Strategic Plan

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1 Strategic Plan

2 Table of Contents Introduction... 2 Methodology... 4 Summary of Findings... 5 Mission, Vision, Guiding Principles, and Theory of Action... 9 Strategic Goals and Objectives Next Steps

3 Introduction Background Mequon-Thiensville School District (MTSD) serves approximately 3,500 students from the communities of Mequon and Thiensville, located in the Milwaukee suburbs. The District includes one early childhood center, three elementary schools, two middle schools, and one high school. MTSD is a high achieving District that has received recognition for having the highest average ACT scores in the state. Stakeholders have high expectations of the District and expect all students to graduate as well-rounded, global citizens. In 2012, the District created a strategic plan with the aim of maintaining the District s culture of excellence and enhancing students educational experiences. The District partnered with ECRA Group, Inc. (ECRA), a third-party research firm, to establish the plan in 2012 and to evaluate implementation of the strategic plan in ECRA supported the Board s efforts to revise the plan based on District progress and to ensure continued alignment with stakeholder values and best practices. As part of the strategic planning process, stakeholders were asked to participate in focus groups and surveys. In all, approximately fifteen hundred stakeholders provided input during the process. In addition, archival reports and student achievement data were analyzed. ECRA based its findings upon themes that emerged through the research phase of the strategic planning process. Results from all data sources were synthesized and triangulated to provide evidence in order to answer the following questions. 1. How well did the District implement the strategies and objectives of the strategic plan? 2. Are there any objectives that should be modified or deleted? 3. Are there additional areas that merit attention and prioritization in the next three years? The following document describes the strategic planning process, research findings, and components of the strategic plan, including mission, vision, guiding principles, goals, and objectives. 2

4 Strategic Planning Update Process The model below is a visual representation of the strategic planning process. It identifies the level of engagement involved in the development of various components of the strategic plan. PHASE I: Conduct Research Document the current state of reality and the desired future position of the District. PHASE II: Develop Strategic Plan Create a framework for broad direction and priorities for the future in a formal strategic plan document. PHASE III: Develop Implementation Plan Develop and document specific steps that will be taken in order to accomplish the goals and objectives identified in the strategic plan.* ü Conducted focus groups with key stakeholder populations (86 participants). ü Reviewed current mission, vision, guiding principles, goals, and objectives of the District. ü Reviewed archival data and reports provided by the District. ü Administered surveys of key stakeholder populations (parents, students, employees, community members, and Board of Education; 1,397 respondents). ü Performed rigorous analysis of student achievement data. ü Facilitated Board of Education review and refinement of the following components of the strategic plan: Mission Vision Guiding Principles Strategic Goals Objectives ü Updated the strategic plan document to provide continued direction for the District. * The District has chosen to conduct this phase. Ø Facilitate administrator implementation planning meetings. Ø Support the development of an implementation matrix, which contains the following: Objectives Actions Metrics Timelines Resources Ø Develop a District dashboard to monitor progress toward goals. ü Indicates Completion 3

5 Methodology Data Sources The following tables highlight the archival reports, focus groups, surveys, and assessment data ECRA used to update the Mequon-Thiensville School District Strategic Plan. ECRA identified themes across stakeholder groups that arose from the following sources. Table 1: Archival Reports Incorporated Archival Reports MTSD Strategic Plan (Established 2012) MTSD Strategic Plan Supporting Evidence (2012) MTSD through Administrative Action Plans MTSD Budget Report MTSD Annual Financial Report (2014) MTSD Demographic Data MTSD Performance Report Facilities Referendum Documentation Table 2: Focus Groups Conducted Stakeholder Groups Number of Focus Groups* Parents 1 Students 1 Teachers 2 Administrators 1 Community Leaders 1 TOTAL 6 * Eighty-six stakeholders participated. Table 3: Surveys Conducted Stakeholder Group Surveys Responses Number of Invitations* Response Rate Parents 649 3,722 17% 8 th -12 th Grade Students 251 1,559 16% Employees % Community Members ,795 2% TOTAL 1,397 16,511 8% * Returned addresses excluded from this count Table 4: Student Achievement Data Incorporated Assessment Sources Mequon-Thiensville District Report Card Summary Measures of Academic Progress (MAP) data 4

