2 Strategic Planning by qxi11847


									2 Strategic Planning                                                                   August to November and provide guidelines to the DELT
   SHSD‟s SPP (Fig. 2.1-1) is a PDSA -based top-down,                                  regarding Federal and Anywhere mandates, reforms, and
bottom-up process that involves all employees at the                                   benchmark pract ices such as technological innovations
development and deployment levels (Steps 2, 5, 8, 9, 11). The                          (School Imp rovement Planning Co mmittee); Anywhere
basic structure results in a district Strategic Plan formed fro m                      budget forecasts and economic changes (Finance Planning
the district CEP, Technology, Hu man Resource, and Budget                              Co mmittee); facility planning and safety issues such as
Plans (Step 5). SHSD ensures alignment through development                             construction, renovation, and emerging safety requirements
of strategic objectives, goals, and performance measures                               (Bu ild ing Program Co mmittee); and issues of importance to
against the district‟s key success factors, key stakeholders,                          businesses and taxpayers (Co mmunity                  Relat ionship
values, and strategic challenges (Fig. 2.1-3); fact-based                              Co mmittee). Co mmittees gather informat ion on their
decision-making and evaluation and improvement through use                             respective areas and the school board president aggregates and
of goals, performance measures, review cycles, and                                     presents the information to the DELT. An examp le of board
refinement steps (Steps 3-12); district learning and sharing                           input leading to strategic objective development is the Finance
through KM processes such as K-pedia and K-news (with all                              Planning Co mmittee‟s 2002 find ings resulting in objective # 7
SPP steps representing learning and sharing mechanisms); and                           (Fig. 2.1-3). The Co mmittee reviewed projected funding
integration with district key processes and findings through                           patterns, economic changes, and SHSD effectiveness and
use of the Performance Excellence System (Fig. P.2-1).                                 efficiency and provided the guideline that improving return on
                                                                                       resources is imperative to the district‟s financial health.
2.1 Strategy Development                                                                  Step 2 output provides another set of inputs for DELT use
2.1a(1) Strategic planning process: SPP development (key                               during its December retreat. As applicable, div isions, regions,
participants depicted in Fig. 2.1-1) takes place yearly between                        and schools conduct an environmental scan of their areas, feed
November and May. The director of strategic planning                                   the information into the appropriate ITMS applicat ion (Fig.
manages the process, while DELT members provide primary                                4.2-1) and the KMS, and process owners for each scan area
ownership and leadership (Steps 3, 4, 6, 10, 11, 12). Overall,                         present findings to the DELT [2.1a(2)].
strategy development occurs November-March (Steps 1-5),                                   During its two-day leadership retreat (Step 3), the DELT
approval of plans and resources in March and April (Steps 6,                           conducts the vision, mission, and values process [1.1a(1)] to
7), Plan roll-out (Steps 8, 9, 10) at the division, region, school,                    briefly review and validate each. SHSD‟s planning time
and individual levels in April and May, deployment of action                           horizons include the current academic year (short-term; these
fro m May to May (deployment, due to Steps 9 and 10, rolls                             lin k to the length of SIPs and align with the state budget
with strategy development, as the district, DELT, divisions,                           allocation process) and 1-3 years (long-term; these allow
regions, SLTs, schools, and individual employees close out                             SHSD to project performance to become a benchmark district,
one school and simultaneously plan in and begin to carry out                           but do so realistically given the current rapidity of changes
actions for the next), review of performance against plan                              relative to student assessment requirements; teaching,
throughout the year across all levels (Step 11), and evaluation                        learning, and support technologies; and budget forecasts). The
and improvement in May (Step 12, Fig. 6.1-4).                                          DELT validates these horizons by asking SLTs and DELT
   The SPP starts with school board input in November (Step                            members: 1) Did the one-year planning horizon allow SHSD
1). The board and its four co mmittees study issues from                               to develop/implement plans effect ively and efficiently over the

