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FINDINGS FROM THE SETTING DIRECTION -‐ PART 1 RETREAT
Huntley District 158 STRATEGIC PLANNING TEAM
The results from the first activity of the Setting Direction – Part 1 Retreat was to provide further feedback from stakeholders to the Planning Team regarding the Mission, Vision, Motto and Common Commitments around our Vision Retreat Findings. We did this as mixed-‐constituent table groups through table and whole group discussion. MISSION: The mission pillar asked the question, “WHY?” More specifically, it asks “Why do we Exist?” The intent of this question is to help reach agreement regarding the fundamental purpose of the organization. This clarity of purpose can help establish priorities and becomes an important factor to guide decisions.” (DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition: Solution-‐Tree, 2010) VISION: The vision pillar asks “What?”—that is, “What must we become in order to accomplish our fundamental purpose?” In pursuing this question, the district attempts to create a compelling, attractive, realistic future that describes what they hope their district will become. Vision provides a sense of direction and a basis for assessing both the currently reality of the district and potential strategies, programs, and procedures to improve upon that reality. There is no more powerful engine driving an organization toward excellence and long-‐range success that an attractive, worthwhile and achievable vision of the future that is widely shared. (DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition: Solution-‐Tree, 2010) MOTTO: Your motto expresses your reason for being through a few potent words. While creating a vision can be a helpful stop in the improvement process, it is not sufficient. The board of education, administrators, and staff must tackle the collective commitments they must make and honor in order to achieve the shared vision for their school or district.
COLLECTIVE COMMITMENTS: The third pillar of the foundation, the values pillar, clarifies those collective commitments. It asks , “How must we behave to create the district that will achieve our purpose?” In answering the question, educators shift from offering philosophical musings on mission or the shared hopes for the district of the future to making commitments to act in certain ways. Clarity guides the individual work of each member and outlines how each person can contribute to the improvement initiative. Policy manuals and directives are replaced by commitments and covenants. Clarifying collective commitments is one of the most important strategies in building a PLC. (DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition: Solution-‐Tree, 2010) “Values describe how we intent to operate, on a day-‐to-‐day basis, as we pursue our vision . . . Values are best expressed in terms of behavior: If we act as we should, what would an observer see us doing? . . . If values are made a central part of the organization’s shared vision effort, and put our in full view they become like a figurehead on a ship: a guiding symbol of the behavior that will help move people toward the vision.” Senge et. al., 1994, p. 302 “Culture and core values will be increasingly recognizes as the vital social glue that infuses an organization with passion and purpose.” Bolman and Deal, 2000, p. 185
MISSION, MOTTO, VISION, VALUES/COLLECTIVE
COMMITMENTS
The first Activity 1 task was to agree upon final draft language for the Mission, Motto and Vision. These were discussed as table groups and conceptually finalized by the Planning Team as a whole. Smoothing out word flow was left to the Writing Team. Values/Collective Commitments were not changed from the Vision Retreat. Below are the Planning Team’s April 1 ratings and edits for the poster on Mission. Ratings and edits are in green font.
Planning Team’s April 1 Draft MISSION Statements
ALL STUDENTS ALWAYS We will Inspire, Challenge and Empower passionate life-‐long learners. X Inspire to embrace learning, Challenge to innovate, & Empower to excel
in an ever-‐changing world. X Our learning environment community will inspire, challenge and
empower everyone every day all students always. XX We will Inspire excellence Challenge thinking Empower innovation X We will Inspire, Challenge and Empower everyone every day. Sum of Agreed-‐upon Changes: In an ever-‐changing world, our learning community will inspire,
challenge and empower all students always.
Planning Team’s April 1 Draft MOTTO Statements
(How does the Motto align to the Mission?)
XXX All Students Always
ü I C E XX (3) Inspire. Challenge. Empower. DICES (Develop, Instill, Create, Empower, Support) Sum of Agreed-‐upon Changes: All Students Always
Planning Team’s April 1 Draft VISION Statements
Dist. 158 will prepare & inspire all students to be: Creative Leaders Communicators Collaborators
Innovators Empathetic Ethical Globally Competent X Together we will:
§ Inspire creativity & innovation § Challenge students to achieve their full potential § Empower them to realize their dreams & embrace their passion.