6 Summary of Findings The summary of 2015 findings was organized by the following themes: strategic plan review, academic achievement and personal growth, organizational systems and processes, fiscal stability and resources, climate and culture of excellence, and stakeholder priorities. Strategic Plan Review Over the past three years, the District worked diligently to implement action plans in alignment with the strategic goals and objectives identified in the 2012 strategic plan. Throughout the process of collecting stakeholder input regarding strategic plan implementation, stakeholders expressed pride in the high levels of achievement and rigor prevalent in the District. Teachers, administrators, and students believed the implementation and K-12 expansion of the AVID program helped reinforce a college and career readiness culture in MTSD. Board of Education members and administrators applauded the District for its implementation of the TregoEd decision-making process, which led to more thoughtful discussions and transparent decisions. While many areas of the 2012 strategic plan were fully implemented, stakeholders expressed the belief that the District could do more to address students' social and emotional needs. Other areas of focus desired by stakeholders included technology and vocational development. Implementation of the strategic plan was visible to District employees, with 88 percent of employees affirming that schools had school growth plans based on the goals and objectives outlined in the District strategic plan. Seventy-three percent of employees, including 100 percent of administrators, agreed MTSD followed through with initiatives related to the current strategic plan. Overall, the Board of Education and District administration demonstrated discipline in adhering to the 2012 strategic plan. Implementation of strategic goals and objectives were evident in review of the District initiatives since District achievements since 2012 reinforced District efforts. Academic Achievement and Personal Growth Academic achievement was a strength of the District in 2012 and remained a strength in Academic achievement was evaluated using both student growth and attainment. Quality of education ratings, as perceived by stakeholders, increased since the 2012 survey. Stakeholders shared the belief that the District offered students a high quality education. The perception of survey respondents was supported by the District's recognition as the #1 K-12 school district in Wisconsin for two consecutive school years. In addition, on the most recent Wisconsin school report card, all MTSD schools were ranked Significantly Exceeds Expectations by the Department of Public Instruction. 5

7 Stakeholders valued a comprehensive educational experience for students. Seventy-nine percent of stakeholders agreed the District provided a well-rounded educational experience. There were favorable perceptions among stakeholders around academic, elective, and extracurricular opportunities. Stakeholders also valued individualized instruction and expressed a desire for continued improvement in this area. As previously mentioned, stakeholders considered addressing students social and emotional needs as critical to student success, yet only 48 percent of students agreed that the District addressed their social and emotional needs. In focus group discussions and survey comments, parents, students, and employees expressed the need to address mental health, disruptive behavior, stress, and bullying concerns. Organizational Systems and Processes Data-driven decisions were prevalent at the administrative level as a result of utilization of the TregoEd process in leadership decision-making. Since 2012, the percentage of administrators who agreed the District used data to inform decision-making increased from 85 to 100 percent. Additional emphasis and access to data would be necessary to integrate the same data-driven decision-making at the program and classroom levels. District leaders considered use of the MTSD Theory of Action essential to efficient systems thinking. District leaders expressed a desire to develop a fair and effective educator accountability system. Survey responses indicated additional communication and access to resources were necessary to support educators through the implementation of additional accountability measures. Stakeholders, specifically employees, desired greater input in work-related decisions. Only 41 percent of teachers agreed they understood the logic behind decisions related to their work. Fiscal Stability and Resources Financial management ratings increased from 52 to 68 percent among community members. Community members desired continued focus on fiscal health, including adjusting financial budgets to account for declining enrollments. Facilities ratings, in regards to safety, increased from 79 to 90 percent. Stakeholders appreciated District renovations to monitor school entries and improve building safety. Stakeholders identified the need for additional facility updates to address maintenance and cleanliness concerns. In addition, the District commissioned an ad-hoc community committee to provide feedback on a myriad of issues, including facilities, in spring The ad-hoc committee stressed the need to enhance MTSD facilities. As a result of the aforementioned facility maintenance issues, the District sought community input on a facilities referendum question in April of The referendum successfully passed with 61 percent of the community vote on April 7,