                      Input              Strategy Development               Strategy Deployment                  Output               Review
                     Nov-Dec            Dec              Jan-Mar          Mar-Apr          May-May                May                Mo/Qtr/Yr
    Sch Bd/Com

                 1                                                    7 Approve                                                 11   Review
                                                            No        strategy plan/                       Yes                   key results/
                  guidelines for
                                                                          budget                                                 progress on
                 input into SPP
                                                                                                                                  plan 1.1b
                                    3                 4
                                          Review           Mutually
                                    vision/values,                    6                   10                                    11
                                                      review/agree         Finalize                         ST/LT Strategic

                                       mission,          to goals/      strategic         Communicate            Plan              Conduct
                                    KSFs/develop       measures/      plan/allocate        plan to key        Fig. 2.1-3         performance
                                       strategic        timeframe      resources          stakeholders                          reviews using
                 2     Collect,       objectives

                                                      5               8                                                             Review

                 environmental                           Develop                                             SIPs, Action/         Process
                 scan/data/info                       strategies,      Roll-out/deploy Action Plans,         Project Plans           1.1c1
                  (Fig 2.1-2) for                    goals, action                 SIPs,                       Fig. 2.2-1
                 input into SPP                          plans

                                                                      9                                                         11
                                                                          Develop/deploy Individual          Development        Conduct IDP
                                                                           plans/goals (IDP) 5.1b            Plans (IDPs)      reviews 5.1a3

                                                                                           12 Use PDSA Fig. 6.1-1 to evaluate/improve (May)

 Fig. 2.1-1: Strategic planning process (SPP)

last year? 2) Do the 1-3 p lanning horizons allo w SHSD to                divisions, regions, and schools as strategies, action plans, and
develop/implement plans effectively and efficiently in order to           goals flow between the parties fro m January-March. Regional
address necessary longer-term changes? 3) What are the                    superintendents interact with SLTs fro m their region in
needed time horizon improvements, if any? The SPP addresses               developing the strategies, plans, and goals and then work with
short-and long-term horizons by capturing them within steps               the divisions to establish the district CEP, Technology, HR
delineated for development of strategic objective goals (Step             (includes a Diversity Plan), and Budget Plans (Step 5). This
4; Fig. 2.1-3) and corresponding strategies (Step 5, Fig. 2.2 -1).        process ensures alignment to district objectives and goals (see
   During Step 3 and using third-party facilitation, the DELT             Figs. 2.1-3 and 2.2-1) and allows for empowerment of schools
reviews all inputs from Steps 1 and 2 to understand and adjust            and divisions, as they take ownership and buy-in for the
district key success factors [P.2a(2)] and set strategic                  strategies and action plans they are accountable for deploying.
objectives. The DELT updates key success factors according                Regional superintendents conduct planning development
to information garnered fro m the requirements determination              sessions with SLTs in late January and discuss retreat
process (Fig. 3.1-2) and listening and learning methods (Fig.             outcomes, covering: updates on vision/mission/values; updates
3.1-3). The director of research and knowledge management                 on key success factors; and articulation of the next planning
provides a profile of changing student and stakeholder                    cycle‟s strategic objectives and key strategies and actions that
requirements and key findings from listening and learning                 must occur (PMA and MAS output). Regional superintendents
methods and the DELT uses decision support tools [PMA and                 and division directors compile the information using the MAS
MAS, 4.2a(1)] to update SHSD key success factors. Suppliers               and address the DELT in early February on developing goals,
and partners also provide input on emerging changes in their              timeframes for accomplishing such, and performance
respective areas, using a streamlined reporting format created            measures (Fig. 2.1-3). Three mid-February and early March
by SHSD‟s supplier liaison. All inputs lead to establishment of           meet ings between regional superintendents and respective
strategic objectives, as the DELT uses the informat ion                   SLTs flush out details regarding strategies, action plans, and
generated within the MAS to articulate three elements: Step 1             target goals (Fig. 2.2-1) for each strategic objective. In mid-
guidelines and Step 2 environmental scans indicate                        March, regional superintendents and the chief of curricu lu m,
commonality of mandated change; guidelines and scans                      instruction, and student services (CISS) update the CEP, and
indicate commonality of district-wide gap, thus impeding                  the chief HR and business officers update the HR, Budget, and
progress toward achieving the SHSD v ision of benchmark                   Technology Plans. These plans are roll-ups of the school- and
performance; guidelines and/or scans indicate opportunity for             division-level strategies, plans, and goals. For example, the
district-wide innovation. Information fro m the MAS allows                CEP consists of CISS Div ision strategies and action plans that
the DELT to identify init ial strategies and actions that must            are part of each school‟s SIP. Together, these plans represent
occur in order to achieve the district ‟s strategic objectives.           the district Strategic Plan that the DELT reviews against
Strategic objective #1 (Fig. 2.1-3) represents an examp le of             strategic challenges and approves in late March (Step 6). The
the DELT‟s gathering of guideline and scan commonality on                 DELT, using data and information fro m ITM S applications,
NCLB standards, as analysis showed strong overall A YP                    allocates capital and human resources for each objective and
performance and thus focused on the meeting/exceeding                     sends the Plan to the school board for approval (Step 7).
achievement standards at benchmark levels.                                2.1a(2) Addressing key factors: In addition to school board
   In Steps 4 and 5, the DELT uses a catchball process with               guidelines (Step 1), the DELT considers inputs from divisions,

