2.0 Strategic Planning

All levels of leadership in BCSC participate in the strategic planning process. Annual planning begins in the first quarter with a review of academic and organizational results and the development of goals and strategies. The process continues as the plan is cascaded to site- and program leaders and councils for development of plans at this level. Results are reviewed quarterly at the site, program and district levels. BCSC’s planning and review process is derived from similar processes at other exemplary school districts. Additionally, the following underlying factors (Fig. 2-1) support and guide the BCSC planning process:

Fig. 2-1, Key Factors Supporting the BCSC Strategic Planning Process

2.1 Strategy Development Process

2.1.a (1) OVERALL STRATEGY DEVELOPMENT PROCESS: The BCSC strategic planning process begins in the first quarter of the calendar year with a review of stakeholder input and academic and organizational results. Projections are set and cascaded to leaders throughout the district who, in turn, develop site and program plans that reflect district goals and measures. Results are then monitored quarterly by district, site and program leaders.

First Quarter: The Board of School Trustees, the Superintendent and the Cabinet begin the annual strategic planning process in the first quarter of the calendar year. The initial phase involves a review of the district’s Mission and Vision by the Board of School Trustees in the first strategic planning session following the new calendar year (in odd-numbered years). The Board selected this time because new members take office July 1 of even-numbered years and would have had at least seven months of experiences prior to reviewing the Mission.

The Administrative Leadership Team likewise has the responsibility of reviewing the district vision that provides a three to five year view of the future. This facilitated process occurs during the spring senior leader’s meeting and a CCIC meeting. Input and ownership of the vision statement by key leaders is vital for organizational alignment.

Following the review of results by senior leaders, district performance and stakeholder input is shared with other key decision-makers in the organization. These leaders include the Administrative Leadership Team, the Columbus Educator’s Association Leadership Team, Corporation Continuous Improvement Council, and site- and program- Continuous Improvement Councils. Feedback is sought from these leadership groups.

Second Quarter: During the second quarter, the Superintendent submits a district improvement plan to the Board of School Trustees for approval. Upon approval, the plan is communicated to key decision-makers in the organization for deployment. These leadership groups work with their constituents at the site- and program-level to develop plans prior to June 1. This mechanism ensures alignment of site plans with the district plan.

ParksideElementary SchoolPage 2.1 Document Created: 4/4/07

Continuous Improvement PlanDocument Revised: 4/9/08 Sec.2

Following a state requirement to publish annual organizational performance financial data, the BCSC Community Report Card is printed each August in the local newspaper. Trend data is used to graphically illustrate organizational performance, for example, student achievement and financial results for the current year and comparisons to previous years. Results are also compared with those of selected similar schools.

ask / J / F / M / A / M / J / J / A / S / O / N / D
Submit PL221 plan to the Superintendent as required. / X
Principal and CIC review: Stakeholder Input, Mission, Vision, Core Values, AIMS and Balanced Scorecard/District Dashboard for alignment and improvement.. / X
The Principal, CIC, and GATs collect and document performance data and prepare the School Data Book. Conduct gap analysis. / X / X
Review the district improvement plan with the CIC. Update five-year performance projections, confirm or add/modify effectiveness of strategies and document corrective action plans. / X
The Principal and CIC work with faculty and staff to develop and/or align action plans with the district plan. Make necessary changes to the school or program strategic plan. / X
Review resource requirements to support the strategies and determine sources of resources or determine reallocation of resources ($, people, time). Align next calendar year budget with strategic plan. / X
Communicate the school improvement and action plan for deployment. / X
Develop schedule for Quality Circles and grade level discussions / X
Measure and monitor action plan execution and interim performance results. / X / X / X / X
Conduct Quality Circle and Grade Level discussions. / X / X / X / X / X / X / X / X / X

2.1.a (2) RELEVANT DATA AND INFORMATION: Relevant data (see Fig. 2.1-3) are a key consideration in the performance review and strategic planning process. A variety of approaches are used to survey key stakeholders (questionnaires, open forums, plus/delta feedback, PTO meetings, classroom-based root cause and impact analysis). Students, parents, staff and others are involved formally on a yearly basis. In addition, national, state and local stakeholders provide BCSC various kinds of data as follows:

State and national test scores during the first quarter
Input from various stakeholders including regulatory requirements from the Indiana General Assembly during the second quarter
Regulatory requirements from the Indiana Department of Education during the third quarter
Satisfaction data from the Satisfaction Survey during November of even-numbered years
Site based inputs and data

Fig. 2.1-4, BCSC’s Balanced Scorecard, Strategies and Action Plans

Source / Examples
Student Performance Data /

ISTEP+ administered annually in grades 3-6
BCSC Math Facts
Kindergarten Screening
Indiana Reading Diagnostic Assessment (K-2)

▪ BCSC Writing Prompts

Star Reading and Math
Woodcock-Munoz/LAS Testing

Attendance Data /

The number of students attending school each day
The attendance of students enrolled the entire school year

Safety Data /

The number and nature of nurse referrals

Expulsion Data /

The number of students expelled from school

Suspension Data /

The number of days without suspension

Behavior Data /

The number and type of disciplinary referrals

Student/Stakeholder Input /

Satisfaction survey administered to all parents, students, and staff

Enrollment Data /

Enrollment data by grade level

IndianaState Standards /

Used by teachers to plan curriculum and instruction

Demographic data /

Gender
Ethnicity
Socio-economic status
Special Education

Financial Data /

School budget and operating information

2.1.b. Strategic Objectives

2.1.b (1) KEY SHORT-TERM AND LONG-TERM OBJECTIVES: BCSC goals, strategies, measures and action plans are developed in the context of five district-level High Expectation Objectives (Fig. 2.1-4). Development of goals within each HEO requires input and analysis of multiple stakeholders during the fall of each year and prior to spring site planning. This timeframe provides key leaders time to align site and program plans with the district plan prior to the beginning of each new school year.

Stakeholders and senior leaders share responsibility in developing the HEO’s for the district. Performance results from each of the goals are used to compare BCSC’s current performance with previous year’s results. Additionally, BCSC performance results are compared to other select school districts of similar size and with similar characteristics.

BCSC’s strategic objectives as communicated in the district’s High Expectation Objectives are clearly linked to the competitive environment created in Indiana by student performance measures such as ISTEP+, SAT, AP, ETC. Balancing the educational needs of students and stakeholders is vital. Given this environment, BCSC’s strategic challenges are:

Increasing numbers of students from low-income families (HEO 1.1 and 5.1)
Growing population in the BCSC community (HEO 4.0)
New Indiana Academic Standards and the Public Law 221 accountability system (HEO 1 and 5)
Federal legislation supporting the No Child Left Behind Act (NCLBA)
Growing number of limited English speaking students

2.1.b (2) STRATEGIC OBJECTIVES:

BCSC’s goals, benchmarks and five-year targets are presented in the context of a “balanced scorecard” (see Fig. 2.1-4). A balanced scorecard reflects an organization’s comprehensive set of performance measures, and also provides a strategic measurement and management system. BCSC’s balanced scorecard encompasses academic and organizational performance and results across the district’s five High Expectation Objectives.

2.2.a (1) DEVELOPMENT AND DEPLOYMENT OF PLANS:

Goals Action Teams at the school level are focused around the five High Expectation Objectives. Parkside Elementary incorporates seven GATs including Curriculum/Staff Development, Stakeholder Satisfaction, Positive Behavior Support (PBS), Safety, Teacher Assistant Teams, Technology and CIC. These GATs evaluate data quarterly and annually in order to continue to drive the goals necessary for continuous improvement of the entire school. The CIC oversees the goals and outcomes of the GATs in order to maintain a focused vision for the entire school.

2.2.a (2) KEY SHORT-TERM AND LONG-TERM STRATEGIES: Following each goal statement and performance projection there is a description of the strategies needed to achieve the goals. After district goals are established, school and program leaders develop goals, measures, and action plans that support district goals. Best practice research, data derived from ongoing operations, benchmarking visits, and root cause analyses are used to create robust action plans by the Goal Actions Teams of Parkside Elementary.