§ Foster Creativity, Collaboration, Communication & Critical thinking § Create lifelong Self directed learners § instill a sense of confidence to take a risk & “fail forward” § promote global awareness in each child § inspire creators, innovators & Dynamic Leaders
X Together with our community D158 will:
§ Support student personal growth and development § Empower students to succeed in an ever changing world § Instill a sense of pride and community both internally and externally among our students § Create an environment that inspires future academic careers and life long successes. § Develop todays learners into tomorrows leaders
XXX District 158 leads, together with our community, by inspiring everyone to be:
§ Life long, self-‐directed learners § Critical thinkers & problem solvers § Effective communicators & skilled collaborators § Creators & Innovators § Innovators § Dynamic leaders § Ethically, compassionately and culturally responsible citizens.
Sum of Agreed-‐upon Changes (to be edited for flow by Writing Team): District 158 leads, together with our community, everyone to be:
§ Life long, self-‐directed learners § Critical thinkers & problem solvers § Effective communicators & skilled collaborators § Creators & Innovators § Ethically, compassionately and culturally responsible citizens § Globally aware in an ever-‐changing world
§ Support personal growth and development § Develop todays learners into tomorrows leaders § Instill a sense of confidence to take a risk & “fail forward”
§ Empathy, acceptance & self-‐efficacy § Enable self-‐sufficiency, responsibility, accountability § Develop the growth of whole child § Promote Globally awareness in an ever-‐changing world § Life-‐long, self directed learners § Environment w/joyful learning § Recognize & celebrate success
Planning Team’s April 1 PREFERRED FUTURE VALUES/BELIEFS & COLLECTIVE COMMITMENTS Draft
Values/Beliefs
We believe…
… our public schools and facilities are vital to a strong community. … that global collaboration and communication among home, school, community and the world promotes student success. … all individuals should be guided toward resourcefulness, problem-‐solving, and ownership of learning. … students learn at different rates and in different ways.
Commitments
Therefore we commit to…
… creating opportunities for family and community participation and involvement in our schools and district. … building and fostering partnerships among teachers, departments and buildings to establish trust and support. … ensuring open communication and collaboration between schools to build and foster partnerships between the district and the community. … providing information to increase the shared knowledge pool. … guiding and supporting individuals to become responsible life-‐long learners who advocate and account for their achievement. … encouraging empathy, acceptance, and self-‐efficacy. … engaging students through differentiated instruction and interventions to meet the needs of each learner.
… all students should be prepared for college, career, school-‐to-‐work and/or personal success. … that clear expectations lead to better results. … that collaborative practices between staff and administrators foster continuous improvement. … students should be appropriately and efficiently assessed and action taken. … continuous development is enhanced through an engaging and innovative learning environment that fosters higher level thinking skills and strategies. … a high performing district provides continuous development of their teachers, leaders, and other staff to achieve excellence. … in protecting taxpayer equity through fiscal responsibility. … technological tools have the ability to enhance thinking, imagination, and innovation through improved instruction. … the use of transparency through shared data and information guides improvement efforts and leads to shared accountability. … that a high performing district must be forward
… providing a curriculum for students aligned to college, career and life readiness. … working with community businesses to offer more school to work opportunities. … providing real world experiences. … collaborating to set clear performance expectations and holding one another accountable for achieving success. … communicating these expectations to all students, parents and community members. … providing time and support to teachers and administrators for collaborative efforts. … providing timely, descriptive assessment information so students know how they are progressing in their knowledge and skills compared to norms and expectations, and responding accordingly in a timely manner. … inspiring learning by providing students with opportunities to collaborate, be challenged, be problem solvers, be critical thinkers and producers, and be able to incorporate technology in their learning. … enhancing teacher, leader and support staff effectiveness through a support system that ensures mentoring, reflecting, goal setting, and promoting professional development focused on improving student growth and achievement. … safeguarding the physical and financial assets of our district. … developing the skills, tools, strategies, and infrastructure to enable and adapt to current and future technology in order to advance both teaching and learning. … using valid and reliable data in taking responsibility for measuring, monitoring and reporting performance results at all levels. … prioritizing constant accommodations for new strategies
thinking in an ever-‐changing educational environment. … in the creation of an environment that supports joyful learning.
and ideas in the educational environment. … developing dynamic learners to promote self-‐directed life-‐long joyous learners.