      Key Factors                        Examples of Types of                                            Sources
       Reviewed                   Data and Informati on Collected
Student/stkhldr/ mrkt    Rq mts, listen/learn methods, IPM findings; higher      Rq mts det process (Fig. 3.1-2); listen/learn (Fig. 3.1-
needs, exp, & opps       ed rqmts, local demo trends, real estate/bus growth 2); IPM process (Fig. 3.2-3); HEC, Chamber rpts
Co mp env, capabilit ies Student achievement/assessment, school academic ASDE, ASBE, USEA, USA EP, AAEP, SAT, ESC
relative to co mpetitors & oper perf indicators, student/stakeholder sat,        meet ings [3.2b(3 )], USSBO; Baldrige state/natl
& co mparable orgs       emp l sat, financial perf, risk mg mt perf, safety perf recipients, benchmarking process reports [4.1a(2)]
Ed reform & tech         NCLB, Federal/State reforms, tech use to enhance        Conferences, meetings with officials, press releases
changes                  classroom learn ing/ops and promote KM practices        and web sites, KM grant reports
Strengths/weaknesses, District self-assessment findings, ed plng and depl Baldrige self-assessment, SIPs, Diversity Team
including faculty/staff  process [5.2a(1)], labor shortages and reqmts,          findings [5.1a(2)], PMP (5.1 b) and ed plang/deploy
& other resources        leadership change, building and renovation needs        processes (Fig. 5.2-1), labor union newsletters/mtgs
Redir of resources       Action plan progress, academic achievement              Leadership performance reviews [1.1c(1)]
Capability to assess     Classroom/school/State/Federal student academic         Leadership performance reviews [1.1c(1)], regnl supt
student lrng & dev       achievement data, CEP p rogress, AYP                    reports, results from assessments (Fig. 6.1-1)
Risks (budgetary,        State budgetary forecast, audit/inspection perf,        School Board Finance Planning Co mm find ings,
societal, ethical,       ethical behavior data (Fig. 1.2-2), NCLB/State          audit rpts, Safety Team rpts, Social Resp and Co mpl
regulatory, other)       compliance, School Safety Act co mpliance               Team rpts, Co mmun ity Support Team rpts
Changes in economy       Ed funding patterns; economic t rends/forecasts         Federal/State budget analyses/forecasts, mtgs w/pols
Partner/supplier info    Partner performance, UA admissions changes              Supplier report card [6.2 a4)], HEC, mtgs with UA
Fig. 2.1-2: SPP key factors reviewed, examples of types of data and information collected, and sources