2.2.b GOALS AND STRATEGIES TO ADDRESS GAPS: The staff of Parkside Elementary works very hard at recognizing gaps in achievement among different sub groups of students. The GAT teams work to address the needs of these students based on what is considered the root cause for the gap. The goals and strategies to address these gaps are outlined in the charts under HEO #1 and HEO # 5 of this continuous improvement plan. There are some occasions where there are gaps between current implementation status and planned target goals/dates. When the CIC looks at the plan and recognized these gaps, the CIC representative on that particular team will take the information back to the GAT. The CIC and the team will work together to develop plans for meeting these goals. For example: There is a definite gap in the goal to have 90% of our students passing ISTEP+. Since we are even seeing a decline from previous years, it is very important to have the Curriculum/Staff Development (ISD) GAT begin to do a root cause analysis to pinpoint the exact area of weakness that needs to be addressed. This might even mean that there is need for additional professional development for staff in order to help students reach these goals. It also might mean that action plans might need to be revised in order to close these gaps.

When we see this gap in data, we begin to again look at the reasons for the discrepancies. This year, this data was shared with the full staff and through a process of discussions conclusions were determined. Staff will have the opportunity to use grade level planning through release days, and common plan times to curriculum map and focus instruction for the needs of all learners. Below is a chart that represents the data trend that we have been tracking over the last several years. The gaps in performance are very apparent.

HEO #1 Exemplary Academic Achievement

ParksideElementary School Dashboard and Balanced Scorecard Academic Skills HEO #1 / Frequency / Chart
In 7.0 / 2004 / 2005 / 2006 / 2007 / 2008
1.0 Students who take the ISTEP+ reading assessment will meet the Indiana Performance Standard by the end of 2nd grade. (measure Grade 3 ISTEP+ Reading Comprehension) / Yearly / 7.1.1 / 84.7 / 85 / 87 / 78 / 81
1.1 Students in grades 3 through 6 will show at least a 2% increase on ISTEP+ in English/Language Arts over the next 5 years. (Summative) / Yearly / n/a / (3rd) 85
(4th)
(5th)
(6th) 84 / 84
84
86
89 / 85
81
87
88 / 82
79
82
86 / 81
81
83
84
1.1.2 Students in grades 3 through 6 on free/reduced lunch will show at least a 2% increase on ISTEP+ Reading over the next 5 years (Summative) / Yearly / 7.1.5 / (3rd) 62
(4th) 62
(5th) 64
(6th) 80 / 52
48
64
73 / 63
46
48
67 / 63
43
59
67
1.1.3 Special Education Students in grades 3 through 6 will show at least a 5% increase on ISTEP+ Reading/Math over the next 5 years (Summative) / Yearly / 7.1.6 / 44.9R
53.1 M / 47.7R
52.2 M / 37 R
44 M / 42 R
53 M

Although this data will no longer be valid because of the change in the ISTEP+ Assessment, it is shown here in order to highlight the ongoing trend that is the focus for improvement at Parkside. Over the last several years students that are part of the Low S.E.S and or Special Education sub groups have struggled to succeed on these assessments. In 2008-09, 22 students that tested on ISTEP+ fell into both categories. A staggering 17 of 22 did not pass the Eng/LA part and 12 of 22 did not pass the math portion. It is a necessity that we focus our energies to meet the needs of these students as well as all other students by individualizing and differentiating what we do in our classrooms through the use of the UDL principles and the newly designed Cluster Grouping Plan. We must meet the basic needs of the each child through the use of our newly designed Positive Behavior Support Plan (PBS). And, close the gaps for those children below grade level with research based intervention programs (SRA and CR). These initiatives are described in further detail below along with the data that helps Parkside staff drive their decision making.

