Draft 9/1/2001
EAST LONGMEADOW
PUBLIC SCHOOLS
STRATEGIC PLAN
1999 – 2005
EAST LONGMEADOW PUBLIC SCHOOLS,
EAST LONGMEADOW, MASSACHUSETTS
STRATEGIC PLAN
CHAPTERS
I. Mission
· Preface
· Planning
· Implementation
· Mission Statement
· Belief Statements
· District Goals
II. Governance
· District
· Site-Based Management
· East Longmeadow Education Association (ELEA)
· Processes and Consensus Making
III. Instruction
and Curriculum
· Curriculum Development Model
· Pedagogy
· Frameworks
· Effective Schools Correlates
IV. School Improvement
· Site-Based School Improvement Plans
· Professional Development
· Processes and Professional Development Model
V. Education Technologies
· Technology Plan
· Integration
· (also see Professional Development)
VI. Finance
· Federal, State, Community
· Operating Budget
· Revolving Accounts
· Grants
· Processes and Reporting
· Site-based Budgeting
VII. Facilities
· Maintenance
· Planning & Forecasting Enrollments
VIII. Personnel
· Needs Assessment
· Program and Curriculum
· Teacher-Student Ratios
IX. Safe Schools
· Safe Schools Community Task Force, Emergency Plans
· Policies
X. Community
STRATEGIC PLANNING
PREFACE
Strategic planning provides a framework
for excellence within an organization. It is driven from an understanding of
future needs and opportunities and enables an organization to concentrate
limited resources on mutually determined goals. Strategic planning recognizes
that change occurs within a much larger context. Organizational capacity is
expanded through looking at the system as a whole rather than as separate
parts.
Strategic planning is an ongoing
process, not a one-shot event. It includes a continuous evaluation of goals and
means and is flexible enough to adapt to unanticipated changes. Strategic
planning is an inclusive process. Stakeholders, those with a stake or interest
in the organization, have an active role in the planning process.
A strategic plan targets proactive
initiatives rather than reactive responses. It focuses on structure, not blame,
and builds upon successes and initiatives already in place. A strategic plan is a living document which
weaves together the individual strands of an organization into a unified whole.
OUR PLANNING PROCESS
In September of 1998, the East
Longmeadow school committee, school staff members and community began a
strategic planning process. The initial year of 1998 began with teachers,
support staff, parents, students, community, administrators and school
committee meeting in numerous committee meetings to examine the past, present,
and future. Additionally, we began to
identify commonly shared values, principles and beliefs concerning the
education of our children. Data generated from these meetings provided a
foundation for the district strategic plan
In July of 1999, the East Longmeadow
School System under that guidance of the school committee drafted a mission
statement, core principles, guiding belief statements about all students, and
ten (10) strategic district goals.
Since July of 1999, ongoing meetings with internal committees composed
of teachers, administrators, school committee members and parents have met
regularly to refine the drafted strategic goals and district wide strategic
plan.
This strategic plan is consistent with
current programs, teaching pedagogy and new initiatives. Goals and objectives
from site-based school improvement plans, grant programs, and school councils
were incorporated into the strategic plan. Individuals and groups from the
community were invited to share their reactions and ideas with the drafting
process. Although the plan was written
by steering committee members, the goals, future positions, and strategies
reflect the priorities of many different stakeholder groups within our schools
and community.
As a living document, this strategic
plan will continue to undergo change. Its value lies in building a foundation,
establishing direction, and providing a framework for decisions within the East
Longmeadow Public School District.
IMPLEMENTATION PLAN
In order for the strategic plan to be
effective, it must become an integral part of the regular operation of local schools.
A planning cycle was developed to ensure coordination between building-level
school improvement plans, district-wide initiatives, and the budget process.
The cycle is ongoing. Although priorities may change in response to unknown
circumstances, a carefully defined planning cycle is an essential part the
continuous improvement process.
Although the overall responsibility for
achieving goals outlined in the strategic plan lies with the school committee,
the Superintendent of Schools is responsible for directing the actual
implementation of the plan. Priorities
are divided into three levels: district, building, and individual. These levels
are described in greater detail below.
District
Each strategic district goal serves as
a guide across the community in decision-making for the school system. Some of the action steps will be addressed
individually while other tasks will become part of the charge of existing
councils or district-wide task groups. Accountability for achievement of action
steps lies with the administrative team and school committee.
