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Blueprint for Excellence!

2006-2012 Strategic Alignment Plan

How to Make a Difference.

Council Rock School District 30 N. Chancellor Street Newtown, PA 18940

September, 2006

BLUEPRINT FOR EXCELLENCE! 2006-2012 Strategic Alignment Plan

COUNCIL ROCK SCHOOL DISTRICT SCHOOL BOARD

Alan R. Harvison

PresidentJerold S. Grupp

Vice President

Richard Abramson, Esq.Dr. Paul Anagnostakos

Christopher G. Ayoub Robert Donnelly

Bernadette Heenan

Patty Sexton Susan Vicedomini

Mark J. Klein, Esq. Superintendent of

Schools

STRATEGIC PLANNING CORE TEAM

Mark Alesczyk

Maintenance Specialist Council Rock High School South

Maureen Flynn Teacher

Holland Middle School

Susan McCarthy Principal

Council Rock High School North

Suzanne Antonelli Teacher

Newtown Elementary School

Matt Frederickson Supervisor of Information Technology

Tessa McDermott Administrative Assistant

Chancellor Center

Abby Applebaum Psychologist

Maureen M Welch Elementary School

Al Funk Assistant Principal


John Nodecker Assistant Principal

Council Rock High School South

Yelena Baras Student


Rachel Grant Student


J Craig Ogelby Principal

Rolling Hills Elementary School

Glenn Beasley Community Member

Rebecca Grimm Assistant Principal

Richboro Middle School

Marianne Pavie Recess Assistant

Holland Elementary School

Ro Carcaci Teacher Assistant

Holland Elementary School

Bernadette Heenan Council Rock Board of School Directors

Donna Pianoforte Teacher

Math Coordinator

Adam Collachi Teacher

Sloan School

Randy Hulings CREA

Wrightstown Elementary School

John Rasiej Community Member

Chris Cooke CRESPA


Madeline Kerns Community Member

Robin Rheiner Parent

Ann DeMaio Staff Development Coordinator

Kevin King Principal

Wrightstown Elementary School

Bob Schoch Director of Business Affairs

Jessica Depew Teacher


Mark Klein Superintendent of Schools

Patty Sexton Council Rock Board of School Directors

Barry Desko Principal

Newtown Middle School

Chuck Lambert Director of Special Services

Joanne Talbot Parent

Robert Donnelly Council Rock Board of School Directors

Allison MacGahan Parent

Joe Warwick Teacher


Beth Fidanza Art Teacher

Churchville Elementary School

Anna Mannella Math Specialist

Rolling Hills Elementary School

Marge Weiner Community Member

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Table of Contents Executive Summary ................................................................................................................. 1 Making a Difference................................................................................................................. 2

Our Goal and Six Yardsticks of Student Success .................................................................. 3 Our Mission............................................................................................................................ 6

Where Are We Now? ............................................................................................................... 7 The FOUNDATION Upon Which We Are Building ............................................................ 7 Highlights of Current State of Educational Practices .......................................................... 16

The Design to Strengthen Our Foundation ......................................................................... 20 Six High-Leverage Practices................................................................................................ 20

Ensuring Disciplined Implementation and Accountability for Performance................... 34 Criteria for Setting Annual Performance Objectives ........................................................... 35 2006-2007 Performance Objectives & Milestones of Progress ........................................... 36

Appendix ................................................................................................................................. 47 Metrics of Excellence........................................................................................................... 47

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Executive Summary Making a Difference! In February 2006, the Council Rock School District initiated a strategic planning process to set the broad directions for the district for the next six years (2006-2012). A Strategic Planning Core Team, made up of 38 Council Rock parents, students, community members, teachers, staff, and administrators, met for many months to develop the plan. In addition, a number of “reality check” discussions were held with larger groups of Council Rock stakeholders to elicit their input and feedback. In Council Rock we strive to make a difference for our students every school day. This strategic plan reminds us that we all make a difference by striving to provide success for every student every day. The varied parts of our Strategic Plan help us to align our efforts to ensure we are all moving forward to accomplish our mission and goals. We can make a difference not only in our classrooms but by providing efficiency in fiscal operations, by reaching out and engaging our community, and by ensuring that relevant technology remains available to our students and staff. We make a difference by recognizing and utilizing the talent embedded in our staff – our deep smarts – and by creating professional development opportunities to allow our entire staff to grow. This Strategic Plan recognizes the excellence that is already present in our school district and seeks to expand it. It is our collective commitment to continue our path from good to great. A disciplined framework for planning is a vital tool for bringing about alignment of people, programs, processes, and resources. The resulting plan offers a coordinated roadmap for continuous improvement of educational practices and student achievement. In its essence, Council Rock’s Strategic Plan shows us how to make a difference for the students and community we serve. Council Rock School District offers its sincere thanks to Performance Fact, Inc., led by Mr. Mutiu O. Fagbayi (President/CEO), for their work in facilitating our Strategic Planning Process. Full implementation of the 2006-2012 Strategic Plan for Council Rock School District will begin in Fall 2006, following Board approval.

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Making a Difference Council Rock School District’s BLUEPRINT for making a difference for every student every day consists of four essential components.

1. A challenging Goal – statements of our highest aspirations for our district, our students and our staff.

2. Six Yardsticks of Student Success – the measures of student progress toward the

goal.

3. Our Mission – an articulation of our central purpose as an organization; a statement of our “reason for being.”

4. Six High-Leverage Practices – the strategic priorities the district will pursue to

achieve our goal. They define the capabilities we need, must develop, and must implement well in order to achieve desired results. The six high-leverage practices are:

• Excellence in Teaching & Learning • Culture of Continuous Professional Learning • Leadership for Results • Engaging the Community • Facilities & Financial Resources • Educational & Informational Technology

Together, these four essential components produce a Blueprint for Excellence that is both responsive and accountable to the community’s expectations. This 6-year strategic plan has been fitted to the needs of the community and the students it serves, while keeping in sight the challenges that lie ahead. When fully implemented, the plan will strengthen the performance outcomes for every student, teacher, administrator, and staff member at all levels of our school system. It will position Council Rock as a premier school district in the country.

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Our Goal and Six Yardsticks of Student Success Council Rock School District’s Goal is about excellence:

• Excellence in learning and achievement for every student. • Excellence in our collective performance as a school district.

The goal gives meaning and direction to the work of the district, informs the selection of educational programs, and guides the allocation of resources in purposeful ways. It is a statement of our collective commitment to our students and our community.

Our Goal

Every Council Rock student meets or exceeds district benchmarks

at every grade level.

and

Council Rock is recognized among the Top 5% of districts in the USA,

as measured by objective, credible, and relevant benchmarks.

Successful accomplishment of Council School District’s goal for student learning and achievement requires consistent attention to student progress toward that goal. Thus, Council Rock has articulated Six Yardsticks of Student Success that function as the “vital few” indicators and measures of student progress. These yardsticks enable us to continually monitor student growth and development, so that we can intervene in a timely

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manner, provide extra support when needed, or adjust our educational practices to be more responsive to student needs. The Six Yardsticks of Student Success provide multiple measures of student progress that address social, emotional, and cognitive development. Each yardstick has at least one or more clearly measurable data points, also known as “Metrics of Excellence,” which will be closely monitored throughout the year. As a collective, the yardsticks provide a gauge of the “health and wellness” of our students at any point.

• We will assess how well our students are doing in core subjects such as English, mathematics, science, and social studies.

• We will pay attention to how regularly our students attend school. • We will listen to what our students think and how they feel in their learning

environments. • We will examine how well our students acquire skills that will guide them through

life. • We will measure student growth related to participation in co-curricular activities. • Finally, we will evaluate how successful students are able to transition from one

grade to the next as well as from elementary to middle school and middle to high school and, finally, from high school to post-secondary education.

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These six yardsticks will enable us to set annual student achievement improvement targets, make informed decisions about resource allocations, make midcourse adjustments, and hold ourselves accountable for results.

Success for EVERY STUDENT EVERY DAY!

SIX YARDSTICKS OF STUDENT SUCCESS

Student achievement

Student attendance

Student attitude and motivation

Student acquisition of positive life-skills

Student learning and growth through participation in co-curricular activities

Student successful transition from grade-to-

grade and elementary middle school high

school post-secondary

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Our Mission If the fundamental aim of our public schools is to nurture the full potential in every student, then the core purpose of Council Rock School District must be to create and sustain a culture in which the life-long process of learning can thrive. Council Rock’s mission statement is a declaration of the district’s essential purpose – its reason for being. It articulates why we exist as a school system, and it gives shared meaning to the work of everyone within the district. It is a declarative statement of “what we have come together to experience and to accomplish.” Therefore, everything we must do – including how we treat and relate to each other – must be consistent with this mission.

