Topeka Public SchoolsStrategic Planning Workshop

October 14, 2009

Why Are You Here?

What is Strategic Planning and Why Bother?

What Is It?

“Strategic planning is aimed at total concentration of the organization’s resources on mutually predetermined measurable outcomes. An effective plan, by this definition, encompasses an organization’s entire resources and purpose. It must be constructed deliberately and thoughtfully.”

David Peterson, Strategic Planning, ERIC Digest Series

Strategic planning, an essential step in the development of a results-based accountability system, is defined as the process of answering these questions:

Where are we? What do we have to work with? Where do we want to be? How do we get there? Harvard Family Research Project

Where Are We?

• An in-depth analysis of the current state of the district. This analysis should study every aspect of the district to determine strengths, weaknesses, opportunities, and obstacles (SWOT). The analysis should also look at factors such as recent history, community issues and trends, legislative actions, legal requirements, etc.

• Cross & Joftus report

What Do We Have to Work With?

• A review of all district resources relating to programs, human capital (students, staff, parents, community), finances, facilities, time, partnerships.

Where Do We Want to Be?

• The strategic plan establishes the goals that the district wants to achieve.

• The goals should reflect the district’s vision, mission and beliefs.

• They should be developed by a group of stakeholders committed to the success of the district’s students.

• The goals must be realistic and doable in light of district resources.

• Goals may be short term (1-3 yrs) and long term (3-10 yrs) and should be prioritized.

• Progress on goals should be reported to all stakeholders yearly at a minimum.

• Goals should be reviewed yearly for changes.

How Do We Get There?

• Under each goal there is a set of objectives that enable the goal to be accomplished.

• Each objective should include a time line and the person responsible for completing it.

• Objectives must be measurable.• Objectives must be realistic and doable.• Under each objective must be a set of strategies to

accomplish the objective. • Goals should be established by the planning committee.

Objectives may be established by the committee or by the administration and reported to the Board and committee for approval. Strategies should be established by the administration.

Implementation

• The planning is the easy part. Implementation is hard.

• Many plans never get carried out.• Buy-in must be part of the planning and is

crucial.• Regular reports of progress are required for

accountability purposes.• Review of the plan and adjustments are part of

the process and should be done yearly.

Value of Strategic Planning

• Establishes a road map for the district’s future.• Creates a focus for all stakeholders.• All stakeholders have a role.• Creates a culture of high expectations,

accountability, risk-taking, and collaboration.• Creates a common language.• Improvement of academic and social

performance for all students.

Kansas City, Kansas

• Theory of Action: EAR

Engagement- build relationships

Alignment- establish a high quality,

aligned curriculum, K-12

Rigor- provide a rigorous, relevant

education for all students by improving

instruction and curriculum

Graduation Rate 1999-2005

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

Growth Toward ProficiencyReading at Grade 5

2001-2005

39.5

29.730.7

37.4

30.332.2

20.231.6

48.2

15.8

28.0

56.2

13.0

26.7

60.3

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Growth Toward ProficiencyReading at Grade 8

2001-2005

32.131.4

36.5

28.3

34.4

37.3

13.2

29.5

57.3

11.6

28.1

60.2

9.3

26.2

64.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Growth Toward ProficiencyReading at Grade 11

2001-2005

44.8

30.125.2

44.0

26.929.2

34.9

31.134.0

26.833.0

40.2

24.7

36.638.8

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Growth Toward ProficiencyMath at Grade 4

2001-2005

39.3

29.531.3 33.0

32.434.6

27.629.1

43.3

18.325.7

56.0

15.523.4

61.2

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Growth Toward ProficiencyMath at Grade 7

2001-2005

60.3

22.9

16.7

55.0

26.2

18.9

48.5

26.425.1

38.0

25.6

36.332.9

27.4

39.7

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Growth Toward ProficiencyMath at Grade 10

2001-2005

63.1

23.4

13.5

55.8

28.7

15.4

61.1

23.0

16.0

53.1

32.6

14.3

56.8

24.119.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2001 2002 2003 2004 2005

Unsatisfactory

Basic

Proficient Plus

Team Members’ Responsibilities

• Attend the meetings• Be on time and stay for the whole meeting• Prepare for the meetings• Be fully engaged• Listen to others and respect all opinions• Complete assigned tasks timely• Turn off cell phones during the meetings• Dress comfortably• Enjoy the process