SCHOOL FOR T

HE FUTU

RE

A S

TR

AT

EG

I C I

MP

RO

VE

ME

NT

PL A

N

Course: EDU 743Fall 2013Danielle Ballard, Hillary Bromberg, Sharon Hayes, Annette Sukhwa, and Mia Truesdale

• Develop an educationally valued Learning Environment; comprised of administrators, parents, students, teachers, staff, board members, community members and additional community stakeholders to promote and support life-long learners.

GOAL

WHY?• Dissatisfaction in the current values and respect in

education which is currently undermining the educational process.

Cohesive learning

environment

Parents like

having a part in

decision making

Parents have a stronger understanding of the

school system

Parents have an understanding of their

role in their child’s education

Needed professional developmen

t

Workshops that are

customized to need

Staff and community

valuing each other’s

strengths

Increased

business profit

Increased resources

for communi

ty

Increased resources

for schools

Increased opportunitie

s for students

Increased achievement

Job opportuniti

es

Increased engageme

nt and valued

education

Teachers welcome

the increased resourcesStaff value

the parents and

community

Increased staff involvement in

community events

Student population: 7,174 students

Average Class Size: 23 students

• Create an accomplished partnership within the educational environment to embrace a clear sense of community and teamwork.

• Eliminate the barrier between educators and the community to build a cohesive learning environment by facilitating business partnerships through various methods of compatible learning

• Assemble a committee to monitor and improve technological advances

• Implement individualized needs-based professional development for all stakeholders

STRATEGIES

STRATEGIES CONTINUED• Create a community outreach program

involved in developing schools where all community cultures are welcome to communicate and participate in a safe and supportive environment

• Develop a new calendar with a year round school year with strategically placed vacation time

• Cultivate a high-achievement academic environment by developing a highly effective instructional curriculum and effective scheduling

• Devise and monitor high impact support plans for struggling students

• Create a volunteer program for district seniors to 'help out' in elementary classrooms and provide personal accounts of historical events in the secondary schools

SCHOOL-FAMILY-COMMUNITY PARTNERSHIP PROCESS MODEL

• Preparing to Partner

• Assessing Needs and Strengths

• Coming Together

• Creating Shared Vision and Plan

• Taking Action

• Evaluating and Celebrating Progress

• Maintaining Momentum

CROSS IMPACT MATRIXBusiness Students Community

Open Curriculum

Increased business Involvement

High Motivation in Content

Increased understanding

Multiple Career Avenues

Investment

Innovators Increased Jobs

Rising Achievement

Better pool of employee applicants

Motivation Increased respect and Value to Education

Increased Community Involvement

Increase Business Profits

Support and Resources

Respect and Value Community

TIMETABLE - TECHNOLOGY

Time Year One Year Two Year Three Year Four Year Five

Technology

(Materials)

Purchase all technologies for grades K-12

Continuously updating technologies as needed following committee recommendations

Continuously updating technologies as needed following committee recommendations

Continuously updating technologies as needed following committee recommendations

Continuously updating technologies as needed following committee recommendations

Technology

(Social Media)

Stakeholders begin to join social networks• Remind 101• Edmodo• Dojo

Stakeholders join social networkBased on monitor’s current recommendation

Stakeholders join social networkBased on monitor’s current recommendation

Stakeholders join social networkBased on monitor’s current recommendation

Stakeholders join social networkBased on monitor’s current recommendation

TIME TABLE – PROFESSIONAL DEVELOPMENT

Time Year One Year Two Year Three Year Four Year Five

Fall • Ongoing Quality Tools Training Begins

• Social Media Training for all stakeholders

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Winter • Ongoing Collaborative skills and team building begins

Collaboration among Groups PD on Social Media/Technology use in education

Collaboration among groups PD on Curriculum

Collaboration among Groups PD on Social Media/Technology use in education

Collaboration among groups PD on Curriculum

Spring • Ongoing PD on Use of New Technologies Begins

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Based on needs assessment results, all groups involved will have the ongoing PD they need.