Our Mission Council Rock School District, in partnership with its community,

empowers all students with the knowledge, habits, and attitudes to become life-long learners

and to lead and serve in a diverse, global society.

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Where Are We Now?

The FOUNDATION Upon Which We Are Building This section provides a two-part overview of the current state within the Council Rock School District. The first part contains a profile of student learning and achievement in Council Rock School District between 2001 and 2006. Specifically, it highlights results based on the Pennsylvania System of School Assessment (PSSA) administered annually to students. In addition, it includes school Adequate Yearly Progress (AYP) status, attendance and graduation rate, college prep statistics via the Scholastic Aptitude Test (SAT), as well as district, staff, and community demographics. The second part provides highlights of the current state of educational programs and practices within the district, organized according to our Six High-Leverage Practices. Analysis of student achievement data, coupled with deeper analysis of educational practices, lays the foundation for designing Council Rock School District’s Blueprint for Excellence!

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By The Numbers – A Profile of Student Achievement & Demographic Data for Council Rock School District (2001-2006)

5-Year Trend of PSSA Math & Reading Results

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PSSA District Rankings (2003-2005)

READING

2003 2004 2005 % Prof. & Adv.

Rank % Prof. & Adv.

Rank % Prof. & Adv.

Rank

Gr. 11 77 49th out of 501 districts

77.4 70th out of 501 districts


Gr. 8 88.1 10th out of 501 districts


83.7 31st out of 501 districts




MATHEMATICS

2003 2004 2005

% Prof. & Adv.

Rank % Prof. & Adv.

Rank % Prof. & Adv.

Rank




Gr. 8 87.4 1st out of 501 districts






Student Achievement (Comparison to State & County)

CRSD State County How Students Performed on State Reading Tests 2005 2005 2005 Grade 3 Reading Proficiency (%) 83.0 68.0 79.3 Grade 5 Reading Proficiency (%) 84.5 64.2 77.0 Grade 8 Reading Proficiency (%) 83.7 64.1 77.4 Grade 11 Reading Proficiency (%) 82.6 65.0 71.3 How Students Performed on State Math Tests Grade 3 Math Proficiency (%) 94.0 81.0 88.9 Grade 5 Math Proficiency (%) 85.9 69.0 81.1 Grade 8 Math Proficiency (%) 86.7 62.9 77.2 Grade 11 Math Proficiency (%) 74.3 50.9 59.9 Graduation Rate (%) All Students 99.2 88.0 93.5

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Adequate Yearly Progress (AYP) (“Yes” indicates AYP was achieved)

SCHOOL Reading Math Subgroups Attendance/

Graduation Participation

on PSSA Status

Council Rock HS North

Yes Yes Yes Yes Yes Yes

Council Rock HS South

Yes Yes 1* Yes Yes 1*

Holland Middle School


Newtown Middle School


Richboro Middle School


Churchville Elementary


Goodnoe Elementary


Hillcrest Elementary


Holland Elementary


MM Welch Elementary


Newtown Elementary


Richboro Elementary


Rolling Hills Elementary


Sol Feinstone Elementary


Wrightstown Elementary


Yes: All ANNUAL YEARLY PROGRESS (AYP) goals have been achieved 1: Warning - One or more AYP goals not met; requires effort to improve, no state or federal consequences 2: School Improvement I - One or more AYP goals not met for two years in a row; requires school choice, school assistance teams, and a specific plan for improvement. 3: School Improvement II - One or more AYP goals not met for three years in a row; requires same as SI I, plus supplemental services such as tutoring. 4: Corrective Action I - One or more AYP goals not met for four years in a row; requires same as SI I & II plus significant changes in leadership, curriculum, professional development or other strategies. 5: Corrective Action II - One or more AYP goals not met for five years in a row, requires same as CA I, plus significant changes in governance such as reconstitution, chartering, or privatization.

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Attendance/Graduation Rate (2002-2005)

Attendance Rate For

2004-2005

Attendance Rate For

2003-2004

Attendance Rate For

2002-2003

Graduation Rate For

2004-2005

Graduation Rate For

2003-2004

Graduation Rate For

2002-2003 CRHS North 95.3 % 95.30% 95.6% 99.5% 99.8% 98.7% CRHS South 95.1 % 94.70% 95.2% 99.0% 99.5% NA Holland Middle 96.0 % 95.87% 95.9% Newtown Middle

96.0 % 95.79% 95.8%

Richboro Middle

96.4 % 95.97% 96.0%

Churchville Elementary

96.0 % 95.55% 95.5%

Goodnoe Elementary

96.3 % 95.44% 95.4%

Hillcrest Elementary

95.9 % 95.28% 95.3%

Holland Elementary

96.3 % 96.00% 96.0%

MM Welch Elementary

96.4 % 95.92% 95.9%

Newtown Elementary

96.1 % 95.36% 95.3%

Richboro Elementary

95.7 % 96.03% 96.0%

Rolling Hills Elementary

95.9 % 95.47% 95.5%

Sol Feinstone Elementary

95.8 % 95.47% 95.5%

Wrightstown Elementary

96.1 % 96.26% 96.3%

Each year about 95% of Council Rock graduates pursue higher education • Four year college: 73% • Two year college: 21%

• Other education institutions: 1%

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CRSD College Prep Statistics - SAT (Comparison to State & Nation)

CRSD State National 2005 Verbal 544 501 508 Math 576 503 520 Percent of Class Tested 92% 2004 Verbal 538 501 508 Math 560 502 518 Percent of Class Tested 88% 2003 Verbal 525 500 507 Math 555 502 519 Percent of Class Tested 85% 2002 Verbal 533 498 504 Math 559 500 516 Percent of Class Tested 87.5%

Council Rock Community Demographics (Comparison to State)

CRSD State Adult Education Levels 2005 2005 Adults with a High School Diploma (%) 90.4 82.5 Adults with a Bachelor's Degree (%) 39.1 23.8 Household Characteristics Number of Households 24,896 4,903,590 Single-Parent Households with Children (%) 8.3 11.0 Income and Wealth ($) Median Household Income 144,505 68,584 Income Per Person 64,344 35,468 Median Home Value 220,722 95,724 Population Population 70,750 12,404,962 Population Density 1,010 274 Median Age 40 38

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District Staff Demographics (2005-2006)

District Enrollment 12,514 Special Education Enrollment 1,896 Gifted Enrollment 1,547 Limited English Proficient Enrollment 148 Instructional Cost Per Pupil (regular education) Elementary: Secondary:

$9,556 $9,407

Percent of Low-Income Students 2.06% Number of Elementary Schools 10 Number of Middle Schools 3 Number of High Schools 2, 1 Alternative Student Attendance Rate 96%

Number of Professional Staff Profile Of

Support Staff Services Superintendent/Asst. 2 Teacher Assistants 139.3 Building Principals 15 Clerical 104.6 Assistant Principals 10 Athletic Trainers 2 Supervisors 6 Hall/Recess/Cafeteria 38.74 Administrators 14 Security 6 Classroom Teachers 806 Payroll Specialist 1 Guidance Counselors 24.6 Shippers/Receivers 2 Librarians 18.6 Staff Nurses 7 School Nurses 12.8 Technology 13.6 Psychologists 9.3 Transportation 1 Social Workers 2 Maintenance 38 Other Coordinate Services

29.9 TOTAL 353.24

TOTAL 950.2

Level of Professional Education Years of

Experience in Education Degree Administrators Teachers Years Administrators Teachers

Bachelor’s 4 95 0-5 5 246 Master’s 39 855 6-10 3 221 Doctoral 2 15 11-15 3 102 Associates 1 16-20 7 73

TOTAL 46 965 21-25 8 93 26-30 9 108 Over 30 12 122 TOTAL 47 965

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Highlights of Current State of Educational Practices

