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Richland School District Richland School District Strategic PlanStrategic Plan
Tim PrainoTim Praino
CommunicationCommunication
InternalInternal
Union Leadership-John SteachUnion Leadership-John Steach
Staff-PrincipalsStaff-Principals
PTA-Principals PTA-Principals
ExternalExternal
Business/Community-Dr. Jean LaneBusiness/Community-Dr. Jean Lane
Principals TouchstonesPrincipals Touchstones
Strategic planning determines where an Strategic planning determines where an organization is going over the next three to organization is going over the next three to five years or more, how it’s going to get there five years or more, how it’s going to get there and how it’ll know if it got there or not. and how it’ll know if it got there or not.
The world is going to be drastically different The world is going to be drastically different when our current Kindergartners graduate when our current Kindergartners graduate from high school in 2021. from high school in 2021.
Touchstones ContinuedTouchstones Continued
What will be the outcomes and implications What will be the outcomes and implications for the future?for the future? Clear and shared focusClear and shared focus Collaboration and CommunicationCollaboration and Communication High Levels of Community and Parent High Levels of Community and Parent
involvement involvement Develop a sense of ownership by all constituentsDevelop a sense of ownership by all constituents Effective use of organizations resourcesEffective use of organizations resources
Staff InvolvementStaff Involvement
Center of Effectiveness SurveyCenter of Effectiveness Survey Teachers/Adminstrators/Paraprofessionals/Teachers/Adminstrators/Paraprofessionals/
Secretaries/Custodial/MOT/Food ServicesSecretaries/Custodial/MOT/Food Services Focus GroupsFocus Groups
Elementary Elementary Middle SchoolMiddle School High School High School
SummitSummit Extended Core TeamExtended Core Team
Parent InvolvementParent Involvement
Center of Effectiveness SurveyCenter of Effectiveness Survey All parents will be asked to fill out a parent survey All parents will be asked to fill out a parent survey
in late October/early Novemberin late October/early November Parent Focus Group-OctoberParent Focus Group-October
Business/Community Involvement Business/Community Involvement
Focus Group in OctoberFocus Group in October Summit meeting in February Summit meeting in February Extended Core TeamExtended Core Team
Provide continuity of effort for the district, rather than temporary nature of a “task force”
Core Planning Team and Focus Groups create sample commitments
Research data: perceptions, demographics, achievement, contextual
Stakeholder input: Vision, commitments, goals, strategies
Form Expanded Core Team (meet monthly)Refine stakeholder inputEstablish key performance indicators (key actions) essential to the accomplishment of the strategic goals. March-May, 2009; Board Approval: June, 2009
Core Planning Team and representative teams develop action plans that will contribute to the achievement of goals. June-August, 2009
Implement plans, provide resources called for in plans, and take on supportive action steps.Fall, 2009
Determine if strategies associated with key performance indicators and action plans prove to be effective in meeting strategic goals. 2009-10
Strategic Planning TimelineRSD 2008-09
Step 1: Form Core Planning
Team
Step 3: Clarify
Commitments
Step 2: Create data
portfolio
Step 4: Richland Summit
Step 5: Develop the Preliminary
Plan
Step 6: Create
Action Plans
Step 7: Coordinate Action Plans
Step 8: Measure Results
Revised 7.24.08 Source: ESD 123
Dates: February 20-21, 2009 (staff, students, parents, community)Educational Effectiveness Survey (Summary of Parent Perceptions)
Center for Educational Effectiveness, Achievement Data, Perceptions, GrowthFall, 2008 (Focus groups: staff, students, parents, community)Administer rubrics to administrators (August, 2008)
October, 2008-Core Planning Team-Focus groups
Core Planning Team formed July, 2008; determine research framework for plan; establish timeline
October’s AccomplishmentsOctober’s Accomplishments
7 Focus Groups7 Focus Groups 79 staff members from 15 buildings79 staff members from 15 buildings 60 students from RHS and HHS60 students from RHS and HHS 33 Parents and Community members33 Parents and Community members
The focus groups worked on key commitments that The focus groups worked on key commitments that centered around student learning and parent centered around student learning and parent involvement. Staff focus groups also completed involvement. Staff focus groups also completed the Rubric on the Nine Characteristics of Highly the Rubric on the Nine Characteristics of Highly Effective School DistrictsEffective School Districts
9 Characteristics of Highly Effective School Districts
Staff Focus Groups Facilitator’s Form for Focus Group Data Collection: Staff
Guiding Questions: List the key themes reported by table groups for each question that was addressed:
How does the district communicate and collaborate with stakeholders about instructional focus? School improvement? Use of data?
How does the district build a culture of commitment, collegiality, mutual respect and stability? How does the district provide opportunities to communicate and collaborate as part of
professional development? How are the principles of learning implemented in the classrooms?
How does the district support schools to provide culturally relevant educational practices?
What are the processes used by the district to support school improvement? How does the district allocate resources to support school improvement? How does the district support increased parent and community communication and
involvement at all levels? How does the district support staff and administrators to work effectively with parents
and community?
Developing Commitments (Staff)
What is the role of the family in maximizing student learning? What do you think parents believe?
