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Avoca School District 37 • Wilmette, IL

Moving from Good to GreatUsing a New Paradigm for

Strategic Planning

Avoca School District 37Wilmette IL

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True or False?

1. Strategic plans are antiquated vestiges of the late 1980s and early 1990s and have little value in the fast changing 21st century.

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True or False?

2. Every district should have both a technology plan and a strategic plan.

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True or False?

3. There should be strong congruity and interconnectedness between the strategic plan and the technology plan.

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True or False?

4. Jim Collins’ Good to Great has excellent concepts, but its relevance to the education world is sketchy - its really a business world model.

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True or False?

5. The main role of technology is to advance the goals of the district’s strategic plan. Technology is an accelerator for other goals and not a goal in and of itself.

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True or False?

6. If technology is not treated as a separate curricular subject just like the other subject areas, it will not receive the attention, resources, and direction it needs.

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True or False?

7. One big problem with strategic planning is other than test scores there is no real way to measure its success.

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True or False?

8. Moving to Good to Great sounds nice, but there is no real way to apply it in education. Even if you can define greatness in schools, you could never find ways to measure it.

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True or False?

9. Traditional strategic planning provides a time-tested process that gives planners everything they need to develop a strong vision, verified by solid accountability measures.

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True or False?

10. Hedgehog concept is the thing you are best in the world at. Business can have a hedgehog concept but school cannot because we have to teach all subjects equally well.

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True or False?

11. When you infuse traditional strategic planning with the main traits of Good to Great, the result is a hybrid planning model that leads to a clear vision and strong accountability.

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True or False?

12. Technology needs to get into the hands of teachers and children at the point of instruction (the classroom) to have a measurable impact on teaching and learning.

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True or False?

13. It’s better to create a technology plan first, then a district strategic plan. Once you know what the technology accelerator will be, it is easier to infuse technology into the strategic plan.

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True or False?

14. This workshop is going to be outstanding.

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Strategic Plan - Technology PlanConnection

• Technology plan in isolation loses impact and focus• Technology plan as an “accelerator” in a district strategic plan

adds strength and coherence to the district vision• Focus must first be on district strategic plan and vision• Tech plan should then enhance and accelerate the district plan

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Mission

Beliefs

Themes

Goals

Action Plans


Traditional Strategic Planning

Focus for the

vast majority of

the planning time

Current reality focused on

internal and external

roadblocks, and not enough

emphasis on data sources

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Short-comings of Traditional Strategic Planning

• Excessive time spent on mission and beliefs leaves little time, energy and enthusiasm for the goals and action plans

• Trite and meaningless mission, beliefs and vision• Little or no way to measure success of the plan or goals• List of accomplishments is not a measurement of success

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Strategic Planning and “Good to Great” Merger

• Addresses each of the short-comings of traditional strategic planning

• Addresses the concerns that “Good to Great” concepts cannot be successfully implemented in an educational setting

• Provides a powerful tool to create and measure a district’s journey to greatness

• Infuses technology into the process as a critical accelerator for success

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Avoca Strategic Planning Model- “Hybrid”Avoca School District 37 • Wilmette, IL

“Good to Great” Overview

Define Greatness for Avoca Specific and Measurable

Identify the “Gap” Between the Current Reality and the Definition of Greatness

Goals DevelopedAction Plans Created

Recruit representative committee

Mission and Beliefs- new or revise

Data Analysis-Satisfaction surveys-Test scores, local and national-Tech survey-Earlier strategic plan-Other measures

Themes Emerge

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Good to Great

Overview

Good to Great: Overview for Strategic Planning

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Good to Great

Overview

The book…

Methodology

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Good to Great

Overview

•Essential for transition/transformation of a company or school district

•Balance of professional will and personal humility and modesty

•Shoulders responsibility when things go poorly and gives the credit to others for success

•Remarkable work ethic -- “more plow horse than show horse”

•Driven to produce sustainable results and demonstrate the courage to make difficult decisions

Level 5 Leadership

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Good to Great

OverviewFirst Who….Then What

• “Who” questions come before “what” decisions• Bus Analogy• Right people on the bus, and in the right seat• Wrong people off the bus

• Rigorous not ruthless in people decisions• Rigorous people decisions:• When in doubt, keep looking• Act, don’t wait• Put best people on biggest opportunities, not biggest problems

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Good to Great

OverviewFirst Who….Then What

• Challenges in the educational setting

• Tenure• Culture of nurturing• Culture of “all for one…”

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Good to Great

OverviewConfronting the Brutal Facts

• Find the path to greatness by confronting the brutal facts of the current reality• Leader must create a climate where people don’t merely

