Buckeye Elementary School District Long Range Strategic Plan

Transcription

1 Part 1: Buckeye Elementary School District Long Range Strategic Plan BESD School District Governing Board June,

2 Buckeye Elementary School District Buckeye, Arizona Governing Board Mr. Marcus Eads Mrs. Jane Hunt Mr. Richard Hopkins Mrs. Amy Lovitt Mrs. Gina Ragsdale President Clerk District Administration Kristi Sandvik, Ed.D. Drew Davis, Ed. D Robert Lee, Ed. D Nate Bowler Sue Johnson Superintendent of Schools Assistant Superintendent for Teaching and Learning Assistant Superintendent for Academic Programs and Professional Learning Assistant Superintendent of Business Operations Director Human Resources K-8 School Principals 2

3 BESD School District Comprehensive Strategic Plan Table of Contents Part 1:... 1 BESD School District... 1 June, Buckeye Elementary School District Governing Board... 1 District Administration... 1 Overview of Process... 5 Purpose of this Document... 5 Prioritization of Actions in Comprehensive Strategic Plan... 6 A Comprehensive Strategic Plan is a Flexible Living Document... 6 Buckeye Elementary School District Comprehensive Strategic Plan... 7 A Clear Vision for the District Is Established and Communicated. (Governance/Superintendent)... 9 B. Require the Development of a 3-5 year Strategic Plan Involving Broad Based Input from a Variety of Stakeholders. (Governance/ Superintendent) C. Advocacy for Encouraging City, Business and Residential Partnerships Within The School District. (Governing Board & Superintendent) D. Administrative Rules Should Upon Review Accompany Some Policy. (District Leadership) E. Strengthening and Supporting Talent Management for Recruitment and Retention of Quality Leaders. (District Leadership) F. On-Going Substantive Parent & Community Engagement is Imperative to Sustaining Relationships. (Communication) G. The Governing Board and Administration Need Training/Awareness in How to Engage and Deal with the Media to Foster Public Relations. (Communication) H. The District Website Needs to be Frequently Updated and Serve as a Major Voice to the Public. (Communication) I. A District Electronic Newsletter Regularly ed to Residents Would Significantly Improve District Information and Engagement. (Communication) J. Creation of a Booklet Detailing the History of Buckeye Elementary School District K. A Long Term Comprehensive Facilities Plan that will address ongoing projected growth in the district. (Facilities and Maintenance) L. Technology Planning, Application in Classrooms. (Teaching and Learning) M. Develop and implement a comprehensive curriculum management plan that will direct the design, delivery, and monitoring of an aligned curriculum. (Teaching and Learning) N. Design a professional development committee to work with the Assistant Superintendent of Academic Programs and Professional Learning and eventually the Director of Professional Development in developing a comprehensive system-wide professional development plan

4 O. Develop a comprehensive plan for student assessment P. Clearly Defined Process for Budget Decisions including Performance Based Budgeting Principles Should Be Incorporated into the Current Budget Process. (Financial Management and Planning) Analysis, Observations & Actionable Items Purpose of this Document Overview of Process

5 Overview of Process The BESD School District underwent an external curriculum audit analysis from October, 2016 through June, The intent was to identify district strengths, and areas for improvement regarding processes, and outcomes. The district contracted with an outside consultant, Curriculum Management and Solutions Incorporated to conduct the analysis and utilizing the results. The District is developing a multi-year Comprehensive Strategic Plan covering the periods from The Curriculum Audit included data that was collected and analyzed from the following and will be utilized to inform the strategic planning process: school district documents Arizona State student performance results objective independent observations classroom walk-through observations small group interviews and focus groups community forums on-line surveys (instructional staff, students, parents, and community members) leadership and Governing board workshops review of Rubicon Atlas mapping software Throughout the review, strengths of the district were described by all participants. 87% of parents indicated on a recent survey they considered their child s school to be an excellent school. Community, parents, and staff all shared that people care and there is a passion for serving. Community and district staff appreciate the benefits of living and working in a smaller community that is experiencing growth and believe that Buckeye remains a tight and close community. The Buckeye brand continues to be focused on creating communities passionate about student success. Purpose of this Document The thorough review process produced a large quantity of validated recommendations, as well as observations and findings. The Comprehensive Strategic Plan must be manageable and focus on the most critical recommendations that will produce the greatest impact and address the most pressing needs of the district. The action items are divided into two distinct sections: Part 1: Comprehensive Strategic Plan; and Part 2: Companion to the Strategic Plan. The Comprehensive Strategic Plan includes recommendations that are significantly more detailed, multi- step, often requiring multiple years for implementation, typically systemic, and provide the highest potential for leveraged actions and positive impact. These recommendations should be seen as imperatives and highest priorities. For each item, detailed information is provided regarding responsibility, timeline, action steps, resources, and suggested evaluation. Part Two of the strategic plan Companion to the Strategic Plan documentation contains analysis, findings, observations and actionable items. Although this information is important, it does not rise to the level of significance to be included in the Comprehensive Strategic Plan. Information contained in the companion document may provide insight or analysis and may suggest future action, or actionable items. Any actionable item in this companion document is typically a single step, can be addressed at any future time, and have more limited system-wide impact. 5

