Strategic Plan 2016-2019 Presentation to the MTPS Board of Education on 2/16/2016
The essential element of public education is to prepare our children for their future. In working toward the mission of Excellence, Equity, and Engagement via Partnership, the MTPS Board of Education authorized the completion of a comprehensive strategic plan to include elements of 21 st Century learning, socialemotional well-being, and providing necessary early intervention and related services for the students of the district.
Our consultant, Judith Wilson, conducted several focus group meetings and surveys to ensure the Strategic Plan reflects the voices and collective values of our community. A district leadership team comprised of Board members, administration, teachers, students and parents was formed to evaluate the collected information and identify the core goals for moving the district forward.
The District Strategic Planning Committee members were divided into three groups and assigned to one of the goals. The charge of each goal team was to define the prevailing action steps necessary to lead the District towards accomplishment of the goals. The action steps are meant to be building blocks to enable the District to become leaders in the work surrounding each goal.
During two, full-day work sessions, the team was charged with: Interpreting the data from the surveys and forums; Identifying pressing themes and trends; Evaluating the importance of each area as identified; Narrowing the areas of focus to three or four high-yield objectives; and Crafting the vision statement and supporting goals.
Kathy Goldenberg, BOE President David Weinstein, BOE member Sheryl Sawin, BOE member (former) Carole Butler, Interim Superintendent Dr. Susan Tosti, Interim Director of Curriculum & Instruction Dave Tate, Director of Special Education Drew Seibel, Principal Brian Carter, Principal Susan Powell, Principal Lisa Trapani, Teacher Heather Trapani, Teacher Barbara Jo Lemaire, Teacher Adam Roth, Teacher Bridget Potts, Teacher Matt Stuart, Teacher Deborah Dickerson, Teacher Chris Maloney-Nolan, Teacher Frank Sein, Phycologist Kelly Eagles, Learning Consultant Jill Musgnug, Paraprofessional Kathie Jin, Student Niles Turner, Student Joe DiMarino, student Mrs. Berrodin, parent Mrs. Hampton, parent Mrs. Herman, parent
We will enhance our academic, emotional and social foundations while creating a collaborative learning environment which fosters global awareness through personal opportunities and individual growth.
1. Establish a culture of innovation to facilitate authentic growth and development of engaged, dynamic and productive learners. 2. Provide resources, targeted instruction and interventions tailored to learners foundational needs at all grade levels 3. Design opportunities that promote selfawareness, confidence, personal responsibility and social mindfulness to provide the foundation for competent local and global citizenship.
A. Develop a common language K-12, establishing guiding principles for creativity and innovation. B. Foster new processes, services, technologies and ideas in order to empower district stakeholders and infuse real-world learning experiences K-12. C. Establish a process and channels to share district achievements with the community atlarge.
ACTION STEP 1 What? Who? When? Information Resources Barriers? Outcomes? Develop a common language K-12, establishing guiding principles for creativity and innovation. A. Research and visit models for creativity and innovation within school districts or educational systems and businesses B. Develop a district framework for innovation : Inquiry, Risk Taking, Critical Thinking, Problem Solving External Opportunity Committee of teachers, administrato rs, board members, and experts Committee of teachers, administrato rs, board members, and experts Jan. 2017 June, 2017 Establish committee Whitepaper Framework Chappaqua School District; "How to Fly a Horse: the Secret History of Creation, Invention and Discovery" by Kevin Ashton; "Why Public Education Needs An Innovation Mindset" by Jennifer Poon; Bedford Public Schools, NY "Worlds of Making" by Laura Fleming; "Zero to Maker" by David Lang; Creating Innovators The Making of Young People Who Will Change the World by Tony Wagner Travel, availability of different stakeholders to participate in site visits Limiting focus Visit reports to be submitted by travel teams. Whitepaper & District presentation(s) C. Create a professional database of resource, lessons and innovations for use within the district. (ie - Moorestown U) Committee of teachers, administrato rs, board members, and experts Ongoing - platform to begin June 2017 Inventory current programs Evaluate for inconsistencies/ gaps ASCD, NJASCD, NAESP, NASSP How and where to organize to be effective and efficient so that information and resources are not lost. Guidelines for access and adding information to database
ACTION STEP 2 What? Who? When? Information Resources Barriers? Outcomes? Foster new processes, services, technologies and ideas in order to empower district stakeholders and infuse real-world learning experiences K-12 A. Research and identify new opportunities and interdisciplinary program B. Establish/Foster community partnerships C. Pilot new experiences in development of new programs D. Utilize resources to engage students in current trends E. Provide professional development opportunities to embrace new experiences Director of C&I, Supervisors, Principals, Teachers Super., BOE Building admin. and teachers Super., admin., faculty Director of C&I, ScIP Committee June, 2017 Ongoing Ongoing Ongoing Ongoing Inventory current programs Evaluate for inconsistencies/ gaps Propose resources for further exploration Inventory current programs Evaluate for inconsistencies/ gaps Propose resources for further exploration Develop approval plan for piloting programs and evaluating PD plan surveys and offerings Career Expo Immersion/Exchange Programs South Valley STEAM Project http://redhookregatta.org; ASPIRE internship program; Global Glimpse; H&S, MEF, PACE, SpEAC, MBA Curriculum Bridges (AP, Honors), Creative Learning/Innovation Centers (Flexible Learning Space) Scheduling; supervisionp; approval process; current school policy; replication/ sustainability Usage & enrollment statistics
