Leadership and Strategic Planning

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Leadership and Strategic Planning

• Presentation to Quality New Mexico

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ISS BNQP Journey

• November, 2002 Superintendent hired
• June, 2003 Strategic Plan goal adopted that
  establishes Model for Performance Excellence as
  management model
• NCAFE Level I fall 2004
• Board of Education utilizes Board System Check 3
  August, 2004

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ISS BNQP Journey

• NCAFE Level II fall 2005
• District Southern Association Accreditation using
  Baldrige spring 2006
• BNQP Application May 2006
• BNQP and NCAFE Application May 2007
• NCAFE Level III fall 2007
• BNQP Site Visit fall 2007

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Overall ISS 2007 BNQP Score

• Scoring Band 5 576-675 among top 6 of all
  applicants
• The organization demonstrates effective,
  systematic, well-deployed approaches responsive
  to the overall requirements of the Items. The
  organization demonstrates a fact-based,
  systematic evaluation and improvement process and
  organizational learning that result in improving
  the effectiveness and efficiency of key
  processes. Results address most key
  customer/stakeholder, market, and process
  requirements, and they demonstrate areas of
  strength against relevant comparisons and/or
  benchmarks. Improvement trends and/or good
  performance are reported for most areas of
  importance to the organizations key requirements.

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Senior Leadership

• Your score in this Criteria Item for the
  Consensus Review is in the 7085 percentage
  range. The findings from the site visit resulted
  in no change in the consensus percentage range.
  (Please refer to Figure 5, Scoring Guidelines.)

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Scoring Bands for Process Figure 5

• 50, 55, 60, or 65
• An effective, systematic approach, responsive to
  the overall requirements of the Item, is
  evident. (A)
• The approach is well deployed, although
  deployment may vary in some areas or work units.
  (D)
• A fact-based, systematic evaluation and
  improvement process and some organizational
  learning are in place for improving the
  efficiency and effectiveness of key processes.
  (L)
• The approach is aligned with your organizational
  needs identified in response to the
  Organizational Profile and other Process Items.
  (I)
• 70, 75, 80, or 85
• An effective, systematic approach, responsive to
  the multiple requirements of the Item, is
  evident. (A)
• The approach is well deployed, with no
  significant gaps. (D)
• Fact-based, systematic evaluation and improvement
  and organizational learning are key management
  tools there is clear evidence of refinement and
  innovation as a result of organizational-level
  analysis and sharing. (L)
• The approach is integrated with your
  organizational needs identified in response to
  the Organizational Profile and other Process
  Items. (I)

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Senior Leadership Strengths

• Cabinet and Admin Team
• Cycles of improvement with vision, values, and
  strategic plan
• Well deployed vision, mission, values, and
  strategic plan
• System Check 3 at all levels
• Leadership serves as PDSA champions, Baldrige
  examiners, and category champions

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Senior Leadership Strengths

• Sustainable Organization
• Leadership Academy
• Balanced Scorecard
• Deployment Plans
• PDSA Quarterly Rubric to Track Deployment Plans
• Succession Plan
• Knowledge Transfer

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Senior Leadership Strengths

• Communication Methods
• Blogs
• Articles
• Voice over powerpoints
• Web site videos
• Common agenda
• Shared folders in Groupwise
• Back to School Rally
• Common agenda item for celebration and recognition

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Senior Leadership Strengths

• Focus on action
• Aligned department and school improvement plans
• Quarterly review of department and school
  improvement plans
• Balanced Scorecard
• Sharing best practices

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Senior Leadership OFIs

• Visibility of all central office administrators
• Next steps - Classroom walk throughs
• Systematic process for promotion of ethical
  behavior
• Next steps clearly defined legal, ethical and
  regulatory process and measures

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Senior Leadership OFIs

• Systematic knowledge transfer process
• Next steps Knowledge transfer process
• Measures for communication
• Next steps staff survey on communication and
  monthly principal feedback loop

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Governance and Social Responsibilities Strengths

• Your score in this Criteria Item for the
  Consensus Review is in the 5065 percentage
  range. The findings from the site visit resulted
  in an increased percentage range of 7085.

