marshfield unified school district strategic priorities€¦ · data and intentional actions drive...

Board Approved: September 9, 2015

MARSHFIELD UNIFIED SCHOOL DISTRICT STRATEGIC PRIORITIES

2015-2016

1010 East Fourth Street Marshfield, WI 54449

p. 715-387-1101 f. 715-387-0133

www.marshfield.k12.wi.us

MARSHFIELD UNIFIED SCHOOL DISTRICT STRATEGIC PRIORITIES P A G E | 2

TABLE OF CONTENTS TABLE OF CONTENTS ..................................................................................................................................... 2

INTRODUCTION ............................................................................................................................................. 3

PRIORITY AREA 1 ........................................................................................................................................... 5

PRIORITY AREA 2 ........................................................................................................................................... 8

PRIORITY AREA 3 ......................................................................................................................................... 10

PRIORITY AREA 4 ......................................................................................................................................... 12

PRIORITY AREA 5 ......................................................................................................................................... 14

REFERENCES ................................................................................................................................................ 16


INTRODUCTION THE CONTINUOUS IMPROVEMENT MODEL

In a district with high-quality teachers and principals, the role becomes to guide, support and hold accountable the work of the schools. The work of the central office is to assist in the alignment of the

building work to the goals of the district, ensuring the principals and staff have training and support they need to meet the needs of the students within clearly defined parameters. Data and intentional actions

drive the process of allocating resources.

Every building is required to develop, refine and receive approval of growth goals that are clearly aligned

to the district goals and define the building work and accountability measures for each year. These measurable, achievable and accountable goals the buildings use will guide and define their work and

assist meeting the priorities and goals of the district. Expectations include:

¾ principals as instructional leaders

¾ high-quality teaching and curriculum inclusive of what is taught, how and when progress is measured and what happens when students struggle

¾ high-quality professional learning informed by student data

By ensuring that each school’s goals are clearly aligned to the district priorities and goals, communicated to staff, students, families and community members, we empower all members of the educational effort

with the information to demand the very best from their school. Finally, through quarterly reviews of

progress, leadership teams at the school level will account for performance and results and celebrate

progress. We believe that this clarity of focus and purpose will help bring the vision of the district to life.

DISTRICT PRIORITIES

In order to assist schools in developing, implementing and monitoring their improvement goals, the

school district has developed a clear set of priorities aimed at providing the tools, processes and resources that will be used throughout the district as we move forward. These priority areas are aligned

to the board of education committee structure. Building level plans will be aligned to these priority

areas.

STRATEGIC ACTIONS

For each priority area there are strategic actions designed to yield results. Each strategic action is followed by Launch Steps – summary statements of the action plans the district will take this year to

implement this priority area.


METRICS FOR MONITORING

The value of any statement of action and its impact on advancing the vision of the district is meaningless

unless it is measured. There are multiple ways to measure progress. Certainly the academic success

and growth of students on state and national measures is a key indicator of actions taken to increase student achievement. Metrics must reflect the outcomes of the individual action strategy. Each action

strategy includes metrics that will be used to monitor progress and reviewed quarterly. An update of

priorities will be completed annually.


PRIORITY AREA 1

Every instructor is expected to make ongoing instructional decisions that are based on needs of their specific students; however, the district has an obligation to provide a guaranteed and viable curriculum

to all students that systemically prepares them for graduation and postsecondary education starting in

pre-kindergarten. By defining a core instructional program based on standards, we will ensure that all of our students obtain the knowledge and skills necessary for full participation in college, the workplace

and the community.

STRATEGIC ACTION 1: IMPROVE FIDELITY OF IMPLEMENTATION OF PROFESSIONAL LEARNING

COMMUNITIES (PLCS)

LAUNCH STEPS:

1. Develop a framework that defines the work of a PLC at each level (elementary, middle and high

school) inclusive of what it looks like and expected outcomes

2. Develop an inquiry set that PLCs can use to problem solve based on the curriculum alignment

process

3. Conduct a building-wide assessment of each building’s progress on the continuum of development of Professional Learning Communities and assist Principals in discussing the results

with staff

STRATEGIC ACTION 2: IMPROVE THE QUALITY AND CONSISTENCY OF THE SCHOOL DISTRICT OF

MARSHFIELD RESPONSE TO INTERVENTION (RTI ) FRAMEWORK

LAUNCH STEP:

1. Implement year one of the District five year MTSS plan.

STRATEGIC ACTION 3: INCREASE SKILLS NEEDED TO DEVELOP AND USE QUALITY ASSESSMENTS

AND FORMATIVE DATA

LAUNCH STEPS:

1. Provide initial training for staff on the use of the district data warehouse

2. Provide six mini-trainings for staff on the use and analysis of data in the district warehouse

throughout the 2015-2016 year

Aligned, Coherent, Relevant Curriculum & Instruction

PROVIDE EVERY STUDENT WITH WELL-ROUNDED, COHERENT INSTRUCTION THAT LEADS TO COLLEGE, CAREER AND COMMUNITY READINESS.


STRATEGIC ACTION 4: IMPROVE HORIZONTAL AND VERTICAL ALIGNMENT OF CURRICULUM

LAUNCH STEPS:

1. Implement the revised curriculum review process and specify the fundamental assessments of

alignment that will be reported to the board

2. Develop monitored strategies that will assess alignment of curriculum PK-12, including critical

transitions (PK-K; 6-7; 8-9)

3. Review the District 4 year-old Kindergarten program and develop options for improvement of

alignment to the district needs and priorities

4. Provide for a focused review of vertical alignment within the curriculum review cycle

STRATEGIC ACTION 5: CREATE PARAMETERS FOR THE REPORTING OF DATA THAT ALIGN TO THE

NEEDS OF THE DISTRICT AND MEET STATE ACCOUNTABILITY REQUIREMENTS

LAUNCH STEPS:

1. Review the data sets to be used in Board and District reports with Principals

2. Identify reliable and valid data sources for the data to be used in reports

3. Assist/train Principals in the methods and techniques to display data that provide the best

methods for analysis and comparison

4. Develop common definitions and reporting structures for discipline and behavior

STRATEGIC ACTION 6: DEVELOP A COMPREHENSIVE PK-12 STUDENT SERVICES PROGRAM BASED

ON BEST PRACTICE AND RESEARCH, STATE STANDARDS AND DISTRICT DATA ANALYSIS

LAUNCH STEPS:

1. Develop data sets representing all functions of Student Services

2. Using trend data and the curriculum review handbook, evaluate the District Student Services

curriculum/programs from a PK-12 perspective

3. Review and contrast position descriptions and responsibility against current practices and needs

for all district Student Services staff

4. Develop the behavior models for elementary, middle, high school and CLC programs within the

PBIS framework

5. Develop recommendations for improvement of PK-8 summer school programs

STRATEGIC ACTION 7: CLEARLY DEFINE AND ENHANCE THE FUNCTION OF THE BUILDING TEAMS.

BUILDING TEAMS ARE RESPONSIBLE FOR THE DEVELOPMENT, IMPLEMENTATION AND DATA

MONITORING OF THE BUILDING GROWTH GOALS AND MTSS.

LAUNCH STEPS:

1. Principals will identify the organized teams working in their buildings

2. Purposes, roles, parameters and expected outcomes will be identified for each team with the

MTSS team model as an example


3. Revisions to the number or structure of teams will be documented and considered for continuity

purposes

ACCOUNTABILITY MEASURES

¾ PLC framework

¾ PLC building-level assessments

¾ End of year review – MTSS Action

¾ Alpine data warehouse trainings (grades 1-6)

¾ Data warehouse uses/implementation EOY survey

¾ Year 1 Curriculum Review Cycle implementation report

¾ 4K program report

¾ Student Services data sets

¾ Student Services evaluation of scope and sequence

¾ Written functions/roles and purposes of building level teams


PRIORITY AREA 2

It is important that the district continually assess relevance of all coursework across all classrooms and schools, especially at the high school. This must include evolving opportunities for exploring college and

career pathways for all students. Students must be able to experience the types of structures and programs they are likely to experience immediately upon graduation. To that end, course offerings

must include advanced, dual-credit, career preparation, blended and online coursework. It is essential

that all middle and high school students are engaged in a relevant learning experience and are provided

the skills and dispositions to be successful in the path of their choosing upon graduation.