6 The topics within each category of the Plan included 5 topic areas as follows: 1. Governing Board- Governance and Policy 2. District Leadership- Organizational Capacity and Alignment 3. Community Engagement 4. Financial Management 5. Teaching and Learning Prioritization of Actions in Comprehensive Strategic Plan The prioritization of the action plans comprising the BESD Comprehensive Strategic Plan is made difficult because the recommended actions are all important and represent positive leveraged actions. However, no school district regardless of staff or resources, can address or accomplish the entire plan in a short window of time. The District Strategic Planning Team or other decision making body will need to continuously shift and re-prioritize the plan as needs and challenges change. To initiate the action plans, the strategic plan should decide along with board direction which action take priority followed by on-going, or maintenance of effort continuation once outcomes have been met. A Comprehensive Strategic Plan is a Flexible Living Document The development, planning and implementation of a Comprehensive Strategic Plan is as much about process as an end product. The document should be regularly evolving and changing as actions are completed and new priorities identified. This Plan establishes teams and committees of school district stakeholders and processes for making important long term decisions. It should be regularly reviewed and modified. This stewardship of the Strategic vision requires a school and community culture committed to continuous growth and improvement. This commitment separates the good districts from those viewed as outstanding. 6

7 Goal 1: Student Achievement and Teaching and Learning Goal 2 Open and Positive Communication Goal 3: Fiscal Responsibility Buckeye Elementary School District Comprehensive Strategic Plan Action Planning Map Key to Action Plan Time Line Priorities Category Strategic Plan - Action Sequence Map Goal Governance A. A Clear Vision for the District Is Established and Communicated. Governance B Require the Development of a 3-5 year Strategic Plan Involving Broad Based Input From a Variety of Stakeholders. Governance C. Advocacy for Encouraging City, Business and Residential Partnerships Within The School District. Governance District Leadership D. Administrative Rules Should Upon Review Accompany Some Governing Board Policy. E. Strengthening and Supporting Talent Management for Recruitment and Retention of Quality Leaders. Communication F. On-Going Substantive Parent & Community Engagement is Imperative To Sustaining Relationships. Communication G. The Governing Board and Administration Need Training/Awareness in How to Engage and Deal with the Media to Foster Public Relations. Communication H. The District Website Needs to be Frequently Updated and Serve as a Major Voice to the Public. Communication I. A District Electronic Newsletter Regularly ed to Residents. Communication Facilities J. Creation of a Booklet Detailing the History of Buckeye Elementary School District. K. A Long Term Comprehensive Facilities Plan Will Address Ongoing Projected Growth in the District. 7

8 Goal 1: Student Achievement and Teaching and Learning Goal 2 Open and Positive Communication Goal 3: Fiscal Responsibility Buckeye Elementary School District Comprehensive Strategic Plan Action Planning Map Key to Action Plan Time Line Priorities Category Strategic Plan - Action Sequence Map Goal Teaching and Learning L. Technology Planning, and Application in Classrooms. Teaching and Learning M. Develop and Implement a Comprehensive Curriculum Management Plan that Directs the Design, Delivery, and Monitoring of an Aligned Curriculum. Teaching and Learning N. Design a Professional Development Committee to Work with the Assistant Superintendent of Academic Programs and Professional Learning in Developing a Comprehensive System- Wide Professional Development Plan. Teaching and Learning O. Develop a Comprehensive Plan for Student Assessment. Finance Management and Planning P. Clearly Define a Process for Budget Decisions including Performance Based Budgeting Principles. 8

9 Buckeye Elementary School District Comprehensive Strategic Plan The actions included in the Comprehensive Strategic Plan require detailed review and planning, are multi-step, are typically influencing the entire system, and provide high potential for leveraged action. These are seen as imperatives that the district will commit time and resources to address. A Clear Vision for the District Is Established and Communicated. (Governance/Superintendent) Background Instructional and non-instructional staff need to understand where the district is headed, particularly when the district is adding positions and schools during years of growth. Including staff in the work of crafting and implementing a multi-year action plan is critical. The existing District Mission Statement was reviewed with the Parent-Superintendent Council and School Site Council during the school years There is a strong brand within the community that values the Community Passionate About Student Success Motto. However, the District Belief Statements are in need of updating. They were created in 2010 and need to incorporate the principles of Positive Behavior Instructional Support. ACTION PLAN A. A review of the current District Mission/Vision statement should be completed as one of the first actions in implementing the Strategic Plan. Responsibility Governing Board and Parent/Superintendent Council Priority Comments Governing Board should complete this activity by Fall, 2017 Basic Steps 1) Review core values of district and community. 2) Update district belief statements. 3) Modify as needed. 4) Board approves by policy any changes. Monitor/Evaluation/ Outcome Completion when approved as district policy. 9

