Council Rock School District
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|Blueprint for Excellence! |
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|2006-2012 Strategic Alignment Plan |
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|How to Make a Difference. |
Council Rock School District
30 N. Chancellor Street
Newtown, PA 18940
August 2006
COUNCIL ROCK SCHOOL DISTRICT
SCHOOL BOARD
|Alan R. Harvison |Jerold S. Grupp |
|President |Vice President |
|Richard Abramson, Esq. |Christopher G. Ayoub |Patty Sexton |
|Dr. Paul Anagnostakos |Robert Donnelly |Susan Vicedomini |
| |Bernadette Heenan | |
| | | |
| |Mark J. Klein, Esq. Superintendent of | |
| |Schools | |
STRATEGIC PLANNING CORE TEAM
|Mark Alesczyk |Maureen Flynn |Susan McCarthy |
|Maintenance Specialist |Teacher |Principal |
|Council Rock High School South |Holland Middle School |Council Rock High School North |
|Suzanne Antonelli |Matt Frederickson |Tessa McDermott |
|Teacher |Supervisor of Information Technology |Administrative Assistant |
|Newtown Elementary School | |Chancellor Center |
|Abby Applebaum |Al Funk |John Nodecker |
|Psychologist |Assistant Principal |Assistant Principal |
|Maureen M Welch Elementary School |Council Rock High School North |Council Rock High School South |
|Yelena Baras |Rachel Grant |J Craig Ogelby |
|Student |Student |Principal |
|Council Rock High School South |Council Rock High School North |Rolling Hills Elementary School |
|Glenn Beasley |Rebecca Grimm |Marianne Pavie |
|Community Member |Assistant Principal |Recess Assistant |
| |Richboro Middle School |Holland Elementary School |
|Ro Carcaci |Bernadette Heenan |Donna Pianoforte |
|Teacher Assistant |Council Rock Board of School Directors |Teacher |
|Holland Elementary School | |Math Coordinator |
|Adam Collachi |Randy Hulings |John Rasiej |
|Teacher |CREA |Community Member |
|Sloan School |Wrightstown Elementary School | |
|Chris Cooke |Madeline Kerns |Robin Rheiner |
|CRESPA |Community Member |Parent |
|Council Rock High School South | | |
|Ann DeMaio |Kevin King |Bob Schoch |
|Staff Development Coordinator |Principal |Director of Business Affairs |
| |Wrightstown Elementary School | |
|Jessica Depew |Mark Klein |Patty Sexton |
|Teacher |Superintendent of Schools |Council Rock Board of School Directors |
|Council Rock High School North | | |
|Barry Desko |Chuck Lambert |Joanne Talbot |
|Principal |Director of Special Services |Parent |
|Newtown Middle School | | |
|Robert Donnelly |Allison MacGahan |Joe Warwick |
|Council Rock Board of School Directors |Parent |Teacher |
| | |Council Rock High School South |
|Beth Fidanza |Anna Mannella |Marge Weiner |
|Art Teacher |Math Specialist |Community Member |
|Churchville Elementary School |Rolling Hills Elementary School | |
Table of Contents
Strategic Plan Checklist iii
Executive Summary 1
Making a Difference 2
Our Goal and Six Yardsticks of Student Success 3
Our Mission 6
Where are We Now? 7
The FOUNDATION Upon Which We Are Building 7
By The Numbers 8
Highlights of Current State of Educational Practices 16
The Design to Strengthen our Foundation 20
Six High-Leverage Practices 20
Ensuring Disciplined Implementation and Accountability for Performance 34
Criteria for Setting Annual Performance Objectives 35
2006-2007 Performance Objectives & Milestones of Progress 36
Appendix 47
District Benchmarks & Academic Standards 47
Requirements for Graduation 47
Professional Education Plan Checklist 47
Induction Plan Checklist 47
Act 48 Professional Education Plan 47
New-Teacher Induction Plan 47
Metrics of Excellence 47
Strategic Plan Checklist
Chapter 4 - Appendix C
|Chapter 4 Checklist Item |Section Reference |Page # |
|A mission statement. | | |
|A listing of educational and organizational goals as they relate to student achievement and | | |
|the high school graduation requirements. | | |
|A description of the academic standards for student achievement. | | |
|(a) The planned instruction to be offered and the instructional and assessment practices to | | |
|be used to strive for the academic goals and attain academic standards and the graduation | | |
|requirements. | | |
|(b) Procedures for educating all gifted students enrolled in the district. | | |
|An assessment plan designed to determine the degree to which students are achieving the | | |
|academic standards. Includes methods and measures to determine achievement, use of | | |
|information to assist students who have not demonstrated mastery and how information will be | | |
|made public. | | |
|A plan for improving students’ achievement, including specific measurable goals for student | | |
|growth and plans to attain the student achievement goals. Achievement goals demonstrate a | | |
|connection to the academic standards, including but not limited to annual improvement goals | | |
|for student scores on State and local assessments. | | |
|(a) A three-year professional education plan (see Professional Education Plan Checklist). | | |
|(b) An induction plan (see Induction Plan Checklist). | | |
|A description of the school’s organization and organizational goals and their relationship to| | |
|differing student needs within the district/school goals and attainment of the academic | | |
|standards. | | |
|A description of the professional personnel, school libraries, classrooms, laboratories and | | |
|other resources. | | |
|A description of the process used to develop the strategic plan, including the internal and | | |
|external needs analysis, process of selecting participants, and list of the people involved | | |
|in its development. | | |
|A plan for additional instructional opportunities for students not achieving at the | | |
|proficient level. | | |
|Requirements for graduation. | | |
|___Course completion | | |
|___Grades | | |
|___Culminating project | | |
|Priorities for action and action plans. | | |
|A signature page showing that the plan was available for public inspection before it was | | |
|approved, recommended by the CEO, and approved by the School Board. | | |
Executive Summary
Making a Difference!
In February 2006, the Council Rock School District initiated a strategic planning process to set the broad directions for the district for the next six years (2006-2012). A Strategic Planning Core Team, made up of 38 Council Rock parents, students, community members, teachers, staff, and administrators, met for many months to develop the plan. In addition, a number of “reality check” discussions were held with larger groups of Council Rock stakeholders to elicit their input and feedback.
In Council Rock, we strive to make a difference for our students every school day. This strategic plan reminds us that we all make a difference by striving to provide success for every student every day. The varied parts of our Strategic Plan help us to align our efforts to ensure we are all moving forward to accomplish our mission and goals. We can make a difference not only in our classrooms but by providing efficiency in fiscal operations, by reaching out and engaging our community, and by ensuring that relevant technology remains available to our students and staff. We make a difference by recognizing the talent embedded in our staff – our deep smarts – and by creating professional development opportunities to allow our entire staff to grow. This Strategic Plan recognizes the excellence that is already present in our school district and seeks to expand it. It is our collective commitment to continue our path from good to great.
A disciplined framework for planning is a vital tool for bringing about alignment of people, programs, processes, and resources. The resulting plan offers a coordinated roadmap for continuous improvement of educational practices and student achievement. In its essence, Council Rock’s Strategic Plan shows us how to make a difference for the students and community we serve.
Council Rock School District offers its sincere thanks to Performance Fact, Inc, led by Mr. Mutiu O. Fagbayi (President/CEO), for their work in facilitating our Strategic Planning Process. Full implementation of the 2006-2012 Strategic Plan for Council Rock School District will begin in Fall 2006, following Board approval.
Making a Difference
Council Rock School District’s BLUEPRINT for making a difference for every student every day consists of four essential components.
1. A challenging Goal – statements of our highest aspirations for our district, our students and our staff.
2. Six Yardsticks of Student Success – the measures of student progress toward the goal.
3. Our Mission – an articulation of our central purpose as an organization; a statement of our “reason for being.”
4. Six High-Leverage Practices – the strategic priorities the district will pursue to achieve our goal. They define the capabilities we need, must develop, and must implement well in order to achieve desired results. The six high-leverage practices are:
• Excellence in Teaching & Learning;
• Culture of Continuous Professional Learning;
• Leadership for Results;
• Engaging the Community;
• Facilities & Financial Resources; and
• Educational & Informational Technology
Together, these four essential components produce a Blueprint for Excellence that is responsive and accountable to the community’s expectations.
This 6-year strategic plan has been fitted to the needs of the community and the students it serves, while keeping in sight the challenges that lay ahead. When fully implemented the plan will strengthen the performance outcomes for every student, teacher, administrator, and staff member at all levels of our school system. It will position Council Rock as a premier school district in the country.
Our Goal and Six Yardsticks of Student Success
Council Rock School District’s Goal is about excellence:
• Excellence in learning and achievement for every student;
• Excellence in our collective performance as a school district.
The goal gives meaning and direction to the work of the district, informs the selection of educational programs, and guides the allocation of resources in purposeful ways. The goal is a statement of our collective commitment to our students and our community.
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Successful accomplishment of Council School District’s goal for student learning and achievement requires paying regular attention to student progress toward that goal. Thus, Council Rock has articulated Six Yardsticks of Student Success that function as the “vital few” indicators and measures of student progress. These yardsticks enable us to continually monitor student growth and development, so that we can intervene in a timely manner, provide extra support when needed, or adjust our educational practices to be more responsive to student needs.