Site-Based
Building level initiatives are the
responsibility of the building principal in collaboration with individuals and
groups within the building. In recognition of the uniqueness of each school within
our district, the emphasis placed on these priorities will vary widely
depending upon the specific needs and site-based school improvement plan in
each building.
Individual
Each member of the
school community is strongly encouraged to identify one or more personal goals
from this strategic goal list. Support
for individual initiatives will be provided at the building and district
levels. Existing programs (e.g., professional development workshops, study groups,
research and development study grants) will be used to provide support.
CHAPTER
1
MISSION
INTRODUCTION
This document is the governing educational document for East Longmeadow Public Schools. It is used as a basis for planning. These goals serve as a vehicle for the district to be a viable education organization and to ensure that its students are able to function effectively as they move into the twenty-first century.
DISTRICT MISSION
The East Longmeadow Public School District operates from a set of beliefs established in 1998, and an umbrella mission statement that permeates all endeavors and initiatives of the school district. Our district’s mission statement states:
Our mission in the East Longmeadow Public
Schools is to promote
Achievement and Accountability
in all
endeavors as we educate
today
for the challenges of tomorrow.
DISTRICT
BELIEF STATEMENTS
The East Longmeadow Public Schools recognize education to be the individual’s most unique and valuable asset; therefore, the school district and community have adopted the following nine basic principles of philosophy, called belief statements, as criteria for determining the educational program for the East Longmeadow youth. We Believe:
1. All students can learn and can be successful.
2. All staff, students, and parents deserve respect and must demonstrate respect for human differences.
3. Learning must be the focus of all student experiences.
4. Schools function best through shared decision-making.
5. Every child’s full potential should be explored, directed and challenged.
6. Moral and ethical behavior should be practiced, reinforced, and expected from all students, staff, and parents.
7. Schools, parents, students, and community share the responsibility for the education of students.
8. Schools must provide a curriculum conducive to developing the whole child towards life-long learning.
9. All students and staff have the right to a safe environment.
EAST
LONGMEADOW PUBLIC SCHOOLS
Guiding
Principles
Integrity
has no age.
Honesty
has no gender.
Character
has no color.
Caring has no language.
Connecting has no handicap.
Compassion has no height or weight.
Relationships have no degrees or Certificates.
July 1, 1998
DISTRICT
STRATEGIC GOALS AND OBJECTIVES
Revised
9/1/02
The East Longmeadow school district has formulated a list of district goals that prioritize the focus of the educational community. This list is developed and reviewed during the summer prior to each school year and approved by the East Longmeadow School Committee. Periodic reports of annual operating goal accomplishments are made to the School Committee throughout the school year.
GOAL1: FOSTER A CLIMATE OF COMMUNICATION AND
COLLABORATION
THROUGHOUT THE DISTRICT AND
COMMUNITY.
A school district can only operate at maximum
effectiveness and efficiency when a safe, positive and productive climate is
maintained. To ensure that human
relations within the district are held to those standards, communication,
collaboration, and shared decision-making will be emphasized.
GOAL2: MAINTAIN A FAVORABLE STUDENT-STAFF RATIO AND
PROVIDE A
WELL-BALANCED, APPROPRIATE
CURRICULUM FOR ALL STUDENTS.
The district recognizes research supporting small class size and will strive to implement effective staffing ratios. The ELPS Curriculum Development Model will provide the process in which all disciplines will continue this process. Additionally, a comprehensive program of co-curricular (cultural, artistic, academic, technology, athletic, etc.) activities will be offered to all students. All curricular initiatives in the district will be based on sound educational research.
GOAL 3: IMPROVE THE QUALITY AND QUANTITY OF
PROFESSIONAL
DEVELOPMENT FOR ALL
EMPLOYEES AND PROMOTE INDIVIDUAL
ACCOUNTABILITY FOR ALL
STAFF.
The district will continue to encourage and provide professional development activities at the district level as well as off-site for all employees. These professional development offerings provide activities that are timely, based on the Massachusetts curriculum frameworks and individual needs of administrators, teachers, and support staff.