10 B. Require the Development of a 3-5 year Strategic Plan Involving Broad Based Input from a Variety of Stakeholders. (Governance/ Superintendent) Background Many decisions will need to be made about implementing an approved BESD Comprehensive Strategic Plan. The decisions will include which actions to take, who will implement them, when will it be implemented, how will the action(s) be monitored and evaluated, how will the action and results be communicated to others, and who will decide on modifying or changing the actions based upon changing variables. The District will address the issues. The team should consist of members of the Governing Board (2); Superintendent; Principal (1); Business Official (1); Administrators (1); Teachers (9) from each school plus one at-large selected by the District Advisory Committee; parents (3); community (2); support staff (2); and retirees (1). This is a total of 20-22; there is much heavy lifting to do and this group will be advisory to the Superintendent. The work of this group and the progress on the Plan should be regularly communicated and shared with all district stakeholders. ACTION PLAN B. The Superintendent will create a District Strategic Planning Team and empower that team to successfully implement the Plan. Responsibility Superintendent Priority Comments Basic Steps Monitor/Evaluation Outcome and for life of the plan Governing Board should approve the plan. 1) Identify the composition of the team 2) Seek volunteers, request members through District Advisory Committee and other organizations. 3) District Strategic Planning Team will meet at least quarterly (more frequently initially) and have a regular short report at the Governing Board meeting as needed. Subcommittees may meet more frequently. 4) District Strategic Planning Team will review both the contents of the Plan and the Observations & Findings document. 5) Team will develop the details of Plan. 6) Team will regularly communicate progress with all constituents and media. 7) Team should be co-chaired (co-chairs would benefit from facilitation training). Actions include: creation of team by Superintendent through developed policy or motion, selection of team, and scheduling of first meeting. 10

11 C. Advocacy for Encouraging City, Business and Residential Partnerships Within The School District. (Governing Board & Superintendent) Background The combination of the enrollment projections and lack of Arizona state legislature commitment to fund long term building renewal support for school district experiencing growth fuels the need to partner with stakeholders. The school administration and Governing Board need to work more closely with the city, legislators and other local businesses to work on developing and encouraging development of long term funding sources. ACTION PLAN C. Work more closely with the city and county legislators and others to work on developing and encouraging development of long term funding strategies and partnerships benefiting BESD. Responsibility Governing Board and Administration Priority Comment Basic Steps and for life of the plan Action is essential for sustainability of current programs and services over time. 1) Create an ad hoc group comprised of Governing Board members from the school district, city, Maricopa County, county legislators, realtors, and business owners. The group will develop strategies to encourage appropriate development within the school district to balance the tax base, and maintain and preserve programming for children. 2) The ad hoc group will also look for county, regional and state development funds. 3) The ad hoc group representatives will regularly communicate progress with all constituents and media. 4) The committee should investigate the question of adequate funding services for building renewal funds through the State of AZ legislature. 5) The Governing Board and Administration should look to be more inclusive of businesses and business owners serving on school committees and advisory groups. Monitor/Evaluation/ Outcome Creation of ad hoc team, establishing a series of meeting dates, and the establishment and recognition of steps that need to be taken to address this issue by the ad hoc group. 11

12 D. Administrative Rules Should Upon Review Accompany Some Policy. (District Leadership) Background The development of administrative procedures to further detail and provide guidance for the board policies related to planning is necessary for the district because of the growth the district is experiencing in terms of both student enrollment and employees. Administrative regulations should stipulate that the respective planning process or plans include characteristics described in the district wide planning, comprehensive standard operative procedures, and evaluation criteria. ACTION PLAN D. Within the strategic plan administrative regulations are included in the action plan that upon review need to be added. This team will be charged with designing a process to evaluate a review the suggested regulation. Responsibility Priority Comment Superintendent and District Leadership Team and through life of plan. A review of existing Administrative Regulations is necessary to ensure teaching and learning is the primary focus of the department and school. Basic Steps 1) District Leadership Team engage departments in a review of current Administrative Regulation review and modification. 2) Include detailed criteria that provides guidance for board policies in each additional administrative regulation to be added to policy. 3) Upon implementation of each department s administrative regulation suggestions, design a process for suggested additional regulations. 4) Suggested regulations are communicated and trained appropriately. 5) Define a process for evaluation and review. Monitor/Evaluation/ Outcome Design a schedule for review of administrative regulation and policy with the District Leadership Team. 12