Regarding Excellence in Teaching & Learning Areas of Strength include: • District standards that balance content and process • Summative assessments, e.g. the Graduation Project and Sixth Grade Assessment • The focus on the vertical alignment and renewal of the comprehensive curriculum • Best instructional practices that have impacts on student learning • Middle school transitions • Interventions for students not meeting benchmarks Opportunities for Improvement include: • Curriculum and standards alignment and consistency across all programs, courses,

buildings, and vertically between all grade levels • Alignment of instructional materials and resources with the curriculum, standards,

course frameworks, and core practices • Communication between levels, e.g. elementary and middle, middle and high schools • The formative assessment system and the use of the results for continuous

improvement • Identification and implementation of core competencies and instructional best practices • Interventions for students performing below basic New Ideas to Consider include: • International and national standards • Consistent, standards-aligned end-of-course exams • Formal curriculum for all subjects • Reading program for 9th grade and above struggling readers • System for tracking student progress in grades 7 through 12 • Professional learning and collaboration

Regarding Culture of Continuous Professional Learning Areas of Strength include: • Collaborative learning opportunities, collegial environment • Differentiated Supervision and Evaluation Plan • Induction program • Professional learning days • Parent workshops Opportunities for Improvement include: • Focus on CRSD Core Competencies

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• Integration of technology • Use of in-house, experienced staff as experts – “Deep Smarts” philosophy • The use of existing meeting time for professional development • The amount of time and support provided to teachers when implementing new

strategies • Teacher and staff involvement in planning workshops • Administrative induction and mentor programs • Alignment of administrative professional learning with teacher professional learning

programs New Ideas to Consider include: • Collaboration with local colleges • Connection of professional development to the Supervision and Evaluation Plan • Teacher leaders and professional development liaisons • Implementation of staff development programs to address the needs of specialists,

special area teachers, and administrators • Assessment and analysis of current professional learning programs • Continuous professional learning for community members

Regarding Leadership for Results Areas of Strength include: • An extremely expert and committed group of school administrators • Strong Central Office Leadership • A dedicated and cooperative Board of School Directors • Talented staff leaders in schools Opportunities for Improvement include: • Diverse and planned inservice activities that promote school leadership New Ideas to Consider include: • Building a structured interview tool for administrative positions • A Leadership Academy to encourage and train new leaders in CR

Regarding Engaging the Community Areas of Strength include: • Collaborative learning opportunities • Collegial environment

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Opportunities for Improvement include: • Channel 27 as a communication vehicle for district programs and updates • Communications with the community about issues that impact them – such as the

rationale for impending school tax increases • Representation at municipal meetings • Website to include a “wish list” that appeal to potential partners and donors New Ideas to Consider include: • A central database of frequently used forms that are easily accessible by parents to

complete and update • A district-wide email system • Production of a CRSD DVD • Student Day of Service • Forums with community organizations, business leaders, and politicians

Regarding Facilities & Financial Resources Areas of Strength include: • Financial comparisons through outside benchmarking firms like Standard and Poors

prove that Council Rock presents an educational program that is cost efficient and that efficiency is improving

• An expert staff in finance and facilities • A strong local tax base • A system of energy management Opportunities for Improvement include: • The currently burdensome procedures and processes • Public perception regarding the efficiency and cost-effectiveness of support services • The quality of district buildings to meet current and future educational needs • Reliability of the preventive maintenance program • Public scrutiny of district finances New Ideas to Consider include: • A quality management system • A Facilities Master Plan

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Regarding Educational & Informational Technology Areas of Strength include: • A fiber backbone for the school district that allows for advanced data capabilities • IP phone capabilities in schools that save money and allow for expanded use • A current software protocol that ensures up-to-date software for students with license

compliance • A reliable system to refresh technology on a scheduled basis • Automated help-desk systems Opportunities for Improvement include: • School site support staff for technology • Communications with parents and parent access to standard, frequently used, forms • Communications with and for students • Availability of classroom laptops New Ideas to Consider include: • Tech support staff positions for school sites • Reviewing and monitoring software periodically to check for relevance • LCD projection and Smart Boards for classrooms

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The Design to Strengthen Our Foundation

Six High-Leverage Practices The Goal and Yardsticks of Student Success define the “ends;” the high-leverage practices define the “means” to those ends. Council Rock has defined six high-leverage practices that encompass the work of the district; together, they provide a common framework for planning, implementing, communicating, monitoring, and reporting across all CRSD units and with the district’s stakeholders. The first high-leverage practice – Excellence in Teaching & Learning – focuses on the core mission of the school district. It identifies district priorities in areas such as district standards and benchmarks, curriculum, balanced system of assessments, instructional core competencies, instructional materials and resources, and interventions for students to accelerate or remediate learning. The second high-leverage practice – Culture of Continuous Professional Learning – recognizes that “good enough never is.” Its focus is on the continuous improvement of educational practices through professional development for new and veteran staff, professional collaboration, and professional accountability. This high-leverage practice is about promoting continuous learning as an ethic throughout CRSD. The third high-leverage practice – Leadership for Results – addresses factors that ensure stewardship of the vision for teaching and learning, including: development and monitoring of key performance indicators for the school system; building leadership capacity at all levels; results-focused planning and goal-setting; and creating an environment that fosters trust, continuous improvement, and accountability. The remaining three high-leverage practices recognize that “schools can’t do it alone.” Engaging the Community highlights the importance of building and sustaining strong relationships with parents, community, taxpayers, business, and higher education. Facilities & Financial Resources addresses the deployment of people, facilities, time, and material resources in ways that advance accomplishment of the priorities; setting rigorous standards for the district’s business and maintenance operations; and providing support systems that are responsive to the needs of schools and district personnel. Educational & Informational Technology addresses ways in which the district’s technology infrastructure can be used to enhance teaching and learning, internal and external communications, and management decision making.

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As a collective, the six high-leverage practices and the specific recommendations that accompany each of them, define the capabilities that CRSD schools and central office units need and must develop to ensure success for all students. They define what’s important and what works based on research, and provide a roadmap for accomplishing the aims of the district’s strategic plan. The relationship between the high-leverage practices and the goals and yardsticks are illustrated below. The specific 2006-2012 Core Recommendations for each high-leverage practice are detailed beginning on the next page.

Our Mission

Council Rock School District, in partnership

with its community, empowers all students

with the knowledge, habits, and attitudes to

become life-long learners

and to lead and serve in a diverse, global

society.

Our Goal

Every Council Rock student

meets or exceeds district benchmarks

at every grade level; and

Council Rock is recognized among the Top 5% of districts in

the USA, as measured by

objective, credible and relevant benchmarks.

SIX YARDSTICKS OF STUDENT SUCCESS:

Student achievement

Student attendance

Student attitude &

motivation

Student acquisition of positive life-skills

Student learning & growth through participation in co-

curricular activities

Student successful

transition from grade-to-grade and

elementary middle

school high school

post-secondary

The Architecture of the Strategic Plan

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11.. EEXXCCEELLLLEENNCCEE IINN TTEEAACCHHIINNGG AANNDD LLEEAARRNNIINNGG Council Rock School District’s 2006-2012 Blueprint for teaching and learning builds on a strong foundation already in place. The following are capabilities we need and must develop in order to strengthen teaching and learning. 1.1 DISTRICT BENCHMARKS – Maintaining high academic standards for student achievement Specifically:

1.1.1 Establish periodic grade-level benchmarks that ensure mastery of standards by the end of the year.

1.1.2 Align the grade-level benchmarks with formative assessments. 1.1.3 Support the use of formative assessment results to determine progress toward

benchmarks and make adjustments in teaching and support. 1.2 BALANCED SYSTEM OF ASSESSMENT – Creating and sustaining a culture of evidence-based continuous improvement of teaching and learning Specifically:

1.2.1 Increase the use of data to inform decisions about teaching and learning. 1.2.2 Develop consistent district wide summative assessments. 1.2.3 Strengthen tracking of student progress from K-12. 1.2.4 Improve communication of assessment data from grade to grade and level to

level. 1.3 A VERTICALLY ALIGNED CURRICULUM – Building and implementing a rigorous, integrated, and articulated K-12 curriculum Specifically:

1.3.1 Develop a curriculum renewal process for all content areas. 1.3.2 Establish a vertical team for all content areas. 1.3.3 Formalize the review of resources, software, and materials as part of the

curriculum renewal process. 1.3.4 Embed developmentally appropriate study skills into content areas. 1.3.5 Embed literacy strategies across content areas. 1.3.6 Implement curriculum consistency across the district.