Summer • Develop and Administer Needs Assessment Instruments

Collaboration among groups PD on Curriculum

Collaboration among Groups PD on Social Media/technology use in education

Collaboration among groups PD on Curriculum

Collaboration among Groups PD on Social Media/Technology use in education

TIME TABLE – PERSONNEL

Time Year One Year Two Year Three

Year Four Year Five

Partnerships

25% Parental/Business/and School Involvement

75% Parental Involvement

100% Parental Involvement

75% Career/Business Representation

100% Career/Business Representation

P.D. -BOCES-Council for Corporate & School Partnerships-Tech Support

-BOCES-Council for Corporate & School Partnerships-Tech Support

In House PD Turn-over

In House PD Turn-over

In House ongoing PD Turn-overcompleted

Cultural Outreach

• Liaison• Social

Media Monitor

Parent University

All Cultures Represented Differences Respected

All Cultures Represented Differences Respected

All Cultures Represented Differences Respected

TIME TABLE – CURRICULUM

Plan Year One Year Two Year Three

Year Four Year Five

Common Core

Curriculum Study

Curriculum Development

Pilot and Select Materials

Implementation

Evaluation of Curriculum

Business/Career Curriculum

Curriculum Study

Curriculum Development

Pilot and Select Materials

Implementation

Evaluation of Curriculum

RESOURCES• Survey results

• Consistent visitation from the department of health for professional development for teachers, students and parents.

• Developing a "Parent Academy" or "Parent Partnership"

• Incorporating the “United Way” which is involved with many school districts, as well as Chase Bank

• Developing a partnership with Apple to obtain tablets and other technologies

• Upward Bound

• STEM Research

• Service Learning

OBSTACLES

• Decision making is time consuming as all have to agree or be convinced

• State mandated curriculum in a technological and information age

• Management of the necessary services (Who will monitor individualized or personalized professional development for parents/businesses/teachers etc.?)

• Need for a progression budget plan for incorporating the ongoing updated technologies

• Subculture

• Approachability and versatility of businesses

OBSTACLES CONTINUED• The 10% that are “nay-sayers” or

those that don't understand the school vision

• 20% of constituents aren't always on their A game. Outside issues negatively affect constituents A game (family, drugs, competition, oneself)

• Is everyone effectively trained and experienced in the many different uses of the necessary technologies?

• Disenchantment among students and staff about enhancing knowledge

• Cultural perspective discussing sensitive topics

• Various perspectives (Social, Structural, Individual)

CRITERIA• At least 95% of all entities

involved are working together proactively and strategically to meet short and long term goals.

• 100% constituents are able to work effectively, efficiently, and confidently in using all aspects of communication. All parties are poised and self- confident possessing an attention to detail with excellent prioritization skills

• At least 90% participation in the individually customized training workshops

• All necessary technology is in place

• A committee is in place to ensure a continuous progression with updated needed technology

• At least 85% increased achievement on standardized assessments

CRITERIA CONTINUED• All cultural communities within the

community are represented at meetings, workshops, and other involvement opportunities

• Ongoing professional development opportunities for all entities are in place and topics are adjusted based on individual needs

• A needs assessment is completed on a regular basis to develop objectives that are consistent with the goal

• At least 90% score on Business/Education Partnerships Self-Assessment Tool for Partnership Improvement

• A calendar and schedules are in place that afford opportunities for all learning and collaborating

• Improve monitoring of students who are English Language Learners  and students with IEPs

JUSTIFICATION OF PLAN• “The Impact of a Junior High School Community

Intervention Project: Moving Beyond the Testing Juggernaut and Into a Community of Creative Learners”, by Larry P. Nelson, Sarah K. McMahan, and Tacia Torres

• School Community Journal, 2012, Vol. 22, No. 1 125

• “Engagement in School and Community Civic Activities Among Rural Adolescents” by Alison Bryant Ludden

• Journal of Youth & Adolescence; Sep2011, Vol. 40 Issue 9, p1254-1270 

• “Social Workers' Roles in Facilitating the Collective Involvement of Low-Income, Culturally Diverse Parents in an Elementary School.” By Alameda-Lawson, Tania, Lawson, Michael A., Lawson, Hal A., Children & Schools. Jul2010, Vol. 32 Issue 3, p172-182 

• “Building Bridges Toward Excellence: Community Involvement in High Schools.” Sanders, Mavis G., Lewis, Karla C.,  High School Journal. Feb/Mar2005, Vol. 88 Issue 3, p1-9. 

• “School Counselors' Partnerships With Linguistically Diverse Families: An Exploratory Study.” Aydm, Nadire Gülçin, Bryan, Julia A., Duys, David K., School Community Journal; Spring/Summer2012, Vol. 22 Issue 1, p145-166