aligning your strategic planning process to the advanced standards for quality - wyoming advanced...

Aligning Your Strategic Planning Process to the AdvancED Standards for Quality

From Start to Finish

Jay Harnack, SuperintendentSublette County School District #1Pinedale, Wyoming


Schools Can’t Do It Alone -Jamie Vollmer

The Ever Increasing Burden on Public Schools

Over the last 35 years, 59 new major initiatives and responsibilities have been heaped on educators.

*This doesn’t include accountability models and accreditation processes.


● You’re tired.

● Time is your most valuable commodity, and you seem to have less of it each year.

● Less and less of the your time you do have, is focused on our core business of teaching and learning.


You’re Doing Fake Work

WHY?


“Real Work” is critical and aligned to the key goals of the organization.

“Fake Work” is effort under the illusion of value.

FAKE “WORK” - Why People Are Working Harder Than Ever but Accomplishing Less, and How to Fix the Problem


As superintendent, it’s my job to ensure that the work our staff is doing is critical and aligned to the key goals of the organization.


As Superintendent of Sublette County School District #1, it is my mission to ensure that each of our students is provided with the absolute best educational opportunity our resources can provide. In doing so, it is my goal to become a leader of educational leaders, to remove the causes of failure in our system, and to help others do their job with greater efficiency and less effort.


The Wyoming Reality:1. The accreditation process is the AdvancED process. It is being written into the

accountability legislation. You will receive an accreditation score.2. Poor accreditation scores result in more work for everyone. 3. The lack of a coherent, well aligned strategic planning process results in lower

accreditation scores (and probably lower student achievement - more work for everyone).

4. School improvement processes that aren’t aligned to the strategic plan result in lower accreditation scores (and probably lower student achievement - more work for everyone).

5. Creating a direct through-line from the strategic planning process to research-based action in the classroom raises student achievement and accreditations scores (less work for everyone).

6. The AdvancED Standards for Quality can provide a simple framework on which the strategic planning and school improvement processes can be aligned, eliminating multiple work processes (less work for everyone).

7. EVERYONE WANTS TO DO THEIR JOB WITH LESS WORK AND GREATER EFFICIENCY.


Almost every school district in Wyoming participates in three critical (time consuming) processes.

1. Strategic Planning2. School Improvement3. Accreditation (Internal and External Reviews)

It is my belief that doing these processes separately, creates additional work for everyone in the district.


An Integrated Process Approach

The Strategic Planning process is aligned to the AdvancED Standards for Quality, and translates directly into our research-based school improvement work.


Throughout this presentation, you will notice numbers listed parenthetically in blue (e.g. - 3.3).

These numbers align the practices being described to the AdvancED indicator it meets, or partially meets.


Based on the Work of:

AdvancED Standards for Quality

McREL International’s District Leadership that Works

McREL International’s Balanced Leadership Framework

FAKE “WORK” - Why People Are Working Harder Than Ever but Accomplishing Less, and How to Fix the Problem -


THE GOAL OF THE INTEGRATED PROCESS:

PUT TEACHERS AND PRINCIPALS IN A POSITION TO BE SUCCESSFUL, AND FOCUS THE WORK OF EVERYONE IN THE DISTRICT.

This is the work that needs to be done related to:

AdvancED Standard 1: Purpose and Direction

AdvancED Standard 2: Governance and Leadership

* 81% of workers are not strongly committed to the company’s top priorities BECAUSE THEY DON’T UNDERSTAND THEIR ROLE - FAKE WORK


Of the factors we control, the quality of the classroom teacher is the most important factor. The quality of the education system cannot exceed the quality of its teachers.

However...

● DISTRICT AND SCHOOL LEADERSHIP MATTERS!

● IT AFFECTS THE FOCUS AND WORKLOAD IN THE CLASSROOM!

●

● THE FOCUS AND WORKLOAD IN THE CLASSROOM AFFECTS STUDENT ACHIEVEMENT!


How SCSD 1 Seeks to Address the Requirements of AdvancED Standards 1 and 2:

District Leadership that Works - McREL International

FIVE RESPONSIBILITIES OF DISTRICT LEADERS:

1. Ensure collaborative goal setting.2. Establishing nonnegotiable goals for achievement and instruction.3. Creating board alignment with and support for district goals.4. Monitoring achievement and instruction goals.5. Allocating resources to support the goals for achievement and

instruction.