8 Climate and Culture of Excellence Pride in the District increased since Eighty-eight percent of students and parents agreed they were proud of their schools in 2015 compared to 83 percent of students and parents in Stakeholders reported there was much to be celebrated in the District, and many desired more celebration of both academic and extracurricular accomplishments. Teacher quality was perceived as high in MTSD. Ninety-two percent of stakeholders agreed teachers provided quality instruction to students. Parents, students, employees, and community members ranked prioritizing the hiring and retention of quality teachers as their highest priority. Professional development was rated favorably by only fifty-five percent of employees. Employees requested additional time for collaboration and professional development focused on addressing the needs of students below grade level. Specific strategies on how to close achievement gaps were requested from teachers. Employees also desired greater understanding regarding new initiatives prior to implementation. As with all public school districts in Wisconsin, the work environment for school employees was impacted by the implementation of Act 10. In addition, Wisconsin implemented additional accountability measures through a school and district report card and educator effectiveness standards in the past three years. The additional demands on teachers contributed to high stress among educators. In accordance with the strategic plan, the District implemented action plans to ensure continuous improvement measures in the aforementioned climate of change in the state. Sixty-five percent of employees agreed that MTSD was a great place to work, while only 55 percent of teachers agreed with the same statement. In both survey and focus group responses, employees mentioned concerns regarding employee morale. Employees also expressed concern with additional accountability measures stemming from state mandates and District initiatives being implemented in MTSD. Survey and focus group responses across stakeholder groups indicated improved communication from the District since Research findings from the survey and focus groups indicated that as the District continued to advance accountability measures, it would be essential to enhance communication with all stakeholders. In survey and focus group responses, staff indicated enhanced communication had the potential to positively influence employee engagement in change initiatives, boost employee morale, and clarify the need for District accountability measures. 7

9 Stakeholder Priorities Stakeholders were asked to select their highest priorities on the 2015 strategic planning survey. The top five priorities that emerged across stakeholder groups included: Hiring and retaining high performing teachers. Providing a safe and healthy environment for students and employees. Preparing students to be college and career ready. Ensuring a well-rounded experience for all students. Ensuring high standards, expectations, and accountability for the entire system. 8

10 Mission, Vision, Guiding Principles, and Theory of Action The following mission and vision were adopted in 2012 and re-affirmed in The Board updated the guiding principles adopted in 2012 to reflect stakeholder input gathered during the strategic planning process. The theory of action remains applicable and aligned with findings that emerged throughout the strategic planning process. Mission Statement A mission statement is a statement of the overall purpose of an organization. The mission should say what you do, for whom you do it, and the benefit. The following mission statement was re-affirmed by the Board of Education and is consistent with the research findings. Mission Statement The mission of the Mequon-Thiensville School District, an active partnership of staff, school board, parents and community, is to maximize the academic achievement and personal growth of all students so they have the skills necessary to meet the challenges of a changing global environment. Vision Statement A vision statement reflects the District s preferred future. Vision statements describe how the future will look if the organization achieves its ultimate aims. The following vision statement was re-affirmed by the Board of Education and is consistent with stakeholder values and priorities. Vision Statement The Mequon-Thiensville School District is an exemplary educational leader that supports and challenges all students to achieve their full potential. 9