ASSIGNED READINGS
The second activity of the Setting Direction Retreat was to identify key words or phrases from the assigned homework articles by assigned reading groups. The key words and phrases were used later as ideas for determining Goals and Strategies. Each group’s poster comments are shown below:
Article 3-‐5 Key Ideas Illinois Project One: A New Direction for Student Success (Assigned to 1/3 of the Planning Team)
Accountability issues Ancient strategies Good goals
Article 3-‐5 Key Ideas Visible Learning – Visible Teaching (Assigned to 1/3 of the Planning Team)
-‐ Relationship between students and teachers -‐ Most Important Influences on Learning • Feedback • Self-‐reported grading
-‐ Specific strategies have been proven to work and should be implemented (several “winning” strategies) -‐ 10 specific “winning strategies”
Article 3-‐5 Key Ideas Teaching the Whole Child (Assigned to 1/3 of the Planning Team)
• Self awareness • Self management • Social awareness • Relationship management • Responsible decision making • The Danielson Model incorporates the guidance of teaching these skills
• Must focus on research based instructional models that teach SEL skills
• Modeling behavior – teachers, parents, peer groups
Article 3-‐5 Key Ideas Research-‐based Practices Forge Strong Parent and Community Partnerships (Assigned to the full Planning Team)
X Value of education X Emphasis back/connected to the home X Create a shared community of thought X Universal partnerships are worked into the
system The importance of a positive, collaborative
relationship b/w the school & the diverse family
Clear & specific communication to the parents & communities paramount
Strong partnerships benefit students Clear goals and expectations
The third activity of the Setting Direction – Part 1 Retreat was to identify (or confirm previous) five long-‐term (5 year) strategic Goals – one per category (five categories) – and make recommendations for Indicators and Measures aligned to each Goal to the Administration. This was done by five mixed table groups that each focused on one of the previous Strategic Plan’s Goals, Indicators and Measures. Goals and Indicators were identified by the Planning Team groups. Measures for some of the groups were also identified. GOALS, INDICATORS AND MEASURES Below are the April 1 posters as edited by the table assigned to that poster. Table edits are in green font. Subsequently, these edits were reported out to the full Planning Team:
Present Indicators/ Measures for Achievement Goal
Present Goal: Continuously improve student growth and achievement. Key Question: Do measures of student achievement show annual continuous improvement? Key Area Concepts: Attainment, Growth, Standards, Cohorts, Learning Goals, Achievement Gaps, Benchmarks, Targets Changes to Goal: Keep Goal as is
Present Indicators: o Students make annual expected growth
targets in reading and math
Present Measures: § K-8 growth in reading and math is at or
above at least 10% higher than NWEA projected average growth target. (this
o The number of students exceeding State
standards in reading, math, science, and writing is increasing
o The performance gap between subgroup
populations is decreasing o Students successfully completing
Advanced Placement courses at the high school is increasing and performance increase
o High School Students continue to grow in student achievement and college and career readiness
o Successful implementation of Martin K-12 1:1 initiative implementation
o Growth and success of blended learning courses at HHS (expansion to new Models)
o Increase Chinese Focus foreign language and cultural program in middle and high school
measure will be switched to ECRA's model once it is built.)
§ Percentage of students at or above 80th percentile in reading at each grade level is at least 35%. Measured by MAP.
§ Percentage of students at or above 80th percentile in math is at least 35%. Measured by MAP.
§ Growth in Hispanic subgroup in reading and math grows at a 5% or greater rate than average district growth. Measured by MAP.
§ Growth in special education subgroup in reading and math grows at a 5% or greater rate than average district growth. Measured by MAP.
§ The percentage of AP tests taken will increase by 2% over prior year (the number will be weighted for increase in enrollment).
§ Number of students receiving a “3” or better on advanced placement tests increase by 2%.
§ HHS composite ACT average increases by an average of .2 points over prior year culminating in a composite score of at least 23.5 for the 2017 graduating class.
§ Reading growth rates at or above 2011-2012 Martin growth rates. Measured by MAP.
§ Classroom observations by building leadership.
§ Number of students successfully completing at least one blended learning course grows by at least 100% over prior year.
§ Classroom assessments show performance at or above traditional classroom performance.
