Framingham Public Schools Strategic Plan 2020-23

Framingham School CommitteeAugust 26, 2020Lori Likis, Ed.D.

Creative Coaching

Agenda

•Planning for Success•The FPS planning process•The FPS District Plan 2020-23 •Outcomes to measure success

Introduction: Framing Tonight’s Work

•Reviewing members’ feedback and connections to the FPS Equity Audit

•Selecting outcome measures to begin creating SMART goals

•Prioritizing strategic initiatives for SY20-21 implementation

School Committee Planning Workshop

Goals for Tonight

1. Identify any strategic initiatives forimprovement

2. Identify outcomes that will best measures success of the plan; district leaders can then begin work to propose specific targets

3. Identify strategic initiatives for implementation in SY20-21; district leaders can then begin action planning

Planning is an iterative process

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Introduction: Framing Tonight’s Work

The Big Picture: Planning for Success

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Create Plan

• Analyze current district performance and community feedback data • Envision the future• Set specific and measurable outcomes

Align Systems

• Connect educator goals and School Improvement Plans to the District Plan• Leverage budget, grants, and resources in support of the District Plan• Build community commitment to the District Plan

Implement

• Create an annual action plan with progress and impact benchmarks • Monitor and publicly report on progress• Redesign the District Plan if necessary

FPS Planning Process

• Inclusive and community based• Shared across two teams: Administrative and

Planning Teams• Administrative Team met (4) times with (5) smaller

group meetings, August 2019-June 2020• Approximately (60) members• Principals, Vice Principals, Curriculum and Program

Directors, District Administrators and Staff

• Planning Team met (3) times, January-March• Approximately (26) members• Students, parents/caregivers, community

members, staff members• Planning Team role: Represent the voices of district

stakeholders and provide diverse perspectives in the development of the plan

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Community Feedback: Envisioning the Future

• Visioning sessions held across Framingham• Staff, School Councils, and PTOs of all schools • Dual Language Parent Advisory Council, PTO Presidents, and Framingham Rotary

• Imagine it is five years from now (2024) • What does FPS look like, sound like, feel like today? • What did FPS look like before? • How did FPS become what it is today?

• Planning and Administrative Teams identified common themes in community feedback

• Community language honored by teams in writing the plan

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Mission• Through a comprehensive education,

we aim to create and empower free thinking, responsible citizens who can participate equally in our rich and diverse community.

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Vision

We strive to:

• Support the whole child academically, socially, and behaviorally

• Create relationships between students, educators, families, and community

• Provide educators with meaningful and relevant support and development

• Implement technology and facilities that allow teaching and learning to occur in environments that are healthy, welcoming, and safe

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Core Values

FPS and the community stand united in our core values:

• Providing a safe, inclusive, culturally responsive teaching and learning environment

• Engaging antiracist and responsible civic advocates

• Respecting diversity of thoughts, learners, culture, and community

• Fostering learning and healthy growth of all students and staff

• Ensuring every school will be an active, participatory, equitable community

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Strategic Objectives

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Create multiple pathways to student achievement, success, and wellness that address the diverse needs of students.

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Create an inclusive environment of social-emotional wellness that allows students staff and families to feel engaged, valued and safe.

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Create opportunities for student success by investing in diverse, high quality global educators who provide innovative learning environments.

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Engage schools, families, and community in a systemic, collaborative partnership with FPS that results in students achieving productive lives.

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Ensure equitable access to resources that foster academic and personal growth in the educational environment.

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1. Create multiple pathways to student achievement, success, and wellness that address the diverse needs of students.

1.1 Create culturally relevant, integrated, aligned PK-12 curricula across all programs that is engaging and responsive to all students’ needs

1.2 Strengthen instruction PK-12, identifying the district’s instructional strengths and challenges, and identifying and implementing strategies for consistently delivering instruction that engages, challenges, and supports every student

1.3 Expand the assessment of student learning PK-12 and the culture and practices necessary to support all educators in using data to plan and adjust teaching practices to improve student learning

1.4 Ensure all educators provide each student with personalized academic interventions, accelerations, and supports so that all students receive the targeted instruction they need for academic growth and success

1.5 Design personalized learning pathways grades 6-12 that increase student agency, engagement, and connections to learning, and that provide all students with equitable access to resources and supports

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2. Create an inclusive environment of social-emotional wellness that allows students, staff, and families to feel engaged, valued, and safe.