     Key        Key     Values             Strategic                      Strategic Objecti ves                   Goals/          Performance Measures            Fig. Ref
   Success     Stkhr                       Challenge                                                              ST/LT
   Factor                                                                                                      Ti meframe
Excellence     S, P,    LLL,     -Meet changing performance                                                                      -Proficiency rates on
                                                                  (1) Imp rove overall student             All schools meet or                                  7.1-[1-7]
in student     SB, B    PSC,     expectations                                                                                    national/state exams
                        PE,                                       achievement to exceed NCLB and           exceed standards by
achievement                                                       state standards (includes specific       2006                  -Student/stakeholder
                        RD                                                                                                                                      7.2-[1-10]
                                                                  focus on improving student               =>Bench mark          satisfaction scores on
                                                                  performance in poverty pocket areas                            achievement/quality
                                                                                                                                 instruction/student svcs
                        LLL      -Attract and retain highly       (2) Imp rove capability to build high    100% certified by     -% teachers/professional       7.4-5
                        PCE,     qualified employees              quality workforce to lead                2006                  and para-professional
                        PE,                                       district/schools, deliver curriculu m,                         certified
                                                                  programs, and services and support       =>Bench mark          -Employee satisfaction         7.4-10
                                                                  operations                               results               ratings
Excellence     S, P,    PE                                        (3) Imp rove learn ing-centered          Reduce curriculu m    -Time-to-deliver               7.5-2
                                 -Achieve organizat ional
in school      SB, B                                              processes to enhance student             cycle time to 6       curriculu m
                                 agility to meet
operations                       student/stakeholder needs and    achievement                              months
                                                                                                                                 -% emp loyees                  7.4-8
                                 compete in a rapid ly changing   (4) Increase utilization of              =>90%                 participating
                                 environment                      technology to support learning and       participation
                                 -Integrate technology as a       decision-making
                                 learning/decision-making tool
Friendly,      S, P,    PSC,     -Maintain a safe learning        (5) Proactively ensure safe learning     Meet/exceed           -# safety-related incidents    7.2-9
supportive,    SB       PE       environment and facilities       environment and facilities               compliance
and safe                                                                                                   standards             -Student/parent                7.2-[6-7]
learning                                                                                                                         satisfaction with
environment                                                                                                =>Bench mark          safety/discipline/facilities

               S, P,    PSC      -Engage parents, community,      (6) Increase parent/caretaker,           =>Bench mark          -% parents participating       7.2-11
               SB, T,            businesses in learn ing          community, business participation        results               -Student/stakeholder           7.2-[6-9]
               B                 collaboration                    in/satisfaction with learn ing                                 satisfaction on school
                                                                  environment                                                    climate/relationship
Effective,     SB, T,   PE       -Proactively manage in           (7) Achieve high return on               Low ROR               -ROR index                     7.3-4
efficient      B                 environment of changing          resources                                A+                    -Bond rating                   7.3 text
fiscal mg mt                     funding patterns                (8) Ensure fiscal stability       $121.8 million        -Total non-budget            7.3 text
and ops
                                                                 (9) Acquire resources required to                       sourcing dollars
                                                                 service the community‟s education
Fig. 2.1-3: S HSD success factors, strategic objecti ves, goals, ti meframes, and performance measures, aligned to key success factors, s takehol ders, values, and
strategic challenges (Stakeholders: B=businesses; P=parents; S=students; SB=school board; T=taxpayers) (Values: LLL=life -long learning; PSC=people-centered, safe,
collaborative environ ment; PE=performance excellence; RD=respect and diversity)