§ Explore partnership with a school in China
§ Plan optional trip to China for students. Trip by end of 2014 school year.
§ Number of students successfully completing a Chinese language course
o Social Studies Curriculum updated and
revised to current standards and best practices
Possible Changes: Focus on Social/emotional Learning Special Ed review Response to intervention review Math review (continue)
will increase by 3% over prior year. § Completion of social studies review by
January of 2013 and proposal taken for BOE approval.
Possible Changes: (was not able to address)
Present Indicators/Measures for Learning Environment Goal
Present Goal: Provide safe, healthy and nurturing environments conducive to learning and wellness. Key Question: Do measures indicating student satisfaction with school show continuous improvement? Key Area Concepts: Attendance, Discipline, Safe Learning Environment, Self-‐Motivated Learners, Common Expectations, Satisfaction, Engagement, Respect, Benchmarks, Targets Changes to Goal: Keep Goal as is Present Indicators
o Students meet expectations for physical living fitness
o Student engagement in co-curricular
activities meets expectations and is increasing
Present Measures § The percentage of students achieving
the "outstanding" and "healthy and fit" designation in Fitstats will increase 2% from prior year.
§ Student attendance rates will be at or above prior year.
§ Wellness Committee will make
o Continual updating and implementation of district wellness policy and procedures
o Behavior Expectations for Students
behavior meets or exceeds expectations
Possible Changes:
recommendation to the BOE for update of policy by March of 2013.
§ A consistent, among building, baseline measure will be created for benchmarking this goal for the following year.
Possible Changes: (was not able to address)
Present Indicators/Measures for Current Professional Environment Goal
Present Goal: Attract, recruit, support, develop and retain the best and brightest staff. Key Question: Do measures indicating staff retention, satisfaction and accomplishment show continuous improvement? Key Area Concepts: Staff Satisfaction, Staff Preparation, Staff Retention, Goal/Target Accomplishment, Salary/Benefits Comparisons, Collaborative Team Accomplishments, Benchmarks, Targets Changes to Goal: Added the word “recruit” to the existing Goal. Present Indicators:
o Highly qualified staff with certification in areas to assist the District meeting the needs of a diverse student population
o Staff are engaged in professional
development opportunities of high-quality to promote individual, team
Present Measures:
§ The annual percentage of staff with Multiple Content Area Certification will grow by at least 3% over prior year.
§ The number of staff enrolled in Dual Language Certification will increase over prior year.
§ Number of Nationally Board Certified teachers will increase 10% over prior year.
§ During the 2012-2013 the District will establish baseline data for future growth.
and organizational effectiveness o Successful implementation of PDS
program through Northern Illinois University
o District will recruit and retain high quality administrators
o District will recruit and retain high
quality teachers o District to recruit and retain high-
quality Non-Certified staff o Staff job satisfaction to remain high
Possible Changes:
§ Number of student teachers through
the program at or above 25 for the 2012-2013 school year.
§ Building administrator, staff and student observations
§ Number of days where professors from Northern are in PDS buildings or working on other district curricular projects will exceed 20.
§ Development and implementation of district "grow your own" program for administrators by 2012-2013.
§ Enhancement of teacher mentor program for teachers new to the district.
§ Work collaboratively with HEA to investigate and analyze pay structures that will help attract teachers within competitive market forces.
§ Staff survey. 2012-2013 data will become benchmark data for future.
Possible Changes:
§ Increasing awareness of positive professional Environment specific to our district.
§ Increase relationship w/ colleges to bring in related staff/social services
§ In-House District Wide In course PD § Use existing + retention data
Present Indicators/Measures for Current Partnerships Goal
Present Goal: Foster ownership through trusting and engaged partnerships and communication with families and the community. Key Question: Do measures indicating customer satisfaction with the District
and schools show continuous improvement? Key Area Concepts: Parent Satisfaction, Community Satisfaction, Strategic Planning, Shared Staff Leadership, Collaborative Structures, Transparency Changes to Goal: Added the words “and communication” to the existing Goal.