The Six Yardsticks of Student Success provide multiple measures of student progress that address social-emotional and cognitive development. Each yardstick has at least one or more clearly measurable data points, also known as “Metrics of Excellence,” which will be closely monitored throughout the year.
As a collective, the yardsticks provide a gauge of “health and wellness” of our students at any point in time.
• We will assess how well our students are doing in core subjects such as English, mathematics, science, and social studies.
• We will pay attention to how regularly our students come to school.
• We will listen to what our students think about and how they feel in their learning environments.
• We will examine how well our students acquire skills that will guide them through life.
• We will measure student growth related to participation in co-curricular activities.
• Finally, we will want to know how successfully our students are making their transitions: from one grade to the next and from elementary to middle to high school to post-secondary education.
These six yardsticks will enable us to set annual student achievement improvement targets, make informed decisions about resource allocations, make midcourse adjustments, and hold ourselves accountable for results.
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Our Mission
If the fundamental aim of our public schools is to nurture the full potential in every student, then the core purpose of Council Rock School District must be to create and sustain a culture where the life-long process of learning can thrive.
Council Rock’s mission statement is a declaration of the district’s essential purpose – its reason for being. It articulates why we exist as a school system and it gives shared meaning to the work of everyone within the district. It is a declarative statement of “what we have come together to experience and to accomplish.”
Therefore, everything we must do – including how we treat and relate to each other – must be consistent with this mission.
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Where are We Now?
The FOUNDATION Upon Which We Are Building
This section provides a two-part overview of the current state within Council Rock School District.
The first part contains a profile of student learning and achievement in Council Rock School District between 2001 and 2006. Specifically, it highlights results based on the Pennsylvania System of School Assessment (PSSA) administered annually to students. In addition, it includes school Adequate Yearly Progress (AYP) status, attendance and graduation rate, college prep statistics via the Scholastic Aptitude Test (SAT), as well as district, staff, and community demographics.
The second part provides highlights of the current state of educational programs and practices within the district, organized according to our Six High-leverage Practices.
Analysis of student achievement data, coupled with deeper analysis of educational practices, lays the foundation for designing Council Rock School District’s Blueprint for Excellence!
By The Numbers – A Profile of Student Achievement & Demographic Data for Council Rock School District (2001-2006)
5-Year Trend of PSSA Math & Reading Results
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PSSA District Rankings (2003-2005)
READING
| |2003 |2004 |2005 |
| |% Prof. & Adv. |Rank |% Prof. & Adv. |
| |% Prof. & Adv. |Rank |% Prof. & Adv. |
|How Students Performed on State Reading Tests |2005 |2005 |2005 |
|Grade 3 Reading Proficiency (%) |83.0 |68.0 |79.3 |
|Grade 5 Reading Proficiency (%) |84.5 |64.2 |77.0 |
|Grade 8 Reading Proficiency (%) |83.7 |64.1 |77.4 |
|Grade 11 Reading Proficiency (%) |82.6 |65.0 |71.3 |
| | | | |
|How Students Performed on State Math Tests | | | |
|Grade 3 Math Proficiency (%) |94.0 |81.0 |88.9 |
|Grade 5 Math Proficiency (%) |85.9 |69.0 |81.1 |
|Grade 8 Math Proficiency (%) |86.7 |62.9 |77.2 |
|Grade 11 Math Proficiency (%) |74.3 |50.9 |59.9 |
| | | | |
|Graduation Rate (%) | | | |
|All Students |99.2 |88.0 |93.5 |
Adequate Yearly Progress (AYP)
(“Yes” indicates AYP was achieved)
|SCHOOL |Reading |Math |Subgroups |Attendance/ |Participation |Status |
| | | | |Graduation |on PSSA | |
|CRHS South |95.1 % |94.70% |95.2% |99.0% |99.5% |NA |
|Holland Middle |96.0 % |95.87% |95.9% | | | |
|Newtown Middle |96.0 % |95.79% |95.8% | | | |
|Richboro Middle |96.4 % |95.97% |96.0% | | | |
|Churchville Elementary |96.0 % |95.55% |95.5% | | | |
|Goodnoe Elementary |96.3 % |95.44% |95.4% | | | |
|Hillcrest Elementary |95.9 % |95.28% |95.3% | | | |
|Holland Elementary |96.3 % |96.00% |96.0% | | | |
|MM Welch Elementary |96.4 % |95.92% |95.9% | | | |
|Newtown Elementary |96.1 % |95.36% |95.3% | | | |
|Richboro Elementary |95.7 % |96.03% |96.0% | | | |
|Rolling Hills Elementary |95.9 % |95.47% |95.5% | | | |
|Sol Feinstone Elementary |95.8 % |95.47% |95.5% | | | |
|Wrightstown Elementary |96.1 % |96.26% |96.3% | | | |
|Each year about 95% of Council Rock graduates pursue higher education |
|Four year college: 73% |
|Two year college: 21% |
|Other education institutions: 1% |
CRSD College Prep Statistics - SAT
(Comparison to State & Nation)
| |CRSD |State |National |
|2005 | | | |
|Verbal |544 |501 |508 |
|Math |576 |503 |520 |
|Percent of Class Tested |92% | | |
| | | | |
|2004 | | | |
|Verbal |538 |501 |508 |
|Math |560 |502 |518 |
|Percent of Class Tested |88% | | |
| | | | |
|2003 | | | |
|Verbal |525 |500 |507 |
|Math |555 |502 |519 |
|Percent of Class Tested |85% | | |
| | | | |
|2002 | | | |
|Verbal |533 |498 |504 |
|Math |559 |500 |516 |
|Percent of Class Tested |87.5% | | |
Council Rock Community Demographics
(Comparison to State)
| |CRSD |State |
|Adult Education Levels |2005 |2005 |
|Adults with a High School Diploma (%) |90.4 |82.5 |
|Adults with a Bachelor's Degree (%) |39.1 |23.8 |
| | | |
|Household Characteristics | | |
|Number of Households |24,896 |4,903,590 |
|Single-Parent Households with Children (%) |8.3 |11.0 |
| | | |
|Income and Wealth ($) | | |
|Median Household Income |144,505 |68,584 |
|Income Per Person |64,344 |35,468 |
|Median Home Value |220,722 |95,724 |
| | | |
|Population | | |
|Population |70,750 |12,404,962 |
|Population Density |1,010 |274 |
|Median Age |40 |38 |
District Staff Demographics (2005-2006)
|District Enrollment |12,514 |
|Special Education Enrollment |1,896 |
|Gifted Enrollment |1,547 |
|Limited English Proficient Enrollment |148 |
|Instructional Cost Per Pupil (regular education) | |
|Elementary: |$9,556 |
|Secondary: |$9,407 |
| | |
|Percent of Low-Income Students |2.06% |
|Number of Elementary Schools |10 |
|Number of Middle Schools |3 |
|Number of High Schools |2, 1 Alternative |
|Student Attendance Rate |96% |
|Number of | |Profile Of |
|Professional Staff | |Support Staff Services |
|Superintendent/Asst. |2 | |Teacher Assistants |139.3 |
|Building Principals |15 | |Clerical |104.6 |
|Assistant Principals |10 | |Athletic Trainers |2 |
|Supervisors |6 | |Hall/Recess/Cafeteria |38.74 |
|Administrators |14 | |Security |6 |
|Classroom Teachers |806 | |Payroll Specialist |1 |
|Guidance Counselors |24.6 | |Shippers/Receivers |2 |
|Librarians |18.6 | |Staff Nurses |7 |
|School Nurses |12.8 | |Technology |13.6 |
|Psychologists |9.3 | |Transportation |1 |
|Social Workers |2 | |Maintenance |38 |
|Other Coordinate Services |29.9 | |TOTAL |353.24 |
|TOTAL |950.2 | | | |
|Level of | |Years of |
|Professional Education | |Experience in Education |
|Degree |Administrators |Teachers | |Years |Administrators |Teachers |
|Bachelor’s |4 |95 | |0-5 |5 |246 |
|Master’s |39 |855 | |6-10 |3 |221 |
|Doctoral |2 |15 | |11-15 |3 |102 |
|Associates |1 | | |16-20 |7 |73 |
|TOTAL |46 |965 | |21-25 |8 |93 |
| | | | |26-30 |9 |108 |
| | | | |Over 30 |12 |122 |
| | | | |TOTAL |47 |965 |
Highlights of Current State of Educational Practices
Regarding Excellence in Teaching & Learning
Areas of Strength include:
• District standards that balance content and process
• Summative assessments, e.g. the Graduation Project and Sixth Grade Assessment
• The focus on the vertical alignment and renewal of the comprehensive curriculum
• Best instructional practices that have impacts on student learning
• Middle school transitions
• Interventions for students not meeting benchmarks
Opportunities for Improvement include:
• Curriculum and standards alignment and consistency across all programs, courses, buildings, and vertically between all grade levels
• Alignment of instructional materials and resources with the curriculum, standards, course frameworks, and core practices
• Communication between levels, e.g. elementary and middle, middle and high schools
• The formative assessment system and the use of the results for continuous improvement
• Identification and implementation of core competencies and instructional best practices
• Interventions for students performing below basic
New Ideas to Consider include:
• International and national standards
• Consistent, standards-aligned end-of-course exams
• Formal curriculum for all subjects
• Reading program for 9th grade and above struggling readers
• System for tracking student progress in grades 7 through 12
• Professional learning and collaboration
Regarding Culture of Continuous Professional Learning
Areas of Strength include:
• Collaborative learning opportunities, collegial environment
• Differentiated Supervision and Evaluation Plan
• Induction program
• Professional learning days
• Parent workshops
Opportunities for Improvement include:
• Focus on CRSD Core Competencies
• Integration of technology
• Use of in-house, experienced staff as experts – “Deep Smarts” philosophy
• The use of existing meeting time for professional development
• The amount of time and support provided to teachers when implementing new strategies
• Teacher and staff involvement in planning workshops
• Administrative induction and mentor programs
• Align administrative professional learning with teacher professional learning programs
New Ideas to Consider include:
• Collaboration with local colleges
• Connect professional development to the Supervision and Evaluation Plan
• Teacher leaders and professional development liaisons
• Staff development programs to address the needs of specialists, special area teachers, and administrators
• Assessing and analyzing current professional learning programs
• Continuous professional learning for community members
Regarding Leadership for Results
Areas of Strength include:
• An extremely expert and committed group of school administrators
• Strong Central Office Leadership
• A dedicated and cooperative Board of School Directors.
