Gaining Buy In • Advisory Panel/CSPD Council facilitated meeting • Participation with OSEP facilitated by MPRRC • Establish a common vision for the role of the State Performance Plan in the work of the state • Commitment to the vision • Identifying strategies for improvement

  14. Integration with basic operations • Using professional development resources to target performance indicators • Tying statewide CSPD initiatives to performance indicators • Tying CSPD initiatives in each of the five CSPD regions to the performance indicators • Preparing teachers at the preservice level • Higher Education Consortium

  15. Integration with basic operations • Investment in data • Wise use of resources • Public confidence • Data quality • Statewide, student-record based Data collection • Example: Indicator #7 (preschool outcomes) • Fully integrated with general education

  16. Integration with basic operations • Data quality (continued) • Use of minimum “N” • Use of confidence intervals • On-site validation steps

  17. Integration with basic operations • Monitoring/focused intervention • School selection based on SPP indicators • Impacting indicators statewide • Impacting indicators at the district level • Resources set aside specifically for supporting schools to improve SPP performance indicators

  18. Integration with basic operations • Plans for reaching out to other general education operations • “Egrants” federal grants management system that requires districts to identify activities that support their school improvement plan • Coordinating with the statewide system of support under ESEA Title I Part A • Public reporting of school district performance embedded in the school’s report card

  19. Opportunities • Shared priorities across divisions within the SEA • Satisfaction that comes with observed progress • Improved public confidence that comes with accountability • Common School Improvement Plan with general education • Moving toward a unified system of education • Improved outcomes for students

  20. Silhouette of a ram near Big Sky

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