regions, and SLTs during its December retreat (Step 2). Fro m
September through November, division directors, regional                   2.2 Strategy Deployment
superintendents, and the SLTs conduct an environmental                     2.2a(1) Develop/ deploy acti on pl ans, allocate resources: Step
analysis regarding key factor internal and external data and               5 [2.1a(1)] begins the development of action plans, as divisions,
informat ion (Fig. 2.1-2). Fig. 4.1-3 illustrates types of analyses        regions, and SLTs use the catchball process to discuss short- and
conducted for environmental scan information.                              long-term strategies and the appropriate updating and changing
   SPP inputs represent all key stakeholders, since the board              of action plans. In Step 8, once the DELT approves the
committees include employees, students, and community                      strategies, actions, and target goals (submitted as part of the
members and SLTs include a principal, assistant principal,                 Strategic Plan), d ivisions and regions update their own area
teacher, and student from each grade level. Co llect ion of                action plans and School Improvement Councils (SICs), working
environmental scan information pertains to applicability of the            with SLTs) update their SIPs according to changes in the
unit doing the analysis. For example, SLTs collect and analyze             Strategic Plan. In order to update area action plans and SIPs,
data and information pertaining to capability to assess student            respectively, divisions/regions and SICs/SLTs, follow five steps
learning and development, but do not collect information relat ive         in April plan development and deployment meetings: 1) review
to student and stakeholder needs, as the Division of Research              of previous action plan performance, 2) determine performance
and Knowledge Management performs this scan. The DELT                      gap, 3) determine remaining connection to strategic objectives,
assigns process owners for each scan area and process owners               4) determine new actions to address strategic objectives and
assign appropriate key factor scans to divisions, regions, and             strategies, and 5) deploy actions to departments and employees.
SLTs. Process owners prepare and present aggregate reports to              Div ision directors, regional superintendents, and principals serve
the DELT. An examp le of Step 2 leading to identification of a             as process owners of the action plans/SIPs for their respective
strategic objective is #5, safe environment. Due to SLT                    areas. As with the catchball process, regional superintendents
informat ion and reports from the Safety, Social Responsibility            serve as the integrating source between school, division, and
and Compliance, and Community Support Teams, the DELT in                   region action plans and provide align ment checks with the
2001 delineated this as a strategic objective. In 2002, the director       district Strategic Plan. The SPP is fully deployed, with all
of social responsibility and comp liance presented SLT data by             divisions, regions, and schools partaking in Step 8 and all
region showing the value of deploying a prevention-based                   emp loyees in Step 9 (new employees develop IDP‟s after
School Safety Plan. The DELT approved the strategy in 2002                 orientation, while return ing employees develop IDPs In May).
and an action for 2003-2004 is imp lementing in-school safety,             Step 9 aligns individual plans and goals with action plans/SIPs
violence prevention, and student at-risk programs.                         using the PMP (5.1b). Fu rther, as part of the education planning
2.1b(1) Strategic objecti ves, ti metable, goals: Fig. 2.1-3               and deployment process, (Fig. 5.2-1), SLT‟s work with SICs to
indicates SHSD‟s strategic objectives and alignment of such to             determine employee education needs. Regional superintendents
