1

e-STRATEGIC PLANNING PREVIEW

Montgomery County Intermediate UnitOctober 9, 2007

AGENDA & OUTCOMES Your Story Chapter 4 Strategic Plan

Requirements Approaches to Strategic Planning Preview of the e-Strategic Planning

Tool Next Steps

YOUR STORY????

CHAPTER 4: STRATEGIC PLAN REQUIREMENTS

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

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

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

Approaches to Strategic Planning

DISTRICT VISION FOR INCREASING

STUDENT ACHIEVEMENT

SPECIAL EDUCATION

PLANTECHNOLOGY

PLAN

CHAPTER 12 PLANPROFESSIONAL

DEVELOPMENT

PLAN

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???

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 FrameworkNancy Aronson and Donald Burkins 2006

Improvement Planning Process

Discover “Root Cause”

Analyze Data

Plan Solution

Identify strengths & needs

Student Planning Process

Focus: Classroom of Students

Who: Teacher

Periodic Grade Level Planning Process

Focus: Groups of StudentsWho: Teacher Teams

How: Regular 1-2 hour meetings

Annual Building-wide Planning ProcessFocus: All Students

Who: School-wide TeamHow: 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 LevelPSSA & PVAAS

Standardized AssessmentsDistrict End-of-Year Tests

Final Benchmark Test

Classroom Level Initial: PSSA/PVAAS/final tests – student levelCyclical: •Benchmark Data – Student LevelContinuous•Individual Classroom Assessments•Progress Monitoring

Grade/Course LevelInitial: PSSA/PVAAS/final tests – class/subgroup levelsCyclical:

•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 LevelQualitative Data•Student Historical Information•Student Medical Information•Student Learning Information

PA Dept. of Ed 2006

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 FrameworkNancy Aronson and Donald Burkins 2006

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 FrameworkNancy Aronson and Donald Burkins 2006

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 FrameworkNancy Aronson and Donald Burkins 2006

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 FrameworkNancy Aronson and Donald Burkins 2006

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 FrameworkNancy Aronson and Donald Burkins 2006

PREVIEW

eStrategic Plan

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.

DISTRICT VISION FOR INCREASING

STUDENT ACHIEVEMENT

SPECIAL EDUCATION

PLANTECHNOLOGY

PLAN

CHAPTER 12 PLANPROFESSIONAL

DEVELOPMENT

PLAN

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.usCAIU estratplan@caiu.org