1.4 INSTRUCTIONAL CORE COMPETENCIES AND BEST PRACTICES – Ensuring quality professional practice Specifically:

1.4.1 Identify and communicate core competencies. 1.4.2 Implement a variety of best practices to guide instruction in all content areas. 1.4.3 Strengthen the degree to which standards drive instruction. 1.4.4 Examine the degree to which instruction is consistent, balanced, and articulated

between grade levels.

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1.5 INSTRUCTIONAL MATERIALS AND RESOURCES – Support a process for the selection of textbooks and instructional resources that is focused on academic standards Specifically:

1.5.1 Include academic standards as part of the criteria for selecting textbooks and instructional resources.

1.5.2 Ensure all materials are current and reflect the diverse learning needs of students. 1.5.3 Provide all classrooms with adequate materials in time for professional learning,

planning, and instruction. 1.6 SYSTEMATIC K-12 TRANSITION PROCESSES – Preparing students for success at the next level Specifically:

1.6.1 Examine key transition points and identify student needs. 1.6.2 Develop systematic transition programs to aid students in successfully moving

from one level to the next. 1.6.3 Improve the district’s effectiveness in preparing students for post-secondary

experiences. 1.7 CONSISTENT INTERVENTION PRACTICES – Ensuring continuous growth and achievement for all students Specifically:

1.7.1 Improve the use of data to identify students in need of interventions. 1.7.2 Improve the use of intervention practices and strategies in all classrooms. 1.7.3 Ensure special needs students make progress in the general education curriculum. 1.7.4 Refine the focus and objectives of the gifted program at all levels. 1.7.5 Improve the use of data to identify students in need of interventions.

1.8 COMPREHENSIVE STUDENT SUPPORT SERVICES – Providing “safety nets” that help students focus on learning Specifically:

1.8.1 Cultivate a collaborative approach among school personnel that fosters the development of the whole child.

1.8.2 Formalize and expand developmental guidance programs to reach students in all buildings.

1.8.3 Improve programs that focus on social skills and prevention of problems. 1.9 REQUIREMENTS FOR GRADUATION – Defining and communicating graduate qualities and graduation requirements to all stakeholders Specifically:

1.9.1 Engage parents, students, and community in articulating the Portrait of a CRSD Graduate (i.e., what a student will look like upon graduating from our high schools).

1.9.2 Share graduation requirements with all parents and students. 1.9.3 Communicate the graduation requirements to the community using multiple

media.

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22.. CCUULLTTUURREE OOFF CCOONNTTIINNUUOOUUSS PPRROOFFEESSSSIIOONNAALL LLEEAARRNNIINNGG Continuous professional learning is essential for all staff – including teachers, instructional support staff, and administrators. Professional Learning opportunities are essential for our staff to stay current in their field, meet ever-changing expectations and needs of their students, and remain motivated and energized. Professional practice improves and confidence grows significantly when all staff is encouraged to be continuous learners and is provided opportunities to improve their practice. To this end, we recommend the following. 2.1 CLEARLY DEFINED CORE COMPETENCIES – Clarifying professional expectations and standards of practice for all staff Specifically:

2.1.1 Collaborate with the staff development planning committee to identify core competencies.

2.1.2 Examine existing programs and determine the need for program modifications. 2.1.3 Implement staff development programs to train staff in core competencies. 2.1.4 Provide support in the implementation of core competencies.

2.2 PROFESSIONAL COLLABORATION – Fostering and supporting collegial, collaborative learning Specifically:

2.2.1 Create additional opportunities for both formal and informal collaboration. 2.2.2 Improve the utilization of teachers as experts. 2.2.3 Promote the shared responsibility of professional development through

collaboration. 2.2.4 Provide opportunities for grade level teachers across the district to meet for

subject specific collaboration. 2.3 INDUCTION PROGRAM – Supporting the performance of new staff through ongoing professional learning series Specifically:

2.3.1 Maintain the current induction program for all new teachers, including those who are new to the teaching profession and those who are new or returning to Council Rock School District.

2.3.2 Differentiate the induction program to better meet the professional learning needs of non-core teachers, guidance counselors, school psychologists, social workers, and nurses.

2.3.3 Formalize an induction program for central office and school site administrators.

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2.4 CONTINUOUS PROFESSIONAL DEVELOPMENT AT ALL LEVELS – Promoting a continuous learning ethic among all Council Rock employees Specifically:

2.4.1 Examine the need to restructure existing leadership positions to better provide professional development.

2.4.2 Implement the current Act 48 Professional Education Plan and assess its impact on professional learning and performance.

2.4.3 Use the current Act 48 Professional Education Plan to define a continuous professional development program for all administrators, teachers, and support staff.

2.4.4 Provide support for staff who transition from assignment to assignment. 2.4.5 Explore the need for a continuous learning program for community members.

2.5 ALIGN PROFESSIONAL DEVELOPMENT PROGRAMS WITH THE SUPERVISION AND EVALUATION PLAN – strengthening performance accountability through professional learning Specifically:

2.5.1 Examine the professional development program to determine its alignment with the supervision and evaluation plan.

2.5.2 Develop professional development opportunities for those components out of alignment.

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33.. LLEEAADDEERRSSHHIIPP FFOORR RREESSUULLTTSS The Leadership for Results component of the strategic plan is about “managing the whole.” It articulates specific initiatives that will align people, processes, and programs around district priorities. 3.1 METRICS OF EXCELLENCE – Developing, monitoring, and public reporting of a Metric of Excellence, to provide a “balanced scorecard” of student and district progress. Specifically:

3.1.1 Define measurable quantitative (“objective”) and qualitative (“subjective” or perceptual) measures of progress for each vital sign of student progress in a way that provides a “balanced scorecard” of student and district progress; develop a process for ongoing data-collection and monitoring, and gather the baseline data for future target-setting and reporting of progress.

3.1.2 Define qualitative (“subjective” or perceptual) measures of progress for each of the five high-leverage practice categories, namely: teaching and learning practices; professional and leadership development; engaging the community; facilities and fiscal operations and processes; educational and information technology.

3.1.3 Articulate the data-collection and data-management practices that will ensure timely, user-friendly data for school and district decision making, communication, and public reporting purposes.

3.1.4 Prepare an Annual Report to the Council Rock Community outlining school and district performance relative to the annual improvement targets defined by the Metrics of Excellence.

Note: See Appendix for working draft of proposed Metrics of Excellence

3.2 LEADERSHIP BEST PRACTICES – Leading our district to higher performance Specifically:

3.2.1 Incorporate a systems approach to the management of all district entities that emphasizes communication, balance, consistency, and accountability for performance.

3.2.2 Develop a Council Rock set of leadership “best practices” and “competencies” that guide leadership practices and professional development.

3.3 LEADERSHIP CAPACITY BUILDING – Instilling leadership in others Specifically:

3.3.1 Empower strong and capable leadership teams at all levels through collaboration and appropriate development.

3.3.2 Develop plans to attract, support, and retain a talented and diverse leadership, instructional, and support staff.

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3.4 SUSTAINING PUBLIC TRUST AND COMMITMENT – Deepening relationships and partnerships with our community Specifically:

3.4.1 Strengthen stakeholder connections through communications and collaboration. 3.5 RESULTS-FOCUSED PLANNING AND GOAL SETTING – Aligning school and department improvement plans with the district’s strategic plan Specifically:

3.5.1 Set annual goals for schools and central office departments and allocate resources in accordance with the district’s strategic plan.

3.6 CULTURE OF CONTINUOUS IMPROVEMENT – Monitoring the Metrics of Excellence to ensure student progress as indicated by the Vital Signs. Specifically:

3.6.1 Produce periodic reports that ensure a consistent focus on the desired outcomes, and reflect progress toward achievement of the district/school/department goals.

3.7 ACCOUNTABILITY FOR PERFORMANCE – Reporting district and school progress to the community Specifically:

3.7.1 Complete annual and school report cards as required by NCLB. 3.7.2 Complete an annual report on financial and operational trends

3.8 RECOGNITION OF EXCELLENCE – Adhering to and achieving recognition for sustaining world-class standards Specifically:

3.8.1 Identify a program of exemplary standards – i.e. Baldrige, ISO 9001, educational accreditations such as Blue Ribbon Schools, etc. – to support and accelerate continuous improvement.

3.8.2 Launch a district and community-wide campaign to elevate the district to meet the criteria and receive recognition for becoming a high performance educational organization.