SHSD‟s key success factors, stakeholders, values and strategic             aggregate learning needs for their regions and supply the
challenges; key goals, timeframes for acco mplishing such, and             informat ion to the chief HR officer. Faculty performance
performance measures. Short-term t imeframes include May „04-              objectives concentrate main ly on strategic objectives 1 and 2,
May „05 and long-term t imeframes include 2005-2008.                       while staff performance objectives focus mainly on strategic
2.1b(2) Strategic objecti ves address/balance challenges,                  objectives 3-9. Another avenue of plan deployment is DELT
opportuni ties, and student/stakehol der needs: Fig. 2.1-3                 communicat ion of the SPP (Step 10) v ia use of the methods
illustrates how strategic objectives address SHSD‟s strategic              described in Fig. 1.1-2.
challenges (P.2b). The DELT ensures such linkage through a                    An example of plan development and deployment centers on
final review of objectives against challenges in March, as the             SHSD‟s expanded ESL program. Correlat ion analysis using
superintendent graphically depicts connections. The DELT                   PMA and strategy and action discussion through catchball
ensures objectives balance short- and longer-term challenges and           (steps 4 and 5) brought about strategies to expand the ESL
the needs of students and stakeholders through Steps 3-5 and via           program. The d irector of ESL/ NCS interacted with SICs/SLTs
leadership performance reviews and mid-course corrections                  and regional superintendents (Step 8) to ensure each SIP
(Step 11). For examp le, because district key success factors are          reflected ESL program expansion efforts.
direct outcomes from student and stakeholder requirements, Step               Steps 6 and 7 address SPP resource allocation. The DELT uses
3 begins the process of ensuring balance of strategic objectives           data and information fro m ITMS applications and allocates
with the needs of these groups. In addition, the involvement of            capital and human resources with the board providing formal
students and stakeholders throughout the SPP allows for the                approval. After approval, divisions, regions, and schools request
balancing of needs. During the catchball sequence in Steps 4 and           budget adjustments as conditions warrant. The DELT approves
5, regional superintendents open SLT and DELT meetings with                budget adjustments based on: 1) direct impact on achieving
a discussion of strategic challenges by stakeholder group and the          excellence in student achievement; 2) direct impact on achieving
immed iate and future challenges represented within each group.            excellence in student operations; 3) direct impact on providing a
With regard to leadership performance reviews and midcourse                friendly, supportive learning environ ment (all three are district
corrections, the DELT‟s quarterly and annual strategic and                 key success factors); and 4) direct impact on closing a
action plan reviews asks: 1) What is the current status of plan            performance gap relative to achieving benchmark status (district
accomplishment? 2) How are these plans serving our specific                vision). The DELT ranks the four areas and funds adjustment
students and stakeholder groups? 3) What is not happening, that            requests according to combined rankings as well as discrete
must, in order to be successful this year and with in three years?         rankings within the four impacts. Although budget conditions
                                                                           have not been favorable recently, SHSD remains committed to
                                                                           its strategies through allocations devoted to the Education