13 E. Strengthening and Supporting Talent Management for Recruitment and Retention of Quality Leaders. (District Leadership) Background Over the past four years the BESD has added 100 students at the preschool and an additional school. The majority of the school leadership team remains with limited experience and will require continued support as each builds on their individual talents to lead the Buckeye district. There is a need for advanced transition planning including a study of the administrative needs to best serve the community. A formal mentoring program with additional professional training funds allocated for participation in principal academies, training, workshops, etc. is needed. The current school administration should also be involved in identifying needs and opportunities for growth and development. ACTION PLAN E. The School Leadership Teams would benefit from additional support including an assigned mentor colleague, and additional funds for training. Responsibility The District Leadership and Superintendent of Schools Priority and for life of the plan Comment A focus on developing leaders will be spurred with Assistant Superintendents. Basic Steps 6) Review current Beat the Odds Programs for Principals. 7) A transition plan for any new Assistant School Principal should be considered. 8) Encouragement to utilize funds allocated for the principals and other administrators for memberships to national and state leadership associations. 9) Mentoring on how to utilize funds budgeted for targeted professional development activities and workshops should be provided. 10) The principal leadership team should have input into the memberships and staff development opportunities selected. Monitor/Evaluation/ Outcome All items upon completion. 13

14 F. On-Going Substantive Parent & Community Engagement is Imperative to Sustaining Relationships. (Communication) Background Both the Governing Board and administrative team need to develop opportunities for engaging residents and professionals in substantive discussion on the academic program. There is a need to communicate more frequently with the community about the future of the district. The district should continue with its Parent-Superintendent Councils but establish and schedule periodic forums on a variety of topics which lead to enhanced opportunities for engagement on topical issues that are important to this school district and community. Senior Citizens/Community: The district should consider engaging seniors/community not only at budget time and for music concerts but also for updates on programming, celebrations and good news of the district. Establishing a series of annual Senior or Community Seminars on topics including: 1) The new teacher evaluation system; 2) The newly adopted Math textbook and implementation plan; 3) Academic Comparisons with Other Districts; 4) A Night with BESD students; etc. The current Communication Team should continue to study creative outreach. ACTION PLAN F. There is a need to communicate more frequently with the community about the future of the district that highlights the district s strengths and creates community ambassadors. Responsibility Superintendent, Administration & Teaching Staff Priority Comment Basic Steps and for life of the plan The engagement should become part of the culture and expectation of the district. 1) Create a team or group responsible for engaging public with Superintendent ultimately responsible. 2) Determine several educational topics of high interest to the public and senior citizens. Consider how to title these events to provoke interest. 3) Schedule several periodic public forums on non-financial programs like textbook adoptions. 4) Advertise, notify and encourage attendance. 5) Place on web site and tape for playback from web site. 6) Obtain testimonials indicating how much someone enjoyed the program. Place testimonials on the web site and use in future marketing of forums. Monitor/Evaluation/ Outcome Develop and deliver 2-4 public educational forums annually. 14

15 G. The Governing Board and Administration Need Training/Awareness in How to Engage and Deal with the Media to Foster Public Relations. (Communication) Background Parents, teachers, and community alike, all note the deficiencies in the area of public relations over the last ten years. Positive messages about the school district are not always shared or at least not being paid attention to by the public. The good news of the district is only being provided to parents and this is somewhat limited and inconsistent. The Governing Board and school district need to emphasize the many positive achievements of students and staff, and spend more time celebrating the positive things in the district. More engagement with the community and the media will help build the academic reputation of the district. The long term lack of attention to sharing good news has caused the image of the school district to slightly decline in the eyes of some community citizens and has even impacted upon some staff. Training is also needed for the Governing Board, Superintendent and administration on how to engage and interact with the media. The district needs to establish protocols on dealing with communication to the public in terms of who reports information, who responds, and crafting the message for the intended audience. ACTION PLAN G. Training is needed for the Governing Board, superintendent and administration on how to engage and interact with the media. Responsibility Director of Marketing and Communications to facilitate planning and process Priority Comment Basic Steps with follow up trainings throughout the life of plan Initial training plus a follow-up two years later. 1) Training or facilitator selected. 2) Training of Governing Board and administration. 3) Establish protocols on who speaks, under what conditions, etc. 4) Superintendent develops Administrative Regulation with Governing Board drafting policy. Monitor/Evaluation/ Outcome When training is completed and a Regulation or Policy has been drafted and approved. 15