12/4/2006 27


44.. EENNGGAAGGIINNGG TTHHEE CCOOMMMMUUNNIITTYY Because “schools can’t do it alone,” Council Rock’s Blueprint seeks to build a strong relationship with parents and community partners through consistent communication and engagement that include the following. 4.1 COMMUNITY INFORMATION COORDINATION – Ensuring continuous, proactive communication between the district and the Council Rock community. Specifically:

4.1.1 Create a “Community Information Initiative” to recognize and promote successes of the CRSD; to promote relations with community organizations and businesses; and to secure grants and revenues to pursue various initiatives.

4.2 COMMUNITY ENGAGEMENT THROUGH TECHNOLOGY – Using technology to connect the district and community. Specifically:

4.2.1 Provide secure e-mail accounts for parents to enhance communication with schools.

4.2.2 Create downloadable forms for easy access. 4.2.3 Assign a “Webmaster” to each school to update school websites with current,

pertinent information. 4.2.4 Develop a protocol for assigning accountability for the maintenance of building-

level websites. 4.2.5 Provide opportunities for specific subgroups (i.e. parents of special needs

students) to communicate via technology/e-mail. 4.2.6 Develop a plan to provide adaptive technology (i.e. captioning) to community

stakeholders. 4.2.7 Establish a computer-based “donation” program based on the needs, wants, and

generosity of the community. 4.3 PUBLIC “VOICE” THROUGH CHANNEL 27 – Maximizing public relations potential and sources. Specifically: 4.3.1 Provide regular programming from representative levels (elementary, middle, high

school) which highlights student achievement, academic programs, sports and musical events, etc.

4.3.2 Devise system of immediate emergency notification. 4.4 COUNCIL ROCK DVD PRODUCTION – Disseminating district information and highlights through DVDs. Specifically:

4.4.1 Produce a DVD which provides a general overview of the district for newcomers. 4.4.2 Produce a DVD which focuses on transitions information, i.e. preK to K;

elementary to middle; middle to high school; high school to college/work.

12/4/2006 28


4.4.3 Produce a DVD which includes district guidelines, student handbooks, and parent expectations.

4.5 A “CR CARES DAY” – Implementing a day of student participation in community service. Specifically:

4.5.1 Establish a community advisory board to plan and design a day of service. 4.5.2 Design and deliver a K-12 volunteer day which focuses on community-based

learning and promotes citizenship. 4.6 DISTRICT REPRESENTATION IN GOVERNMENT AND CIVIC MEETINGS – Valuing and fostering relationships with the broader community. Specifically:

4.6.1 Ensure representation by CRSD students, staff, administrators at township meetings, civic meetings; and business meetings.

4.7 TOWN MEETINGS FOR COMMUNITY CONVERSATIONS – Promoting on-going inter-community dialogue. Specifically:

4.7.1 Convene meetings to discuss topics such as budget, tax referendums, new initiatives, facilities, scholastic achievement, and health and safety issues.

4.7.2 Broadcast scheduled “State of the District” addresses given by the Superintendent or designee.

4.7.3 Hold discussions with local business leaders and politicians to lobby their position for the betterment of the district.

12/4/2006 29


55.. FFAACCIILLIITTIIEESS && FFIINNAANNCCIIAALL RREESSOOUURRCCEESS Many functions that are critical to a smooth-running school system occur “behind the scenes.” Council Rock’s financial systems, business and management procedures, facilities and maintenance, and long-term capital projects comprise the key elements of the internal framework that we must continuously improve in order to meet current and future challenges and opportunities. The Blueprint aims to strengthen the district’s fiscal and facilities infrastructure, as follows. 5.1 STREAMLINED OPERATING PROCEDURES – Simplifying access to support services; saving time for instruction. Specifically:

5.1.1 Document procedures in a uniform format. 5.1.2 Establish corrective action processes for continuous improvement of procedures. 5.1.3 Align software with streamlined procedures.

5.2 QUALITY MANAGEMENT SYSTEMS – Determining and weighing costs and benefits of new systems. Specifically:

5.2.1 Evaluate quality management systems to determine the costs and benefits of implementing a system or components of a quality management system.

5.3 POSITIVE COMMUNITY PERCEPTION – Improving and maintaining perceptions of quality and effectiveness. Specifically:

5.3.1 Maintain the strong, positive community perception of the district’s instructional programs.

5.3.2 Improve the community (internal and external) perception of the district’s cost-effectiveness.

5.4 FACILITIES MASTER PLAN – Investing in capital improvements for the future Specifically:

5.4.1 Evaluate the capacity of current facilities to accommodate future enrollments and student needs.

5.4.2 Assess conditions of all facilities including buildings, grounds, and athletic fields. 5.4.3 Develop educational specifications based on modern instructional innovations of

the future. 5.4.4 Standardize product specifications for use in renovating and maintaining facilities

based on life cycle costing.

12/4/2006 30


5.5 RIGOROUS MAINTENANCE STANDARDS – Maintaining quality, healthy, and safe facility environments . Specifically:

5.5.1 Establish uniform maintenance standards and apply the standards to all buildings, to ensure the safety and well-being of staff and students

5.5.2 Improve and expand the preventative maintenance program to increase reliability. 5.5.3 Fully implement the work order request system (SchoolDude, formerly ACT

1000) 5.6 PRIORITY CAPITAL PROJECTS – Deciding what’s most important to renovate first. Specifically:

5.6.1 Improve the capital projects decision making process-prioritization and communication.

5.7 CUSTODIAL AND MAINTENANCE PROFESSIONAL RESPONSIBILITIES – Establishing a delivery system of coherent and effective services. Specifically:

5.7.1 Clarify custodial and maintenance duties and procedures for the following: custodial vs. maintenance; specialists vs. building mechanics; district staff vs. outside contractors.

5.7.2 Define custodial and maintenance roles and responsibilities through written job descriptions, procedures manuals, and services contracts.

5.7.3 Provide professional development for staff on topics such as HVAC operations, management/supervision, energy management, job descriptions, and routine duties.

5.8 FINANCES AND RESOURCES – Ensuring financial health and resources for the future. Specifically:

5.8.1 Explore alternative revenue sources, including grants, donations to the district, lobbying for increased state revenues, collaboration with Council Rock Educational Foundation, etc.

5.8.2 Promote stability, reliability, and transparency in managing financial resources. 5.8.3 Improve financial planning, including a review of the revenue sources and

expenditure distribution. 5.8.4 Increase accessibility to and understanding of financial records.

12/4/2006 31


66.. EEDDUUCCAATTIIOONNAALL && IINNFFOORRMMAATTIIOONNAALL TTEECCHHNNOOLLOOGGYY In Council Rock School District, technology is a vital component of teaching & learning, district operations, and management decision making. Additionally, we have used our technology infrastructure to strengthen our relationships with parents and the community through two-way communication with stakeholders. The CRSD Blueprint proposes improving our technology program in the following manner. 6.1 INTEGRATION OF TECHNOLOGY – Using technology to maximize learning opportunities. Specifically:

6.1.1 Provide a rigorous and engaging curriculum through the integration of current instructional technology practices that enable all students to achieve high standards.

6.1.2 Engage staff in continuous professional development utilizing co-teaching and modeling approach; opportunities for staff to model best practices through conferences; collaboration with other districts; and other relevant learning experiences.

6.1.3 Provide technology integration support in all buildings to ensure technology investment is being realized, and to maximize learning opportunities for all.

6.2 COMMITMENT TO CURRENT TECHNOLOGY – Keeping our technology on the cutting edge, Specifically:

6.2.1 Develop a Technology Master Plan outlining the district’s vision and goals, the investment that will be needed, the alignment of the technology plan to other district priorities (e.g., curriculum, professional development), and the cost-vs.-benefits to students, staff, and district.

6.2.2 Use lease instruments to ensure classroom technology is refreshed on a regular cycle.

6.2.3 Through the use of regular system audits, ensure back office systems are adequate and support best practices models.

6.2.4 Through regular curricular review, ensure software is applicable and appropriate. 6.2.5 Provide relevant, “best-practice” technology to CRSD classrooms to enhance

learning opportunities for every student (Smartboards, laptop cart to classroom ratio, laptops for teachers, TV/projectors, etc.).

6.2.6 Organize and maintain all student demographic, attendance, and assessment data for efficient and accurate reporting and decision making.