GOAL 4: MAINTAIN AND IMPROVE THE LOCAL, STATE AND
FEDERAL FINANCES
AND RESOURCES PROVIDED TO OUR
SCHOOLS IN ORDER TO OFFER A
QUALITY EDUCATION TO THE STUDENTS
AND FAMILIES OF EAST
LONGMEADOW.
The School Committee
will partner with local, state and federal associates, legislators, and
sanctioned committees to advocate for education funding for our students. School-aged children make up approximately
25% of our population; however, school-aged children are 100% of our future.
GOAL 5: MANAGE ALL LEVELS OF THE EDUCATIONAL SYSTEM
TO BE
PRODUCTIVE, CREATIVE,
EFFICIENT, PROGRESSIVE, AND ACCOUNTABLE.
All administrative personnel will continue a program of professional development in the areas of instructional leadership, site-based management, general management skills, and other areas as needs are identified. The data management and financial systems will provide meaningful and timely information for all components of the district, while reducing paperwork wherever possible.
GOAL 6: ENCOURAGE PARENTS TO BE PARTNERS IN THE
EDUCATION OF OUR
CHILDREN.
Parental participation in school programs will be
encouraged. Volunteer programs will be
supported and expanded. Educational
programs that strengthen parenting skills will be provided as appropriate.
GOAL 7: ENCOURAGE AND DEVELOP PARTNERSHIPS WITH
LOCAL BUSINESSES
AND COMMUNITY
ORGANIZATIONS.
The educational needs of businesses and industry within the community are important to our school district. These liaisons will allow greater student access to valuable learning resources within our community and will also facilitate a meaningful dialogue on the role of schools and the responsibilities of local industry in preparing the next generation of effective workers
GOAL 8: PROVIDE A SAFE AND ATTRACTIVE ENVIRONMENT
AND APPROPRIATE
FACILITIES FOR ALL STUDENTS
AND STAFF.
The construction/renovation of all facilities will be timely and cost-efficient based upon a continuous five-year capital plan and allocation of funds. Regular maintenance will facilitate a safe, attractive, and healthy environment for all students and staff.
GOAL 9: CREATE, FACILITATE AND EVALUATE SITE-BASED
SCHOOL
IMPROVEMENT PLANS TO GROW
AND EVOLVE WITH THE COMMUNITY.
All schools will invite staff, parents, businesses, and students to serve on their school councils. These councils will create a shared vision for the school that includes annual goals. Annual goals will be based on the needs of the school to support improvement. The council will devise action plans and evaluation procedures for each of the annual goals. The site-based school improvement plan is used to take schools from “where we are” to “where we want to be” and “how do we get there” in the strategic plan.
GOAL 10:
ENABLE ALL STUDENTS TO PASS THE MASSACHUSETTS
COMPREHENSIVE ASSESSMENT SYSTEM (MCAS).
Remedial programs, policies, and services will be provided to students who demonstrate need. Additionally, Student Success Plans will be developed in partnership between parents, students, and schools to ensure academic success.
CHAPTER 2
GOVERNANCE
PROCEDURES
FOR
PARTICIPATORY DECISION-MAKING
In keeping with the East Longmeadow Public Schools’ philosophy of site-based and participatory management, procedures have been developed to ensure participatory decision-making throughout the district. With a background in effective schools research and ongoing training in change processes, school faculties begin the tasks of site goal setting and long-range planning. The School Profiling procedure is used at each site for total staff participation in planning and implementing site-based school improvement. School profiles provide a look at where each school is and what is important to that school. Classroom teachers at each school analyze student and school information relative to that site. Included in the data are ability test scores, MCAS test scores, standardized test results, attendance and discipline data, school climate perceptions, parent survey responses, and any other information which the staff deems important to the development of their site profile.
PROCESSES
FOR EFFECTIVE
CHANGE
The district program for school improvement provides opportunities for voluntary participation in training for the acquisition of skills used in effecting change. Major programs used are Cooperative Processing, to encourage input into decisions affecting the work setting; Collaborative Planning, an effective tool for program planning and implementation; Concerns Based Adoption Model, a diagnostic tool concerning individual response and readiness to change; Interactive Training Model, for effective professional development involving presentation of information, demonstration, practice with feedback, and coaching; and Instructional Coaching, for the integration of skills into the classroom.
These processes become tools which provide a base for obtaining input, analyzing information, and developing strategies concerning change, The district offers professional development credit for teachers and administrators involved in training in “effective change processes” and for participating in the application of the processes through Instructional Coaching and Collaborative Planning.
