1. 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. Chapter 4 Strategic Plan Components At-A- Glance Mission Statement Listing of District Goals Description of Academic Standards Planned Instruction & Graduation Requirements Assessment Plan Plan for Improving Student Achievement 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. Professional Education Plan

9. The Professional Development Plan Plan is designed to meet the education needs of that school entity and its professional employees, so that they may meet the specific needs of students. Professional development must be based on sound research and promising practices, and it must be part of an approved plan for building educators’ skills over the long term. Act 48 Professional Development Guidelines 3/07

10. Professional Education Criteria 13 Criteria that define the intent of the Professional Education A. Plans are to be based on student needs and evaluated using student data. Approved professional development: A1. Uses disaggregated student data to determine educators’ learning priorities A2. Is evaluated to show its impact on teaching practice and student learning Act 48 Professional Development Guidelines 3/07

11. Criteria for classroom teachers, school counselors and education specialists: B. Professional development activities have content that will increase student learning. B1. Enhances the educator’s content knowledge in the area of the educator’s certification or assignment B2. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students B3. Provides educators with a variety of classroom- based assessment skills and the skills needed to analyze and use data in instructional decision-making B4. Empowers educators to work effectively with parents and community partners

12. Criteria for school and district administrators, and other educators seeking leadership roles: B. Professional development activities have content that will increase student learning. B5. Provides the knowledge and skills to think and plan strategically B6. Provides leaders with the ability to access and use appropriate data to inform decision-making B7. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning B8. Instructs the leader in managing resources for effective results Act 48 Professional Development Guidelines 3/07

13. Professional development is provided through a process that is most likely to result in sustained school improvement. Approved professional development: C1. Is set out in a plan that is updated annually by the Act 48 Committee C2. Is based on knowledge of adult learning styles C3. Is tailored to each stage of an educator’s career, differentiating between the needs of novice and experienced professionals

14. Professional Education Committee Teachers, Education Specialists and Administrators elected from among peers Parents, business and community representatives selected by the Board of Directors Responsibilities defined in Guidelines Act 48 Professional Development Guidelines 3/07

15. Teacher Induction Plan

16. Teacher Induction Planning Participants The name of the induction coordinator and a description of the individuals who developed the plan and how they were selected;

17. Goals and Competencies A list of goals and competencies for the induction program

18. Assessment Processes A description of how the needs of inductees will be assessed

19. Mentor Selection A description of how the mentors were selected

20. Activities and Topics A timeline of activities/topics, including the Code of Conduct, to be addressed

21. Evaluation and Monitoring A description of the procedures for monitoring and evaluating the induction program

22. Participation and Completion A description of how records of participation and program completion will be kept

23. Approaches to Strategic Planning

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

27. 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???

28. 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

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

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

31. 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

32. 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

33. 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

34. 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

35. 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

36. Action Planning Developing an Action Plan for Results: Goals, Strategies

37.  Based on the reflection about student results and educational practices you conducted during the : DATA” phase:  Identify the vital few research-based approaches, successful models, or promising ideas which you believe will have the greatest impact on improving the quality of teaching and learning.  In addition to the Guiding Questions provided, consider other questions or issues relevant to your school’s experiences and unique circumstances  Satisfy yourself that your vital few ideas flow logically from your analysis, and consist of high- leverage strategies that form a coherent instructional roadmap.

38.  Based on the vital few high-leverage strategies you identified during the “DESIGN” phase:  map out the step-by-step tasks that need to be accomplished;  the timeline for completing the tasks;  the timeline & responsibility for each task;  the resources you will need, and;  the evidence of accomplishment of the task.

39. PREVIEW eStrategic Plan

40. 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.

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

44. Resources Webinars have been recorded and are posted at http://www.pdewebinars.org/ http://www.pdewebinars.org/ Frequently Asked Questions (FAQs) will be posted at www.estratplan.orgwww.estratplan.org Contact Information: Amy Munro amunro@state.pa.usamunro@state.pa.us CAIU estratplan@caiu.orgestratplan@caiu.org