6.3 COLLABORATIVE TECHNOLOGY SYSTEMS – Linking technology and media to support students and learning Specifically:

6.3.1 Establish student e-mail accounts.

12/4/2006 32


6.3.2 Provide secure collaborative work-space for storing/accessing their work. 6.4 INTEGRATION OF TECHNOLOGY FOR PARENT/FAMILY ENGAGEMENT – Connecting schools and homes Specifically:

6.4.1 Improve parent communication through the utilization of parent e-mails. 6.4.2 Standardize electronic forms such as permission slips, emergency contact

information, etc. 6.4.3 Use Local Educational Access Channel and the web site to promote school

activities and programs, and educate the community. 6.4.4 Provide parental access to student progress reports, assignments, and other

relevant information. 6.5 COMMUNICATIONS WITH THE COMMUNITY – Using technology to strengthen our partnerships Specifically:

6.5.1 Use the web site and Local Educational Access Channel to improve communications within the community – business, higher education, etc. – to continually educate and inform them about activities, programs, and accomplishments.

12/4/2006 33


Ensuring Disciplined Implementation

and Accountability for Performance In order to realize the challenging goal we have set forth for student achievement and the high-leverage practices outlined in this plan, Council Rock School District and its partners must commit to disciplined implementation of the plan as well as accountability for results for all. We must always keep our eye on the goal! • Step 1: Clear Goals – Set annual performance objectives, outlining what each group

must accomplish. These objectives include measurable student achievement improvement targets derived from the goal and vital signs; specific improvements that must be made in educational practices; and clearly defined improvements to enhance the effectiveness and efficiency to organizational operations and services. Each objective must have a pre-assigned lead responsibility to ensure ownership and accountability.

• Step 2: Action Plans – Develop detailed map of the key tasks that must be completed,

and define specific milestones, including specific date by which each milestone will be accomplished. For each performance objective, the task analysis must address the following questions:

o What practices are strengths and needs? o Why are some practices needs? o What will we do to address the root causes? o How will we implement our research-based strategies?

• Step 3: Continuous Monitoring of Progress – Track progress of key activities and

milestones at pre-set time intervals to provide timely feedback on progress and to guide decisions about assistance and intervention, as needed. Then, at the end of the year, prepare an annual summary of accomplishments to serve as the basis for accountability for performance and as the foundation for identifying performance objectives for the next planning cycle.

• Step 4: Accountability for Performance – Accountability drives a performance-

oriented system. Therefore, it is crucial to recognize and celebrate accomplishment of the performance objectives; to take corrective action to enhance individual or collective performance as needed; and invoke sanctions and consequences when appropriate.

12/4/2006 34


Criteria for Setting Annual Performance Objectives As an operational definition, a performance objective must satisfy all of the following seven criteria: 1. Is it important relative to accelerating student learning and achievement? — The

performance objective will have a significant impact on achievement of the vital signs of student progress, in general, and the student achievement improvement targets for this year, in particular; and

2. Does it empower and enable the work of schools and educators? — The

performance objective will make a significant contribution to the ability of schools and school/district staff to better serve the needs of more students and more schools, more effectively and efficiently; and

3. Will it build organizational capacity? — The performance objective will

significantly enhance the organization’s capacity and capability, i.e., build real strength in the organization in the near-term and for the long haul. It will significantly enhance the accomplishment of the goals and objectives outlined in the strategic plan; and

4. Does it reflect the perspectives of stakeholders? — The performance objective is

responsive to the expressed and/or implied priorities of affected stakeholders; and 5. Can we achieve it successfully this year? — The performance objective is

challenging and do-able this year. For projects/programs that will require many years for full implementation, the performance objective will describe the portion of the multi-year goal to be accomplished this year; and

6. Is accountability for results clear and unambiguous? — The performance objective

will have an identifiable focal point for who will have overall responsibility for its accomplishment. Even in instances where multiple departments/divisions have a role in implementation, it is necessary to identify one entity as ‘lead agent’; and

7. Can we afford it this fiscal year? — Each performance objective and all of them

together can be implemented within our means, even though we may choose to re-allocate resources (i.e., people, money, time, space, technology) from other areas. However, on balance, the performance objective must be something we can fund during this fiscal year.

12/4/2006 35


2006-2007 Performance Objectives & Milestones of Progress Milestones are “markers” or “junctures” that indicate steady progress towards our goal; they should be defined up front. Attainment of milestones suggest we are on track; a missed milestone is a sign that something could be amiss, thereby providing timely opportunities for problem-solving and midcourse correction. Milestones should identify activities/events that must be completed and/or outcomes that must be produced by specific individuals or teams, by a specific date.

11.. EEXXCCEELLLLEENNCCEE IINN TTEEAACCHHIINNGG && LLEEAARRNNIINNGG

1. EXCELLENCE IN TEACHING and LEARNING 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Develop a curriculum renewal process that can be

generalized across content areas that incorporates District Benchmarks, Assessments, Curriculum, and Instructional Resources.

Review July 2000 “A Plan for Curriculum Renewal” Oct 2006 Curr. Coord. Committee

Revise Plan to reflect Strategic Plan Core Recommendations (1.1, 1.2, 1.3, 1.5)

Nov 2006-April 2007

Curr. Coord. Committee

Finalize curriculum renewal document

June 2007 Curr. Coord. Committee

Establish committees for identified key transition points to identify specific student needs at those transition points.

Develop a document of current activities in place for transitioning elementary to middle

Nov 2006 Director of Secondary Education

and Supervisor of Pupil Services

Develop committee to study HS to post-secondary transition Oct 2006 Director of Secondary Education


Develop plan for identifying strengths and needs for HS to post-secondary transition

March 2007

Director of Secondary Education


Identify the data/measurements of student performance that will be accessible to all instructional staff.

Identify data/measurements that already exist in each content area

Dec 2006 Curr. Coord. Committee

Identify additional data/measurements to be developed in each content area

March 2007

Curr. Coord. Committee

Develop plan for means to gather and record additional data June 2007 Curr. Coord. Committee

12/4/2006 36


22.. CCUULLTTUURREE OOFF CCOONNTTIINNUUOOUUSS PPRROOFFEESSSSIIOONNAALL LLEEAARRNNIINNGG

2. CULTURE OF CONTINUOUS PROFESSIONAL LEARNING 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Finalize the identification of core competencies expected of

all staff to insure alignment with the supervision and evaluation plan.

Meet with Staff Development Planning Committee to continue work on alignment

Oct 2006 Staff Development Coordinator

Prepare document to share core competencies/expectations with staff

Nov 2006 Staff Development Coordinator

Share core competencies with staff and explain changes in professional development in CR

Jan 2007 Building Administrators

Pilot changes to the Focused Professional Development program that incorporate the involvement of experienced staff in district sponsored workshops.

Discuss changes in program with administrators and request feedback

May 2006 Staff Development Coordinator

Incorporate administrative feedback into staff development program

May 2006 Staff Development Coordinator

Identify three volunteers from each building to participate in pilot year and to provide input

August 2006 Building Administrators

Facilitate workshops with experienced staff and request ongoing feedback from experienced staff members involved

2006-2007 school year

Staff Dvpmnt. Dept.

12/4/2006 37


33.. LLEEAADDEERRSSHHIIPP FFOORR RREESSUULLTTSS

3. LEADERSHIP FOR RESULTS 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Core Recommendation 3.2.2: Begin the study of leadership

in Council Rock School District.

Form a Leadership Team to assimilate all district documents that speak to leadership practice in the district.

Dec. 06 HR Director

Research leadership models, both theory and practice. June 07 HR Director

Core Recommendation 3.3.1: Create a Leadership Academy Create a Council Rock Leadership Academy. Jan 07 Superintendent,

HR Director Core Recommendation 3.3.2: Develop a screening process to

assist in the selection process of new administrators.

Determine common themes requisite in a Council Rock administrator.

March 07 HR Director. Administrative

Team Explore/adapt/develop an appropriate screening tool for

Leadership positions in Council Rock. Summer 07 HR Director

Core Recommendation 3.3.2: Provide leadership development for those in key positions among professional and support staff.

Identify those positions across levels where leadership capacity building would be beneficial.

Oct. 06 Superintendent, Building Principals

Survey identified “Leaders” for leadership topics and needs. Spring 07 Superintendent Implement two (2) workshops that address key leadership

competencies identified as needs in 3.4.2 Summer 07 Superintendent/

Staff Development Core Recommendation 3.4.1: Create a district newsletter

that is electronically sent to community members.

Implement quarterly newsletter Oct. 2006 Superintendent Core Recommendation 3.4.1: Create a brochure that

advertises components of the Strategic Plan.