ParksideElementary SchoolPage 2.1 Document Created: 4/4/07

Continuous Improvement PlanDocument Revised: 4/9/08 Sec.2

HEO #1 – Exemplary Academic Achievement
Development and Deployment Responsibilities - Curriculum and Prof. Development GAT
This Strategic Plan informs all stakeholders that Parkside Elementary School meets Indiana Academic Standards, PL 221, and No Child Left Behind and is the basis for exemplary Academic Achievement
Goals
1.1 / Students will meet or exceed the Indiana performance standard (Measure Grade 3 Reading Comprehension)
1.2 / Increase percentage of students passing both the E/LA and Math portions of the ISTEP+ grades 3-6.
1.3 / Students will show growth on the IRDA over a years time in grades K-2
1.4 / Students will show growth on the STAR Reading Assessment over a years time in grades 1-6
Strategies / Action Items / Responsible / Date
A / Implement K- 6 Literacy Plan / Devote 90 or more minutes to uninterrupted literacy instruction daily / All Instructional Staff / On-going
Provide direct instruction utilizing recommended instructional strategies / All Instructional Staff / On-going
Continue SRA in grades 1 and 2, and Corrective Reading in grades 3-5 / TAs and Interventionist / On-going
Provide comprehension instruction utilizing recommended comprehension strategies / All Instructional Staff / On-going
B / Review and Improve Science Instruction / Utilize set instructional time for science instruction grades 2-6 / All Instructional Staff
Utilize knowledge of the Science Mentors for instruction grades k-6 / Science Mentors / Aug-06
Utilize science lab materials for hands on instruction / All Instructional Staff
Implement the use of UDL Instructional Practices in every classroom / Research and plan for “Best Practices” for UDL in the classroom using current articles and books to help guide the staff / Principal / Aug 08
C
D / Teacher plan together and implement the UDL principles in their classroom instruction on a daily basis / Instructional Staff / Jan 09
Provide common times for staff to share student data, plan, and learn together / Minimum of one common plan times per grade level / Principal
Teachers / May 08
Instructional staff identifies needs of individual students and grade levels with prior year data
Release times for teachers for grade level planning and possible classroom visits / May 08
Instructional staff identifies needs of individual students and grade levels with prior year data
Assess students needs in the area of reading using BCSC accepted assessments
E / Continue to implement the Destination Reading Success Software Grades K-3 / Create individual outcomes for each student based on needs in the areas of reading / Instructional Staff / Sept-06
F / Implement the Book Buddy Program Grade 2 / Assess students that are just below grade level in reading using the IRI, STAR Reading, and Placement Assessments / Instructional Staff / Sept-06
Selected students participate in ½ hour tutorial sessions 4 days a week working on fluency, vocabulary, and comprehension development / Instructional Staff
Book Buddy Coordinator/Teachers / Sept-06
G / SRA/Corrective Reading Intervention Programs Grades 1-5 / Qualifying Students in grades 1 and 2 are placed in groups of 5-10 to work with the Early Interventionist or other trained staff in SRA. Students in grades 3-5 work in groups of 10-15 with Early interventionist in Corrective Reading / EIC and Instructional Staff / Sept-06
Assess students using the BCSC accepted assessments. Students in grades K-2 will take the Indiana Diagnostic Reading Assessment in order to show growth or gaps of time / EIC and Instructional Staff / Sept-06
I / Continue Accelerated Reader Program Grades 1-6 / Students in Grades K-6 take the STAR Reading Assessment to find Individual Reading Levels / Instructional Staff / Oct -06
Students are encouraged to read books at or above their level and test comprehension and vocabulary with the Accelerated Reading Program
Quarterly Students are assessed using the STAR Reading Assessment to show growth or gaps in the areas of comprehension and vocabulary
J / Implement recognition programs for grades K-6 / Bi-Annual Award Ceremonies to recognize exemplary effort, achievement, reading, math, writing, attendance, and citizenship / Instructional Staff / Aug 09

ParksideElementary SchoolPage 2.1 Document Created: 4/4/07

Continuous Improvement PlanDocument Revised: 4/9/08 Sec.2

Early Intervention Plan

Development 2005-06

Implementation 2006-07

HEO # 1

HEO # 5

EIP Goals: 1) All students have the opportunity to make growth toward reading at grade level or above from the 1st quarter to the 4th quarter