Strat Strategic Planning gic Planning Re Research F Findings - PowerPoint PPT Presentation

Montgomer Montgomery T y Township School District wnship School District Strat Strategic Planning gic Planning Re Research F Findings Februar bruary 22, 20 22, 2017 Gina Siemieniec, Ph.D. Gina Siemieniec, Ph.D. Executive Vice President

Agenda Overview of the Strategic Planning Process  Review Research Findings  Next Steps  2

The Strategic Planning Process PHASE I: PHASE II: PHASE III: Engage Focus Execute Develop specific action Create a focused and Engage stakeholders to plans to accomplish the actionable strategic plan document the current state goals and objectives aligned to stakeholder of reality and the desired identified in the priorities. future position of the strategic plan. school district.  Conduct School Board and Superintendent  Develop a draft strategic plan to serve  Facilitate administrator planning interviews (10). as a broad framework to guide the meetings to guide implementation. future direction of the District. The -----------------------------------------------  Conduct focus groups with key stakeholder  Support the development of an strategic plan contains: populations (203 participants).  Mission, Vision, and Guiding implementation matrix, which Principles contains the following:  Review archival data and reports provided  Global Findings  Objectives by the District.  Strategic Goals  Strategies/Actions  Objectives  Timelines  Administer surveys of key stakeholder  Resources populations (3,614 respondents).  Metrics  Facilitate School Board work sessions to review research findings and finalize  Perform rigorous analysis of student  Develop a District dashboard to the strategic plan. achievement data. monitor progress toward goals. Over 3,800 stakeholders provided input.  Indicates Completion 3

The Strategic Planning Process Current Situation Communication Vehicle Parent Views Strategic Plan Employee Views Document Community Views Decision Framework Student Views Educational Trends Monitoring Plan External Comparisons 4

Structure of the Strategic Plan  The model to the right is a visual representation of the strategic planning process.  The first two phases of the process extend from the Mission, Vision, and Guiding Principles through Strategic Goals and Objectives.  The Board’s responsibilities include: articulating and documenting the District’s reason for being (Mission), its aspirations (Vision), core beliefs and philosophies (Guiding Principles), and strategic goals.  Objectives transition to Administration to develop strategies for “how” the goals will be accomplished. 5

Key Strengths  Stakeholders rate the overall quality of education excellent.  High quality core programs.  Students perform well above peer districts, state, nation, and the world.  High percentage of students taking AP courses receive college credit.  Employees agree the District is a great place to work.  Highly educated families who value education.  Stakeholders recognize cultural diversity in the community and schools as a strength.  District schools are safe and secure.  Good financial state.  Facilities are well-maintained. 6

Opportunities for Improvement  Curriculum alignment across grades and buildings.  Perceptions of the science program.  Special education services.  Programs for English Language Learners (ELLs).  Professional development for support staff.  Students’ social-emotional well-being.  Classroom differentiation.  Innovative programs and pathways.  Parent communication of student progress.  Employees desire more involvement and better communication related to planning and implementation of new initiatives. 7

Vision for the Future 8

Portrait of a Graduate The skills and characteristics frequently mentioned include:  College and career readiness  Strong academics  Good communication skills  Good social and emotional skills  Self-awareness  Confidence and compassion  Resiliency  Innovativeness  Analytical, critical thinking and problem solving skills  Ability to work collaboratively and respect different viewpoints  Community service and civic engagement 9

Stakeholder Priorities Top Five Areas Selected as Highest Priority Most Frequently ALL Parents Students Employees Community Providing a safe environment for students 60% 47% 66% 60% 58% and employees. Hiring and retaining quality teachers. 60% 42% 61% 49% 53% Preparing students to be socially 51% 35% 58% 49% 48% responsible citizens. Preparing students to be college and 50% 41% 48% 47% 47% career ready. Ensuring a well-rounded educational 49% 37% 55% 44% 46% experience for all students. 10

Quality of Education 11

The Overall Quality of Education in the District Parent, Student, Employee, and Community Responses, Percentage Good/Excellent 97% 90% 89% 87% 86% 74% Parents Students Employees Community ALL ECRA Industry Benchmark 12

