Sublette County School District #1

1. Sublette County School District #1 Strategic Planning – Planning Review

2. Agenda • 2011-2014 Plan Review • 2011-2012 Year in Review • Planning Basis • Accomplishments • Balanced Scorecard • Student Performance • Olweus Data • Plan Additions/Revisions • Adjourn

3. Continuous Improvement • Analyze Data • The Board reviewed data prior to the 2010-2011 school year in preparation for developing the Strategic Plan • Set Goals • Strategic Plan adopted during 2010-2011 school year. • Plan • Administrative Action Plan developed and approved by the Board during the 2010-2011 School Year. • Implement • The Administrative Action Plan was implemented by the District. • Evaluate • The Board’s role tonight. • Analyze Data • Also the Board’s role tonight. Begin the cycle again.

4. Our Direction for Strategic Planning • AdvancED Contracted by the WDE to conduct district accreditation visits. • Accreditation Standards: • Vision and Purpose • Governance and Leadership • Teaching and Learning • Documenting and Using Results • Resources and Support Systems • Stakeholder Communication and Relationships • Commitment to Continuous Improvement • AdvancED has stated that these seven standards will be condensed to five in the near future. • Our strategic plan is aligned to the AdvancED standards to facilitate the accreditation process.

5. Our Research Basis for Planning • WSBA – Board Leadership Governance • McREL - School Leadership that Works • McREL – What Works in Schools • McREL – Classroom Instruction that Works

6. Our Research Basis for Planning • WSBA – Board Leadership Governance • Board Governance Leadership Policy Manual • Ongoing WSBA and NSBA training • McREL - School Leadership that Works • 21 Leadership Responsibilities • McREL Principal Evaluation • Balanced Leadership Training (2012-2013) • McREL – What Works in Schools • McREL – Classroom Instruction that Works

7. Our Research Basis for Planning • McREL – What Works in Schools • Five School Level Factors • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

8. Our Research Basis for Planning • McREL – Classroom Instruction that Works (McREL Teacher Evaluation and McREL Power Walkthroughs) • Nine categories of instructional strategies that maximize student learning for all students. • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representation • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advanced Organizers

9. 2011-2014 Plan Review

10. 2011-2014 Plan Review

11. 2011-2014 Plan Review

12. 2011-2014 Plan Review

13. 2011-2014 Plan Review

14. Accomplishments • Opening of Pinedale Elementary School • Three-Year Strategic Plan • Autism Camp • Mentoring and Induction Program • New Teacher Evaluation System • Board Docs • McREL Power Walkthroughs

15. Accomplishments • Increased Communication from the District Office (Blog / Radio Show) • Distance Education Handbook • Realignment of Technology Department • Shuttle Bus Between Campuses (now also stopping at the library) • 360 Degree Appraisals for Administrators

16. Accomplishments • Public Participation Guidelines/Forms for Board Meetings • New Attendance Policy • New Behavior and Discipline Code • Alignment of Student Handbooks • Renaissance Program at High School • Board Governance Policy Manual

17. Accomplishments • Decrease the number of teacher absences due to Staff Development, School Business and Activities by 14.6% • Million Minutes Reading • Facilities Master Plan • Tax District 102 • Use of Balance Scorecard and Quality Dashboard

18. Balanced Scorecard • The balanced scorecard is a strategic planning mechanism to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.

19. Balanced Scorecard

20. Balanced Scorecard

21. Balanced Scorecard

22. Specific Board Goals • MAP Performance: • Increase the % of students meeting MAP growth target in Reading and Math. • The percentage of students meeting their MAP target scores in Reading and Math in each classroom will be 60%.

23. MAP Performance Levels Review • Student Performance Levels based on MAP Scores as defined by NWEA, the providers of the MAP Test: • Low student growth, as measured by a percentage of students meeting or exceeding their RIT score, will be below 40%.   • Typical student growth will be between 40% - 59.9%. • High student growth will be between 60% - 69.9%.

24. District MAP Performance Goals • 2010-2011: 60.0% • 2011-2012 62.5% • 2012-2013 65.0% • 2013-2014 67.5% • 2014-2015 70.0% • While the final MAP performance goal will be 70%, all performance in the 60%-70% band should be considered excellent based on the NWEA normative study. • If NWEA changes the performance bands as a result of new normative studies, we will adjust our performance goals to match.