16 H. The District Website Needs to be Frequently Updated and Serve as a Major Voice to the Public. (Communication) Background The website needs to be inviting, timely, and topical. It currently lacks addresses, phone numbers, directions and other information. Since this is currently the predominant means of communication, its full capacity and utility should be used. Included in this work would be the realization that communication is critical to a renewed partnership and relationship with the community; that the frequent maintenance of websites serves to continue to foster goodwill while providing critical district and classroom information. The realtors could assist with input regarding the design and content of the web site regarding Moving to the Area? The district needs to commit staff to maintain, update and enrich this important communication tool. ACTION PLAN H. The website needs to be more engaging, inviting and serve as a major marketing tool for the district. Responsibility Director of Communications and Marketing. Priority Comment Basic Steps ; update to be completed within 12mos A more functional web site holds the key to communication with stakeholders. 1) Designate a webmaster provide training and support to staff. 2) Review school web sites, re haul and redesign if needed. 3) Add daily content, add videos, add downloadable information. 4) Ensure that staff and administrators are sharing information for the web site. 5) Add features on students. 6) Add pictures of the Governing Board, Administrative, etc. 7) Add Moving to the Area? Monitor/Evaluation/ Outcome On-going update and improvements. After the webmaster has been designated and resources and time committed. 16

17 I. A District Electronic Newsletter Regularly ed to Residents. (Communication) Background A district on-line electronic newsletter provides a less expensive, quick, and very timely communication opportunity. The rising costs of printing, paper and mailing render the traditional paper mailed newsletter costly and dated. (The printed budget newsletter is legally required to be sent by regular mail.) The strong majority of residents and parents now have internet access. These district newsletters could be 2-4 pages, and be sent monthly. They would include building and district news and announcements. Some buildings already send an electronic newsletter for the individual school but not all schools send them. These building newsletters are not always regularly ed, and they only are distributed to parents. The electronic newsletter should assume the primary responsibility of sharing news about all the buildings and programs. The newsletter should not just focus on district oriented news otherwise it would not be fully supported by each building. ACTION PLAN I. A district on-line electronic newsletter provides a less expensive, quick, and very timely communication opportunity. Responsibility The Director of Communications and Marketing, or others could be responsible. The Superintendent should hold ultimate responsibility for staffing and resource commitment with support from the Governing Board. Priority and for life of the plan Comment An electronic newsletter can be provided more regularly at less cost, and available to everyone. Basic Steps 1) Dedicate staff and resources. 2) Initially start out possibly bi-monthly before moving to monthly. 3) Obtain as many addresses as possible ask on any budget vote dates. 4) Begin developing an master list starting with parents. 5) Develop articles and publish and . Monitor/Evaluation/Out come Observe once the e-newsletter has begun to be published bi-monthly. Observe the collection of addresses. 17

18 J. Creation of a Booklet Detailing the History of Buckeye Elementary School District Background There are many people connected to the BESD and the community who retired, left the area, or are not in good health. These people hold much of the rich oral history and traditions of the school district. Over time, this rich history and culture is becoming lost unless it is preserved. Many new staff and community residents have little understanding or sensitivity to the background and history on school grounds. They often lack an understanding of why something is the way it is or why it changed. By creating a documented written history of the school district in a booklet, the memories and oral history of the school district can be preserved, shared and passed on to new students, staff and residents. The cost for the booklet would be minimal. ACTION PLAN J. Creating a documented written history of the school district will preserve the memories and oral history of the school district for future students, staff and residents to appreciate. Responsibility Governing Board and Superintendent Priority Comment Provides great opportunity to build even closer community bond with joint effort. Basic Steps 1) Contact and invite the Buckeye Historical Museum to participate and coordinate this endeavor. 2) Gather all artifacts from district history. 3) Develop history by decades. 4) Draft of written and pictorial history revise, and print. 5) Provide copies at school and community events. 6) Distribute as part of every school employee orientation. 7) Update periodically. Monitor/Evaluation/Outc ome Milestones include establishing committee or coordinating group, and publication of the booklet. 18

19 K. A Long Term Comprehensive Facilities Plan that will address ongoing projected growth in the district. (Facilities and Maintenance) Background Developing the plan as directed below will provide guidance to school personnel as they respond to increasing enrollment. Such planning will allow the district to work within expectations of the Arizona School Facilities Board to effectively utilize existing classroom space in the short-term, while also planning the necessary new facilities and/or renovations that are necessary to address the long-term needs of the district. This comprehensive planning will allow the district to not only provide appropriate facilities for students, but also help ensure it is done in a fiscally responsible way. ACTION PLAN K. The presence of well-maintained school facilities that have adequate space to deliver programming is essential for teachers to deliver a quality educational experience for students. It is essential that school systems have clear and comprehensive facilities and maintenance plans to ensure that the system consistently provides quality learning environments for its students. Responsibility Priority Comment Basic Steps Monitor/Evaluation/Ou tcome Assistant Superintendent of Business Operations and Director of Maintenance and Facilities and for life of the plan Developing the plan will allow the district to respond to increasing enrollment. 1) Create a long term facilities plan that incorporated the annual enrollment projections provided by an outside demographer. 2) Consider the identifications of educational programs considered by special programs or capital projects for renovations or additional school facilities. 3) Prioritization of needs for renovation of existing facilities, preventive maintenance, and the addition of buildings should be incorporated in the long range plan based on student enrollment projections. 4) Consideration of cost analysis, identification of revenues, bond sells associated with construction must be included in the plan. Procedures for the involvement of all stakeholders of the school community in the development and evaluation of the long term facilitates plan need to be considered. 19