“have their say”, but they are actually “heard”• Create this culture by:• Lead with questions, not answers• Engage in dialogue and debate, not coercion• Conduct autopsies without blame• Build red flag mechanisms- be proactive

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Good to Great

OverviewConfronting the Brutal Facts

• Emerge from diversity stronger and more resilient• Stockdale Paradox• Retain faith that you will ultimately prevail, despite difficulties• But, confront the brutal facts about the current reality

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• A clear understanding that you know and do “one big thing” really, really well• An understanding of what you cannot do well• Interaction of the three circles: • Deep passion• Core business • (best in the world at …)• Economic Engine

Good to Great

Overview

Deep Passion

Economic Engine

The VERYbest at …

Hedgehog Concept

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Good to Great

OverviewA Culture of Discipline

• Fanatically consistent adherence to your core business. (Walking the talk of the strategic plan).

• Shared vision - creating loyalty and intensity.

• Creating a culture of quality (the board models the culture).

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Good to Great

OverviewTechnology Accelerators

• Use carefully selected technologies in innovative ways to support “hedgehog” circles

• Application of technology only to accelerate momentum, not to initiate it

• Reaction to technological change is not reactive or fearful, but future oriented and results drive

• In 80% of “good to great” organizations, technology is not a significant factor in transformation

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Good to Great

OverviewFlywheel Concept

• Momentum for transformation and/or breakthrough builds slowly, very slowly

• Transformation happens through a series a series of small, incremental steps that will reach a “tipping point” where improvement soars geometrically

• Alignment does not cause transformation--alignment follows from good results and the momentum of the organization

• Though it takes enormous effort to get it moving, once it is moving fast, you cannot stop it without enormous effort and pain (cf. “spinning class”)

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Step 1: Recruit a representative committee

• All key stakeholders• Board members• Teachers• Administrators• Parents• Community members

• No more than 25 members

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Step 2:Provide overview of “Good to Great”

• Provide books in advance• Review main concepts• Establish common language

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Step 3:Revisit or create the mission and beliefs

• Define and provide examples of high quality mission and belief statements

• If district has them already- keep it, tweak it or totally reconstruct it?

• If district does not have them, create in whole group activity

• Assign revising and word-smithing to a subcommittee

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Step 4: Conduct an in-depth data analysis of current reality

• Past strategic plan • Test scores• Local• National

• Satisfaction surveys• Focus groups• Other surveys and measures

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Step 5: Define “Greatness” for your district

• Specific• Measurable• Social Sector “Greatness”• Superior performance• Distinctive impact• Lasting endurance

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Greatness Component

•Greatness Indicator

-Selected measurements(Year Implemented)

SuperiorPerformance

•Student academic achievement -Administer ISAT tests yearly (2008-2009)-Conduct MAP tests twice per year (2008-2009)-Clay Graham report (2009-2010, every other year)

•Recognition of students, staff, school, district-Create District Recognition Portfolio (2008-2009)-Monitor employment applications (2008-2009) -Gather evidence from teacher evaluation (2010-2011)

•High levels of satisfaction-Administer triennial surveys to parents, staff, student and broader community (2009-2010)-Conduct focus groups, blogs and specialized surveys, as needed (2008-2009)-Conduct, exit interviews of employees (2008-2009)

Definition of

Greatness in

Avoca

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DistinctiveImpact

•Leadership in Innovation-Create Distinctive Impact Inventory (2008-2009)-Publish Avoca materials and practices (2010-2011)-Implement Professional Review Panel (2009-2010)

•Student Connectedness-Create Student Connectedness Data Base (2009-2010)-Analyze extracurricular activity participation (2009-2010)-Monitor attendance and discipline referrals (2008-2009)-Conduct student surveys (as needed)

LastingEndurance

•Success in High School and Beyond-Analyze high school data on achievement(2009-2010)-Analyze high school data on extracurriculars(09-10)-Survey freshman students and their parents(June 2008)-Create Avoca Alumni Association(Summer 2008)

•Fiscal Responsibility -Pass the 2009 referendum

Definition of

Greatness in

Avoca

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Step 5: Identify emerging themes

• Important step before setting specific goals• Better focus on Collins’ tenets• Flexibility for future revision or expansion of strategic plan

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Step 6: Develop specific goals and timelines

• Seamless connection among mission, beliefs, definition of greatness, themes and goals

• Set three-year timeline for goals• Try hard not to front-load all the big goals in the first year

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Step 7: Create action plans for each goal

• Expand the number of people involved in the process• Specific and detailed• Persons responsible and timelines• Accountability measures• Enrich with technology accelerators and culture of discipline

principles

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Avoca Mission, Beliefs and Goals

The mission of Avoca School District 37 is to maximize the unique potential of each child we serve.

