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District Success Strategy: Building a Coherent Multi-Year Plan

Learn how to create and implement an effective district strategy and plan using the Planning for Success model. Discover the key steps in developing a multi-year academic improvement plan aligned with system resources and budgets.

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District Success Strategy: Building a Coherent Multi-Year Plan

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  1. Planning for Success:Creating and Implementing an Effective District Strategy and Plan Kathy Cross, Office of Research and Planning Lori Likis, Ed.D., PfS Consultant June 6, 2019

  2. Agenda • The Planning for Success model and process • Creating a multi-year plan • Improving an existing plan • Creating an annual action plan for implementation • PfS simulation: Envisioning the future • Q & A

  3. The PfS Model • A multi-year academic improvement plan • The heart of coherence when systems and resources are aligned • Budget and grants, Educator Evaluation System, school improvement plans • Implemented through an annual action plan

  4. The Planning for Success Process

  5. Planning for Success is… • Inclusive • Flexible • Hands-on • Simple and accessible DIY resources • http://www.doe.mass.edu/research/success/ • Recommended

  6. PfS Superintendent Feedback • “We weren’t just trying to come up with a plan; we were trying to change culture at the same time.” Superintendent Bob Sanborn, Cape Cod Regional Technical High School • “Compliance vs. engagement isn’t just about the kids; it’s about the adults, too!” Superintendent Barbara Malkas, Webster Public Schools • “If you’re a teacher, principal, social worker, you can see yourself somewhere in this document.” Superintendent Dave DeRuosi, Malden Public Schools Source: District Planning Case Studies: Planning for Success 2015 Pilot Projects

  7. Some PfS Districts Include…

  8. Creating a Multi-Year Plan

  9. Elements of a Strategy and Plan • 1. Mission, vision, core values • 2. Data analysis and theory of action • 3. Strategic objectives and initiatives, including: • a. Professional development • b. Teacher induction and mentoring activities • 4. Outcomes (SMART goals) Multi-Year Plan (3 years)

  10. Steps in Creating a Plan • Designing the planning process • Getting started with the Planning Team • Analyzing the current context • Envisioning the future • Drafting and revising the plan PfS facilitation resources and tools available on website

  11. Trained PfS Facilitators • ~50 facilitators trained to date • ~30 available for contracting with districts • Facilitator bios and contact info posted

  12. Designing the Planning Process: Questions to Consider • How will you structure the planning process? • What is your planning timeline? • Who will facilitate? • What are the advantages/disadvantages of facilitation by a member of the district vs. facilitation by someone from outside the district? • Will you create an inclusive Planning Team? • Who will be on that team? • How will you determine membership? • How will the Leadership Team participate in the process? • Who should participate as a member of the Leadership Team?

  13. Sample Plan Review

  14. PfS Sample Plan Review • What are some of the plan’s characteristics?

  15. Improving an Existing Plan PfS District Plan Assessment

  16. Assessing the Current Plan

  17. To what extent is the existing plan guiding the work of the district and supporting improvement?

  18. District Plan Assessment Protocol: Part 1 • Organize into small mixed groups • Identify a facilitator and a recorder • Complete Part 1 of the District Plan Assessment, reflecting on the district’s work (do not refer to the district plan) • What are the objectives, or overarching goals, currently in effect for your district? • What strategic initiatives is the district working on this year?

  19. District Plan Assessment Protocol: Part 2 • Complete Part 2 of the District Plan Assessment, referring to the district plan • What similarities/differences do you see between the strategic objectives and initiatives you described as the district’s lived experience and those stated in the district plan?

  20. District Plan Assessment Protocol: Part 3 • Complete Part 3 of the District Plan Assessment • What do the similarities/differences between the district’s lived experience and district plan tell you about the current state of the existing plan? • What steps do you recommend, if any, for strengthening the existing district plan and its ability to support continuous improvement?

  21. Reflection • In what ways do you imagine this activity would support your district in improving its plan?

  22. Creating the Action Plan

  23. Elements of an Action Plan • Implementation benchmarks • Process benchmarks: what, when, who • Early evidence of change benchmarks: measuring impact during implementation • Resources Action Plan (annual)

  24. Implementation Benchmarks • Process • What will be done, when, and by whom • Are we on track to accomplish what we want to accomplish? Is the work getting done? • Early evidence of change • Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact • Does our selected strategy appear to be having the desired impact?

  25. Examples

  26. How do these action plan benchmarks support continuous improvement?

  27. PDSA Cycle Moen, R. D., & Norman, C. L. (2010). Circling back. Quality Progress, 43(11), p.27.

  28. Steps in Creating an Annual Action Plan • Preparing to action plan • Getting started with the action planning team • Drafting and revising the action plan • Monitoring and reporting on progress PfS facilitation resources and tools available on website

  29. Preparing to Action Plan: Questions to Consider • Which initiatives are highest priority for implementation in the coming year? • How will your district select/identify initiatives for action planning? • How would you like to structure the action planning process in order to build capacity? • Who should be involved in the action planning process and why?

  30. Envisioning the Future Activity For this simulation, think of your own district as you consider the visioning questions

  31. Envisioning the Future: Back to the Future • What does [district name] look like, sound like, feel like today? • Project into the future; imagine it is 5 years later. Use the present tense! • What did [district name] look like before? • From the projected present, look back into the past (today).Use the past tense! • How did [district name] become what it is today? • Continue looking back from the projected present. Describe as specifically and concretely as possible. Use the past tense! Adapted from Scott Murphy, SRI, http://schoolreforminitiative.org/doc/future.pdf

  32. Using the Back to the Future Protocol • Organize into working groups • Identify a group facilitator, recorder, and presenter • Conduct the Back to the Future protocol • Adapted from Scott Murphy, SRI, http://schoolreforminitiative.org/doc/future.pdf • Facilitators monitor time as group members consider the three questions • Recorders chart group responses • Presenters share group responses with the whole group

  33. Envisioning the Future: Back to the Future • What does [district name] look like, sound like, feel like today? • Project into the future; imagine it is 5 years later. Use the present tense! • What did [district name] look like before? • From the projected present, look back into the past (today).Use the past tense! • How did [district name] become what it is today? • Continue looking back from the projected present. Describe as specifically and concretely as possible. Use the past tense! Adapted from Scott Murphy, SRI, http://schoolreforminitiative.org/doc/future.pdf

  34. To Learn More • PfS facilitation resources, worksheets, sample plans, and case studies • http://www.doe.mass.edu/research/success/

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