Site-based Professional Development is a proven research-based approach to effecting change. Site professional development allows schools to address their immediate and unique needs concerning professional skills, curriculum, and overall school improvement. These needs are determined by each school’s Site-Based School Improvement Committee, which includes teachers, parents and principals.
DISTRICT LEVEL
PROCESSES
FOR EFFECTING
CHANGE
The district plan for school improvement provides opportunities for voluntary participation in training for the acquisition of skills used in effecting change. The major processes used are Cooperative Processing, Collaborative Planning, Concerns Based Adoption Model, Instructional Coaching, and a research-based Interactive Training Model involving presentation of information, demonstration, practice with feedback, and coaching. These processes become tools, which provide a base for obtaining input, analyzing information, and developing strategies concerning district goals and site goals.
1. COOPERATIVE PROCESSING is a communication tool for teachers and administrators to use to conduct more effective and efficient meetings and inservice. The process is flexible and can be adapted to countless situations. The simple elements of response, clarification, discussion, and decision-making can be isolated and utilized for specific purposes. Some examples of its general use are in data collection, problem analysis, developing solutions, and presenting information.
COOPERATIVE
PROCESSING
DATA COLLECTION
Response
Clarification
Discussion
Decision-Making
PROBLEM ANALYSIS
Identifying the Problem
Identifying the Causes
SOLUTIONS
Generating Solutions
Priorities
Plans
MANAGEMENT PRESENTATIONS
Objectives
Techniques
Logistics
2. COLLABORATIVE PLANNING is an adaptation of the strategic planning process designed to meet the needs of our particular school district. It helps us carry out the process of reexamination and invention within our schools and our district programs. By establishing our beliefs, mission, goals, and action plans, we can begin to answer the critical questions:
WHERE ARE WE?
WHERE DO WE
WANT TO BE?
HOW DO WE GET
THERE?
HOW WILL WE
KNOW WE HAVE ARRIVED?
Collaborative planning within our district does not eliminate the need for traditional planning activities such as lesson plans, curriculum work, or grade-level and departmental planning. Rather, it provides the framework to guide other planning, decision-making, and management.
3. CONCERNS BASED ADOPTION MODEL (CBAM) is a framework and diagnostic tool for determining individual responses and readiness to change. This extremely important process is used by district administrators to address change. A school improvement decision may be made at the district level or at the site level which may require such a change that faculty members will go through certain “stages of concern” as identified in the Concerns Based Adoption Model. These stages are: Awareness, Informational, Personal, Management, Consequence, Collaboration, Refocusing. Change must be carefully understood and planned for at all levels to facilitate site-based school improvement.
CONCERNS BASED
ADOPTION MODEL
(Hall, G.E., & Loucks, S.F. (1978)
STAGES OF CONCERN
Stage 6
REFOCUSING
Stage 5
COLLABORATION
Stage 4
CONSEQUENCE
Stage 3
MANAGEMENT
Stage 2
PERSONAL
Stage 1
INFORMATIONAL
Stage 0
AWARENESS
PARENTS AS
PARTNERS:
East Longmeadow Public Schools believe in teaming with parents. When schools and parents work together, the academic, climate and professional gains are immeasurable. Parents serve in our schools in several capacities:
Parents as Teachers: Monitor homework, Listen and read to child, Provide learning activities, Model learning activities
Parents as Learners: Serve as home-school communicators, Utilize parent Resource Centers, Participate in meetings/workshops, Participate in programs for adult learners
Parents as Decision-Makers: Provide consent for participation, Give opinions on surveys, Participate in parent/school groups, Participate in an advisory group at local and/or state level
Parents as
Supporters/Advocates: Attend school functions, Serve as school
volunteer, Organize school activities, Advocate at local, state, federal levels
for children
CHAPTER 3
INSTRUCTION & CURRICULUM
INTRODUCTION
This document is a long-range plan for the continued
improvement of the instructional program of the East Longmeadow Public
Schools. It is a district plan which
provides a superstructure through which all staff members, students and parents
have an opportunity to participate in decision-making that effects learning and
over-all school improvement. The
programs for improving instruction are encompassed in the broad categories of
professional skills based on effective teaching research and practice, and
continuity of curriculum which assures an articulated instructional
program. The implementation components
of the plan are processes for effecting change and procedures for participatory
decision-making. All elements in this
document are directed toward the goal that students
who are successfully engaged toward educational outcomes will learn.