25. MAP Performance Pinedale Elementary School - Reading 5.05% Increase High Student Growth 100% of PES Teachers Met Goal of 60% Reading Performance Level

26. MAP Performance Pinedale Elementary School - Math 7.55% Increase High Student Growth 100% of PES Teachers Met Goal of 60% Math Performance Level

27. MAP Performance Pinedale Middle School - Reading 7.77% Increase High Student Growth 100% of PMS Teachers Met Goal of 60% Reading Performance Level

28. MAP Performance Pinedale Middle School - Math 1.63% Decrease* High Student Growth 5/6 (83)% of PMS Teachers Met Goal of 60% Math Performance Level

29. MAP Performance Pinedale High School - Reading 9.00% Increase Typical Student Growth ½ (50%) of PHS Teachers Met Goal of 60% Reading Performance Level

30. MAP Performance Pinedale High School - Math 1.01% Decrease High Student Growth 2/3 (67%) of PMS Teachers Met Goal of 60% Reading Performance Level* *Maternity Leave

31. MAP Performance District Average Performance in Reading: 75.55% (High Student Growth) All Grades but 9th (47.10%) Met Target for High Student Growth District Average Performance in Mathematics: 77.20% (High Student Growth) All Grades but 10th (46.80%) Met Target for High Student Growth Teachers Meeting MAP Mathematics Target Performance Goals 31/33 - 94% Teachers Meeting MAP Reading Target Performance Goals 30/31 - 97%

32. Specific Board Goals • PAWS Performance: • Increase the % of students achieving proficient/advanced on PAWS Reading and Math assessments.

33. PAWS Performance Performance Matters - Cohort Comparison Performance Matters – District Rankings Performance Matters – 3rd Grade Lexile

34. PAWS Mathematics Performance

35. PAWS Reading Performance

36. PAWS Writing Performance

37. PAWS Science Performance

38. PAWS Performance vs. State - Reading

39. PAWS Performance vs. State - Math

40. PAWS Performance vs. State - Writing

41. PAWS Performance vs. State - Science

42. PAWS Summary • Highest average Mathematics score for all grades since 2006 (earliest recorded PAWS scores). • Second highest average Reading score for all grades (-0.17%) since 2006. • Second highest average Writing score for all grades (-0.32%). • Second highest average Science score for all grades (-1.5%) since 2008 (inception of PAWS Science test). • While we experienced improvement in many areas, we still have significant room for improvement. The transition of PAWS to CCSS will be extremely important.

43. The Future of PAWS • Transition to CCSS • 2011-2012 – Current WDE standards • 2012-2013 – Current WDE standards (may pilot some CCSS) • 2013-2014 – PAWS/CCSS Standards • 2014-2015 – CCSS Standards • Significant questions whether Wyoming will join a national consortium for CCSS testing or go on their own with a contractor (Pearson, etc.). • State BOE and legislators have not come to a consensus on CCSS. • It will be difficult to align our curriculum to the standards during the transition. The board can expect erratic scores. MAP scores become increasing important during the transition phase.

44. Olweus Data • The District is using six indicators from the Olweus survey to gauge bullying behavior in our schools. The following questions are being used as indicators. • Percentage of students who have been bullied "2-3 times per month" or more in the past couple of months. • Percentage of students who have been bullied "2-3 times per month" or more in the past couple of months who have told someone about the bullying. • Percentage of students who report that teachers or other adults at school try to put a stop to it when a student is bullied at school. • Percentage of students who report that other students at school try to put a stop to it when a student is bullied at school. • Percentage of students who report that they are "never or seldom" afraid of being bullied at school. • Percentage of students who report that their teachers have done "a good deal or much" to cut down on bullying in the classroom in the past couple of months.

45. Olweus Data

46. Olweus Data Percentage of students who have been bullied "2-3 times per month" or more in the past couple of months. Percentage of students who have been bullied "2-3 times per month" or more in the past couple of months who have told someone about the bullying. Percentage of students who report that teachers or other adults at school try to put a stop to it when a student is bullied at school. Percentage of students who report that other students at school try to put a stop to it when a student is bullied at school. Percentage of students who report that they are "never or seldom" afraid of being bullied at school. Percentage of students who report that their teachers have done "a good deal or much" to cut down on bullying in the classroom in the past couple of months.

47. Olweus Data Synopsis: Although the number of students reporting that they have been bullied “2-3 times per month” has not decreased, there are a number of areas related to bullying in the schools that have shown significant improvement. This is especially true at the elementary level. The data tells us that students are less afraid of being bullied at school, are more likely to inform a teacher or other adult at the school when bullying occurs, and that teachers are doing more to prevent bullying.

48. Plan Additions / Revisions • Parameters: • Maintain/Reduce the Size/Scope of the Strategic Plan • The District is undertaking the adoption of the Common Core State Standards, a new teacher/principal evaluation system and moving forward with our 1:1 initiative. We need to minimize new initiatives until these highly critical components are finished. • Follow-Up on Successes • Move from implementing Board Governance Leadership and Strategic Planning to monitoring Board Governance Leadership.

49. Action Steps – Plan Revision • Two Teams • Team A • Four Board Members: • Legerski, Makelky, McAdams • Team B – Four Members • Three Board Members • Leiseth, Turcato, Fluckiger, Halllam • Team A • Vision and Purpose • Governance and Leadership • Teaching and Learning • Team B • Documenting and Using Results • Resources and Support Systems • Stakeholder Communication • Continuous Commitment to Improvement

50. Action Steps – Plan Revision • Team Tasks: • Review all current items. • Draft proposed revisions / additions. • Discuss potential performance measures. • Whole Group Tasks • Present proposed revisions to whole group for discussion and review. • Finalize additions to plan.