Ratings of the Quality of Curricular Areas and Programs Parent, Student, and Employee Responses, Percentage Good/Excellent ALL Parents Students Employees The quality of the English/Language Arts program. 81% 77% 91% 83% The quality of the math program. 80% 76% 91% 82% The quality of the visual and performing arts 82% 73% 92% 82% program (e.g., music, art). The quality of the social studies program. 79% 76% 79% 78% The quality of the related arts programs (e.g., 77% 67% 88% 77% specials). The quality of programs for advanced learners 71% 72% 88% 77% (e.g., Honors, Advanced Placement). The quality of the PE/Health program. 77% 61% 85% 74% The quality of special education services. 70% 66% 84% 73% The quality of student support services (e.g., 62% 64% 82% 69% guidance, counseling, social work). The quality of the world languages program. 65% 61% 81% 69% The quality of programs for English Language 70% 61% 64% 65% Learners (ELLs). The quality of the science program. 68% 45% 79% 64% Key Positive rating ( ≥ 75%) Mixed rating (50%-74%) Lower rating ( ≤ 49%) 13

Montgomery Township School District Students Rating Program Quality as Good/Excellent by Department and Grade Percent Rating Quality as Good or Excellent 7th 8th 9th 10th 11th 12th Grade Grade Grade Grade Grade Grade Science 57% 77% 38% 33% 31% 30% Math 86% 80% 78% 68% 70% 71% English/Language Arts 82% 78% 79% 65% 79% 83% World Languages 75% 57% 59% 54% 60% 59% Performing Arts 79% 76% 75% 69% 69% 75% Social Studies 79% 76% 75% 69% 69% 75% 14

Montgomery High School Student Ratings of the Science Program Quality by Courses Taken Unsatisfactory/Poor Average Good/Excellent 3 or more AP/Honors Courses 42% 29% 29% 1-2 AP/Honors Courses 39% 27% 34% 0 AP/Honors Courses 36% 28% 37% 15

Montgomery Township School District 2015 Advanced Placement Science Mean Scores 5.00 4.00 3.00 2.00 1.00 Physics C: Environmental Physics C: Biology Chemistry Electricity & Science Mechanics Magnetism MTSD 3.97 3.55 3.76 3.70 4.27 State 3.19 2.99 2.84 3.53 3.71 U.S. 2.90 2.62 2.58 3.35 3.50 Global 2.91 2.66 2.59 3.44 3.56 16

Montgomery Township School District 2015 Statewide Science Assessments Percent Passing 100 80 60 40 20 0 NJASK 4 NJASK 8 NJBCT MTSD 97.3 94.7 81.4 DFG J 97.9 94.1 87.9 State 90.6 77.0 57.8 17

Parent Relationship Between Ratings of the Overall Quality of Education in the District and Other Survey Items Correlation Favorable Parents Coefficient* Ratings** The quality of the English/Language Arts program. 0.72 81% I am happy with my child(ren)’s school(s). 0.70 75% My child(ren)’s school(s) is preparing my child(ren) to be 0.69 71% successful in life. The quality of the math program. 0.67 80% Teachers provide quality instruction to students. 0.66 73% * All correlations are significant (p < .01). ** Percentage of parents who rated the survey item good/excellent or agree/strongly agree Key Positive rating ( ≥ 75%) Mixed rating (50%-74%) Lower rating ( ≤ 49%) Small Correlation Coefficient Moderate Correlation Coefficient Large Correlation Coefficient 0.10 – 0.29 0.30 – 0.49 0.50 – 1.00 18

Student Relationship Between Ratings of the Overall Quality of Education in the District and Other Survey Items Correlation Favorable Students Coefficient* Ratings** Teachers provide quality instruction to students. 0.54 66% The quality of the English/Language Arts program. 0.50 77% The quality of the math program. 0.50 76% I am happy with my school. 0.49 65% The quality of programs for advanced learners 0.49 72% (e.g., Honors, Advanced Placement). * All correlations are significant (p < .01). ** Percentage of students who rated the survey item good/excellent or agree/strongly agree Key Positive rating ( ≥ 75%) Mixed rating (50%-74%) Lower rating ( ≤ 49%) Small Correlation Coefficient Moderate Correlation Coefficient Large Correlation Coefficient 0.10 – 0.29 0.30 – 0.49 0.50 – 1.00 19