20 L. Technology Planning, Application in Classrooms. (Teaching and Learning) Background The Technology Plan should primarily focus on what kinds of instruction will benefit most from technology and focus the plan on it. Infrastructure should be reviewed by others in addition to the Technology Planning Team. The district should have a formal internal team that monitors the technology plan development. Infrastructure needs to provide consistent support of classroom use of technology. From parent survey: 92% of parents said BESD makes effective use of technology for instructional purposes. ACTION PLAN L. The Director of Instructional Technology, should write a plan for the implementation of instructional technology to reflect the district s vision for use of technology as a teaching and learning tool. Link the work to professional learning, and work to support applied learning for adults in the district. Responsibility Priority Comment Basic Steps Monitor/Evaluation/Ou tcome Assistant Superintendent, Director of Information Technology, Specialists, Principals and for life of the plan The district will need to work closely with the technology support personnel. 1) Review existing plan. 2) Consider gathering Technology Plans of other districts for team review. 3) Determine critical attributes of other plans that are appealing to BESD. 4) Draft plan and provide summary to faculties of each school for feedback. 5) Revise plan as needed. Evaluate based upon development and implementation of team developed criteria 20

21 M. Develop and implement a comprehensive curriculum management plan that will direct the design, delivery, and monitoring of an aligned curriculum. (Teaching and Learning) Background A coordinated curriculum management plan provides for the implementation of the district s curriculum and integration of teaching strategies to appropriately deliver the curriculum, and evaluation of the professional development approaches and content to determine if student achievement has improved based on those practices. A multiple year plan should be included to guide professional development, and classroom instruction across the district to ensure consistency with district expectations of rigorous and relevant instruction. ACTION PLAN M. The process and results of the curriculum management plan needs to be presented to the Governing Board annually. Responsibility Assistant Superintendent for Academic Programs and Professional Learning; Director of Teaching and Learning Priority Comment Basic Steps Monitor/Evaluation/Out come and for life of the plan Add administrative regulations as appropriate 1) Establish and communicate the philosophical base of curriculum design for curriculum teams. 2) Establish a complete set of goals and objectives for all disciplines that meet the unique needs of the district, link objectives to the district s mission and goals, and align with state and national content standards. 3) Determine the prerequisite skills and concepts needed to learn the objectives for each grade level, including kindergarten. Place the prerequisites in curriculum documents so that teachers can see what students were taught the previous year and what they need to know in subsequent years. 4) Match objectives with supplemental resources, including but not limited to textbooks that can be used during instruction of the content. 5) Ensure that curriculum documents not only specify the content of student objectives and expectations, but also include multiple contexts and cognitive processes. 6) Integrate instructional technology as a tool for the delivery of the curriculum. Design real-world applications for student activities within the curriculum. Establish estimated time ranges for the teaching of each objective. Regular and timely reports and evaluations of the curriculum development and effectiveness of programs meeting the district goals and priorities toward improved student performance to be shared with the Board. 21

22 N. Design a professional development committee to work with the Assistant Superintendent of Academic Programs and Professional Learning and eventually the Director of Professional Development in developing a comprehensive system-wide professional development plan. Background The foundation of this plan must be the BESD goals and the identified professional needs of individuals and groups of employees (e.g., teachers, administrators, and staff) required to successfully achieve the goals ACTION PLAN N. Design a multi-year professional development plan as referenced. Responsibility Priority Comment Basic Steps Assistant Superintendent for Academic Programs and Professional Learning; Director of Teaching and Learning and for life of the plan The culture of teaching and learning will be enhanced with this 1) Include ongoing assessment of the effectiveness of professional development initiatives using multiple data sources. 2) Classroom follow-up support to ensure transfer of learning from professional development efforts. 3) A process for annual review and revision in response to student achievement data, use of technology, and changing district and building level professional learning needs. Monitor/Evaluation/Outcome 1. Observation of teams Self-evaluation using team rubrics 22

23 O. Develop a comprehensive plan for student assessment. Background: A comprehensive plan for student assessment provides school systems with the procedures necessary to provide valuable feedback on the learning process. A comprehensive assessment program includes assessments of students at all grade levels in all content areas and includes both formative and summative measures. It includes specific procedures for how student assessment data is distributed throughout the organization so that district employees can make decisions about curriculum and instruction. ACTION PLAN O. Develop a comprehensive student assessment and program evaluation plan that includes formative and summative assessments in all content areas. Utilize feedback provided by assessments at all levels of the organization to make informed decisions that positively impact student learning. Responsibility Priority Basic Steps Monitor/Evaluation Assistant Superintendent of Leading and Learning and Team, Human Resources Director and for life of the plan 1) Draft a comprehensive plan for student assessment and program 23