• Talented staff leaders in schools
Opportunities for Improvement include:
• Diverse and planned inservice activities that promote school leadership
New Ideas to Consider include:
• Building a structured interview tool for administrative positions.
• A Leadership Academy to encourage and train new leaders in CR
Regarding Engaging the Community
Areas of Strength include:
• Collaborative learning opportunities
• Collegial environment
Opportunities for Improvement include:
• Channel 27 as a communication vehicle for district programs and updates
• Communications with the community about issues that impact them – such as the rationale for impending school tax increases
• Representation at municipal meetings
• Website to include a “wish list” that appeal to potential partners and donors
New Ideas to Consider include:
• A central database of frequently used forms that are easily accessible by parents to complete and update
• A district-wide email system
• Production of a CRSD DVD
• Students Day of Service
• Forums with community organizations, business leaders, and politicians
Regarding Facilities & Financial Resources
Areas of Strength include:
• Financial comparisons through outside benchmarking firms like Standard and Poors prove that Council Rock presents an educational program that is cost efficient and that efficiency is improving.
• An expert staff in finance and facilities
• A strong local tax base
• A system of energy management
Opportunities for Improvement include:
• The currently burdensome procedures and processes
• Public perception regarding the efficiency and cost-effectiveness of support services
• The quality of district buildings to meet current and future educational needs
• Reliability of the preventive maintenance program
• Public scrutiny of district finances
New Ideas to Consider include:
• A quality management systems
• A Facilities Master Plan
Regarding Educational & Informational Technology
Areas of Strength include:
• A fiber backbone for the school district that allows for advanced data capabilities
• IP Phone capabilities in schools that save money and allow for expanded use
• A current software protocol that ensures up-to-date software for students with license compliance
• A reliable system to refresh technology on a schedule basis.
• Automated help desk systems
Opportunities for Improvement include:
• School site support staff for technology
• Communications with parents and parent access to standard, frequently used forms
• Communications with and for students
• Availability of classroom laptops
New Ideas to Consider include:
• New Tech support staff positions for school sites
• Reviewing and monitoring software periodically to check for relevance
• Establish LCD projection and Smart Boards for classrooms
The Design to Strengthen our Foundation
Six High-Leverage Practices
The Goal and Yardsticks of Student Success define the “ends;” the high-leverage practices define the “means” to those ends. Council Rock has defined six high-leverage practices that encompass the work of the district; together, they provide a common framework for planning, implementing, communicating, monitoring, and reporting across all CRSD units and with the district’s stakeholders.
The first high-leverage practice – Excellence in Teaching & Learning – focuses on the core mission of the school district. It identifies district priorities in areas such as district standards and benchmarks, curriculum, balanced system of assessments, instructional core competencies, instructional materials and resources, and interventions for students to accelerate or remediate learning.
The second high-leverage practice – Culture of Continuous Professional Learning – recognizes that “good enough never is.” Its focus is on the continuous improvement of educational practices through professional development for new and veteran staff, professional collaboration, and professional accountability. This high-leverage practice is about promoting continuous learning as an ethic throughout CRSD.
The third high-leverage practice – Leadership for Results – addresses factors that ensure stewardship of the vision for teaching and learning, including: development and monitoring of key performance indicators for the school system; building leadership capacity at all levels; results-focused planning and goal-setting; and creating an environment that fosters trust, continuous improvement, and accountability.
The remaining three high-leverage practices recognize that “schools can’t do it alone.” Engaging the Community highlights the importance of building and sustaining strong relationships with parents, community, taxpayers, business, and higher education. Facilities & Financial Resources addresses the deployment of people, facilities, time, and material resources in ways that advance accomplishment of the priorities; setting rigorous standards for the district’s business and maintenance operations; and providing support systems that are responsive to the needs of schools and district personnel. Educational & Informational Technology addresses ways in which the district’s technology infrastructure can be used to enhance teaching and learning, internal and external communications, and management decision making.
As a collective, the six high-leverage practices and the specific recommendations that accompany each of them, define the capabilities that CRSD schools and central office units need and must develop to ensure success for all students. They define what’s important and what works based on research, and provide a roadmap for accomplishing the aims of the district’s strategic plan.
The relationship between the high-leverage practices and the goals and yardsticks are illustrated below. The specific 2006-2012 Core Recommendations for each high-leverage practice are detailed beginning on the next page.
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1. EXCELLENCE IN TEACHING AND LEARNING
Council Rock School District’s 2006-2012 Blueprint for teaching and learning builds on a strong foundation already in place. The following are capabilities we need and must develop in order to strengthen teaching-&-learning.
1.1 DISTRICT BENCHMARKS – Maintaining high academic standards for student achievement
Specifically:
1.1.1 Establish periodic grade-level benchmarks that ensure mastery of standards by the end of the year.
1.1.2 Align the grade-level benchmarks with formative assessments
1.1.3 Support the use of formative assessment results to determine progress toward benchmarks and make adjustments in teaching and support.
1.2 BALANCED SYSTEM OF ASSESSMENT – Creating and sustaining a culture of evidence-based continuous improvement of teaching and learning
Specifically:
1.2.1 Increase the use of data to inform decisions about teaching and learning.
1.2.2 Develop consistent district wide summative assessments.
1.2.3 Strengthen tracking of student progress from K-12.
1.2.4 Improve communication of assessment data from grade to grade and level to level.
1.3 A VERTICALLY ALIGNED CURRICULUM – Building and implementing a rigorous, integrated, and articulated K-12 curriculum
Specifically:
1.3.1 Develop a curriculum renewal process for all content areas.
1.3.2 Establish a vertical team for all content areas.
1.3.3 Formalize the review of resources, software, and materials as part of the curriculum renewal process.
1.3.4 Embed developmentally appropriate study skills into content areas.
1.3.5 Embed literacy strategies across content areas.
1.3.6 Implement curriculum consistency across the district.
1.4 INSTRUCTIONAL CORE COMPETENCIES AND BEST PRACTICES – Ensuring quality professional practice
Specifically:
1.4.1 Identify and communicate core competencies.
1.4.2 Implement a variety of best practices to guide instruction in all content areas.
1.4.3 Strengthen the degree to which standards drive instruction.
1.4.4 Examine the degree to which instruction is consistent, balanced, and articulated between grade levels.
1.5 INSTRUCTIONAL MATERIALS AND RESOURCES – Support a process for the selection of textbooks and instructional resources that is focused on academic standards
Specifically:
1.5.1 Include academic standards as part of the criteria for selecting textbooks and instructional resources.
1.5.2 Ensure all materials are current and reflect the diverse learning needs of students.
1.5.3 Provide all classrooms with adequate materials in time for professional learning, planning, and instruction.
1.6 SYSTEMATIC K-12 TRANSITION PROCESSES – Preparing students for success at the next level
Specifically:
1.6.1 Examine key transition points and identify student needs.
1.6.2 Develop systematic transition programs to aid students in successfully moving from one level to the next.
1.6.3 Improve the district’s effectiveness in preparing students for post-secondary experiences.
1.7 CONSISTENT INTERVENTION PRACTICES – Ensuring continuous growth and achievement for all students
Specifically:
1.7.1 Improve the use of data to identify students in need of interventions.
1.7.2 Improve the use of intervention practices and strategies in all classrooms.
1.7.3 Ensure special needs students make progress in the general education curriculum.
1.7.4 Refine the focus and objectives of the gifted program at all levels.
1.7.5 Improve the use of data to identify students in need of interventions.
1.8 COMPREHENSIVE STUDENT SUPPORT SERVICES – Providing “safety nets” that help students focus on learning
Specifically:
1.8.1 Cultivate a collaborative approach among school personnel that fosters the development of the whole child.
1.8.2 Formalize and expand developmental guidance programs to reach students in all buildings.
1.8.3 Improve programs that focus on social skills and prevention of problems.
1.9 REQUIREMENTS FOR GRADUATION – Defining and communicating graduate qualities and graduation requirements to all stakeholders
Specifically:
1.9.1 Engage parents, students, and community in articulating the Portrait of a CRSD Graduate (i.e., what a student will look like upon graduating from our high schools).