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Governance and Social Responsibilities Strengths

• Board of Education
• Leadership evaluation aligned to Baldrige
  criteria
• BOE use of System Check 3
• BOE survey
• BOE improvement plan
• Fiscal performance
• Two-way communication model
• Zero-based budgeting process
• Leadership Evaluation
• Use of SWOT
• Aligned evaluation instruments
• System Check 3 used at all levels
• Evaluation results compiled and drive Leadership
  Academy professional development

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Governance and Social Responsibilities Strengths

• Key Communities and Two-Way Communication
• Area Advisory Meetings
• Partnerships
• Early College
• Virtual courses
• Dual enrollment
• Performing Arts Center
• Recreation
• Boys and Girls Club
• Faith based initiatives
• Volunteer Hours
• Business Partners

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Governance and Social Responsibilities Strengths

• Risk and Compliance Management
• Cabinet serves as oversight committee
• Aligned processes, goals, and measures
• Energy Education program
• Healthy, Safe, Orderly, and Caring Committee at
  district level and all sites

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Governance and Social Responsibilities OFIs

• Documentation of internal audits
• Next steps document internal audits
• Systematic process for ethical training and
  monitoring
• Next steps implementation of ethical training
  with clear goals, process, and measures

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Strategy Development

• Your score in this Criteria Item for the
  Consensus Review is in the 5065 percentage
  range. The findings from the site visit resulted
  in an increased percentage range of 7085.
  (Please refer to Figure 5, Scoring Guidelines.)

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Scoring Bands for Process Figure 5

• 50, 55, 60, or 65
• An effective, systematic approach, responsive to
  the overall requirements of the Item, is
  evident. (A)
• The approach is well deployed, although
  deployment may vary in some areas or work units.
  (D)
• A fact-based, systematic evaluation and
  improvement process and some organizational
  learning are in place for improving the
  efficiency and effectiveness of key processes.
  (L)
• The approach is aligned with your organizational
  needs identified in response to the
  Organizational Profile and other Process Items.
  (I)
• 70, 75, 80, or 85
• An effective, systematic approach, responsive to
  the multiple requirements of the Item, is
  evident. (A)
• The approach is well deployed, with no
  significant gaps. (D)
• Fact-based, systematic evaluation and improvement
  and organizational learning are key management
  tools there is clear evidence of refinement and
  innovation as a result of organizational-level
  analysis and sharing. (L)
• The approach is integrated with your
  organizational needs identified in response to
  the Organizational Profile and other Process
  Items. (I)

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Strategy Development Strengths

• Strategic Planning Process
• Clearly defined process with measures leading to
  improvement cycles
• SWOT
• Involvement of all stakeholders
• Mid and end of year review
• Environmental Scan
• Use of System Check 3 for change management and
  deployment of Baldrige criteria
• Review weekly, monthly and quarterly

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Strategy Development Strengths

• Refinement of the districts strategic plan
  reduced the number of goals from 31 to 17 and
  established three-year (2008, 2009 and 2010)
  performance targets for each goal. This is to
  ensure that division, department, and school
  improvement plans focus on key challenges and
  opportunities for improvement to address the
  plans five priorities and the districts vision
  to become a Top Ten school system in North
  Carolina.

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Strategy Development OFIs

• While an annual timetable for strategic goals
  and related performance targets in the districts
  20072008 strategic plan is in place, the recent
  changes to the planning process moved progress
  reviews to a quarterly frequency. The current
  timetable may make it difficult to integrate the
  new goals with the districts review process.
• Next steps clarify quarterly reviews serve
  purpose of looking at leading indicators and
  action plan deployment strategic goals are
  lagging goals

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Strategy Deployment

• Your score in this Criteria Item for the
  Consensus Review is in the 5065 percentage
  range. The findings from the site visit resulted
  in no change in the consensus percentage range.
  (Please refer to Figure 5, Scoring Guidelines.)

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Strategy Deployment Strengths

• Continuous Improvement
• Systemic and systematic use of PDSA
• Mid and end of year reviews
• Refinement of strategic plan and BOE approval
• Modifications quarterly to department and school
  plans

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Strategy Deployment Strengths

• Systematic process for continuous improvement
• PDSA templates
• Needs assessment
• SMART goals
• Strategies
• Deployment plans
• HR plans
• Measures and tracking
• PDSA quarterly reviews and modifications

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Strategy Deployment OFIs

• Systematic process to ensure adequate financial
  and other resources are available district-wide
• Next Steps clarify fund balance is in place,
  98 of funding provided by other agencies as
  required by General Statutes
• Align HR plan to revised strategic plan
• Next Steps alignment of HR action plans in all
  deployment plans and development of clear
  minority recruitment process, goals and measures

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Strategy Deployment OFIs

• Comparable data
• Next steps identification of comparative data
  for all projections