Present Indicators:
o Parents are involved in collaboration and/or decision-making and school improvement efforts
o Parents will receive training in technology & curriculum (only time is Curr. Night)
o Increase partnerships with public
entities o Parent satisfaction with district o Completion of new district survey to
be administered to staff, students and parents
o Increase in community volunteers
Possible Changes:
o Increase BOE availability/ transparency
o Continue to improve website usability
o Continue to improve 2-‐way communication w/parents
o Gain awareness of District accomplishments, recognition
Present Measures:
§ Number of Parents engaged in school collaboration and or PTA or decision-making teams/ committees increases by 5% in 2012-2013.
§ Number of people involved in strategic plan action teams is over 75.
§ Each strategic plan action team meets at least 2 times.
§ At least 2 additional partnership opportunities implemented during 2012-2013.
§ 2012-2013 will become benchmark data for future goals.
§ Survey will be completed by all groups and data compiled by end of 2012-2013. There will be a 90% completion rate within each group.
§ The number of community volunteers will increase by at least 2% over prior year.
§ Possible Changes: § Improve streaming & post video online
Present Indicators/Measures for Current Finances/Resources/Facilities Goal
Present Goal: Prioritize and allocate resources effectively and equitably while operating with increased efficiency. Increase State revenue through changes with the funding formula. Key Question: Do measures of fiscal stability, needed resource availability and facilities standards show continuous improvement? Key Area Concepts: Financial Projections, Alignment to Priorities, Short-‐Term Flexibility, Long-‐Term Stability & Predictability, Resource Management, Annual vs. Fund Balance, Audit, Business Operations, Facilities/Cleanliness Standards, Technology, Benchmarks, Targets Changes to Goal: The previous Goal is kept, but there is a strong desire to also address the need for greater (or at least not less) State funding. Present Indicators:
o District meets or exceeds Board policy on operational reserves
o Operating expenditure per pupil
compares favorably with benchmark districts
o Schools satisfaction on timeliness and quality of Operation and Maintenance services.
o Increase revenues from alternative sources
o District meets or exceeds state fiscal health guidelines
o District 5-year Financial Plan
Present Measures:
§ Year-end audited fund balances must be at or over 25% of operating budget.
§ Operating expenditure per pupil will be at least 20% lower than average of benchmarked districts.
§ Staff satisfaction survey data. 2012 will provide benchmark data.
§ Facility Tree response completion time will decrease by 10%.
§ Increased decentralization of facility tree process.
§ Application for at least five competitive grants for 2012-2013.
§ District will maintain state "recognition" status.
§ District will maintain "AA" bond rating. § The District 5-year Financial Plan will
be updated with at least three revenue and expenditures scenarios.
o District will continue to reduce energy
consumption o District will continue to complete
facility projects o Planning continues for the future of
Huntley High School expansion Possible Changes:
• District will assess and develop Alumni/Development Program
• Continual increased advocacy at State level
§ District energy use, weather adjusted, will be at least 20% below the last 3-year average.
§ Completion of all Tier 1 and 2 items on facility list by June 2013.
§ A plan from the HHS 3000 Committee and the administration will be presented to the BOE by March of 2013.
Possible Changes:
The final activity of the Setting Direction – Part 1 Retreat was to draft between 3-‐8 high-‐level Strategies required to implement the long-‐term strategic Goals. Strategies are the high-‐leverage District changes that need to be made to attain different results. This was done by the same five mixed groups. Each group contributed possible strategies to the appropriate posters. Then each group was asked to place an X next to its five most important strategies across all five goals. From this process, a consolidated set of Strategies will be crafted by the Writing Team from Planning Team ratings and input from Perry and Mark. Below are the April 1 posters as entered and rated by Planning Team tables. Entries and ratings are in green font. Subsequently, these edits were reported out to the full Planning Team:
PROPOSED ACHIEVEMENT GOAL: Continuously improve student growth and achievement. PRESENT STRATEGIES PROPOSED NEW
STRATEGIES Strategy One: Ensure consistency and fidelity in the implementation of the new federal and state mandates related to the Common Core State Standards and aligned assessment systems. CURRICULUM & INSTRUCTION: Ensure that all students have access to rigorous curricula and instruction designed to focus on the common core state standards leading to college and career readiness. ASSESSMENT & ACCOUNTABILITY: Implement coherent assessment and accountability systems that provide timely feedback to students, families, and staff on performance related to the
Strategy One:
CURRICULUM & INSTRUCTION: Train teachers on Common Core strategies
collaboratively across grade levels. XX Develop a PD infrastructure which supports
initial training and effectively allows for the spread of these ideas across the district.