STRATEGIC ACTION 1: UPON GRADUATION, EACH STUDENT WILL HAVE A PERSONALIZED PROFILE

OF ACADEMIC AND CAREER GOALS, ACCOMPLISHMENTS AND FUTURE STRATEGIES

LAUNCH STEPS:

1. Implement year one of the strategic Naviance continuity plan 2. The Directors of Teaching and Learning and Technology, the CTE Coordinator, High School and

Middle School Guidance Counselors and a Principal from each secondary building will meet to review each module of Naviance available and evaluate alignment of the module to the 2017 state plan

3. The CTE Coordinator will evaluate the WorkKeys portion of the ACT Aspire Suite and bring forward a recommendation regarding WorkKeys Certification

4. Query parents in grades 6-12 regarding knowledge, skills and experiences in the college/career process

5. The Director of Teaching & Learning will work with the Middle School Principal and CTE Coordinator to develop a set of introduction and transition strategies for grade 6 and grade 8 students relative to Naviance and career/college readiness

6. Implement a review of the District Alternative High School Program 7. Evaluate the Virtual Program and develop options for substantive change 8. Evaluate District secondary-level offerings against the portrait of a comprehensive and aligned

STEAM program (Science, Technology Education, Arts and Mathematics) 9. Using the 2017 state plan as a template, complete an evaluation of the District current

college/career ready status and develop action plans to exceed the statutory requirements

Personalized Pathways

ENGAGE STUDENTS IN CHARTING PERSONALIZED PATHWAYS TO COLLEGE,

CAREER AND COMMUNITY READINESS.


STRATEGIC ACTION 2: DEVELOP AN INTENTIONAL ALIGNMENT BETWEEN CURRICULUM AND

INSTRUCTION ACTIONS AND TECHNOLOGY ACTIONS, PK-12

LAUNCH STEPS:

1. Revise the 5 year technology implementation plan 2. Integrate digital citizenship and instructional performance using technology tools into each

curriculum/content area on the review cycle 3. Develop the 2016-2017 Professional Development recommendations for technology integration

based on 2015-2016 comprehensive measurement of educator skills regarding SAM-R, ePub and TPACK.

STRATEGIC ACTION 3: INCREASE THE LEVEL AND DIVERSITY OF DIGITAL RESOURCES AND

STRATEGIES WITHIN INSTRUCTIONAL PROGRAMS, PK-12

LAUNCH STEPS:

1. Revise the 5 year technology implementation plan 2. Resource a district Learning Management System (LMS) and implementation plan, train staff on

the chosen platform 3. Continue professional development in the area of digital literacy and integration into instruction


¾ EOY report to the Curriculum & Instruction Committee on Naviance implementation

¾ Report to Curriculum & Instruction committee on WorkKeys

¾ Development of options for transition, grade 6 to grade 7 and grade 8 to grade 9

¾ Alternative High School evaluation and recommendations

¾ Options for Virtual Programming

¾ Parent Survey, grades 6-12, college/career process

¾ District status as compared to 2017 State Plan

¾ Revised five year technology plan

¾ Increased staff application of SAM-R, ePub and TPACK

¾ Review of LMS implementation


PRIORITY AREA 3

When schools engage with all parents in authentic and supportive ways, all parents become equipped to ask questions, make decisions and expect the best from their schools and all children. When schools

intentionally provide parents and guardians with the skills and knowledge to access, navigate and

support educational systems the systems and students experience greater success.

STRATEGIC ACTION 1: PROVIDE PARENTS WITH ACCESS TO THE STANDARDS AND STUDENT

LEARNING OBJECTIVES PK-12.

LAUNCH STEP:

1. Using a District platform, provide parent friendly access to the district grade level standards

STRATEGIC ACTION 2: PROVIDE ALL PARENTS WITH TIMELY, CONSISTENT FEEDBACK ON THEIR

CHILD’S PERFORMANCE AND PROGRESS ON A REGULAR BASIS BY LEVERAGING TECHNOLOGY

LAUNCH STEPS:

1. Implement the K-2 access provided by Skyward

2. Implement evaluations of homework (amount, purpose, uses) as part of the curriculum review

cycle

3. Evaluate use of staff/classroom web pages

STRATEGIC ACTION 3: IMPLEMENT THE YEAR 2 DISTRICT COMMUNICATION PLAN (2015-2016)

LAUNCH STEPS:

1. Implement year 2 of the District Communication Plan

2. Evaluate the use of Community Ambassadors

STRATEGIC ACTION 4: PARTNER OR ENGAGE WITH COMMUNITY REPRESENTATIVES OR FAMILIES

IN SEVEN (7) SPECIFIC PROJECTS

LAUNCH STEPS:

1. Engage community representatives in athletic feasibility study 2. Engage educational partners, families, students and community representatives in the

International Program through shared experiences, mentorships and cultural exchanges 3. Engage community representatives in a full scale Career and Technical Education Assessment 4. Partner with Community representatives in AODA plans 5. Engage elementary families in CLC programs by offering three specific parent programs 6. Engage parents in feedback regarding the 4K program evaluation 7. Engage community representatives in Virtual Program evaluation

Family and Community Engagement

ENGAGE FAMILIES AND COMMUNITY AS PARTNERS.



¾ Year two Communication Plan implemented

¾ Implementation updated/new website

¾ Athletics feasibility study process follow-up

¾ Completed CTE assessment with community representative

¾ Aligned AODA action plans

¾ Three parent specific CLC programs completed with evaluation

¾ Parent feedback on 4K program

¾ Parent feedback on Virtual program

¾ Growth in International Program


PRIORITY AREA 4

The district has an obligation to the community to create a work environment that is challenging and rewarding, focused on and dedicated to student success. When we hold high expectations for all

employees and support them in meeting those expectations, system success increases dramatically.

All research done over the last twenty years indicates that effective instruction is the key ingredient to student success. Effective instruction requires competent and qualified instructors led by competent,

qualified, highly motivated and dedicated principals who seamlessly serve as the building instructional

leader. Great teaching cannot happen consistently without great principals in the buildings.

STRATEGIC ACTION 1: EVALUATE THE HUMAN RESOURCES POSITIONS OF THE DISTRICT

LAUNCH STEP:

1. The Superintendent will review position descriptions relative to the HR functions of the district

and consider recommendations for change

STRATEGIC ACTION 2: SUCCESSFULLY IMPLEMENT REVISED EVALUATION SYSTEMS FOR ALL STAFF.

TEACHER AND PRINCIPAL EVALUATIONS WILL ADHERE TO THE STATE MODEL SUPPORTING HIGH-

QUALITY, STANDARDS-BASED INSTRUCTION. SUCCESSFUL IMPLEMENTATION WILL INCLUDE A

FAIR, RELIABLE AND VALID EVALUATION PROCESS FOR ALL STAFF THAT LEADS TO SYSTEM

SUCCESS.

LAUNCH STEPS:

1. Evaluate the resource provided to the district of an Effective Educator Coach during 2015-2016

2. Investigate the CESA 6 model for Principal evaluation

3. Implement the CESA 6 model for Specialist positions

4. Evaluate the completion and consistency of staff evaluations at the Building level

Effective Workforce

CULTIVATE A WORK ENVIRONMENT THAT ATTRACTS, EMPLOYS DEVELOP AND RETAINS TOP TALENT.


STRATEGIC ACTION 3: ADJUST THE DISTRICT PROFESSIONAL LEARNING PROCESS TO PROVIDE

HIGH-QUALITY PROFESSIONAL DEVELOPMENT TOOLS AND RESOURCES TIED DIRECTLY TO THE

GOALS AND PRIORITIES OF THE DISTRICT AND STUDENT DATA. DEVELOP AN APPROACH TO

EVALUATION THAT IS CONSISTENT AND ENSURES PROFESSIONAL DEVELOPMENT IS EFFECTIVE AND

DEMONSTRATED IN THE CLASSROOM.

LAUNCH STEPS:

1. Integrate common vocabulary and interaction of terms in and across programs into all

professional development sessions

2. Integrate research and best practices of culturally responsive teaching into all professional

development sessions

3. Embed use of either Alpine or Naviance into all professional development sessions

4. Provide focused, individualized development and support to building administrators

STRATEGIC ACTION 4: CONTINUE DEVELOPMENT AND REFINEMENT OF PROFESSIONAL AND

SUPPORT STAFF COMPENSATION SYSTEMS

LAUNCH STEPS:

1. Monitor and evaluate implementation of the approved Alternative Compensation System 2. Develop recommendations for support staff compensation


¾ Human Resources functions recommendations to Employee Relations Committee

¾ Decisions made regarding CESA 6 Evaluation

¾ Percent of staff evaluations at building level completed

¾ 2015-2016 review of professional development

¾ EOY summary of implementation of Alternative Compensation System

¾ Support staff compensation recommendations


PRIORITY AREA 5

STRATEGIC ACTION 1: CLEARLY IDENTIFY ROLES AND RESPONSIBILITIES OF CENTRAL OFFICE

ADMINISTRATION. EACH CENTRAL OFFICE DEPARTMENT WILL BE RESPONSIVE TO ACTION

STRATEGIES WITH RELATED ACTION GOALS, AND METRICS WHICH WILL BE MONITORED ON A

REGULAR BASIS.