AdvancED Standard 1: Purpose and Direction: The system maintains and communicates at all levels of the organization a purpose and direction (FOCUS) for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning.

AdvancED Standard 2: Governance and Leadership:The system operates under governance and leadership (DEFINED AUTONOMY) that promotes and support student performance and system effectiveness.

It’s my job: 1) to help the Board establish the District’s FOCUS, communicate

that focus to our staff, and 2) give them the tools and supports they need to be successful (DEFINED AUTONOMY).

Goal: Provide a clear focus and defined autonomy in a way that limits, or even reduces, our overall workload (Integrated Process).


District Leadership That WorksMcREL International

SCSD 1

Ensure Collaborative Goal Setting Comprehensive Strategic Planning Process Aligned to

AdvancED Standards for Quality

Establish Non-Negotiable Goals for

Achievement and Instruction

SCSD 1 Quality Indicators

Create Board Alignment with and Support of

District Goals

District Mission

Action Plan / Annual Review of Strategic Plan Progress

Tri-Lateral Planning Tool

Monitor Achievement

and

Instructional Goals

Balanced Scorecard

Superintendent Student Performance Report to BOT

Building Principal Student Performance Report to BOT

Quality Dashboard

Allocation of Resources to Support Goals for

Achievement and Instruction

District Budget

Tri-Lateral Planning Tool


A PATHWAY TO DEFINED AUTONOMY (2.4)


Benefits of the Integrated Process Approach:

● Creates a systematic, inclusive, and comprehensive process to develop and communicate a system-wide purpose (1.1, 2.4 and 2.5).

● Creates a distinct through-line from the Board and the strategic plan to research-based school improvement actions (1.2, 2.1 and 2.2).

● Creates specific decision making screens for the Board of Trustees and the admin team (1.3 and 1.4).

● Aligns critical work of staff to the key goals of the organization.

● Allows staff to do their jobs with greater efficiency and less effort.


Step One: Strategic Planning

● Align your strategic plan to the AdvancED Standards for Quality.

● Use of a committee based strategic planning process with a high degree of board and stakeholder input.

● Use a website to archive the strategic planning process and outcomes.

(1.1, 1.2)


1.1, and 1.2


● Committee of the Whole and Seven subcommittees (7 member board):○ Five aligned to AdvancED Standards for Quality○ Two Board Choice○ All administrators assigned to committees based on area of

expertise or need● All committees have the following representation (minimum):

○ Board Member - Chair○ Administrator (1)○ Teachers (2)○ Classified Staff (2)○ Students (2)○ Community Members (2) (1.1, 1.2, and 1.3)


1. Committee of the Whole Meeting2. Subcommittee Meetings

a. Brainstorming / Action Item Selection (1-4)3. Committee of the Whole Meeting

a. Presentation of Action Items by Subcommittees to Committee of the Whole (World Cafe).

4. Subcommittee Meetings a. Refine action items based on feedback.b. Submit prioritized action items to Superintendent.

5. Action items provided to public for feedback (Google Form).6. Board reviews feedback and selects action items at a special

meeting with the admin team.(1.1, 1.2, and 1.3)


Sample SCSD 1 Strategic Planning Goal and Action Items Aligned to the AdvancED Standards for Quality

Goal 3: Teaching and Assessing for Learning: Ensure teacher effectiveness and student learning across all grades and courses.● Action Item: Progress towards full implementation of instruction and

assessment aligned to the Wyoming Performance Standards in Math and

ELA. (3.1 and 3.2)

● Action Item: In keeping with the district’s mission statement, the

district will integrate technology into all classrooms and curricula to

provide each child the opportunity to fully engage in a 21st century

learning environment. (3.3 and 4.6)


Sample SCSD 1 Strategic Planning Goal and Action Items Aligned to the AdvancED Standards for Quality

Goal 5: Using Results for Continuous Improvement - Implement a comprehensive assessment system that generates a range of data about student learning and use the results to guide continuous improvement.● Action Item: Develop and implement a district-wide homework policy

(3.10).

● Action Item: Collaboratively build assessments that drive instruction to

address gaps in learning within and across grade levels, content areas,

and departments to ensure all student are ready for their next level of

learning (2.1, 3.2 3.6, and 5.1) .