How do you go about incorporating new knowledge into your practice?
What have you seen in schools and classrooms where our students learn best?
What do you believe is true about the conditions that support learning?
Parent/Community Focus Groups
Guiding Questions: List the key themes reported by table groups for each question that was addressed:
How does the district develop and share its focus on improving student learning? How does the district emphasize closing the achievement gap among students? How do leaders demonstrate their commitment to student learning and improved instruction?
How do district and school administrators lead and support schools in closing achievement gaps among students?How does the district gather and use data to improve teaching and learning?
How does the district staff demonstrate that they honor and value students from all backgrounds?
How does the district support safe and supportive learning environments, addressing classroom management, legal rights and responsibilities of students and staff, and
crisis management? How does the district support increased student, parent, community communication and
involvement at all levels? How does the district ensure student, parent and community participation in decision-making at
district and school levels? How does the district help students love learning? If parent and community involvement is extensive, how would that look? What would be
happening?
Developing Commitment (Parents)
What is the role of the family in maximizing student learning? What do you think school staff members believe?
How do you go about sharing new knowledge with schools? How can parents become more involved in student learning?
What have you seen in schools and classrooms where our students learn best?
What do you believe is true about the conditions that support learning?
October’s Data WarehouseOctober’s Data Warehouse
* WASL Scores* WASL Scores * MAP Reading, Math, and Science Scores* MAP Reading, Math, and Science Scores * DIBELS Scores* DIBELS Scores * Free/Reduced Lunch Students* Free/Reduced Lunch Students * SPED Students* SPED Students * ESL Students* ESL Students
* Ethnicity* Ethnicity * Gender* Gender * Average Daily Attendance* Average Daily Attendance
Data Warehouse ContinuedData Warehouse Continued
* # of High School Students who received D or F * # of High School Students who received D or F grades in core classes (Language, Literature, Math, grades in core classes (Language, Literature, Math, Science only)Science only)
* Average GPA's for the High School Students * Average GPA's for the High School Students who received D or F grades in core classeswho received D or F grades in core classes
* # of Discipline Incidents* # of Discipline Incidents * # of Discipline Incidents by Type* # of Discipline Incidents by Type * Mobility Rate* Mobility Rate * End of Year Enrollment* End of Year Enrollment
Coming in NovemberComing in November
CEE Staff SurveyCEE Staff Survey CEE Parent SurveyCEE Parent Survey
February Summit MeetingFebruary Summit Meeting
The meeting will be Feb 20-21The meeting will be Feb 20-21stst at the ESD. at the ESD. Board Members (5)Board Members (5) Admin (15)Admin (15) Teachers (30)Teachers (30) Parents (15)Parents (15) Support Staff (15)Support Staff (15) Business (15)Business (15) Students (5)Students (5)
December
CORE Team will draft up to ten broad goal statements that will be shared at the summit
Emerging Themes from the Focus Groups Parent and Community involvement
Transparency Teaching and Learning
Fidelity; monitoring implementation Personalized; differentiated; interventions Math, special education, poverty
Effective Leadership Clear and shared focus
Additional Data
CEE Staff Survey---683 CEE Parent Survey---2764 CEE Student Survey---2471 Total Survey---5918
Comparison PerspectiveComparison PerspectiveComparison Perspective- Characteristics of High
Performing Schools (Chart 1 of 2)
37%
28%
27%
52%
42%
37%
26%
17%
15%
56%
50%
49%
34%
24%
19%
33%
36%
35%
30%
40%
37%
32%
30%
30%
22%
31%
31%
33%
37%
39%
15%
20%
21%
7%
9%
14%
18%
26%
25%
10%
11%
11%
18%
23%
25%
3%
3%
5%
1%
1%
2%
5%
6%
8%
3%
2%
4%
4%
5%
6%
3%
5%
4%
1%
1%
1%
5%
9%
8%
1%
1%
2%
2%
2%
3%
8%
8%
8%
9%
7%
9%
14%
12%
14%
6%
5%
4%
10%
9%
10%
0% 20% 40% 60% 80% 100%
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Re
ad
ine
ss T
o B
en
efit
Cle
ar
& S
ha
red
Fo
cu
s
Hig
h S
tan
da
rds &
Exp
ecta
tio
ns
Effe
ctive
Sch
oo
l
Le
ad
ers
hip
Co
lla
bo
ratio
n &
Co
mm
un
ica
tio
n
AlmostAlways True
Often True
SometimesTrue
Seldom True
Almost NeverTrue
Missing
Overall Staff SummaryOverall Staff Summary
Comparison Perspective- 9 Characteristics of High Performing Schools Percent Positive Responses
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Readiness To Benefit
Clear & Shared Focus
High Standards & Expectations
Effective School Leadership
Collaboration, Communication &Community
Parent & Community Involvement
Supportive Learning Environment
Frequent Monitoring of Teaching &Learning
Focused Professional Development
Curriculum, Instruction, and Assessment
Elem Staff MS Staff HS Staff