24 P. Clearly Defined Process for Budget Decisions including Performance Based Budgeting Principles Should Be Incorporated into the Current Budget Process. (Financial Management and Planning) Background Programmatic budgeting processes, tailored specifically for BESD, can offer an efficient way for the Governing Board, the Superintendent and the leadership team to determine how well funds are being used in addressing system needs. To do this, all programs and activities of the organization must first be evaluated and reviewed on the basis of performance and cost. An annual budget, built anew each year, is recommended for use for the basic instructional and support areas of the budget, and linkages are needed with performance (or results) information. Moreover, decisions about budget allocations need to be incorporated into a participatory process involving key stakeholders in what the system aims to provide for teaching and learning. Such a process would enhance the quality of decision made, the profundity of information used, and the acceptance and support of budget decisions. ACTION PLAN P. Assistant Superintendent for Business Operations in conjunction with District and School Leadership teams should evaluate priorities for expenditures to address specific system needs and support teaching and learning through regular evaluation and review of programs and activities on the basis of performance and cost. Responsibility Assistant Superintendent for Business Operations Priority and for life of the plan Comment Will provide a template for recording evaluation and review of programs and activities that include student achievement data and cost. Basic Steps 1) Evaluate priorities for expenditures focusing on impact on teaching and learning (student achievement). 2) Develop a plan for regular evaluation and review of programs and activities based on performance and cost (on a 3 year cycle). 3) The template provides an objective method for reviewing spending priorities focused on performance based budgeting and allocations. Monitor/Evaluation/Ou tcome Implement the template and observe after one budget cycle. Review and modify as needed. 24

25 Part 2: Companion to the Strategic Plan Analysis, Observations & Actionable Items Purpose of this Document This document is the companion part to the Buckeye Elementary School District (BESD) Comprehensive Strategic Plan. It is Part Two of the strategic plan documentation. It contains analysis, observations and actionable items that although important, do not rise to the level of significance to be included in the Comprehensive Strategic Plan. They are not included in the Comprehensive Strategic Plan so that it is streamlined, focusing only on the highest leveraged action items providing substantive positive impact across the school system. Information contained in this document may provide insight or analysis and may suggest future action, or actionable items. Any actionable item in this companion document is typically a single step, can be addressed at any future time, and have more limited system-wide impact. The topics within each category of the Observations and Findings include 8 topic areas as follows: Overview of Process 1. Governing Board- Governance and Policy 2. District Leadership- Organizational Capacity and Alignment 3. Community Engagement 4. School Design and Innovation 5. Financial Management 6. Teaching and Learning BESD underwent a curriculum audit from October, 2016 through July The intent was to identify district strengths, and areas for improvement regarding staff, process, and outcomes. The district contracted with an outside consultant, Curriculum Management Solution, Incorporated to conduct the analysis and utilizing the results, decided to develop a Comprehensive Strategic Plan for the district. The multi-year strategic plan covers the period from and is called Buckeye Elementary School District Long-Range Strategic Plan. Data was collected and analyzed from: School district documents (agendas for professional development, faculty meeting agendas, etc.); Arizona State Education student performance results; objective independent observations; classroom walk-through observations; small group interviews and focus groups; on-line surveys one each for instructional staff, students, parents, and community members; leadership and Governing Board workshops agendas, policy reviews a community forum; review of Rubicon Atlas mapping software 25

26 The recommendations are presented in the order of their criticality for initiating system-wide improvements. The recommendations also recognize and differentiate between the policy and monitoring responsibilities of the governing board, and the operational and administrative duties of the superintendent of schools. Where the recommendation is distinctly an operational administrative matter, the recommendations are directed to the superintendent as the chief executive officer of the school system. In many cases, the recommendations are directed to both the board and the superintendent, because it is clear that policy and operation related, both entities are involved in a proposed change. In some cases, there are no recommendations to the superintendent when only policy is involved or none to the board when the recommendations deal only with administration. Developing overriding planning practices principles as well as, developing the policy of and staffing the organization are a priority for a growing school district. Continuing to provide excellence in teaching and learning by developing specific aspects of the educational system: curriculum and instruction, assessment and program evaluation, budgeting, and facilities make up the bulk of the action items listed throughout the document. Each recommendation provides a recommended timeline for implementation. The recommendations are include the overarching goals for the board and/or the superintendent, followed by the specific objectives to carry out the overarching goals. The latter are designated "Governance Functions and Administrative Functions. Recommendation 1: Create planning processes and integrate planning documents to include characteristics of effective planning practices and enhance cohesiveness of district and school planning to lead ongoing improvements of student achievement and organizational support functions. Be intentional that plans are used regularly in decision making at all levels of the organization. Short-term and long-range planning is critical to maintain vigilant focus on the intended goals and mission of an institution. The district, departments, and schools will benefit from articulated planning documents to guide their direction. Plans for curriculum, student assessment, and program evaluation planning, which are critical areas for an education institution responsible for student learning, are somewhat evident in the BESD. System-wide plans for professional development, a current plan for instructional technology, and a long-range facilities plan need to be included in a districtwide strategic plan. 26