1.9.2 Share graduation requirements with all parents and students.
1.9.3 Communicate the graduation requirements to the community using multiple media.
2. CULTURE OF CONTINUOUS PROFESSIONAL LEARNING
Continuous professional learning is essential if all staff – including teachers, instructional support staff, and administrators - are to stay current in their field, meet ever-changing expectations and needs of their students, and remain motivated and energized.
Professional practice improves and confidence grows significantly when all staff are encouraged to be continuous learners and are provided opportunities to improve their practice. To this end, we recommend the following.
2.1 CLEARLY DEFINED CORE COMPETENCIES – Clarifying professional expectations and standards of practice for all staff
Specifically:
2.1.1 Collaborate with the staff development planning committee to identify core competencies.
2.1.2 Examine existing programs and determine the need for program modifications.
2.1.3 Implement staff development programs to train staff in core competencies.
2.1.4 Provide support in the implementation of core competencies.
2.2 PROFESSIONAL COLLABORATION – Fostering and supporting collegial, collaborative learning
Specifically:
2.2.1 Create additional opportunities for both formal and informal collaboration.
2.2.2 Improve the utilization of teachers as experts.
2.2.3 Promote the shared responsibility of professional development through collaboration.
2.2.4 Provide opportunities for grade level teachers across the district to meet for subject specific collaboration.
2.3 INDUCTION PROGRAM – Supporting the performance of new staff through ongoing professional learning series
Specifically:
2.3.1 Maintain the current induction program for all new teachers, including those who are new to the teaching profession and those who are new or returning to Council Rock School District.
2.3.2 Differentiate the induction program to better meet the professional learning needs of non-core teachers, guidance counselors, school psychologists, social workers, and nurses.
2.3.3 Formalize an induction program for central office and school site administrators.
2.4 CONTINUOUS PROFESSIONAL DEVELOPMENT AT ALL LEVELS – Promoting a continuous learning ethic among all Council Rock employees
Specifically:
2.4.1 Examine the need to restructure existing leadership positions to better provide professional development.
2.4.2 Implement the current Act 48 Professional Education Plan and assess its impact on professional learning and performance.
2.4.3 Use the current Act 48 Professional Education Plan to define a continuous professional development program for all administrators, teachers, and support staff.
2.4.4 Provide support for staff who transition from assignment to assignment.
2.4.5 Explore the need for a continuous learning program for community members.
2.5 ALIGN PROFESSIONAL DEVELOPMENT PROGRAMS WITH THE SUPERVISION AND EVALUATION PLAN – strengthening performance accountability through professional learning
Specifically:
2.5.1 Examine the professional development program to determine its alignment with the supervision and evaluation plan.
2.5.2 Develop professional development opportunities for those components out of alignment.
3. LEADERSHIP FOR RESULTS
The Leadership for Results component of the strategic plan is about “managing the whole.” It articulates specific initiatives that will align people, processes, and programs around district priorities.
3.1 METRICS OF EXCELLENCE – Developing, monitoring, and public-reporting of a set of Metrics of Excellence, to provide a “balanced scorecard” of student and district progress
Specifically:
3.1.1 Define measurable quantitative (“objective”) and qualitative (“subjective” or perceptual) measures of progress for each vital sign of student progress in a way that provides a “balanced scorecard” of student & district progress; develop a process for ongoing data-collection & monitoring;, and gather the baseline data for future target-setting & reporting of progress.
3.1.2 Define qualitative (“subjective” or perceptual) measures of progress for each of the five high-leverage practice categories, namely: teaching and learning practices; professional and leadership development; engaging the community; facilities and fiscal operations and processes; educational and information technology.
3.1.3 Articulate the data-collection and data-management practices that will ensure timely, user-friendly data for school and district decision making, communication, and public reporting purposes.
3.1.4 Prepare an Annual Report to the Council Rock Community outlining school and district performance relative to the annual improvement targets defined by the Metrics of Excellence.
Note: See Appendix for working draft of proposed Metrics of Excellence
3.2 LEADERSHIP BEST PRACTICES – Leading our district to higher performance
Specifically:
3.2.1 Incorporate a systems approach to the management of all district entities that emphasizes communication, balance, consistency, and accountability for performance.
3.2.2 Develop a Council Rock set of leadership “best practices” and “competencies” that guide leadership practices and professional development.
3.3 LEADERSHIP CAPACITY BUILDING – Instilling leadership in others
Specifically:
3.3.1 Empower strong and capable leadership teams at all levels through collaboration and appropriate development.
3.3.2 Develop plans to attract, support, and retain a talented and diverse leadership, instructional, and support staff.
3.4 SUSTAINING PUBLIC TRUST AND COMMITMENT – Deepening relationships and partnerships with our community
Specifically:
3.4.1 Strengthen stakeholder connections through communications and collaboration.
3.5 RESULTS-FOCUSED PLANNING AND GOAL SETTING – Aligning school and department improvement plans with the district’s strategic plan
Specifically:
3.5.1 Set annual goals for schools and central office departments and allocate resources in accordance with the district’s strategic plan.
3.6 CULTURE OF CONTINUOUS IMPROVEMENT – Monitoring the Metrics of Excellence to ensure student progress as indicated by the Vital Signs.
Specifically:
3.6.1 Produce periodic reports that ensure a consistent focus on the desired outcomes, and reflect progress toward achievement of the district/school/department goals.
3.7 ACCOUNTABILITY FOR PERFORMANCE – Reporting district and school progress to the community
Specifically:
3.7.1 Complete annual and school report cards as required by NCLB.
3.7.2 Complete an annual report on financial and operational trends
3.8 RECOGNITION OF EXCELLENCE – Adhering to and achieving recognition for sustaining world-class standards
Specifically:
3.8.1 Identify a program of exemplary standards – i.e. Baldrige, ISO 9001, educational accreditations such as Blue Ribbon Schools, etc. – to support and accelerate continuous improvement.
3.8.2 Launch a district and community-wide campaign to elevate the district to meet the criteria and receive recognition for becoming a high performance educational organization.
4. ENGAGING THE COMMUNITY
Because “schools can’t do it alone,” Council Rock’s Blueprint seeks to build a strong relationship with parents and community partners through consistent communication and engagement that include the following.
4.1 COMMUNITY INFORMATION COORDINATION – Ensuring continuous, proactive communication between the district and the Council Rock community
Specifically:
4.1.1 Create a “Community Information Initiative” to recognize and promote successes of the CRSD; to promote relations with community organizations and businesses; and to secure grants and revenues to pursue various initiatives.
4.2 COMMUNITY ENGAGEMENT THROUGH TECHNOLOGY – Using technology to connect the district and community
Specifically:
4.2.1 Provide secure e-mail accounts for parents to enhance communication with schools.
4.2.2 Create downloadable forms for easy access.
4.2.3 Assign a “Webmaster” to each school to update school websites with current, pertinent information.
4.2.4 Develop a protocol for assigning accountability for the maintenance of building-level websites.
4.2.5 Provide opportunities for specific subgroups (i.e. parents of special needs students) to communicate via technology/e-mail.
4.2.6 Develop a plan to provide adaptive technology (i.e. captioning) to community stakeholders.
4.2.7 Establish a computer-based “donation” program based on the needs, wants, and generosity of the community.
4.3 PUBLIC “VOICE” THROUGH CHANNEL 27 – Maximizing public relations potential and sources
Specifically:
4.3.1 Provide regular programming from representative levels (elementary, middle, high school) which highlights student achievement, academic programs, sports and musical events, etc.
4.3.2 Devise system of immediate emergency notification.
4.4 COUNCIL ROCK DVD PRODUCTION – Disseminating district information and highlights through DVDs
Specifically:
4.4.1 Produce a DVD which provides a general overview of the district for newcomers.
4.4.2 Produce a DVD which focuses on transitions information, i.e. preK to K; elementary to middle; middle to high school; high school to college/work.
4.4.3 Produce a DVD which includes district guidelines, student handbooks, and parent expectations.
4.5 A “CR CARES DAY” – Implementing a day of student participation in community service
Specifically:
4.5.1 Establish a community advisory board to plan and design a day of service.
4.5.2 Design and deliver a K-12 volunteer day which focuses on community-based learning and promotes citizenship.
4.6 DISTRICT REPRESENTATION IN GOVERNMENT AND CIVIC MEETINGS – Valuing and fostering relationships with the broader community
Specifically:
4.6.1 Ensure representation by CRSD students, staff, administrators at township meetings, civic meetings; and business meetings.
4.7 TOWN MEETINGS FOR COMMUNITY CONVERSATIONS – Promoting on-going inter-community dialogue
Specifically:
4.7.1 Convene meetings to discuss topics such as budget, tax referendums, new initiatives, facilities, scholastic achievement, and health and safety issues.
4.7.2 Broadcast scheduled “State of the District” addresses given by the Superintendent or designee.
4.7.3 Hold discussions with local business leaders and politicians to lobby their position for the betterment of the district.
5. FACILITIES & FINANCIAL RESOURCES
Many functions that are critical to a smooth-running school system occur “behind the scenes.” Council Rock’s financial systems, business and management procedures, facilities and maintenance, and long-term capital projects comprise the key elements of the internal framework that we must continuously improve in order to meet current and future challenges and opportunities.
The 2006-2012 Blueprint aims to strengthen the district’s fiscal and facilities infrastructure, as follows.