Develop ment Plan [EDP, 5.2 a(1)], the district‟s comprehensive           2.2a(5) Key performance measures, reinforce alignment,
approach for training and development. Further, through the               measurement system covers all key depl oyment areas: Fig.
likes of technology funding through E-fund grants, in-kind                2.2-1 shows key performance measures for tracking progress on
donations from businesses, and local bond funding, SHSD has               action plans. As part of Step 11, the DELT reviews Strategic
been able to address technology initiatives and the KM grant has          Plan and action plan performance quarterly and annually using
allo wed the spread of knowledge related to SPP planning and              the leadership performance rev iew process [4.1 b(1). The DELT
deployment through cataloguing of planning development inputs             also feeds its reviews to the school board at the same time for
and planning deployment benchmarks in K -pedia.                           review in the next board meeting. Other leadership groups
   SHSD ensures the sustaining of key changes resulting from              mirror the process for their levels. For examp le, SLTs meet with
action plans through leadership performance reviews of the                SICs at quarterly sessions and review school performance to
Strategic Plan and action plans (Step 11). For example, the               plan. Regional superintendents meet with their respective
DELT reviewed action plan progress related to the CEP in                  principals monthly to review plan progress and DELT members
October 02. Upon drilling down to SIPs and digging deeper into            meet with their respective division directors to do the same.
curriculu m and instruction plans, the DELT uncovered a need              Performance reviews address the three questions cited in 2.1b(2)
for furthering emphasis on active learning strategies. Thus, the          and responses to question three require follow-up reports by the
need surfaced as an HR act ion plan (Fig. 2.2-2).                         process owner or team leader within one week of the review.
2.2a(3) Short- and longer-term action pl ans, key changes:                Because of the linkages built throughout the SPP, all
Fig. 2.2-1 depicts SHSD‟s key strategies and current action               performance reviews address the nine strategic objectives and
plans related to the nine strategic objectives. As discussed in           thus reinforce organizat ional align ment. Further, each strategic
2.2a(4), leaders and leadership teams systematically review               objective has associated action plans and as described in Steps 3-
action plan progress. SIPs delineate actions by school, while the         5 along with question two used in leadership performance
CEP, Technology, HR, and Budget Plans delineate actions for               reviews, the strategic objectives address key student and
the broader Strategic Plan. The mature SPP (imp lemented in               stakeholder areas, ensuring coverage of deployment.
1997 and undergoing six cycles of imp rovement, Step 12) along               The DELT uses the PDSA for evaluating and improving the
with use of refined and integrated processes related to the               SPP (Step 12) each May. Preceding its meeting in mid-May, the
Performance Excellence System (Fig. P.2 -1) provide SHSD the              DELT sends an e-survey to a random samp le of school board
opportunity to focus key changes on driving performance to                and board committee members, division directors, and SLT
benchmark levels (reflected in Figs. 2.1-3 and 2.2-1).                    members. The DELT s upplements the “Are we planning and
2.2a(4) HR pl ans aligned to objecti ves/action pl ans: Strategic         executing?” survey with personal visits to SLTs and divisions
objective #2 centers on SHSD‟s human resources and Fig. 2.2-1             and asks the same eight questions (covering plan development,
depicts associated key HR strategies and action plans. These              deployment, and communication issues). The director of
represent key HR Plan elements. Although all strategic                    strategic planning aggregates responses and presents a listing of
objectives incorporate a HR co mponent, strategic objectives 1, 3,        the top four strengths and opportunities for improvement to the
4, and 5 contain the bulk of direct links to HR strategies. Fig.          DELT. The DELT also supplements these findings with the
2.2-2 displays examples of HR action plans within schools,                findings related to Category 2 of the district-level Baldrige self-
regions, and divisions associated with these objectives. All SIPs         assessment. Recent SPP improvements include extending SPP
and region and district action plans address HR co mponents               participation to the DELT in 2000; adjusting SPP t ime horizons
(e.g., positions, education and training, etc.) and the chief HR          in 2001; restructuring the environmental scan reporting format
officer tracks such via the likes of the job design and fulfillment       and length of presentations at the planning retreat in 2002; and
process (Fig. 5.1-2) and EDP [5.2a(1)].                                   honing the school board guideline structure in 2003.
                                                                          2.2b Performance Projecti on
    Examples of Action Plans (at school, region, division levels)            Fig. 2.1-3 provides key performance measures for strategic
  Conduct workshops on enhancing use of IEPs, provide                     objective goals, while Fig. 2.2-1 provides measures of strategies
  faculty      development      opportunities   for   creating            and action plan deployment, as well as key performance
  interdisciplinary assessments (Strat Ob j 1)                            goals/projections. SHSD‟s vision is to become a benchmark
  Provide Curriculu m and Instruction Teams development                   organization and the DELT uses the PMA and MAS and sources
  time/$ to benchmark curricu lu m design processes; provide              contained within to target benchmark performance as its
  workshops on active learning strategies and use of                      minimu m goal/project ion.
  instructional technology for varying cultural backgrounds,
  curriculu m mapping, and classroom assessment (Strat Ob j 3)
  Provide time for faculty and staff to attend technology
  training related to KM (Strat Obj 4)
  Task and support representative School Safety Teams fro m
  each region to design prevention-based safety programs, train
  all School Safety Teams on use of programs within
  respective regional schools (Strat Ob j 5)
Fig. 2.2-2 Examples of HR Pl an acti on plans

