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HomeMy WebLinkAboutReg 2014-05-19 Item 2C - Powerpoint Presentation Shown at Meeting - Tukwila School District Strategic PlanCultivating Community for One Tukwila! Community -wide Strategic Planning Process TUKWILA SCHOOL DISTRICT Dr. Nancy Coogan, Superintendent of Schools Facilitated by Performance Fact, Inc. Mutiu O. Fagbayi (President /CEO) BRIEFING PACKET FOR STAKEHOLDER INPUT March 2014 ** Tukwila, Washington 1 Strategic Planning & School Improvement What We Are Setting Out To Do Develop the strategic plan for Tukwila School District; in a way that: ❑ Clarifies the goal for student learning and achievement; ❑ Outlines the roadmap for accomplishing the goal; ❑ Embraces the diverse "voices" of internal and external stakeholders; ❑ Mobilizes leadership for courageous action at all levels. © Performance Fact, Inc. Think. Believe. Move Mountains. 2 Strategic Planning & School Improvement Outline Of This Briefing Packet 1. Planning Process 2. Clarifying our Instructional Focus • Goal, Vital Signs and Benchmarks • "Four Pillars" Page 4 8 15 3. Your Feedback: What feels right for you? What is 21 missing? © Performance Fact, Inc. Think. Believe. Move Mountains. 3 Strategic Planning & School Improvement WHY PLAN? The best way to guarantee your future is to create it yourself. Without a plan, there is no focus or clear direction. A results- focused plan is the first step toward making the future you envision become a reality. A primary aim of planning is unity of purpose, or alignment. Regardless of the level of planning -- long -range strategic planning, continuous school improvement planning or operational planning -- the intent is the same: getting people, processes, and programs on the same page, going in the same direction. Misalignment © Performance Fact, Inc. Alignment Think. Believe. Move Mountains. 4 Strategic Planning & School Improvement Highlights of Student Achievement Reading & Mathematics — Grades 3 -8 Lens .2 CONSISTENCY Number of Students Proficient/Advanced out of every 20 students. Grade 07? .- cde∎.: Grade CAE Grade ,-0, Grade Cd RdA TH 2008 -2009 2009 -2010 2010 -2011 2011 -2012 2012 -2013 s- 10 ---- # 10 4,_ _ — 14 * 10 11 12 10 14 —r — — 13 10 11 10 10 12 12 13 e 13 11 4 11 • 11 — .— 8 12 --rr 8 5 — 6 7 12 6 _. 7 8 7 ___ 8 6 5 6 8 8 © Performance Fact, Inc. Grade 03 Grade 04 Grade 05 Glade 05 Grade IP Cade ne REA.DENG 2008 -22009 2009-2010 2010-2011 2411 -2012 2012 -201a Think. Believe. Move Mountains. 5 13 11 12 10 14 13 10 10 12 12 • 11 4 11 • 11 13 12 12 10 112 11 13 9 10 8 10 9 °, -_ `0 11) • 11 11 1 - 8 Think. Believe. Move Mountains. 5 Strategic Planning & School Improvement Embracing Diverse Voices & Perspectives CORE PLANNING TEAM DPrimary responsibility for developing the strategic plan ®2 Internal stakeholders only or mix of internal and external stakeholders ®Beginning -to -end time commitment, including several full -day sessions *Facilitate "reality check" sessions with stakeholders 5°Approximately 50 participants © Performance Fact, Inc. U Think. Believe. Move Mountains. "LISTENING SESSIONS" & "REALITY CHECK" with stakeholders at critical junctures in the Planning Process USTUDENTS ❑PARENTS ❑TEACHERS, LEADERS, & STAFF (SCHOOLS) ❑ COMMUNITY MEMBERS & PARTNERS ❑MANAGERS & STAFF (DISTRICT LEVEL) ❑BOARD & CENTRAL Strategic Planning & School Improvement Embracing Diverse Voices & Perspectives COMMUNITY -WIDE PLANNING TEAM • Approximately 55 participants: parents, teachers, students, community partners, school administrators, district staff, Superintendent's Cabinet, Board members • Two full -day in November and December 2013 INSTRUCTIONAL FOCUS TEAM • Approximately 20 participants; mostly teachers and school administrators, with Superintendent and selected district -level staff • Two full -day sessions in January and February 2014 SCHOOL -SITE "REALITY CHECK" • "Reality check" process at every school, to gather input /feedback from school staffs (to be scheduled for March -April 2014) • "Reality check" facilitated by member(s) of the Community -wide Planning Team and /or Instructional Focus Team • Feedback to be compiled and sent to Superintendent & Performance Fact for integration into strategic plan DISTRICT -LEVEL "REALITY CHECK" • District -level "reality check" process to gather input /feedback from staffs (to be scheduled for March -April 2014) •"Reality check" facilitated by member(s) of the Community -wide Planning Team and /or Instructional Focus Team • Feedback to be compiled and sent to Superintendent & Performance Fact for integration into strategic plan COMMUNITY "REALITY CHECK" • Series of public engagement sessions across the community, to solicit input and share draft of work to -date (to be scheduled for March -April 2014) STUDENT VOICE • Focus group discussions with representative sampling of students from each level (to be scheduled for March -April 2014) © Performance Fact, Inc. U Think. Believe. Move Mountains. 7 Strategic Planning & School Improvement CLARIFYING OUR COMMITMENT TO OUR STUDENTS The Goal and Vital Signs of Student Learning In this section ... ✓ About "Vital Signs" ✓ Group Work: Which Vital Signs do you recommend? ✓ Proposed Goal, Vital Signs and 2017 Benchmarks © Performance Fact, Inc. Think. Believe. Move Mountains. 8 Strategic Planning & School Improvement About "Vital Signs" ✓ Vital Signs of student progress... o Focus on outcomes for students o Consist of "vital few" indicators, not "trivial many" o Enable us to identify opportunities for improving performance based on data. ✓ Vital Signs should be a mix of ... o Leading and lagging indicators o Cognitive and affective indicators o Quantitative ( "hard ") and qualitative ( "soft ") indicators ✓ A well- rounded set of Vital Signs addresses 3 areas ... o Continuous academic growth o Academic tenacity o Socio - emotional resiliency © Performance Fact, Inc. Think. Believe. Move Mountains. 9 Strategic Planning & School Improvement VITAL SIGNS OF STUDENT PROGRESS Choose your indicators of student growth and development from this list, or modify as needed. Select a balanced set of quantitative/ qualitative and cognitive /affective Vital Signs that would provide insight into the "health and well -being of the whole student." A set of 4 -7 Vital Signs is recommended. (AG) CONTINUOUS ACADEMIC GROWTH AG1. Readiness for kindergarten AG2. Proficiency in core subjects AG3. Proficiency in Writing AG4. Proficiency in English Language Arts and Mathematics AG5. Proficiency in Algebra 1 by 8th Grade AG6. Proficiency in upper -level science courses AG7. Proficiency in upper -level Math courses AG8. Proficiency in a language other than English AG9. Proficiency on internationally benchmarked tests AG10. Completion of technology/ multi- media/ project -based portfolio AG11. Proficiency for participation in a digital - /media -rich society AG12. Possession of higher -level technology "savvy" AG13. Enrollment in AP /IB /Honors courses AG14. Completion of AP /IB /Honors /ACT courses AG15. Access to and success in GATE programs AG16. English fluency for non - mainstream speakers of English AG17. Closing the "achievement gap" and accelerating learning for all student groups AG18. Meeting requirements for college entry without need for remediation AG19. High school graduation rate AG20. Graduation rates for 9th Grade cohort AG21. Successful transitions from grade -to -grade or preK - Elementary - Middle School - High School- postsecondary education AG22. Successful post -high school transition AG23. Enrollment in post- secondary vocational training AG24. Enrollment in 2 -year and 4 -year colleges (AT) ACADEMIC TENACITY AT1. Attitude and motivation AT2. Attendance in school and class AT3. Personal goal- setting and decision - making AT4. Self- responsibility, self - discipline and initiative AT5. Perseverance and passion for learning AT6. Consistent effort and sustained concentration AT7. Commitment to long -term goals AT8. Critical thinking and problem - solving AT9. Ability to work independently AT10. Persistence to middle school completion AT11. Persistence to high school completion AT12. Persistence through first 2 years of post- secondary education AT13. Retention and drop -out rates AT14. Truancy and tardiness (SR) SOCIO- EMOTIONAL RESILIENCY SR1. Sense of relatedness and belonging SR2. Constructive relationships SR3. Personal and social adjustment SR4. Reflectiveness and sense of agency SR5. Level of social competence SR6. Acquisition of positive life- skills SR7. Internal locus of control SR8. Student "voice" (re: participation; adaptation; health & safety; responsibility; citizenship; personal and social adjustment; etc.) SR9. Participation and collaboration in school activities SR10. Meaningful class /school /community participation SR11. Participation in the arts SR12. Participation in extra- /co-curricular activities SR13. Participation in community service projects SR14. Goal- orientation, optimistic outlook and confidence © Performance Fact, Inc. Think. Believe. Move Mountains. 10 Strategic Planning & School Improvement Proposed Student Vital Signs & Benchmarks (from Community -wide Planning Team and Instructional Focus Team) Student Vital Signs • Perseverance and passion for learning • Critical thinking and problem - solving • Goal- orientation, voice and self - advocacy • Proficiency in all subjects • Closing achievement gaps • Successful transitions from level -to -level 2017 Benchmarks Mastery by Grade 3 Successful academic transitions Accelerated growth for underperforming student - groups Timely interventions Personalized learning plan 1. At least 15 out of every 20 students entering Kindergarten in 2014 will meet or exceed standards in all subjects by end of Grade 3 2. At least 15 out of every 20 students entering Grades 6, 8, and 9 will meet or exceed standards in all subjects by end of that grade level 3. At least 15 out of every 20 students in our lowest performing student - groups (subgroups) will meet or exceed standards in Literacy /Language Arts and Mathematics 4. Reduce by 20% each year the number of students who trigger early- warning indicators at each transitional learning level (i.e., preK - >K; 5th_ >6th; gth_ >91 5. Each student in Grades 3 -12 will develop and monitor an individualized growth plan, collaboratively with the teacher(s) /Guidance Counselor and parents. Strategic Planning & School Improvement SHARPENING OUR PROFESSIONAL PRACTICES The "Four Pillars" of the Instructional Focus In this section ... ✓ About the 16 High - leverage Practices ( "Pillars ") ✓ Group Work: Which "Four Pillars" do you recommend? ✓ Proposed "Four Pillars" and corresponding Professional Practices © Performance Fact, Inc. Think. Believe. Move Mountains. 12 Strategic Planning & School Improvement About the 16 High - leverage Practices ( "Pillars ") ✓ The 16 high - leverage practices are ... o Research - validated o Applicable to all content subjects o Relevant across student - groups, schools, districts o Designed to address "root cause" of current state ✓ Build our educational "instructional house" on any 4 of the 16 "Pillars" o Specify specific Teaching Practices, Leadership Practices and Organizational Practices for each "Pillar" o Implement the practices with fidelity to accelerate student learning ✓ Programs fade, but practices endure! o The "Four Pillars" frame the foundation of our instructional vision for the long term © Performance Fact, Inc. Think. Believe. Move Mountains. 13 Strategic Planning & School Improvement 2. Research -based High - leverage Practices for "Root Cause" Analysis ( "16 Pillars ") STANDARDS - ALIGNED CONSISTENT INSTRUCTION: EQUITABLE ACCESS TO RIGOROUS, HIGH -LEVEL PROGRAM: 3. DIFFERENTIATION: 4. CULTURALLY RESPONSIVE TEACHING AND LEARNING: 5. DATA - DRIVEN CONTINUOUS IMPROVEMENT: 6. ACCELERATED INTERVENTION: 7. 