2.1 Develop consistent district-wide systems, practices, and protocols that are equitable, antiracist, based in data, and promote all students’ safety, self-management, and ownership of learning

2.2 Provide each student with the supports, interventions, and resources they need for social-emotional wellness, building educator capacity and establishing a Multi-Tiered System of Support (MTSS) team at every school to monitor progress

2.3 Design and implement, with students, families, and community partners, an evaluation of current district initiatives to improve student attendance, and develop a plan to strengthen support for students to stay in school

2.4 Strengthen educators’ and out-of-time learning partners’ capacity to respond to students in culturally and trauma sensitive ways, including hybrid safety care de-escalation, providing ongoing training and coaching

2.5 Engage families and the community in supporting students’ social-emotional health, sharing students’ experience and developing the community’s capacity to support social-emotional goals and reinforce key skills and behaviors

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3. Create opportunities for student success by strengthening diverse, high-quality global educators who provide innovative learning environments.

3.1 Create a culture of belonging and partnership, providing opportunities to build staff engagement and empowerment

3.2 Strengthen educator development across the district, consistently implementing the evaluation system to ensure all teachers and administrators receive meaningful feedback, coaching, and support, and developing a leadership pipeline and mentoring program

3.3 Develop, implement, and monitor the outcomes of a professional development plan, created by a joint committee, that provides diverse offerings differentiated by content and program

3.4 Recruit, support, and retain a diverse staff

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4. Engage schools, families, and community in a systemic, collaborative partnership with FPS that results in students achieving productive lives.

4.1 Develop a culturally responsive approach to family engagement in order to partner with families, meeting them where they are and expanding opportunities for families to engage both within and outside of school walls

4.2 Work with students, staff, families, and the community to develop and maintain a communication plan and protocols that strengthen access, provide a unified message, and that are culturally responsive, proactive, and transparent

4.3 Strengthen relationships between FPS, the city, community organizations, and higher education to build collaboration and trust and provide all stakeholders with opportunities to contribute

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5. Ensure equitable access to resources that foster academic and personal growth in the educational environment.

5.1 Improve student, family, and educator access to technology and its use, providing stakeholders with training and technical support in multiple languages

5.2 Review and adjust the weighted student funding formula in order to remedy existing resource inequities for students and schools

5.3 Develop a five-year capital improvement plan with the city to equitably address increased enrollment, upgrade and maintain indoor and outdoor learning spaces, and review safety and security through an antiracist lens

5.4 Collaborate with the city on municipal expenditures for schools and align the FPS budget and allocation of resources with the district plan, ensuring equity and accessibility

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Next Step: Outcomes

• Outcomes are the expected results: what they will be, how they will be measured, when they will occur • Outcomes are SMART goals: specific and strategic; measurable; action-

oriented; rigorous, realistic, results-focused; timed and tracked.• The indicator/data source is the measure (MCAS); the measurable

improvement is the target (X%)

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Identifying Outcome Measures

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Which outcomes are most meaningful and will best measure results for each objective?

What combination of outcomes will best measure success in achieving our vision?

PfS Resource: Setting Outcomes for the District Plan

Criteria to Consider

• District capacity• Do we commit to developing the capacity to

monitor and report on these outcomes?• What is realistic and manageable for our district

in terms of the total number of outcomes? • Public understanding

• Will these outcomes be clear and accessible to the public?

PfS Resource: Setting Outcomes for the District Plan

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Setting Targets for

Each Measure

• Balancing what is achievable with what is ambitious• What degree of improvement is realistic?• How much improvement is enough?

PfS Resource: Setting Outcomes for the District Plan

Outcome Examples: Cambridge

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Grade 3 Literacy: By fall 2020, increase the percentage of students meeting or exceeding expectations on grade 3 ELA MCAS to 62% overall.

Grade 8 Math: By fall 2020, increase the percentage of students meeting or exceeding expectations to 52% overall and have high growth for certain student subgroups.

Percentage of Teachers of Color: By fall 2020, increase the percentage of teachers of color by 7 percentage points to 30%.