5.1 STREAMLINED OPERATING PROCEDURES – Simplifying access to support services; saving time for instruction
Specifically:
5.1.1 Document procedures in a uniform format.
5.1.2 Establish corrective action processes for continuous improvement of procedures.
5.1.3 Align software with streamlined procedures.
5.2 QUALITY MANAGEMENT SYSTEMS – Determining and weighing costs and benefits of new systems
Specifically:
5.2.1 Evaluate quality management systems to determine the costs and benefits of implementing a system or components of a quality management system.
5.3 POSITIVE COMMUNITY PERCEPTION – Improving and maintaining perceptions of quality and effectiveness
Specifically:
5.3.1 Maintain the strong, positive community perception of the district’s instructional programs.
5.3.2 Improve the community (internal and external) perception of the district’s cost-effectiveness.
5.4 FACILITIES MASTER PLAN – Investing in capital improvements for the future
Specifically:
5.4.1 Evaluate the capacity of current facilities to accommodate future enrollments and student needs.
5.4.2 Assess conditions of all facilities including buildings, grounds, and athletic fields.
5.4.3 Develop educational specifications based on modern instructional innovations of the future.
5.4.4 Standardize product specifications for use in renovating and maintaining facilities based on life cycle costing.
5.5 RIGOROUS MAINTENANCE STANDARDS – Maintaining quality, healthy, and safe facility environments
Specifically:
5.5.1 Establish uniform maintenance standards and apply the standards to all buildings, to ensure the safety and well-being of staff and students
5.5.2 Improve and expand the preventative maintenance program to increase reliability.
5.5.3 Fully implement the work order request system (SchoolDude, formerly ACT 1000)
5.6 PRIORITY CAPITAL PROJECTS – Deciding what’s most important to renovate first
Specifically:
5.6.1 Improve the capital projects decision making process-prioritization and communication.
5.7 CUSTODIAL AND MAINTENANCE PROFESSIONAL RESPONSIBILITIES – Establishing a delivery system of coherent and effective services
Specifically:
5.7.1 Clarify custodial and maintenance duties and procedures for the following: custodial vs. maintenance; specialists vs. building mechanics; district staff vs. outside contractors.
5.7.2 Define custodial and maintenance roles and responsibilities through written job descriptions, procedures manuals, and services contracts.
5.7.3 Provide professional development for staff on topics such as HVAC operations, management/supervision, energy management, job descriptions, and routine duties.
5.8 FINANCES AND RESOURCES – Ensuring financial health and resources for the future
Specifically:
5.8.1 Explore alternative revenue sources, including grants, donations to the district, lobbying for increased state revenues, collaboration with Council Rock Educational Foundation, etc.
5.8.2 Promote stability, reliability, and transparency in managing financial resources.
5.8.3 Improve financial planning, including a review of the revenue sources and expenditure distribution
5.8.4 Increase accessibility to and understanding of financial records.
6. EDUCATIONAL & INFORMATIONAL TECHNOLOGY
In Council Rock School District, technology is a vital component of teaching & learning, district operations and management decision making. Additionally, we have used our technology infrastructure to strengthen our relationships with parents and the community through two-way communication with stakeholders.
The CRSD Blueprint proposes improving our technology program in the following manner.
6.1 INTEGRATION OF TECHNOLOGY – Using technology to maximize learning opportunities.
Specifically:
6.1.1 Provide a rigorous and engaging curriculum through the integration of current instructional technology practices that enable all students to achieve high standards.
6.1.2 Engage staff in continuous professional development utilizing co-teaching and modeling approach; opportunities for staff to model best practices through conferences; collaboration with other districts; and other relevant learning experiences.
6.1.3 Provide technology integration support in all buildings to ensure technology investment is being realized, and to maximize learning opportunities for all.
6.2 COMMITMENT TO CURRENT TECHNOLOGY – Keeping our technology on the cutting edge
Specifically:
6.2.1 Develop a Technology Master Plan outlining the district’s vision and goals, the investment that will be needed, the alignment of the technology plan to other district priorities (e.g., curriculum, professional development), and the cost-vs.-benefits to students, staff, and district.
6.2.2 Use lease instruments to ensure classroom technology is refreshed on a regular cycle.
6.2.3 Through the use of regular system audits, ensure back office systems are adequate and support best practices models.
6.2.4 Through regular curricular review, ensure software is applicable and appropriate.
6.2.5 Provide relevant, “best-practice” technology to CRSD classrooms to enhance learning opportunities for every student (Smartboards, laptop cart to classroom ratio, laptops for teachers, TV/projectors, etc.).
6.2.6 Organize and maintain all student demographic, attendance, and assessment data for efficient and accurate reporting and decision making.
6.3 COLLABORATIVE TECHNOLOGY SYSTEMS – Linking technology and media to support students and learning
Specifically:
6.3.1 Establish student e-mail accounts.
6.3.2 Provide secure collaborative work-space for storing/accessing their work.
6.4 INTEGRATION OF TECHNOLOGY FOR PARENT/FAMILY ENGAGEMENT – Connecting schools and homes
Specifically:
6.4.1 Improve parent communication through the utilization of parent e-mails.
6.4.2 Standardize electronic forms such as permission slips, emergency contact information, etc.
6.4.3 Use Local Educational Access Channel and the web site to promote school activities and programs, and educate the community.
6.4.4 Provide parental access to student progress reports, assignments, and other relevant information.
6.5 COMMUNICATIONS WITH THE COMMUNITY – Using technology to strengthen our partnerships
Specifically:
6.5.1 Use the web site and Local Educational Access Channel to improve communications within the community – business, higher education, etc. – to continually educate and inform them about activities, programs, and accomplishments.
Ensuring Disciplined Implementation and Accountability for Performance
In order to realize the challenging goal we have set forth for student achievement and the high-leverage practices outlined in this plan, Council Rock School District and its partners must commit to disciplined implementation of the plan as well as accountability for results for all. We must always keep our eye on the goal!
• Step 1: Clear Goals – Set annual performance objectives, outlining what each group must accomplish. These objectives include measurable student achievement improvement targets derived from the goal and vital signs; specific improvements that must be made in educational practices; and clearly defined improvements to enhance the effectiveness and efficiency to organizational operations and services. Each objective must a pre-assigned lead responsibility to ensure ownership and accountability.
• Step 2: Action Plans – Develop detailed map of the key tasks that must be completed, and define specific milestones, including specific date by which each milestone will be accomplished. For each performance objective, the task analysis must address the following questions:
o What practices are strengths and needs?
o Why are some practices needs?
o What will we do to address the root causes?
o How will we implement our research-based strategies?
• Step 3: Continuous Monitoring of Progress – Track progress of key activities and milestones at pre-set time intervals to provide timely feedback on progress and to guide decisions about assistance and intervention, as needed. Then, at the end of the year, prepare an annual summary of accomplishments – to serve as the basis for accountability for performance and as the foundation for identifying performance objectives for the next planning cycle.
• Step 4: Accountability for Performance – Accountability drives a performance-oriented system. Therefore, it is crucial to recognize and celebrate accomplishment of the performance objectives; to take corrective action to enhance individual or collective performance as needed; and invoke sanctions and consequences when appropriate.
Criteria for Setting Annual Performance Objectives
As an operational definition, a performance objective must satisfy all of the following seven criteria:
1. Is it important relative to accelerating student learning and achievement? — The performance objective will have a significant impact on achievement of the vital signs of student progress, in general, and the student achievement improvement targets for this year, in particular; and
2. Does it empower and enable the work of schools and educators? — The performance objective will make a significant contribution to the ability of schools and school/district staff to better serve the needs of more students and more schools, more effectively and efficiently; and
3. Will it build organizational capacity? — The performance objective will significantly enhance the organization’s capacity and capability, i.e., build real strength in the organization in the near-term and for the long-haul. It will significantly enhance the accomplishment of the goals and objectives outlined in the strategic plan; and
4. Does it reflect the perspectives of stakeholders? — The performance objective is responsive to the expressed and/or implied priorities of affected stakeholders; and
5. Can we achieve it successfully this year? — The performance objective is challenging and do-able this year. For projects/programs that will require many years for full implementation, the performance objective will describe the portion of the multi-year goal to be accomplished this year; and
6. Is accountability for results clear and unambiguous? — The performance objective will have an identifiable focal point for who will have overall responsibility for its accomplishment. Even in instances where multiple departments/divisions have a role in implementation, it is necessary to identify one entity as ‘lead agent’; and
7. Can we afford it this fiscal year? — Each performance objective and all of them together can be implemented within our means, even though we may choose to re-allocate resources (i.e., people, money, time, space, technology) from other areas. However, on balance, the performance objective must be something we can fund during this fiscal year.
2006-2007 Performance Objectives & Milestones of Progress
Milestones are “markers” or “junctures” that indicate steady progress towards our goal; they should be defined up front. Attainment of milestones suggest we are on track; a missed milestone is a sign that something could be amiss, thereby providing timely opportunities for problem-solving and midcourse correction. Milestones should identify activities/events that must be completed and/or outcomes that must be produced by specific individuals or teams, by a specific date.