ACTION STEP 3 What? Who? When? Information Resources Barriers? Outcomes? Share achievements with community at-large A. Social Media BOE Central & Building Admin Within 12 months of approval with a phase roll-out Examples A. Facebook B. Twitter C. Instagram (photo) D. Snapchat E. YouTube F. Blab (allows two way dialog) G. Google Plus H. Meerkat (live stream) I. Periscope (video sharing) J. Flickr (photo) K. Howcast (how to videos) L. Vimeo (high-end YouTube) M. Buffer (helps combine twitter and Facebook updates) N. HootSuite (organizes social media from multiple sites) O. School based Apps 1. Legal: Understanding what legal restrictions are on content and possible consequences to the district employees and students will have to be examined. 2. Student photo release forms? 3. IT Department: Evaluation to see if the current bandwidth Internet usage is acceptable and if anything would need to be upgraded etc. Also, if any licenses need to be purchased. In addition, if the IT department is able to support the selected media types. Use statistics available B. District/School Websites C. District Endorsed Apps District IT Dept & Building Admin District IT Dept & Building Admin Sept, 2016 Sept, 2016 New district websites being explored by technology department need to examine potential functions and additional usability SchoolInfoApp exists @ all but K-3 buildings Resources available through providers; stability of providers K-3 access Downloads and use statistics available Downloads and use statistics available
A. Establish a K-12, robust data story for all students. This data will be stored in a student information system (web-desk) that can be accessed by educators. This will follow each student throughout their time in Moorestown School District. B. Analyze and restructure, as needed, the current early intervention support systems in place for grades K-2.
C. Establish a collaboration structure, districtwide, that will provide staff time to progress monitor, assess, and analyze data, for the purpose of guiding instruction targeted to specific student needs. D. Establish needs assessment to determine if intervention is needed for students in grades 3-12.
Action Step 1 What? Who? When? Information Barriers? Outcomes? Establish a K-12, robust data story for all students. This data will be stored in a student information system (web-desk) that can be accessed by educators. This will follow each student throughout their time in Moorestown School District. A. Determine what data is to be collected per grade level, this includes timelines for Supervisors and List of data points to be Complete list of data points Mar-16 None entry/exit into student Principals entered, per grade level. per grade level. support programs (OT, PT, I&RS, Challenge...) B. Determine platform of data collection C. Create "dashboards" for easy access to timely data from staff Principals, IT, along with teacher input Principals and IT Aug-16 Dec-16 Capabilities and support of current vendor. IT support. Support of vendor. Network administrator support. IT support. Vendor/technology limitations. Dependent on vendor timeline. Platform identified. Easily accessible dashboard that compiles student data. D. Train staff to enter, access and analyze student data Principals, Teachers Starting January 2017 ScIP committee. Teacher trainers. Availability of professional development time. All staff is trained on entering, accessing and analyzing data stories for all of their students. Action Step 2 Analyze and restructure, as needed, the current early intervention support systems in place for grades K-2. A. Determine consistent entrance and exit criteria for Reading & Math Support (RMS). B. Idenitfy specific student needs in both Math and Reading C. Create a progress monitoring plan for identified students LA and Math Principals, Reading & Math Support Teachers Reading & Math Support Teachers Reading & Math Support Teachers Mar-16 May/June 2016 List of assessments, Student Data Student data, Student lists, Action plans Septemb er Ocober Student data 2016 MAP renewal?, time and staff to administer assessments new students, reliable data creating a testing/monitor period for RMS teachers Consistent district wide data gathered used for entrance/exit criteria targeted support instruction for identified students targeted support instruction for identified students D. Determine a scheduling model that will provide appropriate services. E. Monitor student progress and follow the exit plan Supervisors and Principals with Teacher input. Classroom and RMS Teacher Aug-16 Septemb er 2016 - June 2017 Scheduling models, Support student rosters, Student data Timely student data, platform to collect data Scheduling complexities Vendor/technology limitations Building master schedules that maximize the delivery of student support services. targeted support instruction for identified students