Use of Google website to manage the process:

Standard 1 - Indicator 1.1 Level 4

The process for review, revision, and communication of the system’s purpose is clearly documented, and a record of the use and results of the process is maintained. The process is formalized and implemented with fidelity on a regular schedule. The process includes participation by representatives selected at random from all stakeholder groups. The purpose statement clearly focuses on student success.

https://sites.google.com/a/sub1.org/scsd-1-strategic-planning/


Step One: Strategic Planning Alignment

Benefits:1. Aligning the strategic planning process to the AdvancED standards creates

a comprehensive process that focuses the planning on the critical tasks all districts must undertake to ensure educational quality. (1.1, 1.2)

2. Annual reviews of the strategic plan creates creates an internal review process that maintains a focus of leadership (1.1., 1.2)

3. By archiving and documenting your strategic planning process with a website, you simplify the preparation process for your external review. (1.1, 1.2)

4. The use of a broad-scale committee-based strategic planning structure increases stakeholder commitment to the district’s goals for achievement and instruction. (1.3)


What I Would Do Differently Now:

● Simplify the Strategic Planning Process and Strategic Plan

● The AdvancED Exit Report Focuses the Five Standards Into Three Domains (Teaching and Learning Impact, Leadership, and Resource Utilization).

● Limit the Goals to Three (Exit Report Domains) and One Action Item per Goal


Step Two: Connecting to the School Improvement Process1. Create non-negotiable goals and benchmarks for student achievement.

SCSD 1 calls these “quality indicators”. (2.1)

2. Develop a process to monitor the quality indicators. (2.2)

3. Use the quality indicators as the focus of the school improvement

process.

4. Use a research-based framework to implement the school improvement

process. SCSD 1 uses McREL International’s Balanced Leadership and

What Matters Most frameworks for this work. (2.4)


2.1, 2.2 and 2.3


The strategic plan is translated into an action plan used by the Board and the Admin Team (1.3, 1.4 , 2.1, 2.3, and 2.4).


2.1, 2.2 and 2.3


Create Non-Negotiable Goals and Benchmarks for Student Achievement(2.1, 2.2 and 2.3)

As a part of their work, the Teaching and Assessing for Learning subcommittee is tasked with proposing WHICH metrics (Quality Indicators) the District will use to define success for students.

SCSD 1 Quality Indicators1. MAP 2. PAWS3. ACT Suite4. 3rd Grade Lexile5. Attendance6. Graduation Rate

The District Data Advisory Committee makes recommendations to the Board on HOW these measures will be used, and proposes changes to the metrics used if needed.


Create Non-Negotiable Goals and Benchmarks for Student Achievement(2.1, 2.2 and 2.3)

● Don’t rely entirely on state level assessments. Instructional outcomes need to be evaluated with regular physicals, not an autopsy.

● If you don’t have a formatively based assessment system that informs instruction...start building one.

Goal 5: Using Results for Continuous Improvement - Implement a comprehensive assessment system that generates a range of data about student learning and use the results to guide continuous improvement.● Action Item: Collaboratively build assessments that drive instruction to address

gaps in learning within and across grade levels, content areas, and departments to

ensure all student are ready for their next level of learning (2.1, 3.2 3.6, and 5.1).


1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.4, 4.2, 4.4, and 5.4


Building Level Trilateral Planning Tool(1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.4, 4.2, 4.4, and 5.4)

�Planning tool used in McREL’s Balanced Leadership Framework. Describes the

Balanced Leadership Responsibilities and the associated actions that will be used to meet the district’s Quality Indicators. Translates the strategic planning goals to specific, actionable strategies by district and school staff:

1. School Level Practices

2. Classroom Practices3. Student Characteristics

All SCSD 1 administrators and teachers in leadership positions are trained in McREL’s Balanced Leadership Framework.

This create a common language and understanding of leadership practices.


Step Two: Connecting the School Improvement Process to the Strategic PlanBenefits:● �A focus on connecting vision with research-based action. ● The Tri-Lateral Planning Tool is aligned to the strategic plan through the

district’s quality indicators, and effectively communicates the

collaboratively developed improvement vision to staff.

● When all staff clearly understand the goals of the district and their school,

identifying critical work tasks becomes much easier.

● FAKE WORK can be eliminated (or minimized).