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Superintendents Division Senior Leadership
Board Policy 7421 Duties Federal
Regulations General Statute SBE/DPI
regulations Admin Expectations Mission Lead ISS
to Top Ten in NC using MPE.
ISS Strategic Plan Superintendents Goals Key
Action Steps
Strategic Results of Strategic Plan Results of
Supt. Goals Process Communication
survey Deployment Plan results Community
boards/groups Process checks from meetings
Community Involvement Deployment Plans for key
action steps Executive Cabinet Cabinet Admin
Team Principal Meetings Communication
ISS Triangle DPI/SBE meetings NCASA AASA SWRESA
Systems Check III, CO Survey, Board Evaluation,
360 Evaluation Plus/Delta Meetings, MBWA Visits,
Mid/end year reviews
Core Values of ISS
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Figure 2.1-2 ISS Strategic Planning Process
ISS Strategic Planning Process see handout
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Board of Education Mid-Year Review March 9, 2008
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Priority I High Student Performance
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• Strategic Indicators
• I-SS will meet 91 of AYP target goals
• 80 of I-SS schools will meet or exceed ABC
  expected growth targets
• The I-SS graduation rate will meet or exceed 85

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• Celebrations
• I-SS met 91 of AYP targets (above state
  region)
• EOC mid-year data is improved from mid-year last
  year
• No schools offering supplemental services this
  year
• All traditional middle and high schools met or
  exceeded expected growth

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• Celebrations
• SAT scores 1st in the region and top 10 in NC
• K-2 readiness 84 on grade level (41 last
  year) no DRA caps 85 on grade level in math
  gains in EC performance
• I-SS graduation rate and dropout rate is better
  than state average
• Fewer suspensions/expulsions (below state
  average)

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• Weaknesses
• I-SS is an LEA in district improvement
• Students with disabilities did not meet their
  reading targets for elementary, middle or high
  school for two years in a row
• There are three Title I elementary schools in
  federal improvement offering choice
• There are two Title I elementary schools on the
  federal watch list

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• Opportunities for Improvement
• EVAAS to identify subgroups and ABC tools
• Continue with teamwork matrix and CWT data to
  identify instructional practices
• Increase minority enrollment in honors courses
• Close SAT gap between LNHS and other schools

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• Opportunities for Improvement
• Conduct PDSA to improve grading and assessment
  practices. This study will include drop out
  factors such as teacher grades and drop out
  correlationethnicity/socioeconomics/gender/EOCs
  and drop out correlation
• Focus on Exceptional Children in Reading

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• Recommended Changes
• Use geometry EOC proficiency instead of
  enrollment
• Use PA correct instead of proficient
• Add attendance as a leading indicator
• Add alternative education for credit recovery as
  a leading indicator
• Add suspensions/expulsions as a leading indicator

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• Challenges
• Growth in subgroups EC, LEP, AIG and related
  costs
• Increase in the of economically disadvantaged
  students
• Lack of adequate state funding for programs
• Rising personnel costs
• Impact and changes as a result of Blue Ribbon
  Commission Report

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School and District Department/Division Planning
Strategic Planning is approached from a long and
short range standpoint. Overall Goals reflect 3
to 5 year plans, Target Goals encompass one year
and deployment plans for strategies are
created/updated/improved every 9 weeks in a
Plan-Do-Study-Act approach.
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A standard format for planning is utilized with
training, coaching and feedback provided to
schools.
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District Departments and Divisions utilize the
same template and quarterly planning format.
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Budgeting and professional development are
detailed in the plans and readily available for
school/district planning.
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Measures to determine deployment, fidelity of
deployment and success of the approach are
detailed each quarter and utilized to answer the
questions in the gray area at quarters end.
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The deployment plan for the strategy is created
and implemented for one quarter. At the end of
each quarter the work is analyzed for
improvement, sustainability or abandonment.
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Deployment plans are reviewed quarterly by the
CQO or the Superintendent or both and feedback is
provided.
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The school changed their approach 3rd quarter and
the strategy listed was not a strategy and not
reflected as an improvement based on data from
the end of quarter two.
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Feedback example Feedback was given on the
fidelity measure in this plan. The school did
not use a measure that will tell them whether
teachers are implementing the strategy with
fidelity.
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The calendar for SIP coaching is detailed and
sent to schools as an annual process.
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Principals prepare an update for their coaching
sessions and key results are reviewed as part of
the process.
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Lessons Learned About Coaching Schools on How to
Create Good Plans

• One day of training does not enable SLTs to know
  how to create a good plan.
• Coaching sessions with written feedback are
  essential to the process.
• Accountability is KEY to the SIP process.
• A clear timeline for SIP development, feedback
  and coaching is essential.
• Superintendent involvement connects the work of
  the SIP to the job description and evaluation of
  the principal.
• Training, modeling, practice, feedback, coaching
  and repeat the cycle is the structure that
  supports schools to create good plans and deploy
  them.

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Question and Answer Time