11 Guiding Principles Guiding principles are the beliefs that set the foundation for how an organization will operate. The principles are accepted guidelines that capture the District s values and priorities, as reflected in the research findings, and provide direction for employees as they go about their daily work. The adopted guiding principles are presented below. Guiding Principles We believe: All students will learn and experience success. District staff are our most valuable asset in educating students. Education must address the whole child. Respect, responsibility, fairness, citizenship and embracing diversity are essential for a safe and successful learning environment. The quality of instruction is continually improving in the District. The District seeks innovation in all of its practices. The District uses research, assessment and measurement to drive decision-making and accountability. Fiscal strength is necessary for the vitality of our schools and community. Communication is essential for the District s success. Public education is most effective when the School District has an active partnership and accountability with all stakeholders. The District maintains accountability to all stakeholders. Theory of Action The MTSD Theory of Action states the causal relationship between what the District intends to accomplish in the organization and the follow through demonstrated in every classroom moving toward the same purpose. The MTSD Theory of Action, provided below, is consistent and aligned with the strategic plan. MTSD Theory of Action IF the District deliberately works toward closing all achievement gaps and accomplishes the strategic plan through the implementation of strategically focused accountabilitybased systems (by supporting teacher evaluation, strategic compensation, school growth plans, BLTs, and accountability cycle sessions), THEN we will increase student achievement and sustain educational attainment in MTSD. 10

12 Strategic Goals and Objectives Strategic Goals The goal areas in this section were adopted based on themes that emerged throughout the strategic planning process. The four strategic goals center on students and include academic achievement and personal growth, organizational systems and processes, fiscal stability and resources, and climate and culture of excellence. Academic Achievement and Personal Growth Climate and Culture of Excellence Students Organizational Systems and Processes Fiscal Stability and Resources 11

13 Goals and Objectives Goal #1: Maximize the academic achievement and personal growth of each M- T student Goal #2: Maximize operational effectiveness of organizational systems and processes. Goal #3: Ensure fiscal stability and appropriate resources for programming and facilities. Goal #4: Ensure a climate and culture to sustain excellence. Objective A. Guarantee a rigorous PK- 12 curriculum that equips all students to achieve college and career goals. Objective B. Guarantee a comprehensive and innovative PK-12 program that meets students diverse needs and interests. Objective C. Guarantee delivery of high quality instruction to ensure the college and career readiness of all students. Objective D. Ensure the cultivation of a positive school environment in order to foster positive social, emotional and mental health for all students. Objective E. Enhance student support programming that maximizes intellectual and social-emotional growth for all students through differentiated instruction. Objective F. Build student engagement through inquiry, collaboration and participation in the school community. Objective A. Systemize the collection and analysis of multifaceted data to create greater accountability in the organization. Objective B. Execute the district Theory of Action in a systematic manner. Objective C. Regularly solicit stakeholder input through professional discourse. Objective D. Align program, classroom and student outcomes to ensure accountability at all levels of the school district. Objective E. Consistently execute efficient systems thinking and decision-making processes to ensure organizational excellence. Objective A. Prioritize the allocation of district resources in alignment with the strategic goals and maintenance of optimal institutional fiscal health. Objective B. Effectively manage district resources to ensure the quality, safety and most efficient use of district facilities. Objective C. Evaluate and adopt initiatives that have the potential to increase student enrollment while supporting sound educational principles throughout the District. Objective D. Secure additional sources of revenue. Objective E. Ensure ongoing communication of the District s fiscal condition through proactive reporting to all stakeholders. Objective A. Reinforce a culture of exemplary performance from employees through relevant professional development. Objective B. Promote a positive, safe, and engaging environment conducive to high quality instructional practices and exemplary professional practice. Objective C. Cultivate and establish productive and collaborative employee relationships through opportunities for advancement, leadership and/or professional discourse. Objective D. Acknowledge and promote awareness of District accomplishments through targeted communication and recognition of student achievement. Objective E. Attract, develop and retain high performing staff. 12

14 Next Steps The administrative team will create an implementation plan. The implementation plan will identify actions, metrics, timelines, resources, and individuals responsible for monitoring progress toward the strategic goals. 13

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