Note: Further from the center implies more positive responses
Comparison PerspectiveComparison PerspectiveComparison Perspective- Characteristics of High
Performing Schools (Chart 2 of 2)
34%
22%
17%
49%
40%
31%
36%
21%
14%
31%
19%
15%
40%
24%
20%
25%
20%
18%
31%
35%
36%
28%
35%
38%
32%
35%
31%
28%
33%
29%
33%
37%
34%
31%
32%
34%
18%
23%
26%
13%
14%
19%
13%
23%
28%
19%
23%
28%
10%
18%
19%
21%
25%
25%
3%
8%
8%
3%
3%
4%
4%
7%
8%
7%
7%
10%
1%
3%
5%
5%
7%
6%
1%
3%
3%
1%
2%
3%
3%
3%
4%
3%
6%
6%
1%
1%
2%
2%
4%
3%
11%
8%
11%
5%
5%
5%
12%
11%
14%
13%
11%
13%
14%
16%
19%
16%
11%
14%
0% 20% 40% 60% 80% 100%
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Elem Staff
MS Staff
HS Staff
Pa
re
nt &
Co
mm
un
ity
Invo
lve
me
nt
Su
pp
ortive
Le
arn
ing
En
vir
on
me
nt
Fre
qu
en
t
Mo
nito
rin
g o
f
Te
ach
ing
&
Le
arn
ing
Fo
cu
se
d
Pro
fessio
na
l
De
ve
lop
me
nt
Cu
rric
ulu
m,
Instr
uctio
n, a
nd
Asse
ssm
en
t
Dis
tric
t
Ch
ara
cte
ris
tics
AlmostAlways True
Often True
SometimesTrue
Seldom True
Almost NeverTrue
Missing
Center of Educational Center of Educational EffectivenessEffectiveness
Fall 2008 Parent SurveyFall 2008 Parent SurveyParents' View- Nine Characteristics of High Performing Schools
37%
48%
40%
42%
40%
43%
40%
39%
32%
33%
28%
29%
28%
30%
26%
32%
15%
11%
15%
15%
14%
13%
15%
15%
5%
3%
4%
5%
5%
3%
5%
3%
2%
1%
2%
2%
2%
1%
3%
1%
8%
5%
12%
7%
11%
10%
11%
11%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Clear & Shared Focus
High Standards & Expectations
Effective Leadership
Collaboration & Communication
Parent & Community Involvement
Supportive Learning Environment
Monitor Teaching & Learning
High Quality Curriculum, Instruction, andAssessment
Almost Always True Often True Sometimes True
Seldom True Almost Never True Missing
Please Recruit the following from Please Recruit the following from your buildingyour building
2 teachers (that didn’t attend the focus groups)2 teachers (that didn’t attend the focus groups) 1 support staff member (that didn’t attend the 1 support staff member (that didn’t attend the
focus groups)focus groups) 1 Parent (that didn’t attend the focus groups)1 Parent (that didn’t attend the focus groups) Please email Sue Bumgardner and I the names Please email Sue Bumgardner and I the names
as soon as possible.as soon as possible.
February 20-21 Summit
63 RSD Staff Members 51 Parent/Community Members Drafted a Mission Statement Narrowed the Commitments Narrowed Goal Statements Brainstormed
RSD Drafted Mission Statement
The Richland School District’s educational excellence inspires and prepares students to become: Critical thinkers; Passionate learners; Contributing and responsible members of society;
and Successful in the global community
Drafted Commitments We commit to:
1. Providing a safe environment where teachers and students share mutual respect for one another. Skilled teachers who care about students improve the quality of learning through an understanding of diversity and a belief that all students can learn.
2. Providing a carefully aligned K-12 curriculum taught with quality materials, technology and research-based interventions.
3. Insuring classrooms with high expectations and clear standards, strong classroom management, and effective teaching practices.
4. Maximizing student learning through our partnership with families and the school community.
Commitments Continued 5. Helping families stay connected with their students’
learning by communicating expectations and student progress, building relationships, and providing parents the tools need to help their children succeed.
6. Incorporating new knowledge into practice through professional development and promoting open and shared instructional practices with time to collaborate, evaluate and reflect.
7. Involving parents and community in an active role in supporting our schools including mutual sharing of new knowledge, building positive relationships and opening the schools for volunteering.
8. Supporting and recognizing our students for playing a vital role in their own and each other’s learning as dedicated learners with positive attitudes.
Drafted Goals Goal One: Teaching and Learning
Promote high levels of student achievement and instructional excellence through the alignment of district curricula, resources and programs.
Goal Two: Support for System Improvement (Systematic Improvement of Instructional and Business Practices)
Assure district improvement focused on student learning based in clear benchmarks, measurement and feedback.
Goal Three: Parent and Community Involvement Actively build a partnership with parents and community members to
fulfill our shared responsibility for our children’s education. Goal Four: Leadership
Develop leadership alignment that creates a cohesive community of educators, parents and stakeholders focusing actions on achieving high performance and quality results.
May-Aug
Next Steps Core Team will Revise the action plans (May 28th) 2nd Board meeting in June the draft will go before
the board In July the Core Team will begin creating the 3-
year timeline for implementation August-Implementation