Students’ Meaningful Connections with Adults: By fall 2020, increase students’ meaningful connections with adults by six percentage points as measured by the Teen and Middle School Health Surveys.

Questions?

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School Committee Planning Workshop

Reviewing Members’ Feedback

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Member Feedback: Emphasis on Equity

FPS Definition of Equity: • Equity means promoting just and fair inclusion throughout FPS and creating the

conditions in which everyone can participate, prosper and reach his or her full potential.

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FPS Equity Audit Recommendations & Alignment

• Recommendation 1: Explicitly embed an equity lens in all policies, practices, and collaborative decision making

• Recommendation 2: Invest in and utilize a robust and unified data system that allows the district to routinely identify, address, and monitor inequities

• Recommendation 3: Invest in explicit, ongoing, coordinated, equity-focused professional learning for all district staff

• Recommendation 4: Strengthen trust and ensure stakeholder voice informs decision making to increase the sense of belonging and community for all staff, particularly diverse staff

• Recommendation 5: Redesign recruitment and hiring practices to obtain a more linguistically, culturally, and ethnically diverse candidate pool

• Recommendation 6: Ensure all students have access to culturally and linguistically responsive curricular materials, instruction, and appropriate SEL supports

• Recommendation 7: Re-examine structures of support for special student populations • Recommendation 8: Increase opportunities for families to share their needs and provide

feedback that informs district decisions

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1. Embed Equity Lens

• “Creating conditions in which everyone can participate, prosper and reach his or her full potential” is a fundamental plan value and throughline• Equitable, culturally responsive• Each, every, all students

• Currently present in multiple initiatives across most objectives• Multiple pathways: 1.1, 1.2, 1.4, 1.5• Social-emotional wellness: 2.1, 2.2, 2.4• Partnerships: 4.1, 4.2, 4.3• Equitable access: 5.2, 5.3, 5.4

• Not explicitly stated in initiatives for objective 3, Global Educators

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Questions for Discussion: Equity Lens

• Would the Committee like to consider revising the language of objective 3 initiatives to include an explicit equity lens?• Would the Committee like to consider other initiative revisions

to strengthen the equity lens?• Would the Committee like to consider an equity lens

requirement for all initiative action plans?

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2. Use Data to Address Inequities

• Several initiatives across objectives rely on the use of data to create conditions in which students and educators can participate, prosper and reach their potential• Multiple pathways: 1.3• Social-emotional wellness: 2.1, 2.2, 2.3• Global educators: 3.3, 3.4• Partnerships: 4.2• Equitable access: 5.1, 5.2, 5.3, 5.4

• Does the “robust and unified data system,” as referred to by this Equity Audit recommendation, exist to support the district in using data to routinely address inequities?

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Questions for Discussion: Use of Data

• If a “robust and unified data system” does not exist, would the Committee like to consider adding the work of creating such a system to the district plan? • Would the Committee like to consider other revisions in this

area?

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7. Re-examine Support for Student Groups

As cited in the Equity Audit presentation: • English learners (ELs) and Students with Disabilities (SWDs) are performing significantly

lower than grade-level peers and have a lower 4-year graduation rate • Stakeholders express concern about the extent to which ELs and SWDs are receiving an

equitable education

• Data for special student populations is not analyzed to determine disproportionality

• Outcome measures offer an excellent opportunity to set specific targets for these student groups

• For current plan initiatives, the work needed to provide an equitable education for these student groups is currently integrated with work done to support all student groups: “each, every, all”

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Questions for Discussion: Student Groups

• Would the Committee like to reconsider the framing of any strategic initiatives to more explicitly address these specific student groups?• Would the Committee like to prioritize these student

populations and the use of disaggregated data when setting outcome measures?