ASSUMPTIONS
1. Professional Development will be provided which will allow teachers, administrators, and
staff to continue to build knowledge and expand a repertoire of skills in order to make
more EFFECTIVE DECISIONS in the work setting.
2. Research in the areas of TEACHING and LEARNING and practices of EFFECTIVE SCHOOLS will be the foundation of all components of the plan.
3. Exemplary programs and practices currently in place in the district will be maintained.
4. Collaboration among all personnel is essential for the success of the plan.
5. The plans for implementation of the PROFESSIONAL SKILLS component will be
developed at the building level with support services from the district.
6. The implementation of the CONTINUITY OF CURRICULUM component will be carried
out at the district level with input from each site.
PRODUCTS
The products of the East Longmeadow Public Schools are effective teaching and effective learning.
The definitions of these terms as used in the long-range plan are:
EFFECTIVE TEACHING creates a positive classroom climate through:
- comprehensive planning
- teaching practices which research has proven successful
- successful classroom management practices.
EFFECTIVE LEARNING is observable when the student:
- constructs and demonstrates a base of information
- develops the ability to think and process
- transfers knowledge from one context to another.
PRODUCT COMPONENTS
The Long-Range Plan has three major program components:
I. Professional Skills are those skills necessary to the decision-making process of an effective teacher/administrator. In the professional skills component two elements combine to form a training model. These are content and method.
II. Continuity of Curriculum is the process through which the articulation of skills and content is assured between grade levels and among schools within the district. The structure for collaborative decision-making in the Continuity of Curriculum component consists of subject area advisory boards and coordinators of curriculum. The
district scope and sequence articulation exists to better predict learning.
III. Site Profiling, Action Planning and Evaluation.
I. PROFESSIONAL SKILLS
A. TEACHING
No teacher behaviors, in and of themselves, will result in learning. It is the degree to which these behaviors relate to engaged time and the success rate of students that affects learning. Effectiveness results from everything - teacher behaviors and student behaviors - relating to the desired educational outcome.
1. INSTRUCTIONAL MANAGEMENT
a. Preparation
b. Routine
c. Discipline
d. Learning Environment
e. Evaluation of Student Achievement
2. INSTRUCTION
a. Planning: Lesson Development
(1) Principles of Learning
(2) Lesson Content: What will the teacher be teaching?
(3) Lesson Design: What will the teacher be doing? What will the student be doing?
b. Performance
(1) Tools of Teaching
(2) Effective Teaching Practices
B. LEARNING
1. Behavioral Theories
2. Cooperative Learning
3. Developmental Stages
4. Learning Cycles
5. Learning Modes and Styles
6. Learning Taxonomies
7. Mastery Learning
8. Rational Powers
9. Adult Learning
10. Active & Passive Teaching Strategies
C. ADMINISTRATION
1.
Procedures for Administrative Management: Human
(1) Preparation
(2) Routine
(3) Discipline
(4) Learning Environment
2.
Processes for Instructional Leadership: Conceptual
(1) Decision-making
(2) Effecting Change
(3) Problem Solving
(4) Empowerment
3.
Program/Products of an Effective School: Technical
(1) School Improvement
(2) Professional Development
(3) Curriculum Development
(4) Program Planning, Implementation, Monitoring
(5) Supervision
D. TRAINING PROGRAMS
Professional development training programs are comprehensive workshops directed toward the acquiring of specific skills.
(1) Effective Teaching/Schooling Programs
(2) Training/Specialized Skills
(3) Management Skills
(4) Planning Strategies
(5) Formative Goal Setting
(6) Site-Based Needs
PROGRAMS
FOR IMPROVING
INSTRUCTION
Professional Skills, as defined by the East Longmeadow Public Schools, are those skills necessary to the decision-making process of effective teachers and administrators. An overview of the research-base on effective teaching and effective schooling is received by all district certified personnel followed by district training in professional skills relating to specific teaching behaviors which have been identified in the research as having a high correlation to student learning. This information provides a base of knowledge from which teachers and administrators can make effective decisions concerning quality instruction an