Action Step 3 What? Who? When? Information Barriers? Outcomes? Establish a collaboration structure, district-wide, that will provide staff time to progress monitor, assess, and analyze data, for the purpose of guiding instruction targeted to specific student needs. A. District RMS meetings RMS teachers, Director of C&I Sep-16 All RMS teachers, End of year student data, list of current assessments Extended time for meeting Consistent group of identified students receiving academic support Action Step 4 B. Grade Level Collaboration Time A. Establish assessments for students new to the district in grades 3-12. Classroom Teachers, Principals, Supervisors Principals, RMS & Classroom teachers. Principals with input from teachers. LA and Math Principals, Reading & Math Support Teachers Jan-16 Scheduling availability Establish needs assessment to determine if intervention is needed for students in grades 3-12. B. Create a procedure for communicating results with classroom teachers. C. Determine consistent entrance and exit criteria for Reading & Math Support (RMS). for students in grades 3-8. D. Idenitfy specific student needs in both Math and Reading in grades 3-8. E. Create a progress monitoring plan for identified students in grades 3-8. Reading & Math Support Teachers Reading & Math Support Teachers Mar-16 Apr-16 Mar-16 May/June 2016 Benchmark assessments per grade level, MAP or other online assessments Communication plan, post results online (SIS) List of assessments, Student Data Student data, Student lists, Action plans Septemb er Ocober Student data 2016 Scheduling conflicts MAP renewal?, time and staff to administer assessments Availaibity to post online in building based location MAP renewal?, time and staff to administer assessments new students, reliable data creating a testing/monitor period for RMS teachers Weekly collaboration time for grade level teachers built in to the master schedule. Consistent data gathered for new students. Clear procedure for reporting new student data to classroom teacher and building support personnel. Consistent district wide data gathered used for entrance/exit criteria targeted support instruction for identified students targeted support instruction for identified students F. Determine a scheduling model that will provide appropriate services in grades 3-8. G. Monitor student progress and follow the exit plan from RMS in grades 3-8. Supervisors and Principals with Teacher input. Classroom and RMS Teacher Aug-16 Septemb er 2016 - June 2017 Scheduling models, Support student rosters, Student data Timely student data, platform to collect data Scheduling complexities Vendor/technology limitations Building master schedules that maximize the delivery of student support services. targeted support instruction for identified students
A. Promote culture/climate that fosters grit, resilience and a growth mindset for all. B. Develop systemic and systematic SEL standards and curriculum. C. Promote connectedness to school environments by engaging in meaningful opportunities. D. Create systems for mentoring of pupils: adult to student and student to peer.
Action Step 1 Action Step 2 Action Step 3 Action Step 4 What? Who? When? Information Resources Barriers? Outcomes? Promote culture/climate that fosters grit, resilience and a growth mindset for all. A. PD for all District Staff - "Staff Wellness", monitoring occupational stress, practice strategies in resilience; ongoing B. Parent/Community Outreach A. Identify and evaluate existing programs, guidance curriculum and services K-12 (needs assessment/ survey) B. Review and Research C. Visit or interview schools programs D. Create curriculumbased opportunities that foster healthy relationships A. Students will have ownership of maintaining a physical environment that is safe and welcoming B. Opportunities to model self awareness, personal responsibility and social mindfulness Create systems for mentoring of pupils: adult to student and student to peer A. Build capacity for every student to have a trusted adult in school B. Build capacity for peer-to-peer networks Principals and Counselors Develop systemic and systematic SEL standards and curriculum Principals, Counselors, Parent Promote connectedness to school environments by engaging in meaningful opportunities Principals, Staff, Counselors Prinicipals, Counselors, Staff, Student Begin planning for 2016-17 in spring 2016 February/ March 2016 By June 201 By June 2017 Schedule time to work with ScIP committee re: PD, research presenters/programs (Duckworth/Dweck), meet with Panorama Education regarding survey for whole goal; Feedback form:building principals, counselors, cst (psychologist and social worker), nurse for resources already in place Feedback form:building principals for resources already in place Define and find resources for grit, resilience, and growth mindset. Growth mindset=basic abilities can be developed through dedication and hard work v. how Create a Feedback form: counselors, building level Current Curriculum (rewriting K-12 summer administrators, program 2016), in-house staff, Needs implementation, classroom-based programs, activites related to the curriculum CASEL guide; look at National School Climate Survey Assessment/Survey Part of Needs Assessment/Survey, HIB Safe Schools Committee, Program identification Finding and vetting quality resources, speakers, professional development Needs Assessment/Survey Building a sustainable program Create the continuum of moving the intent forward; identify behaviors of the learner Internal audit; needs assessment and data; direction for future changes, updates, upgrades to Programs, Curriculum and Services Peer helper programs, student ambassadors Structured mentor programs in place; formal feedback