We believe:•Continuous improvement leads to sustained excellence•All decisions must center on, “What is in the best interest of the

children we serve?”•We educate the whole child: cognitive, social, emotional,

aesthetic and physical

•Children learn best when learning comes alive at the point of instruction• Inclusive practices benefit all children

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Greatness Component

•Greatness Indicator

-Selected measurements(Year Implemented)

SuperiorPerformance

•Student academic achievement -Administer ISAT tests yearly (2008-2009)-Conduct MAP tests twice per year (2008-2009)-Clay Graham report (2009-2010, every other year)

•Recognition of students, staff, school, district-Create District Recognition Portfolio (2008-2009)-Monitor employment applications (2008-2009) -Gather evidence from teacher evaluation (2010-2011)

•High levels of satisfaction-Administer triennial surveys to parents, staff, student and broader community (2009-2010)-Conduct focus groups, blogs and specialized surveys, as needed (2008-2009)-Conduct, exit interviews of employees (2008-2009)

Definition of

Greatness in

Avoca

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DistinctiveImpact

•Leadership in Innovation-Create Distinctive Impact Inventory (2008-2009)-Publish Avoca materials and practices (2010-2011)-Implement Professional Review Panel (2009-2010)

•Student Connectedness-Create Student Connectedness Data Base (2009-2010)-Analyze extracurricular activity participation (2009-2010)-Monitor attendance and discipline referrals (2008-2009)-Conduct student surveys (as needed)

LastingEndurance

•Success in High School and Beyond-Analyze high school data on achievement(2009-2010)-Analyze high school data on extracurriculars(09-10)-Survey freshman students and their parents(June 2008)-Create Avoca Alumni Association(Summer 2008)

•Fiscal Responsibility -Pass the 2009 referendum

Definition of

Greatness in

Avoca

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Strategic Goals 2007-2010Avoca School District 37 • Wilmette, IL

• 2007-2008 Implement the new K-8 Language Arts Curriculum• 2007-2010 Implement the 2007-2010 technology plan• 2007-2008 Conduct a comprehensive study that leads to improvement and

enhancement of the Avoca ELL program• 2007-2010 Strengthen Avoca’s continuous improvement process for student

achievement through:• Focused professional development • Enhanced parental partnership• On-going analysis of the overall improvement model

• 2007-2009 Review, refine and improve surveys and other measurement tools that assess Avoca’s progress toward greatness

• 2007-2008 Pass a referendum to balance the budget• 2007-2008 Create a specific curriculum review process corresponding to Avoca’s

instructional needs. This includes but is not limited to a:• Framework for conducting curriculum studies• Priority-based timeline designating the year of study for each curricular area• Electronic system for curricular and instructional management

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Strategic Goals 2007-2010Avoca School District 37 • Wilmette, IL

•2007-2010 Establish a District Diversity Committee that will research and initiate activities that celebrate, enhance and expand the benefits of diversity at Avoca, and promote an understanding and appreciation of a world community, including but not limited to:•Curriculum and instruction•Recruitment and hiring practices•Community outreach

•2007-2010 Establish a Community Outreach Committee that will research and implement activities that enhance the partnership between the school district and the Avoca community, including but not limited to:•Communication vehicles•Volunteerism in the schools•Service projects and service learning•School finance education•Business partnerships

•2009-2010 Improve and enhance extracurricular and service opportunities for students at both schools by:•Balancing activities among sports, fine arts, leadership, student interest and community service•Increasing the number of developmentally appropriate options at Avoca West

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Strategic Plan - Technology PlanConnection Revisited

• Technology plan in isolation loses impact and focus

• Technology plan as an “accelerator” in a district strategic plan adds strength and coherence to district vision

• Focus must first be on district strategic plan and vision

• Tech plan should then enhance and accelerate the district plan

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Getting Started by Confronting the

Brutal Facts of Your District

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Long-Range Technology Plan 2004-2010

Mission:• “…to transform and improve the way we teach and learn in a

dynamic, technology rich environment. ”

Key Beliefs• ubiquitous access• technology at the point of instruction• infusion of technology to enhance learning• educationally meaningful• innovation grants/technology academy• technology accountability

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Technology Team Structure

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Technology at Avoca West Elementary School

4th & 5th Grade 1:1 Laptop Program

Grades K-3 computer centers, mobile laptop carts, interactive boards

Twenty station computer lab

Encore Technology

Technology workshops offered throughout the year

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Technology at Marie Murphy Middle School

1:1 Laptop Program

Creative Technology

Mini Lab

12 Station Music Lab

PowerSchool/PowerGrade

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Increased Teacher Efficiency