LAUNCH STEP:

1. Review position descriptions relative to the HR functions of the district and consider any

recommendations for change.

STRATEGIC ACTION 2: REVIEW HR, PAYROLL AND STUDENT SERVICES INFORMATION CAPABILITIES

OF THE DISTRICT PROGRAM VENDOR AND PRESENT FINDINGS AND ACTION PLANS TO THE

SUPERINTENDENT

LAUNCH STEPS:

1. Engage the vendor in an audit which compares and contrasts capabilities of programs to current

use in the district

2. Present audit findings to the Superintendent

3. Develop timelines for improving use and functions

STRATEGIC ACTION 3: ALIGN THE POLICIES OF THE DISTRICT AND THE WORK OF THE BOARD COMMITTEES WITH THE VISION AND THE STRATEGIC PRIORITIES OF THE DISTRICT. THE POLICIES

OF THE BOARD OF EDUCATION MUST SUPPORT AND BE ALIGNED TO THE ACTIONS OF THE

CONTINUOUS IMPROVEMENT PLAN.

LAUNCH STEPS:

1. Continue Neola Policy review. Upon Board adoption of all Neola series, publish an electronic

format capable of linking from the table of contents and searching based on key words.

2. Administration will develop guidelines as required by policy

3. Update building level procedures

Accountability

ENSURE ACCOUNTABILITY AT EVERY LEVEL. THIS TYPE OF PRACTICE IS NECESSARY IF WE ARE TO GROW THE SUPPORT NECESSARY TO MEET OUR DISTRICT VISION.


STRATEGIC ACTION 4: DEVELOP A SYSTEM THAT PROVIDES GUIDANCE AND SUPPORT TO BOARD

OF EDUCATION MEMBERS TO SUPPORT MEMBERS’ UNDERSTANDING OF THE FUNCTIONS OF THE

BOARD, KNOWLEDGE OF MATTERS RELATED TO THE POLICIES AND FINANCES OF THE DISTRICT

AND BOARD PROCEDURES.

LAUNCH STEP: 1. Provide minimum of two Board Development Opportunities to Board Members using out-of-

house presenters on topics relevant to Board Ethics and Best Practices

2. Develop a system to increase effectiveness of providing information to Committee Chairs and

Committees

STRATEGIC ACTION 5: PROVIDE TO THE COMMUNITY AN ACCURATE AND TRANSPARENT

REFLECTION OF STUDENT OUTCOMES ANNUALLY. STUDENT ACHIEVEMENT DATA SHOULD REFLECT

NOT ONLY BUILDING AND DISTRICT SUMMATIVE GROWTH AND CHANGE. IT SHOULD ALSO

REFLECT THE CHANGES WITHIN THE VARIOUS SUBGROUPS BY BUILDING ON A LONGITUDINAL

BASIS TO ACCURATELY DEPICT MOVEMENT TOWARD THE DISTRICT VISION.

LAUNCH STEP:

1. Implement the new accountability measures and features as required by statutory amendments


¾ Receipt of Skyward system audits and associated action plans

¾ Completion of Neola policy review

¾ Implement all new accountability measures

¾ Board training

¾ Efficient delivery of agendas and topics


REFERENCES Love, N. B., Stiles, K. E., Mundry, S. E., & DiRanna, K. (2008). A data coach's model to improve learning

for all students: unleashing the power of the collaborative inquiry. A Joint Publication.

Madison Metropolitan School District, Madison, WI. (2013). Format.

National Association of School Boards. (2009). The key work of school boards.

Research, Minnesota Center for Reading. (2014). Path to reading excellence in school sites.

Wisconsin Department of Public Instruction. (2014). Teacher evaluation process manual.

Wisconsin Department of Public Instruction. (2014). Principal evaluation process manual.

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