1. EXCELLENCE IN TEACHING & LEARNING
|1. EXCELLENCE IN TEACHING-&-LEARNING |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |Develop a curriculum renewal process that can be generalized across content | | |
| |areas that incorporates District Benchmarks, Assessments, Curriculum, and | | |
| |Instructional Resources. | | |
| |Review July 2000 “A Plan for Curriculum Renewal” |Oct 2006 |Curr. Coord. Committee |
| |Revise Plan to reflect Strategic Plan Core Recommendations (1.1, 1.2, 1.3, 1.5)|Nov 2006-April |Curr. Coord. Committee |
| | |2007 | |
| |Finalize curriculum renewal document |June 2007 |Curr. Coord. Committee |
| |Establish committees for identified key transition points to identify specific | | |
| |student needs at those transition points. | | |
| |Develop a document of current activities in place for transitioning elementary |Nov 2006 |Director of Secondary |
| |to middle | |Education and Supervisor of |
| | | |Pupil Services |
| |Develop committee to study HS to post-secondary transition |Oct 2006 |Director of Secondary |
| | | |Education and Supervisor of |
| | | |Pupil Services |
| |Develop plan for identifying strengths and needs for HS to post-secondary |March 2007 |Director of Secondary |
| |transition | |Education and Supervisor of |
| | | |Pupil Services |
| |Identify the data/measurements of student performance that will be accessible | | |
| |to all instructional staff. | | |
| |Identify data/measurements that already exist in each content area |Dec 2006 |Curr. Coord. Committee |
| |Identify additional data/measurements to be developed in each content area |March 2007 |Curr. Coord. Committee |
| |Develop plan for means to gather and record additional data |June 2007 |Curr. Coord. Committee |
2. CULTURE OF CONTINUOUS PROFESSIONAL LEARNING
|2. CULTURE OF CONTINUOUS PROFESSIONAL LEARNING |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |Finalize the identification of core competencies expected of all staff to | | |
| |insure alignment with the supervision and evaluation plan. | | |
| |Meet with Staff Development Planning Committee to continue work on alignment |Oct 2006 |Staff Development |
| | | |Coordinator |
| |Prepare document to share core competencies/expectations with staff |Nov 2006 |Staff Development |
| | | |Coordinator |
| |Share core competencies with staff and explain changes in professional |Jan 2007 |Building Administrators |
| |development in CR | | |
| |Pilot changes to the Focused Professional Development program that incorporate | | |
| |the involvement of experienced staff in district sponsored workshops. | | |
| |Discuss changes in program with administrators and request feedback |May 2006 |Staff Development |
| | | |Coordinator |
| |Incorporate administrative feedback into staff development program |May 2006 |Staff Development |
| | | |Coordinator |
| |Identify three volunteers from each building to participate in pilot year and |August 2006 |Building Administrators |
| |to provide input | | |
| |Facilitate workshops with experienced staff and request ongoing feedback from |2006-2007 school |Staff Dvpmnt. Dept. |
| |experienced staff members involved |year | |
3. LEADERSHIP FOR RESULTS
|3. LEADERSHIP FOR RESULTS |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |Core Recommendation 3.2.2: Begin the study of leadership in Council Rock School| | |
| |District. | | |
| |Form a Leadership Team to assimilate all district documents that speak to |Dec. 06 |HR Director |
| |leadership practice in the district. | | |
| |Research leadership models, both theory and practice. |June 07 |HR Director |
| |Core Recommendation 3.3.1: Create a Leadership Academy | | |
| |Create a Council Rock Leadership Academy. |Jan 07 |Superintendent, |
| | | |HR Director |
| |Core Recommendation 3.3.2: Develop a screening process to assist in the | | |
| |selection process of new administrators. | | |
| |Determine common themes requisite in a Council Rock administrator. |March 07 |HR Director. |
| | | |Administrative Team |
| |Explore/adapt/develop an appropriate screening tool for Leadership positions in|Summer 07 |HR Director |
| |Council Rock. | | |
| |Core Recommendation 3.3.2: Provide leadership development for those in key | | |
| |positions among professional and support staff. | | |
| |Identify those positions across levels where leadership capacity building would|Oct. 06 |Superintendent, Building |
| |be beneficial. | |Principals |
| |Survey identified “Leaders” for leadership topics and needs. |Spring 07 |Superintendent |
| |Implement two (2) workshops that address key leadership competencies identified|Summer 07 |Superintendent/ Staff |
| |as needs in 3.4.2 | |Development |
| |Core Recommendation 3.4.1: Create a district newsletter that is electronically | | |
| |sent to community members. | | |
| |Implement quarterly newsletter |Oct. 2006 |Superintendent |
| |Core Recommendation 3.4.1: Create a brochure that advertises components of the | | |
| |Strategic Plan. | | |
| |Complete brochure |May, 2007 |Superintendent |
| |Core Recommendation 3.5.1: Collect data to align with the Metrics of Excellence| | |
| |at the district and school levels. | | |
| |Develop a system for on-going and timely data collection. | |Directors and Principals |
| |Collect baseline data that correspond to the varied measures in the Metric of | |Directors and Principals |
| |Excellence | | |
| |Core Recommendation 3.6.1: Develop a “balanced scorecard” for reporting data | | |
| |points. | | |
| |Examine current system of data-reporting. | |Director of Information |
| | | |Technology |
| |Research possible formats. | |Director of Information |
| | | |Technology |
| |Implement a balanced scorecard to report data points from the Metric of | |Director of Information |
| |Excellence. | |Technology |
| |Core Recommendation 3.8.1: Explore state and national accreditations/awards | | |
| |that support and accelerate continuous school improvement | | |
| |Explore state and national accreditation and awards that align with Council |Feb., 2007 |CR Administrative Team |
| |Rock beliefs and practices. | | |
| |Choose an award/accreditation for 0708 |May 2007 |CR Administrative Team |
4. ENGAGING THE COMMUNITY
|4. ENGAGING THE COMMUNITY |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |By February of 2007, a “Community Information Initiative” will be established.| | |
| |The purpose of this initiative will be to explore the possibility of | | |
| |establishing a community coordinator and/or other alternative to promote | | |
| |relations with community organizations and businesses. | | |
| |Form a committee comprised of various stakeholder groups within the community |Dec |Superintendent |
| |and develop a plan with accompanying timetable. | | |
| |By May of 2007, a “CR CARES DAY” pilot program will be implemented at a | | |
| |selected grade level. On this designated day, a grade level will participate | | |
| |in pre-determined service projects either in the community or at the school. | | |
| |Form a committee to research, provide background, and develop a plan with |Oct |Director of Secondary |
| |accompanying timetable. | |Education |
| |Committee produces an action plan which addresses grade level, date, |Nov |CR Cares Day Committee |
| |communication aspects, and any in-service components. | | |
| |Final planning meetings among committee members and selected grade level |Dec |Committee And Grade Level |
| |participants. | |Reps |
| |By May of 2007, the district will have regular representation (monthly) at | | |
| |township/borough/civic meetings. A plan will be in place to ensure that | | |
| |administrators, teachers, and most importantly students, have an opportunity | | |
| |to participate in civic forums. The purpose of this participation will be to | | |
| |inform the public of school based activities and potential impact items, as | | |
| |well as to provide a civic learning opportunity for students. | | |
| |Publish a list/calendar of various civic meetings for distribution to |Sept/Oct |Al Funk. |
| |administrators. | | |
| |Building principals and/or designees submit documentation of planned student |Dec |Building Principals |
| |and staff attendance at selected meetings. | | |
| |During the course of the second semester, building representation during at |Feb/May |Building Principals |
| |least one civic meeting. | | |
| |By May of 2007, the superintendent, or his designee, will broadcast/webcast a | | |
| |“State of the District” address to discuss topics such as scholastic | | |
| |achievement; new initiatives; facilities; and budget. | | |
| |Central office team meets to discuss content of address. |Nov |Central Office Team |
| |Address format is finalized and address is publicized through various forums. |Dec |Director Of Technology |
| |A day is set aside for rehearsal and final edits. |Jan/Feb |Superintendent And |
| | | |Director of Technology |
| |By May 2007, the school district will maximize the public relations potential | | |
| |of the Educational Channel. | | |
| |Each school within the district will have contributed at least one program for|May |CR Webmaster |
| |broadcast on the educational cable channel. | |Building Principals |
| |A protocol will be in place to alert community members of emergency |Dec |CR Webmaster |
| |information. | | |
5. FACILITIES & FINANCIAL RESOURCES
|5. FACILITIES & FINANCIAL RESOURCES |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |Streamline procedures by documenting in a uniform format on an online | | |
| |document management system, identify 200 procedures to document, develop | | |
| |documentation with assistance of appropriate staff, and train staff as | | |
| |necessary. | | |
| |Online format selected and installed |Nov 2006 |Directors-Business |
| | | |Administration and |
| | | |Information Technology |
| |Procedures (200) identified and documented |July 2007 |Director, Business |
| | | |Administration |
| |Training completed for administrative staff and selected clerical staff |July 2007 |Director, Business |
| | | |Administration |
| |A team of staff and community experts will analyze quality management systems| | |
| |and prepare a recommendation to the administration concerning implementation | | |
| |of a system or selected components. | | |
| |Team selected |Sept 2006 |Director, Business |
| | | |Administration |
| |Research completed |April 2007 |Director, Business |
| | | |Administration |
| |Recommendation prepared |July 2007 |Team |
| |Determine the current community perception/s on the district’s cost | | |
| |effectiveness, the accuracy of the perception/s, and select approaches to | | |
| |overcome the perception/s. | | |
| |Identify perceptions through a survey of staff, community |February 2007 |Director, Business |
| | | |Administration |
| |Research accuracy of perceptions |June 2007 |Director, Business |
| | | |Administration |
| |Prepare approaches to overcome perceptions |Sept 2007 |Director, Business |
| | | |Administration |
| |Complete a Facilities Study/Master Plan with the assistance of contracted | | |
| |demographers, architects, engineers, and school facility planners by January | | |
| |2007 | | |
| |Select a consultant and contract the Master Plan |May 2006 |Director, Business |
| | | |Administration |
| |Assess existing conditions of all buildings |Summer 2006 |Consultant |
| |Project enrollments |October 2006 |Consultant |
| |Facilitate community decision making process |Fall 2006 |Consultant |
| |Review and approve Master Plan |January 2007 |School Board |
| |Complete district wide design standards as part of the Facility Study/Master | | |
| |Plan and determine whether to continue towards more detailed educational | | |
| |specifications for a specific project. | | |
| |Identify educational specification decisions necessary for an accurate cost |September 2006 |Consultant |
| |estimate in the Facility Master Plan | | |
| |Facilitate decision making by administrators and school board on decisions |November 2006 |Superintendent, and |
| |identified | |Director, Business |
| | | |Administration |
| |Identify and prioritize building products to be standardized and select a | | |
| |team to review, research, and recommend options for each product. | | |
| |Identify products to be studied |September 2006 |Supervisor of Operations |
| |Develop life cycle costing approach to cost/benefit analysis |November 2006 |Director, Business |
| | | |Administration |
| |Recommend products for prioritized list |May 2007 |Supervisor of Operations |