27 The following specific actions are recommended to the governing board and the superintendent. Full implementation of these recommendations should begin immediately and take 18 months to three years. Governance Functions: The following actions are recommended to the Buckeye Elementary School District Governing Board: G.1.1: Require the development of a three- to five-year strategic or long-term planning process involving broad-based input from internal and external district stakeholders.. G.1.2: With assistance from the superintendent, adopt new and/or revise existing board policies to provide clear, concise, and comprehensive direction to the Buckeye Elementary School District administration. 1. Engage in comprehensive, long-range planning that provides overarching goal for the district in attaining its mission. 2. Engage in formal curriculum, instructional technology, student assessment, and program evaluation planning; and create comprehensive plans that serve as reference documents for campus and district office employees to promote focus and increase the probability of success. 3. Develop and implement a comprehensive plan for professional development that provides a framework for the provision of quality professional development across the district for all employees. 4. Submit an annual summative evaluation of all plans to the board for review and discussion. This could be accomplished at a regular board meeting or at a board retreat as a springboard of planning and budget development for the next fiscal year. Administrative Functions: The following actions are recommended to the Superintendent: A.1.1 : Develop administrative procedures to further detail and provide guidance for the board policies related to planning. Administrative regulations should stipulate that the respective planning process or plans include quality characteristics as described in the following: District-wide planning Comprehensive district improvement plan Campus and department improvement plans Curriculum management planning Assessment and program evaluation planning Professional development planning Technology planning Facilities planning A.1.2 : Designate district-wide oversight of planning to a central office administrator at the director level or higher. This person should serve as a consultant and resource for all planning in the district to ensure alignment and full coverage of all major efforts, and grant proposals. 27

28 Work with BESD principals and district administrators to develop a standard format for all campus plans. Provide professional development to principals, school staff, and department leaders in the planning and development process, including measurable objectives, established criteria for evaluating outcomes and objectives, formative plan evaluation, and document strategies necessitated by changes in the environment, etc. Emphasize that these plans are to become authentic guidance documents. Direct principals via job descriptions and the performance review process to monitor plan implementation and to apprise the superintendent/designee of any major problems or delays in reaching goals. 1. Work with department directors and coordinators to develop a standardized format for improvement plans, and develop plans for all units that provide support functions. The focus of these plans should be continuous improvement of the processes provided by the unit ( plan, do, study, ). The expectation is that improved staff processes will support the line (campus) efforts in improving student learning, even though indirectly. For example, the human resources department might choose improve the quality of new BESD teachers by reducing the average amount of time required for hiring teachers as a goal, with the expectation that doing so will have a positive impact on student achievement. Require the same implementation, monitoring, and evaluation steps described in number 2, above of all departments. 2. Develop a curriculum and assessment management plan. They are critical to provide comprehensive planning coverage for all aspects of offering a mandated district-wide, high quality aligned PreK-8 grade curriculum to students attending all campuses. Submit the plans to the Superintendent for approval and to the BESD board for awareness. Assign (through the job description) to lead the development, implementation, management, and evaluation of the plans. 3. Appoint a professional development committee to work with the Assistant Superintendent for Academic Programs and Professional Learning and eventually the Director of Professional Development in developing a comprehensive system-wide professional development plan. The foundation of this plan must be the BESD goals and the identified professional needs of individuals and groups of employees (e.g., teachers, administrators, and staff) required to successfully achieve the goals. Focus should be on delivery of the written curriculum, implementing high impact practices in the classroom for improved learning by all students, as well as monitoring the delivery of the district curriculum. 4. Direct the Director of Instructional Technology, along with the instructional technology committee, to review and evaluate the old technology plan and to write a new forward looking plan for the implementation of instructional technology to reflect the district s vision for use of technology as a teaching and learning tool. Link the work to professional learning, and work tightly as a collaborative team to support applied learning for adults in the district. The implementation of these recommendations on planning will continue to ensure a well-articulated direction for the future of the BESD. The linkage of district, schools, and department planning with clearly defined direction and feedback through a proper evaluation system will ensure that the system operates as a system rather than a loosely held group of schools and departments that operate as silos in the district. As the district grows, it will also ensure that the resources of the district are used in the most productive and systemic way to carry out the district s mission. The implementation of consistent planning and evaluation will create the infrastructure to support continual improvement of teaching and learning in BESD. Recommendation 2: Develop and implement a comprehensive curriculum management plan that will direct the design, delivery, and monitoring of an aligned curriculum. Design and implement an aligned professional development plan that incorporates fully aligned instructional resources and the meaningful integration of technology, and develop procedures for monitoring instructional delivery 28