1 Project Overview Environmental Scan Organizational Assessment - PowerPoint PPT Presentation

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Project Overview •Environmental Scan •Organizational Assessment Phase 1: Analysis Step 1 August - October •Analyze Implications Step 2 •Define Desired Future: Vision, Mission, Long-term Outcomes Phase 2: Step 3 Strategy •Develop Strategic Themes, Objectives Development and Measures Step 4 October - January •Define Strategic Initiatives Step 5 Phase 3: Action • Create Action Plans Planning Step 6 February – March •Develop Monitoring and Review Process Step 7 2

Pittsburgh Public Schools Strategic Planning Timeline Phase 1: Analysis Phase 2: Strategy Development August - October Phase 3: Action Planning October- January Leadership Overview Aug. 8 February March Define Outcomes and Community Input Strategic Themes Forums and Survey Stakeholder Input Identify Initiative Sponsors Review and Owners Environmental, Organizational Refine Trends and Issues Create Action Identify and Plans for Year 1 Train Strategy Initiatives Team Leaders, Develop Orient Team Objectives, Identify SWOT Members Develop Measures, and Prioritize Monitoring Initiatives Process Communication 2016 2017 We were We are here here 3

Strategic Plan Design Input September October •Community Listening Sessions in eight •Input session with a number of district geographic areas, including parents, teachers employees, students and general community members •Input session with all district principals •Superintendent meeting with community •Input session with students representing leaders every high school •Online input opportunity with over 800 •Review of annual student, parent and respondents teacher perception survey results •Strategic planning prioritization survey with over 1,100 respondents •Design session with central office leaders 4

November Review, Research and Input November 2nd Board Meeting for initial review of Strategic Plan Framework Further research to address board member questions Principal session for input on strategic plan framework Parent leader community forum for input on strategic plan framework Six community forums for input on strategic plan framework 5

Responses to Board Member Questions and Outstanding Items from November Education Committee Meeting 6

College Completion Rates Six Years After High School Graduation, Compared to Other Urban Schools 100% Low income schools are defined as schools where at least 50 percent of the entire student population (not just graduating seniors) is eligible for free or reduced price 80% lunch. Minority schools are defined as those schools where at 60% least 40 percent of the students are Black or Hispanic. 47% 40% 36% 32% 32% 22% 20% 0% PPS High minority Low minority High minority Low minority Low income . Higher income Source: National Student Clearinghouse , PPS 2015, others 2014 7

Environment Trends: Pittsburgh Resident Birth Rate Trends 5371 5371 5,500 5,500 These figures represent births to mothers who are 5,000 5,000 Pittsburgh residents. 4,500 4,500 3971 3971 4,000 4,000 3855 3855 3752 3752 3672 3672 3639 3639 3493 3493 3545 3503 3442 3,500 3,500 3,000 3,000 1992 1992 2006 2006 2007 2007 2008 2008 2009 2009 2010 2010 2011 2011 2012 2012 2013 2013 2014 2014 Source: Pennsylvania Department of Public Health 8

Grade 3 ELA Proficient and Advanced 2015-16 As indicated by the green line, PPS African American students who are not economically disadvantaged achieve at lower levels than similar students in the state overall, and significantly lower than PPS White 100% students who are economically disadvantaged. 79.0% Economically 80% 75.4% Disadvantaged 62.4% 60% 54.4% Non-Economically 51.9% Disadvantaged 41.6% 40% 31.9% 30.2% Economically Disadvantaged is 20% defined by the USDA free/reduced lunch guidelines. For 0% example, 2016 State PPS State PPS eligibility was defined African-American White as annual income AA White under $45,000 for a family of four. 9

Grade 8 ELA Proficient and Advanced 2015-16 This pattern is observed across multiple grades and subjects. 100% Economically 80% 73.7% 72.0% Disadvantaged 60% Non-Economically 48.9% 48.4% Disadvantaged 42.7% 36.5% 40% 28.8% 28.9% 20% 0% State PPS State PPS White African-American AA White 10

Literature Keystone Proficient and Advanced 2015-2016 100% 90.3% Economically Disadvantaged 80% 69.7% Non-Economically Disadvantaged 60% 54.2% 48.0% 40% 20% 0% African-American AA White White 11

Grade 3 Math Proficient and Advanced 100% Economically 80% 73.6% Disadvantaged 68.5% 60% Non-Economically 53.2% 47.8% Disadvantaged 40.1% 40% 33.9% 22.5% 20.0% 20% 0% State PPS State PPS White African-American AA White 12

Grade 8 Math Proficient and Advanced 100% Economically 80% Disadvantaged 60% Non-Economically Disadvantaged 46.1% 44.6% 40% 21.9% 20.5% 18.1% 20% 15.4% 7.6% 7.6% 0% State PPS State PPS White AA White African-American 13

Algebra 2015-2016 100% 81.10% 80% Economically Disadvantaged 60% 53.20% Non-Economically Disadvantaged 40% 32.30% 31.00% 20% 0% AA White African-American White 14

Input from November Community Forums 15

Strategic Plan Components The Direction Vision = desired impact, WHY we exist  Mission = descriptive statement of purpose, WHAT we do  Long-term Outcomes = specific, measurable results to achieve for students  Strategic Theme = areas that must be addressed to achieve long-term  outcomes Strategic Objectives = choices about how to address the strategic themes  The Methods Strategic Initiatives = significant projects to implement the objectives  Action Plans = how to get the projects done  16

District Vision All students graduating high school Promise-Ready and completing a two- or four-year college degree or workforce certification. District Mission The Pittsburgh Public Schools will be one of America’s premier school districts, student-focused, well-managed, and innovative. We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so that they have the opportunity to succeed in all aspects of life. 17

Strategic Theme #1 Strategic Initiatives Create a positive DRAFT Will include social/emotional supports; effective and supportive approaches to student conduct; student, parent and Strategic Plan school climate community engagement; high-quality advising; equity Framewor k Long Term Strategic Theme #2 Strategic Initiatives Outcomes Develop and Will include early childhood; college and career implement a rigorous, coursework; formative assessments; progress monitoring  Increase proficiency in aligned curriculum tools; equity literacy for all students  Increase proficiency in math for all students Strategic Theme #3 Strategic Initiatives  Ensure all students are Provide relevant and equipped with skills to Will address use of data to inform instructional practice; timely instructional succeed in college, coaching; learning communities; equity support for teachers career and life and school-based  Eliminate racial disparity staff in achievement levels of African American students Strategic Theme #4 Strategic Initiatives Foster a high- Will address recruitment, selection, hiring and retention of performance culture staff; shared accountability; professional growth for all employees opportunities; equity

What Did We What Action is Hear? Recommended? Consensus that long-term No elimination or • • outcomes and strategic addition of long-term themes are appropriate outcomes or strategic and represent priorities themes Appreciation of Continue to use the • • framework: succinct, framework to summarize simple, focused, logical the plan 19

What Action is What Did We Recommended? Hear? Need for measurable performance Next step will be to develop performance • • indicators to clearly define outcomes indicators for each Long-term Outcome Desire for specific initiatives within strategic Strategy Teams begin immediately to design • • themes initiatives. Full version of the plan will include detailed action steps Some concern that focus on achievement • disparities should include additional groups Measure performance for ALL subgroups but • to African-American students ensure initiatives address African-American disparities Some interest in broadening long-term • outcomes beyond math and reading to Ensure that initiatives address the rich content • include science, career education and arts required to be college, career and life ready Avoid an isolated focus on reading and math • skills that excludes other content and extra- curricular experiences 20