Complete brochure May, 2007 Superintendent Core Recommendation 3.5.1: Collect data to align with the

Metrics of Excellence at the district and school levels.

Develop a system for on-going and timely data collection. Directors and Principals

Collect baseline data that correspond to the varied measures in the Metric of Excellence

Directors and Principals

Core Recommendation 3.6.1: Develop a “balanced scorecard” for reporting data points.

Examine current system of data-reporting. Director of Information Technology

Research possible formats. Director of Information Technology

12/4/2006 38


3. LEADERSHIP FOR RESULTS 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Implement a balanced scorecard to report data points from the

Metric of Excellence. Director of

Information Technology

Core Recommendation 3.8.1: Explore state and national accreditations/awards that support and accelerate continuous school improvement

Explore state and national accreditation and awards that align with Council Rock beliefs and practices.

Feb., 2007 CR Administrative Team

Choose an award/accreditation for the 07/08 school year May 2007 CR Administrative Team

12/4/2006 39


44.. EENNGGAAGGIINNGG TTHHEE CCOOMMMMUUNNIITTYY

4. ENGAGING THE COMMUNITY 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? By February of 2007, a “Community Information

Initiative” will be established. The purpose of this initiative will be to explore the possibility of establishing a community coordinator and/or other alternative to promote relations with community organizations and businesses.

Form a committee comprised of various stakeholder groups within the community and develop a plan with accompanying timetable.

Dec Superintendent

By May of 2007, a “CR CARES DAY” pilot program will be implemented at a selected grade level. On this designated day, a grade level will participate in pre-determined service projects either in the community or at the school.

Form a committee to research, provide background, and develop a plan with accompanying timetable.

Oct Director of Secondary Education

Committee produces an action plan which addresses grade level, date, communication aspects, and any in-service components.

Nov CR Cares Day Committee

Final planning meetings among committee members and

selected grade level participants. Dec Committee And

Grade Level Reps By May of 2007, the district will have regular

representation (monthly) at township/borough/civic meetings. A plan will be in place to ensure that administrators, teachers, and most importantly students, have an opportunity to participate in civic forums. The purpose of this participation will be to inform the public of school based activities and potential impact items, as well as to provide a civic learning opportunity for students.

Publish a list/calendar of various civic meetings for distribution to administrators.

Sept/Oct Al Funk.

Building principals and/or designees submit documentation of planned student and staff attendance at selected meetings.

Dec Building Principals

During the course of the second semester, building representation during at least one civic meeting.

Feb/May Building Principals

By May of 2007, the superintendent, or his designee, will broadcast/webcast a “State of the District” address to discuss topics such as scholastic achievement; new initiatives; facilities; and budget.

Central office team meets to discuss content of address. Nov Central Office Team

Address format is finalized and address is publicized through various forums.

Dec Director Of Technology

A day is set aside for rehearsal and final edits. Jan/Feb Superintendent And Director of Technology

By May 2007, the school district will maximize the public relations potential of the Educational Channel.

Each school within the district will have contributed at least one program for broadcast on the educational cable channel.

May CR Webmaster Building Principals

12/4/2006 40


4. ENGAGING THE COMMUNITY 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? A protocol will be in place to alert community members of

emergency information. Dec CR Webmaster

12/4/2006 41


55.. FFAACCIILLIITTIIEESS && FFIINNAANNCCIIAALL RREESSOOUURRCCEESS

5. FACILITIES & FINANCIAL RESOURCES 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Streamline procedures by documenting in a uniform

format on an online document management system, identify 200 procedures to document, develop documentation with assistance of appropriate staff, and train staff as necessary.

Online format selected and installed Nov 2006 Directors-Business Administration and

Information Technology

Procedures (200) identified and documented July 2007 Director, Business Administration

Training completed for administrative staff and selected clerical staff

July 2007 Director, Business Administration

A team of staff and community experts will analyze quality management systems and prepare a recommendation to the administration concerning implementation of a system or selected components.

Team selected Sept 2006 Director, Business Administration

Research completed April 2007 Director, Business Administration

Recommendation prepared July 2007 Team Determine the current community perception/s on the

district’s cost effectiveness, the accuracy of the perception/s, and select approaches to overcome the perception/s.

Identify perceptions through a survey of staff, community February 2007

Director, Business Administration

Research accuracy of perceptions June 2007 Director, Business Administration

Prepare approaches to overcome perceptions Sept 2007 Director, Business Administration

Complete a Facilities Study/Master Plan with the assistance of contracted demographers, architects, engineers, and school facility planners by January 2007

Select a consultant and contract the Master Plan May 2006 Director, Business Administration

Assess existing conditions of all buildings Summer 2006

Consultant

Project enrollments October 2006

Consultant

Facilitate community decision making process Fall 2006 Consultant Review and approve Master Plan January

2007 School Board

12/4/2006 42


Complete district wide design standards as part of the

Facility Study/Master Plan and determine whether to continue towards more detailed educational specifications for a specific project.

Identify educational specification decisions necessary for an accurate cost estimate in the Facility Master Plan

September 2006

Consultant

Facilitate decision making by administrators and school board on decisions identified

November 2006

Superintendent, and Director, Business

Administration Identify and prioritize building products to be

standardized and select a team to review, research, and recommend options for each product.

Identify products to be studied September 2006

Supervisor of Operations

Develop life cycle costing approach to cost/benefit analysis November 2006


Recommend products for prioritized list May 2007 Supervisor of Operations

Identify maintenance standards needed, select a group of staff and community experts, and draft a recommendation to the Facilities Committee.

Identify maintenance standards needed September 2006


Select staff and community experts October 2006


Review options for each standard December 2006

Committee

Prepare recommendations January 2007

Committee

Approve recommendations February 2007

Superintendent

Implement recommended standards with Capital Improvements Plan, Work Order System

March-June 2007


Compare the current program with best practice and fully implement a complete program through the work order request system, SchoolDude.

Review current program September 2007


Propose improvements to current program October 2007


Approve proposed program November 2006


Implement approved program December 2006


Determine all capabilities of the maintenance work order request software, purchase additional components if warranted by cost-benefit analysis, prioritize and schedule the implementation of additional components and functions.

Review capabilities of latest software August 2006 Director, Business Administration

Compare capabilities of latest maintenance work order request software with other options

September 2006


12/4/2006 43


Select best option October

2006 Director, Business

Administration Implement option December

2006 Supervisor of Operations

Evaluate implementation June 2007 Director, Business Administration

Review the current capital projects prioritization categories and recommend revisions to the Facilities Committee. Incorporate the conditions assessment information from the Facility Study/Master Plan into the existing project request database. Prioritize the expanded database and prepare a 3 to 5 year project schedule for Board approval.

Review current priorities and recommend revisions October 2006


Approve priority categories in conjunction with Facilities Master Plan

January 2007

School Board

Apply priorities to annual Capital Improvement Plans February 2007


Review custodial contract, job descriptions, preventative maintenance schedules, and other documents to clarify duties. Address any overlap or omissions discovered, issue new documents, and train staff and contractors accordingly.

Prepare table identifying all responsibilities and current assignments per contracts and job descriptions

August 2006 Director, Business Administration

Review table with administrative staff September 2006


Propose changes to contracts, job descriptions, preventative maintenance schedules, etc.

October 2006


Approve changes January 2007

Superintendent, School Board

Implement approved changes in 2007-08 budget March 2007 Director, Business Administration

Develop a training program for maintenance staff and offer training on 4 topics.

Identify training needs November 2006


Prepare training program January 2007


Implement training program March 2007 Supervisor of Operations

Conduct research on alternative revenue options, including the cost/benefits of each, and present results to the School Board.

Research options November 2006


Review options with administrative staff and Finance Committee

December 2006


Budget approved options March 2007 Director, Business Administration

12/4/2006 44


Maintain the current budget process with minor refinements. Review financial software options for their ability to allow secure viewing and reporting of financial information. Develop a financial report card to track financial trends.

Modify budget process per Act 1 September 2006


Review financial software options for improved reporting December 2006


Propose a financial report card November 2006


Approve financial report card January 2007

Finance Committee

Review accuracy of past budget projections, both revenues and expenditures. Develop a 5 year financial model with interactive capabilities allowing testing of various assumptions and scenarios.