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Other Member Feedback

• Issues that fit within Objective 1, Multiple Pathways • State of mathematics and calculus opportunities (1.1 Curricula)• Quality of experimental science in elementary schools (1.1 Curricula)

• Issues that fit within Objective 2, Social-Emotional Wellness• Increased physical activity for students (2.1 District-wide Systems)• Decreased drop out rates (2.3 Strengthen Attendance and Support to Stay in School)

• Issues that fit within Objective 5, Equitable Access• Home learning environment and internet access (5.1 Technology)• City funding and bus fees (5.4 Municipal Expenditures and Allocating Resources for

Equity)

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Question for Discussion: Infrastructure Plan

• Does the Committee believe there is a need for a five-year infrastructure plan?• Does the Committee believe this need is adequately addressed

by 5.3 Five-year Capital Plan to Address Enrollment and Learning Spaces or is a separate initiative required for this effort?

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Questions for Discussion

1. Would the Committee like to consider revising the language of objective 3 initiatives to include an explicit equity lens?

2. Would the Committee like to consider any other initiative revisions to strengthen the equity lens—or consider an equity lens requirement for all initiative action plans?

3. If a “robust and unified data system” does not exist, would the Committee like to consider adding creation of such a system to the plan?

4. Would the Committee like to reconsider the framing of any initiatives to more explicitly address English learners and studentswith disabilities?

5. Does the Committee believe there is a need for a five-year infrastructure plan? Is this need addressed by initiative 5.3 or is a separate initiative required for this effort?

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Selecting Outcome Measures

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When Selecting Outcomes, Consider…

• What combination of outcomes will best measure success of our vision for students?• What is realistic and manageable for our district in terms of the total number of

outcomes? • In what ways do these outcomes prioritize students with greatest needs? (Equity Audit)• In what ways do these outcomes include qualitative/perception data that will help FPS

understand inclusivity and community members’ experience? (Equity Audit)

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Objective Committee Prioritized Outcome Measures (Top 14, 4+ votes)

1. Multiple Pathways

• Dropout/graduation rates for all student groups (7)• K-2 reading levels (6)• Attendance rates (5)• Chronic absenteeism rates (4)

2. Social-Emotional Wellness

• Number and types of office referrals (Code of Character) (7)• Evidence of student relationship with 1 adult (MetroWest Survey, survey) (6)• Reduction in disproportionate use of in- and out-of-school suspension (5)• Data connected to Psychological Emergency Services (4)

3. Global Educators

• Demographics of new hires approximate to those of students (5)• Retain (X%) of new hires that the district wants to retain (4)

4. Partnerships • Adoption of tools/platforms or increased communication messages (4)• Number of training sessions for families about using engagement

tools/platforms(4)

5. Equitable Access

• Technology support for families that is culturally responsive and appropriate for families’ needs (multiple languages, hardware and hot spot support) (7)

• Number of technology training classes for students, staff, families (4)

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Questions for Discussion: Outcomes

1. Strategic Objective 1 is: Create multiple pathways to student achievement, success, and wellness that address the diverse needs of students

2. Current prioritized outcomes are attendance, drop out and chronic absenteeism rates, and K-2 reading levels

3. As a Committee, are there other outcomes you believe are important for measuring success of objective 1?

4. As a Committee, what are your thoughts about the outcomes prioritized for other objectives? Do they include qualitative/perception data?

5. As a Committee, how many outcomes would you like to set for the plan in total?

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Prioritizing Strategic Initiatives for SY20-21

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Question for Discussion: SY20-21 Initiatives

• As a Committee, what are your thoughts about the list of strategic initiatives members prioritized for implementation in SY20-21?

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Objective Committee Prioritized Strategic Initiatives (Top 8)

1. Multiple Pathways

1.4 Ensure all educators provide each student with personalized interventions, accelerations, and supports (6)

2. Social-Emotional Wellness

2.2 Provide each student with supports, interventions, and resources for social-emotional wellness (7)2.5 Engage families and the community in supporting students’ social-emotional health (6)

3. Global Educators

3.2 Strengthen educator development: evaluation system, coaching and support, mentoring (6)3.4 Recruit, support, and retain diverse staff (8)

4. Partnerships 4.1 Develop a culturally responsive approach to family engagement (7)

5. Equitable Access

5.3 Develop a five-year capital improvement plan (6)5.4 Collaborate with city on municipal expenditures (7)

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Next Steps

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Revisions to strategic

initiatives recommended by Committee

Analyzing data and setting

proposed targets for outcome

measures

Detailed implementation planning/action

planning for SY20-21 strategic

initiatives

Goal setting for School

Committee and Superintendent