XXXXX Implement systems to ensure consistency
& fidelity districtwide in the implementation
curriculum.
of curriculum, assessments & instruction aligned to CCSS.
XX Establish common language and expectations
for PLCs. ASSESSMENT & ACCOUNTABILITY: ALIGNED GOAL SETTING - SMART GOAL-BASED PROGRESS, MONITORING & REPORTING: BLENDED LEARNING:
PROPOSED LEARNING ENVIRONMENT GOAL: Provide safe, healthy and nurturing environments conducive to learning and wellness. PRESENT STRATEGIES PROPOSED NEW
STRATEGIES Strategy Two: Explore new learning opportunities to better meet 21st Century learner needs.
ORGANIZATION & STRUCTURE:
Ensure that all school organizational and operational structures are meeting the needs of today’s learners and their families.
Strategy Two:
ORGANIZATION & STRUCTURE:
XXXXX Explore new models of the school day which meet the needs of the whole child.
DIFFERENTIATION & TIME:
Differentiate time for each student’s success.
DIFFERENTIATION & TIME: Maximize the use of time to assist all students in getting the support they need to demonstrate improvement.
INDEPENDENT STUDENT LEARNING:
PROPOSED PROFESSIONAL ENVIRONMENT GOAL: Attract, recruit, support, develop and retain the best and brightest staff. PRESENT STRATEGIES PROPOSED NEW STRATEGIES
Strategy Three: Ensure consistency and fidelity in the implementation of the new federal and state mandates related to teacher and leader effectiveness through professional growth and support systems. TEACHER EFFECTIVENESS & PROFESSIONAL GROWTH: Implement teacher effectiveness and professional development systems that recognize a teacher’s need for deep content and pedagogical knowledge and skills and include a broad set of recruitment, induction, professional growth, and retention policies and practices. EFFECTIVE LEADERSHIP: School improvement strategies and initiatives require high-‐quality instructional and reorganizational leadership that improves student achievement.
Strategy Three:
TEACHER EFFECTIVENESS & PROFESSIONAL GROWTH: Inform community of teacher pay situation &
encourage lobbying at state legislature level. XX Align PD opportunities that are targeted &
directly linked to student achievement goals, yet differentiated to meet the diverse needs of staff.
EFFECTIVE LEADERSHIP: TEAM COLLABORATION: XXX Promote district initiatives & achievements –
locally, state level, national level, in the classroom – to inform, create recognition & recruit & create awareness.
PROPOSED PARTNERSHIPS GOAL: Foster ownership through trusting and engaged partnerships and communication with families and the community. PRESENT STRATEGIES PROPOSED NEW STRATEGIES
Strategy Four: Improve communication and collaboration to move the District and its schools to a higher level of effectiveness and efficiency.
FAMILY ENGAGEMENT: Engage families in providing all students with positive conditions for learning and partnering with school personnel to support student success.
STAKEHOLDER ENGAGEMENT: Involve school and community stakeholders to leverage their interests, skills, and resources for – and create a sense of ownership of – school improvement strategies and initiatives.
Strategy Four: X Improve external communication to
increase engagement w/ families and community partners.
FAMILY ENGAGEMENT:
XX Online 1:1 training for parents implemented and overall curriculum night reinstated
STAKEHOLDER ENGAGEMENT:
XXX Create more relationships between businesses in the global community & all the schools to develop more experiential learning. (Students go out and “see” what they are learning.)
Restructure district wide committees to include various stakeholders in an effort to create collaboration & communication.
PROPOSED FINANCES/RESOURCES/FACILITIES GOAL: Prioritize and allocate resources effectively and equitably while operating with increased efficiency. PRESENT STRATEGIES PROPOSED NEW STRATEGIES
Strategy Five: Prioritize and align financial and facility resources within available funding to sustain high-‐quality programs and services for students. SUSTAINABILITY:
Strategy Five:
SUSTAINABILITY: TECHNOLOGY: FACILITIES: FINANCES:
XXXXX Lobby for state funding at this time. X Implement Alumni and Development
Programs for additional funding sources.
Annually revise and implement a 5 year financial plan.