Develop financial model September 2006

Assistant Business Administrator

Present financial model to Finance Committee and Tax Study Commission

October 2006

Assistant Business Administrator

Develop financial orientation programs for new employees, administrators, and School Board Members

Develop orientation programs

January 2007


Present orientation programs to new administrators April 2007 Director, Business Administration

12/4/2006 45


66.. EEDDUUCCAATTIIOONNAALL && IINNFFOORRMMAATTIIOONNAALL TTEECCHHNNOOLLOOGGYY

6. EDUCATIONAL & INFORMATIONAL TECHNOLOGY 2006-2007 Performance Objectives & Milestones of Progress

What will be accomplished/completed? By When? Lead? Develop a Technology Master Plan outlining the district’s

vision and goals, the investment that will be needed, the alignment of the technology plan to other district priorities (e.g., curriculum, professional development), and the cost-vs.-benefits to students, staff, and district.

By December 31, 2006, Council Rock School District will draft a Technology Master Plan, which will detail the integration and adoption of technology throughout the District over the next five years.

12/31/2006 Director of Information Technology

Use lease instruments to ensure classroom technology is refreshed on a regular cycle.

Council Rock School District will continue its technology refresh process with an additional four-year lease, designed to replace approximately 1,000 desktop and laptop computers in all sixteen educational facilities.


Standardize electronic forms such as permission slips, emergency contact information, etc.

Council Rock will research the feasibility of standardizing parental authorization and informational forms across all schools and activities; converting these forms to web based forms; and creating a mechanism to track and report on the completion of these forms.


• Engage staff in continuous professional development utilizing co-teaching and modeling approach; opportunities for staff to model best practices through conferences; collaboration with other districts; and other relevant learning experiences.

• Provide technology integration support in all buildings to ensure technology investment is being realized, and to maximize learning opportunities for all.

Through a state grant, implement a Technology Mentor program designed to facilitate the integration of technology into the curriculum.

9/1/2006 Supervisor of Instructional Technology

12/4/2006 46


Appendix

Metrics of Excellence

12/4/2006 47


Metrics of Excellence relating to the Yardsticks of Student Success

BENCHMARK TIMING DATA INSTRUMENT

Academic Achievement: The number of Students who achieve C or better in final Grade or at proficient or above.

June, 07 Report Cards School Max

Student Satisfaction: CR students are satisfied with the educational program in their school.

April – June 08 Survey Instrument

Positive Public Perception: The community is satisfied with the educational program in the school district.

April – June 08 Survey Instrument

Percent of students involved in d/a offenses: The percent of students who are referred and disciplined for a violation of the district’s drug and alcohol policy.

June, 07 Safe Schools Rep.

SAT results: The average score of students taking the SAT during the school year.

June, 07 (for 06 administration)

Tcci (Migrate to the Balanced Scorecard)

SAT Participation Rate: The percent of high school juniors taking this test during the school year.

June, 07 (for 06/07 admin)

Tcci (Migrate to the Balanced Scorecard)

PSAT Results: The average score of students taking the administration of the PSAT during the school year and sub group scores. The percent of eligible students taking this test during the school year.

April, 07 (participation) Nov, 08 (scores)

Tcci (Migrate to the Balanced scorecard)

Post Graduate Satisfaction: The graduate’s perception of the education they received in Council Rock.

May, 08 Survey Instrument

PSSA Results: The percentage of students scoring proficient or above.

September 2006-2012

State Reports – Performance Tracker

Advanced Placement: The number of classes offered. The percentage of students enrolled. The percentage taking and passing the AP Tests.

Aug, 07 (for 0607 classes)

Number of Students Involved in Co-Curriculars: The percentage of students who participate in one or more co-curricular activities in middle school and high school.

July, 07 School Athletic Reports Advisor Rosters

Student Attendance Rate: Percentage of students who report to school and attend each instructional period daily.

June, 07 School Max

Post Secondary College Acceptance Rate: The number and percentage of graduating seniors attending post graduate programs.

Aug, 07 Tcci Graduates Report

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Merit Scholars: The number and percentage (and ratio) of CR Students recognized in the Merit Scholar program.

Jan, 07 Counselor Lists ETS report

Exit Rate, Special Education: The number of students exited from their program of specially designed instruction in a given year.

July, 07 Directions

Class Size: the average class size by grade, subject and school.

June, 07 School Max

Lateness/Tardiness: The number and percentage of students who arrive to school/class on time.

June, 07 School Max School Reports

Discipline Referrals: The number and percentage of student behavior issues that require admin intervention by district and by school.

June, 07 June, 08

Secondary Schools All Schools

Successful Transition Pre-K, 6-7, 8-9 and 12+ : Successful transition at each level as measured by student, staff and parent survey.

June, 08 Survey Instrument-

Drop out Rate: The number and percentage of registered students who do not complete their graduation requirements but continue to reside in CR.

June, 07 State Report

Hours of Community Service: The number of hours of student volunteer time in a school year.

July, 07 Lincs hours reported Student surveys

Student Scholarships: Total number of scholarships, percentage of graduating seniors receiving scholarships, average amount per student, and $ amount received by graduating class.

June, 07 Counselor Reports

Tier I college attendance: The percentage of CR students accepted at Tier 1 schools. (Tier I colleges defined as the top 50 schools reported by US News and World Report (East/Northeast Region) and Barrons Ratings

June. 07 Graduate surveys Tcci Counselor data

ELL Exits: The percentage students successfully completing ELL services and exited to the regular ed program.

June, 07 Federal Programs Report

Participation in gifted programs: The percentage of students who are eligible for the mentally gifted program (GIEP)

June, 07 Directions

Intervention Programs: The number of students referred to instructional support programs in a school year.

June, 08 IST, CARES reports

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Teacher implementation of best practice: The number of teachers who are using identified “best practices” in classroom instruction.

June, 08 Survey Instrument- Staff Development

Percent of Professional Staff enrolled in staff development: The percentage of full time professional staff that enroll in one or more professional development course offerings from July to June of the school year.

June, 07 OTS – Staff Development

Number of Professional Development hours/Professional Staff/Year:

June, 07 OTS, Staff Development

Administrative Job Satisfaction: Percentage of district administrators that report job satisfaction.

June, 08 Survey Instrument

Teacher Satisfaction: The percentage of teachers that report job satisfaction in CR.


Support Staff Satisfaction: The number and percentage of support staff who report job satisfaction.


International Relationships: The number of international programs and partnerships through participation of students and staff.

June, 08 List by school -

Community/business involvement in our schools: The number of school business partnerships.

June, 08 List by school

Community Participation: The number of community volunteers (non parents) who work in classrooms or other instructional settings

June, 08 List by School SAGE

Partnerships with Institutes of Higher Education: Partnerships with colleges and universities.

June, 08 District List

Parent Participation: The number and percentage of parent volunteers who work in classrooms or other instructional settings (number of volunteers per student)

June, 08 List by school

School Climate: The perception of school climate as responded by parents, staff and students.


Staff Attendance Rate: Percentage of school days out of the classroom by full time teachers. And sub groups percentage of teachers at professional development; percentage of teachers using sick days/personal days.

June, 07 HR – Phoenix

Percentage of budget applied to instruction: June, 07 Business Office

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Percentage of the CR budget that directly affects the instruction of students. Tax Rate: Increase compared to referendum index.

July, 07 Reported by Business office after 0708 Budget

Tax Effort (Equalized Millage): A measure of the local tax effort calculated by dividing the local taxes by the market value multiplied by 1,000.


Energy Cost per square foot by building (+trend data)

July, 07 Aramark Energy Report

Budget Distribution: A trend in spending comparing dollars spent to instruction, admin, “0&M”, Debt, etc.


Performance Cost Index: As measured-reported by Standards and Poors.

July, 07 Standard and Poors Report

Wait time for facility repairs: The average wait time – by hours/days for a facility repair prioritized as important and entered into the school dude system. Charitable Giving: The total dollars of charitable giving by students and staff in a school year.

July, 07 School Dude Report

Bus Service: The percentage of bus runs by day and school that arrive on time to school.

July, 07 Edulog Report

Turnover rate: The number and percentage of contracted/ non contracted -professional staff and support staff members who leave CR for other positions – education or otherwise.

July, 07 HR Exit Interviews

Wait time for technology repair: The average wait time – by hours/days for repair after submission of a BWD ticket.

July, 2007 Big Web Desk Report

Technology proficiency: The percentage of teachers and students who meet CR technology benchmarks when measured against a teacher.

June, 2008 SurveyInstrument

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