| |Identify maintenance standards needed, select a group of staff and community | | |
| |experts, and draft a recommendation to the Facilities Committee. | | |
| | Identify maintenance standards needed |September 2006 |Director, Business |
| | | |Administration |
| |Select staff and community experts |October 2006 |Director, Business |
| | | |Administration |
| |Review options for each standard |December 2006 |Committee |
| |Prepare recommendations |January 2007 |Committee |
| |Approve recommendations |February 2007 |Superintendent |
| |Implement recommended standards with Capital Improvements Plan, Work Order |March-June 2007 |Supervisor of Operations |
| |System | | |
| |Compare the current program with best practice and fully implement a complete| | |
| |program through the work order request system, SchoolDude. | | |
| |Review current program |September 2007 |Supervisor of Operations |
| |Propose improvements to current program |October 2007 |Supervisor of Operations |
| |Approve proposed program |November 2006 |Director, Business |
| | | |Administration |
| |Implement approved program |December 2006 |Supervisor of Operations |
| |Determine all capabilities of the maintenance work order request software, | | |
| |purchase additional components if warranted by cost-benefit analysis, | | |
| |prioritize and schedule the implementation of additional components and | | |
| |functions. | | |
| |Review capabilities of latest software |August 2006 |Director, Business |
| | | |Administration |
| |Compare capabilities of latest maintenance work order request software with |September 2006 |Director, Business |
| |other options | |Administration |
| |Select best option |October 2006 |Director, Business |
| | | |Administration |
| |Implement option |December 2006 |Supervisor of Operations |
| |Evaluate implementation |June 2007 |Director, Business |
| | | |Administration |
| |Review the current capital projects prioritization categories and recommend | | |
| |revisions to the Facilities Committee. Incorporate the conditions assessment| | |
| |information from the Facility Study/Master Plan into the existing project | | |
| |request database. Prioritize the expanded database and prepare a 3 to 5 year| | |
| |project schedule for Board approval. | | |
| |Review current priorities and recommend revisions |October 2006 |Director, Business |
| | | |Administration |
| |Approve priority categories in conjunction with Facilities Master Plan |January 2007 |School Board |
| |Apply priorities to annual Capital Improvement Plans |February 2007 |Supervisor of Operations |
| |Review custodial contract, job descriptions, preventative maintenance | | |
| |schedules, and other documents to clarify duties. Address any overlap or | | |
| |omissions discovered, issue new documents, and train staff and contractors | | |
| |accordingly. | | |
| |Prepare table identifying all responsibilities and current assignments per |August 2006 |Director, Business |
| |contracts and job descriptions | |Administration |
| |Review table with administrative staff |September 2006 |Director, Business |
| | | |Administration |
| |Propose changes to contracts, job descriptions, preventative maintenance |October 2006 |Director, Business |
| |schedules, etc. | |Administration |
| |Approve changes |January 2007 |Superintendent, School |
| | | |Board |
| |Implement approved changes in 2007-08 budget |March 2007 |Director, Business |
| | | |Administration |
| |Develop a training program for maintenance staff and offer training on 4 | | |
| |topics. | | |
| |Identify training needs |November 2006 |Supervisor of Operations |
| |Prepare training program |January 2007 |Supervisor of Operations |
| |Implement training program |March 2007 |Supervisor of Operations |
| |Conduct research on alternative revenue options, including the cost/benefits | | |
| |of each, and present results to the School Board. | | |
| |Research options |November 2006 |Director, Business |
| | | |Administration |
| |Review options with administrative staff and Finance Committee |December 2006 |Director, Business |
| | | |Administration |
| |Budget approved options |March 2007 |Director, Business |
| | | |Administration |
| | | | |
| | | | |
| |Maintain the current budget process with minor refinements. Review financial| | |
| |software options for their ability to allow secure viewing and reporting of | | |
| |financial information. Develop a financial report card to track financial | | |
| |trends. | | |
| |Modify budget process per Act 1 |September 2006 |Director, Business |
| | | |Administration |
| |Review financial software options for improved reporting |December 2006 |Director, Business |
| | | |Administration |
| |Propose a financial report card |November 2006 |Director, Business |
| | | |Administration |
| |Approve financial report card |January 2007 |Finance Committee |
| | Review accuracy of past budget projections, both revenues and expenditures. | | |
| |Develop a 5 year financial model with interactive capabilities allowing | | |
| |testing of various assumptions and scenarios. | | |
| |Develop financial model |September 2006 |Assistant Business |
| | | |Administrator |
| |Present financial model to Finance Committee and Tax Study Commission |October 2006 |Assistant Business |
| | | |Administrator |
| |Develop financial orientation programs for new employees, administrators, and| | |
| |School Board Members | | |
| | Develop orientation programs |January 2007 |Director, Business |
| | | |Administration |
| |Present orientation programs to new administrators |April 2007 |Director, Business |
| | | |Administration |
6. EDUCATIONAL & INFORMATIONAL TECHNOLOGY
|6. EDUCATIONAL & INFORMATIONAL TECHNOLOGY |
|2006-2007 Performance Objectives & Milestones of Progress |
| |What will be accomplished/completed? |By When? |Lead? |
| |Develop a Technology Master Plan outlining the district’s vision and goals, | | |
| |the investment that will be needed, the alignment of the technology plan to | | |
| |other district priorities (e.g., curriculum, professional development), and | | |
| |the cost-vs.-benefits to students, staff, and district. | | |
| |By December 31, 2006, Council Rock School District will draft a Technology |12/31/2006 |Director of Information |
| |Master Plan, which will detail the integration and adoption of technology | |Technology |
| |throughout the District over the next five years. | | |
| |Use lease instruments to ensure classroom technology is refreshed on a regular| | |
| |cycle. | | |
| |Council Rock School District will continue its technology refresh process with|9/01/2006 |Director of Information |
| |an additional four-year lease, designed to replace approximately 1,00 desktop | |Technology |
| |and laptop computers in all sixteen educational facilities. | | |
| |Standardize electronic forms such as permission slips, emergency contact | | |
| |information, etc. | | |
| |Council Rock will research the feasibility of standardizing parental |06/01/2006 |Director of Information |
| |authorization and informational forms across all schools and activities; | |Technology |
| |converting these forms to web based forms; and creating a mechanism to track | | |
| |and report on the completion of these forms. | | |
| |Engage staff in continuous professional development utilizing co-teaching and | | |
| |modeling approach; opportunities for staff to model best practices through | | |
| |conferences; collaboration with other districts; and other relevant learning | | |
| |experiences. | | |
| |Provide technology integration support in all buildings to ensure technology | | |
| |investment is being realized, and to maximize learning opportunities for all. | | |
| |Through a state grant, implement a Technology Mentor program designed to |9/1/2006 |Supervisor of |
| |facilitate the integration of technology into the curriculum. | |Instructional Technology |
Appendix
District Benchmarks & Academic Standards
Requirements for Graduation
Professional Education Plan Checklist
Induction Plan Checklist
Act 48 Professional Education Plan
New-Teacher Induction Plan
Metrics of Excellence
Professional Education Plan Checklist
Chapter 4 - Appendix D
|Chapter 4 Checklist Item |Section Reference |Page # |
|1. A description of the individuals who developed the plan and how they were selected. | | |
|All required groups are included. | | |
|2. A description of the needs assessment and how the plan meets the educational and staff| | |
|development needs of the school entity, its professional educators, students and the | | |
|community. | | |
|The professional education needs/goals that will be met by completion of each continuing | | |
|professional education option and how it relates to areas of assignment and certification| | |
|or potential administrative certification. The options may include but shall not be | | |
|limited to: | | |
|Collegiate studies; | | |
|Continuing professional education courses taken for credit; | | |
|Other programs, activities or learning experiences taken for credit or hourly to include:| | |
|1) Curriculum development and other program design and delivery activities at the school | | |
|entity or grade level as determined by the school entity and approved by the board of | | |
|directors; | | |
|2) Participation in professional conferences and workshops; | | |
|3) Education in the workplace, where the work relates to the professional educator’s area| | |
|of assignment and is approved by the board of directors; | | |
|4) Review, redesign and restructuring of school programs, organizations and functions as | | |
|determined by the school entity and approved by the board of directors; | | |
|5) In-service programs that comply with guidelines established by the Department of | | |
|Education; | | |
|6) Early childhood and child development activities for professional educators whose area| | |
|of assignment includes kindergarten through third grade; | | |
|7) Special education activities for professional educators whose area of assignment | | |
|includes students with special needs; or | | |
|8) Other continuing professional education courses, programs, activities or learning | | |
|experiences sponsored by the Department of Education. | | |
|School entities that have students who are limited English proficient/English language | | |
|learners address the professional education needs of staff who work with these students. | | |
|Evidence that the school entity offers CPR training on site at least once every three | | |
|years. | | |
|Evidence that the school districts and IUs provide in-service training for gifted and | | |
|regular teachers, principals, administrators and support persons responsible for gifted | | |
|education. | | |
|A list of providers, courses, programs and activities approved by the professional | | |
|education committee to provide the continuing professional education options listed in | | |
|the plan. | | |
|Action plans for professional education activities to meet the goals of the three year | | |
|plan. Action plans must include specific objectives, a listing of the actions to be | | |
|taken, timelines for completion, person(s) responsible for action plan implementation, | | |
|and evaluation procedures. | | |
|A description of the process for reviewing and amending the plan annually. | | |
|Evidence that the plan meets the professional education criteria and strikes a balance | | |
|between content, pedagogy and other skills. | | |
|A signature form showing approval of the plan by the board of directors. | | |
Induction Plan Checklist
Chapter 4 - Appendix E
|Chapter 4 Checklist Item |Section Reference |Page # |
|All first-year teachers and educational specialists are required to participate in the | | |
|program. | | |
|An induction coordinator and a description of the individuals who developed the plan and | | |
|how they were selected. | | |
|A list of goals and competencies for the induction program. | | |
|A description of how the needs of the inductees will be assessed. | | |
|A description of how the mentors were selected. | | |
|A timeline of activities/topics, including the Code of Professional Practice and Conduct,| | |
|to be addressed in the induction program. | | |
|A description of the procedures for monitoring and evaluating the induction program. | | |
|A description of how records of participation and program completion will be maintained. | | |
Metrics of Excellence relating to
the Yardsticks of Student Success
Academic Achievement: The percentage of CR students who meet or exceed benchmarks in every subject and at every grade level.