8. COLLEGIAL COLLABORATION AND ACCOUNTABILITY: RESULTS - FOCUSED PROFESSIONAL LEARNING: 9. HIGH EXPECTATIONS FOR ALL: EFFECTIVE TEACHER FOR EVERY 10. STUDENT, EFFECTIVE LEADER FOR EVERY SCHOOL: 11. NEEDS -BASED RESOURCE ALLOCATION: 12. SUPPORTS FOR STAFF: 13. INSTRUCTIONAL LEADERSHIP: 14. SAFE CLIMATE for LEARNING & WORK: 15. EFFECTIVE AND EFFICIENT OPERATIONS: 1� p STRONG RELATIONSHIPS WITH FAMILIES AND COMMUNITY: Curriculum, assessment and teaching are directly aligned with all state standards in all content areas and for all students, with standards at the center of curriculum planning and student learning. All students have access to challenging, on- standard teaching and courses that include coverage of the "power standards" and core content. Instructional strategies are differentiated to meet the varied learning needs of each student. Instruction reflects students' prior knowledge, learning styles and cultural background; programs and policies integrate the perspectives and needs of diverse stakeholders. School staff uses frequent and timely formative assessments to monitor and adjust teaching practices, leadership practices and organizational practices. Students not meeting academic expectations receive immediate and targeted academic and social support. Staff engage in year -round cycles of inquiry (e.g., Eye on the Goa/TM, Lesson Study), with clear standards of professional practice and accountability. Professional learning is linked to instructional priorities, is standards - based, has clear goals, and meets the individual needs of staff. Beliefs and behaviors reflect commonly held high expectations and shared responsibility for professional practices and student learning. Staffing assignments ensure equitable distribution of teachers and leaders to meet the specific needs of students and schools. School resources are focused on strategies that enhance professional practice and accelerate learning for all student populations. Teachers, leaders and staff receive timely, focused support and intervention (e.g., coaching, mentoring, peer support, targeted training). The principal and instructional leadership team articulate a clear school vision, and are actively involved in planning, guiding and assessing instruction and student learning. The school culture and structures support the social - emotional needs of students, and standards for student and adult conduct are fair and consistently enforced. The school has well - established organizational procedures, and day -to -day operations run smoothly to facilitate teaching, learning and leadership. lJst avwfogieteckookR99-6-mtio jttby red through shared responsibility for student success, 14 proactive communication and meaningful stakeholder "voice ". Strategic Planning & School Improvement Proposed "Four Pillars" of Tukwila's Instructional Focus (from Community -wide Planning Team and Instructional Focus Team) PILLAR #1: EQUITABLE ACCESS TO STANDARDS -BASED INSTRUCTION PILLAR #2: CARING & EFFECTIVE TEACHERS, LEADERS AND STAFF PILLAR #3: SAFE CLIMATE & STRONG PARTNERSHIPS WITH FAMILIES AND COMMUNITY PILLAR #4: DATA - DRIVEN CONTINUOUS IMPROVEMENT © Performance Fact, Inc. U Think. Believe. Move Mountains. 15 Strategic Planning & School Improvement Your Feedback: What feels right to you? What' s missing for you? What is your level of understanding of and commitment to the proposed Drafts? Suggest changes or improvements to the current Drafts, and identify factors /conditions that will strengthen your personal alignment and commitment. (Please add additional sheets, as needed) Goal and Vital Signs 2017 Benchmarks "Four Pillars" of the Instructional Focus Note to the Facilitator: Please compile participants' feedback and forward to the Principal 's or Superintendent 's Office (as directed), so that they will be considered in subsequent drafts of the Strategic Plan. Thank you © Performance Fact, Inc. Think. Believe. Move Mountains. 16 Strategic Planning & School Improvement Questions © Performance Fact, Inc. ` -V Think. Believe. Move Mountains. 17