• Improved communication with:• Staff• Parents• Students

• Flexibility in developing instruction• Standardized set of applications• Availability of peripheral equipment

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Long-Range Technology Plan

• Lessons Learned So Far• Teacher ownership was a huge key to success• Heavy emphasis on staff development provided support and direction

the summer before• Parental communication and involvement was very important in

launching the laptops• Over-plan for the support and repair component• Be willing to make compromises• Student and staff technology accountability

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Change in Teacher Methodology

• No need for computer lab• Technology added to established projects where appropriate• Students acquire technology expertise organically• Parental contact increased dramatically

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2003 2004 2005 2006 2007 2008

Change 03-06

Change 04-07

5th Reading 82 83 80 81 96 95

5th Math 96 93 87 97 96 98

8th Reading 87 86 86 95 99 98 +13 +16

8th Math 84 92 84 96 98 99 0 +5

+18

+12

Change 05-08


ISAT Score Growth at Avoca

82

96

95

96

83

93

99

98

+13

0

98

99

80

87

From 20th to 8th in the State of Illinois

+16

+5

+18

+12

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Spring 2008 MAP Summary at Avoca

Expected Yearly Growth Years Above Grade Level In Achievement

3rd Reading Exceeds 1.53rd Math Exceeds 2.04th Reading Exceeds 2.04th Math Exceeds 2.05th Reading Exceeds 3.05th Math Exceeds 2.56th Reading Exceeds 3.06th Math Exceeds 3.07th Reading Exceeds 3.07th Math Exceeds 3.08th Reading Exceeds 3.08th Math Below 3.0

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Faculty Survey Highlights

2004-2005 2005-2006

SA or A SD or D SA or A SD or D

Having a laptop has helped me manage/improve my communication with parents.

76% 8% 78% 6%

Having laptops in class has changed the way I teach.

58% 8% 66% 9%

Having laptops has made me more efficient. 85% 4% 88% 6%

All in all, I think laptops have made my class function more effectively.

77% 0% 81% 3%

Having laptops has not improved my access to materials and information useful to my teaching.

15% 74% 6% 94%

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4 or 5 (High Satisfaction)

3 (Neutral) 1 or 2 (Dissatisfaction)

2002 2007 2002 2007 2002 2007Tech - Hardware/Software

50.5% 73.7% 22.7% 17.1% 26.8% 9.2%

Tech - Classroom Infusion

58% 72.4% 25.0% 23.7% 17% 3.9%

Tech - Support/Service

91.1% 2.9% 5.8%

1:1 Laptop Avoca West

66.1% 10.2% 23.7%

1:1 Laptop Marie Murphy

84.3% 5.9% 9.8%

Website 73.6% 89.6% 15.4% 7.8% 11% 2.6%

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1. Excellent teachers and staff

2. Ample resources to support education

3. Technology program and technology resources

4. Supportive, appreciative and involved parents

5. Bright, motivated students

2007 Survey STRENGTHS

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Parent Survey Highlights

2004-2005 2005-2006SA or A SD or D SA or A SD or D

I would like to see at least some of the money currently spent on technology spent on more teachers/human resources.

38% 17% 32% 17%

I think having a laptop has caused my child’s grades to improve.

29% 5% 31% 1%

My child spends too much time learning how to use the computer and not enough time on core subjects.

17% 74% 7% 72%

The whole computer thing is depersonalizing and detracts from education.

12% 70% 3% 83%

I believe the laptop initiative has been a good investment of resources.

79% 16% 80% 9%

Since receiving the laptop, my child is less interested in school.

3% 70% 1% 78%

Since receiving the laptop, my child is less creative.

8% 74% 1% 78%

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4 or 5 (High Satisfaction)

3 (Neutral) 1 or 2 (Dissatisfaction)

2002 2007 2002 2007 2002 2007

Tech - Hardware/Software

86.7% 88% 12.2% 10.2% 1.1% 1.9%

Tech - Classroom Infusion

86.1% 86% 9.8% 11.6% 4.1% 2.4%

Tech - Support/Service

82.4% 14.8% 2.7%

1:1 Laptop Avoca West

83.9% 6.3% 9.7%

1:1 Laptop Marie Murphy

88.5% 7.7% 3.8%

Website 68.9% 77.0% 22.6% 18.5% 8.5% 4.5%

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1. Excellent teachers and staff

2. Small class size and individual attention to students

3. Technology program, laptops, technology support

4. High-quality education, commitment to excellence

5. Two-way communication between home and school

2007 Survey STRENGTHS

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Contact Information

• District Web Site www.avoca37.org

• Dr. Joe Porto [email protected]

• Chris Brown [email protected]

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