Student Satisfaction: CR students are satisfied with the educational program in their school.
Positive Public Perception: The community is satisfied with the educational program in the school district.
Percent of students involved in d/a offenses: The percent of students who are referred and disciplined for a violation of the district’s drug and alcohol policy.
SAT results: The average score of students taking the administration of the SAT during the school year and sub group scores.
SAT Participation Rate: The percent of eligible students taking this test during the school year.
PSAT Results: The average score of students taking the administration of the PSAT during the school year and sub group scores. The percent of eligible students taking this test during the school year.
Post Graduate Satisfaction: The graduate’s perception of the education product they received in Council Rock.
PSSA Results: The percentage of students scoring proficient or above.
Advanced Placement: The number of classes offered and percentage of students enrolled and students taking and passing the AP Tests.
National, State and Local Awards and Recognitions: The number of awards received by individuals, schools and our district and a list of each award by grantor.
Number of Students Involved in Co-Curriculars: The percentage of students who meaningfully participate in one or more co-curricular activities in middle school and high school.
Student Attendance Rate: Percentage of students who report to school and attend each instructional period daily.
Post Secondary College Acceptance Rate: The number and percentage of graduating seniors attending post graduate programs.
Merit Scholars: The number and percentage of CR Students recognized in the Merit Scholar program – by category. 0/0
Success Rate, Special Education: The number of students exited from their program of specially designed instruction in a given year. And, the number of students who reach/exceed IEP benchmarks
Class Size: the average class size by grade, subject and school.
Lateness/Tardy: The number and percentage of students who arrive to school/class on time.
Discipline Referrals: The number and percentage of student behavior issues that require admin intervention by district and by school.
Community/business involvement in our schools: The number and percentage of students who have participated and report they have benefited from these partnerships.
Successful Transition Pre-K, 6-7, 8-9 and 12+ : Successful transition at each level as measured by student, staff and parent survey.
Drop out Rate: The number and percentage of registered students who do not complete their graduation requirements but continue to reside in CR.
Student Effort: CR students consistently work in and out of class to achieve personal and academic goals.
Hours of Community Service: The number of hours of student volunteer time in a school year.
Student Scholarships: Total number of scholarships, percentage of graduating seniors receiving scholarships, average amount per student, and $ amount received by graduating class.
Tier I college attendance: The percentage of CR students accepted at Tier 1 schools.
ELL Exits: The percentage students successfully completing ELL services and exited to the regular ed program.
Participation in gifted or enrichment programs: The percentage of students who are eligible for the mentally gifted program.
Metrics of Excellence relating to
Core Educational Programs and Practices
1. EXCELLENCE IN TEACHING & LEARNING
Success of Intervention Strategies: As a composite result of intervention teams, the success rate of students who are referred for interventions at each level and for each team. (How is defined – does it need to be broken up)
Teacher implementation of best practice: The number of teachers who are using identified “best practices” in classroom instruction.
2. CULTURE OF CONTINUOUS PROFESSIONAL LEARNING
Percent of Professional Staff enrolled in staff development: The percentage of full time professional staff that enroll in one or more professional development course offerings from July to June of the school year.
Number of Professional Development hours/Professional Staff/Year:
3. LEADERSHIP FOR RESULTS
Administrative Job Satisfaction: Percentage of district administrators that report job satisfaction.
Teacher Satisfaction: The percentage of teachers that report job satisfaction in CR.
Support Staff Satisfaction: The number and percentage of support staff who report job satisfaction.
4. ENGAGING THE COMMUNITY
International Relationships: The number of international programs and partnerships through participation of students and staff.
Community/business involvement in our schools: The number of school business partnerships.
Community Participation: The number of community volunteers (non parents) who work in classrooms or other instructional settings
Parent Participation: The number and percentage of parent volunteers who work in classrooms or other instructional settings (number of volunteers per student)
School Climate: The perception of school climate as responded by parents, staff and students.
5. FACILITIES & FINANCIAL RESOURCES
Staff Attendance Rate: Percentage of school days out of the classroom by full time teachers. And sub groups percentage of teachers at professional development; percentage of teachers using sick days/personal days.
Percentage of budget applied to instruction: Percentage of the CR budget that directly affects the instruction of students.
Tax Rate: Increase compared to referendum index.
Tax Effort (Equalized Millage): Define
Energy Cost per square foot by building (+trend data)
Budget Distribution: A trend in spending comparing $ to instruction, admin, “0&M”, Debt, etc.
Performance Cost Index: As measured-reported by Standards and Poors.
Wait time for facility repairs: The average wait time – by hours/days for a facility repair prioritized as important and entered into the school dude system.
Charitable Giving: The total dollars of charitable giving by students and staff in a school year.
Bus Service: The percentage of bus runs by day and school that arrive on time to school.
Turnover rate: The number and percentage of contracted/ non contracted -professional staff and support staff members who leave CR for other positions – education or otherwise.
6. EDUCATIONAL & INFORMATIONAL TECHNOLOGY
Wait time for technology repair: The average wait time – by hours/days for repair after submission of a BWD ticket.
Technology proficiency: The percentage of teachers and students who meet CR technology benchmarks when measured against teacher and student competencies,
-----------------------
Our Goal
Every Council Rock student
meets or exceeds district benchmarks
at every grade level;
and
Council Rock is recognized among the
Top 5% of districts in the USA,
as measured by objective, credible,
and relevant benchmarks.
Success for EVERY STUDENT EVERY DAY!
SIX YARDSTICKS OF STUDENT SUCCESS:
[pic] Student achievement
[pic] Student attendance
[pic] Student attitude & motivation
[pic] Student acquisition of positive life-skills
[pic] Student learning & growth through participation in co-curricular activities
[pic] Student successful transition from grade-to-grade and elementary ( middle school ( high school ( post-secondary
Our Mission
Council Rock School District, in partnership with its community, empowers all students with the knowledge, habits, and attitudes to become life-long learners
and to lead and serve in a diverse, global society.
SIX YARDSTICKS OF STUDENT SUCCESS:
[pic] Student achievement
[pic] Student attendance
[pic] Student attitude & motivation
[pic] Student acquisition of positive life-skills
[pic] Student learning & growth through participation in co-curricular activities
[pic] Student successful transition from grade-to-grade and elementary ( middle school ( high school ( post-secondary
Our Mission
Council Rock School District, in partnership with its community, empowers all students with the knowledge, habits, and attitudes to become life-long learners
and to lead and serve in a diverse, global society.
[pic]
Our Goal
Every Council Rock student
meets or exceeds district benchmarks
at every grade level;
and
Council Rock is recognized among the
Top 5% of districts in the USA,
as measured by objective, credible and relevant benchmarks.
The Architecture of the Strategic Plan
................
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