�

(1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.4, 4.2, 4.4, and 5.4)


Step Two: Connecting the School Improvement Process to the Strategic PlanBenefits:● The work of principals is focused on implementing the Tri-Lateral Planning Tool

through the Balanced Leadership Framework. Narrows the focus of principals in a complex environment.

● The principal evaluation tool is aligned to the Balanced Leadership Framework. By focusing on the Balanced Leadership responsibilities and actions necessary to implement the Tri-Lateral Planning Tool, they take actions that are mutually beneficial for both the district and the principal (and ultimately our students).

● Help others do their job with greater efficiency and less effort (put principals in a position to be successful).�

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Step Three: Monitor Achievement and Instructional GoalsDevelop a transparent process to monitor progress, that is connected to the strategic planning goals, and provide feedback to the board and staff.

Include staff in the process of determining how the quality indicators will be monitored.

(1.2, 2.1, and 3.2)

.


1.2, 2.1, and 3.21.2, 2.1,

and 3.2


Develop a Process to Monitor the Quality Indicators

Teachers should be the first group of stakeholders to benefit from the process of monitoring the quality indicators.

Formatively Based Assessment System(3.2, 3.3, 3.6, 5.1, 5.2, 5.4, and 5.5)

Collaboratively build assessments that drive instruction to address gaps in learning within and across grade levels, content areas, and departments to ensure all student are ready for their next level of learning.



The Board uses a Quality Dashboard to provide accountability data and improve communications between Sublette County School District #1 and its shareholders.

Quality Dashboard(1.1, 1.2, 1.3, 1.4, 2.4, 3.2, 5.1, 5.2, 5.4, and 5.5)

The Quality Dashboard gives our community the opportunity to access data pertaining to Student Achievement. The data details our continuous efforts to meet the goals of the strategic plan, and our commitment to providing a high quality educational program for our students, their families and our community.



The Board uses a Balanced Scorecard to track progress on the strategic planning goals, the District Quality Indicators, and metrics for support services.

Balanced Scorecard(1.1, 1.2, 1.3, 1.4, 2.4, 3.2, 5.1, 5.2, 5.4, and 5.5)

The Balanced Scorecard is a roadmap used by the Board of Trustees to measure performance and determine if the strategic plan and the action plan have been translated into measurable action, which better equips decision-makers to more effectively monitor the organization and the critical measures relative to success.


Step Three: Monitor Achievement and Instructional GoalsBenefits:● When the data being reviewed by the Board is aligned to a specific quality

indicator, data transparency becomes a tool to drive the improvement of

instruction. When the objective is not to identify whom to blame for a

problem, it is to find out where the system failed, and fix it.

● When the objective is not about blaming someone, we tend to focus more on “de-privatizing” our educational practices and connecting peers with

purpose... making learning the work. This is particularly true when we

make an effort to do this “in context” with teachers.

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RESULTS:1. A way to connect vision to research-based

practices.2. Integrates three time and energy intensive

process. 3. Creates an internal review process and a

framework for a successful external review.4. Help others do their job with greater efficiency

and less effort.

�


2014 Exits Report Results for SCSD 1:SCSD 1 External

Review IEQ ScoreWyoming External Review IEQ Score

Average

AE Network Average

Overall Score 321 255 282

Teaching and Learning Impact

307 251 272

Leadership Capacity

332 258 294

Resource Utilization

341 261 283


2014 Exits Report Results for SCSD 1:

8 Powerful Practices Covering Thirteen (13) AdvancED Indicators(1.1, 1.2, 2.2, 2.4, 3.4, 3.5, 3.6, 3.12, 4.2, 4.3, 4.4, 4.7 5.5)

2 Improvement Priorities Covering Two (2) AdvancED Indicators (Less Work!)(3.2, 3.10)


Other Possible Benefits:

WDE is currently considering a report a reporting platform that would be aligned to the AdvancED standards.

If this platform is used, this would further align the integrated process to another necessary district process.


REFERENCES:

Marzano, R. J., & Waters, T. (2009). District leadership that works. Bloomington, IN: Solution Tree.

Peterson, B. D., & Nielson, G. W. (2009). Fake Work: why people are working harder than ever but accomplishing less, and how to fix the problem. New York, NY: Simon and Schuster.

Vollmer, J. (2010) Schools cannot do it alone: building public support for america’s public schools. Fairfield, IA: Enlightment Press

Waters, T., & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action. Mid-continent Research for Education and Learning (McREL).

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