                                                                                                                                  SHSD Past Performance,       Benchmark Perf
                                                                                                                                   Goals, and Projections           Proj
Strat       Short-term/Long-term (S T/LT) S trategies                   2004 Key Action Plans                Measure           Past      Goals   AY    AY 06    Natl    S tate     Fig.
Obj                                                                                                                           AY 03      AY 04   05             Best     Best      Re f.
                                                                                                                                                               AY 06    AY 06
  1     Deploy 2004-2006 CEP (includes SIPs for each              Conduct predictive performance          Proficiency        80%         92%     95    98%     NA      NA        Text
        school and instructional programs) (ST/LT)                assessments (PPAs)                      ratings                                %
  2     -Implement 2004-2006 HR Plan which contains               -Fulfillment Plan                       % fulfilled                                                            7.4-2
        innovative strategies to recruit, develop, support,       -Succession Plan                        % plans            80-100%     100%    100   100%    NA      NA        7.4-3
        retain, and reward high quality leadership, teaching,     -EDP (includes prof dev, ldshp dev,     $ spent                                %                               7.x-x
        and support staff (ST/LT)                                 cert prog)                              % cert                                                                 7.x-x
        -Negotiate union contracts to ensure adherence to         -Career Development Plan                $ spent                                                                7.x-x
        state standards for qualifications and fidelity to high   -M entoring                             # hours                                                                7.x-x
        academic standards by providing school level              -Recognition programs                   $ spent                                                                7.x-x
        authority/flexibility to adopt programs, strategies,      -2004-2006 union negotiation            # stoppages                                                            7.x-x
        and schedules that work students (ST/LT)                                                                                                                                 7.x-x
  3     Consistently provide each student segment with            Develop new/strengthen existing         % courses meet                                                         7.x-x
        engaging and challenging curriculum, programs,            curriculum, programs, and services      state content
        and student services (ST/LT)                              (targeted in 2004-2006)                 standards
  4     Implement Phase II of Technology Plan to integrate        Provide collaborative training in       % participate in                                     NA      NA        7.x-x
        technology into instruction and management (LT)           instructional technology/decision       Phase II
                                                                  support systems/KM practices
  5     -Continue to deploy School Safety Plan with special       -In-school safety/ violence             # incidents                                                            7.x-x
        focus on prevention and community involvement             prevention/student-at-risk programs
        (ST/LT)                                                   -Compliance/risk management             # non-comp                                                             7.x-x
        -Proactively manage compliance with laws and              -Update Critical Incident Response      by February                                                            7.x-x
        regulations; manage risks (ST)                            Plan
        -Improve crisis management process (ST)                   -Conduct refresher training             % trained                                                              7.x-x
  6     -Continue to deploy relationship management               -New student/parent orientation,        % report                                                               7.x-x
        strategies to engage parents/caretakers in their          school and sports events, activities,
        child‟s education throughout all relationship stages      committees, volunteer activities
        (ST/LT)                                                   -Outreach program                       participation                                                          7.x-x
        -Expand outreach program to identify new
        university, business, and professional partners that
        can support instructional program (ST/LT)
  7     Balance budget by reducing operating costs (ST)           -Lowest bid RFP process                 $ spent/student                                                        7.x-x
                                                                  -Study outsourcing program              ?                                                                      7.x-x
                                                                  -Implement supplier report card         % deployed         0%          50%     100   100%    NA      NA        *
  8     Develop/deploy operational resource strategies to         -Capital funding program (bond)         $ funding                                                              7.x-x
  9     enhance short- and long-term financial position           -Instructional technology grants        $ grants                                                               7.x-x
        (ST/LT)                                                   -In-kind contributions from             $ In-kind                                                              7.x-x
                                                                  business partners for PCs/PDAs          contributions
                                                                  assistive technology donations
Fig. 2.2-1 Strategic objecti ves, strategies, 2004 action plans, measures, performance projecti ons (Strategic objectives: 1=student achievement; 2=quality workforce;
3=learn ing-centered processes; 4=technology utilizat ion; 5=safe environ ment; 6=parent, co mmunity, business participation in/satisfaction with learning environ ment; 7=return on
resources; 8=fiscal stability; 9=acquire resources) *Available on-site


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