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Aligning the State Performance Plan, Improvement Strategies, and Professional Development. 2006 Project Directors' Conference July 31, 2006 Bob Runkel. Aligning the State Performance Plan, Improvement Strategies, and Professional Development.

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aligning the state performance plan improvement strategies and professional development

Aligning the State Performance Plan, Improvement Strategies, and Professional Development

2006 Project Directors' Conference

July 31, 2006

Bob Runkel

aligning the state performance plan improvement strategies and professional development1
Aligning the State Performance Plan, Improvement Strategies, and Professional Development
  • provide a state perspective on the development of measurable and rigorous targets for each of the monitoring indicators and the development of improvement strategies to address the state’s targets
aligning the state performance plan improvement strategies and professional development2
Aligning the State Performance Plan, Improvement Strategies, and Professional Development
  • Personal perspective
    • Changes
    • Opportunity
  • Responsibilities to children and families
    • State agency role
    • Project Directors
aligning the state performance plan improvement strategies and professional development3
Aligning the State Performance Plan, Improvement Strategies, and Professional Development
  • Montana
    • Less than one student per square mile
    • 852 schools, 446 school districts
    • 47 of Montana, 56 counties meet the definition of “the American frontier”
    • Median school district size of just over 100
    • Many one-room schoolhouses
montana background
Montana Background

Sylvanite

Elementary

8 Students

1 Teacher

Lincoln County

montana background1
Montana Background
  • Hellgate High School
    • 1300 Students
    • 96 Teachers
    • Missoula County
aligning the state performance plan improvement strategies and professional development4
Aligning the State Performance Plan, Improvement Strategies, and Professional Development
  • Setting the stage for change
    • Trust
    • Communication
    • Relationships
  • Setting the stage for sustainability
    • Gaining buy in
    • Integration with basic operations of special education and general education
gaining buy in
Gaining Buy In
  • Engage all Division staff
    • Development of the State Performance Plan
    • http://www.opi.mt.gov/SpecEd/index.html
    • Draft targets
  • Engage stakeholders
    • Special Education Advisory Panel-setting targets
    • Comprehensive System of Personnel Development State Council (CSPD)-establishing improvement strategies
gaining buy in1
Gaining Buy In
  • Stakeholder representation via Advisory Panel
    • Facilitated process of target setting with support from the Mountain Plains Regional Resource Center (MPRRC)
    • Setting rigorous, reality based goals
    • Indicators reflecting sound statistical practices
gaining buy in2
Gaining Buy In
  • Advisory Panel/CSPD Council facilitated meeting
    • Participation with OSEP facilitated by MPRRC
    • Establish a common vision for the role of the State Performance Plan in the work of the state
    • Commitment to the vision
    • Identifying strategies for improvement
integration with basic operations
Integration with basic operations
  • Using professional development resources to target performance indicators
    • Tying statewide CSPD initiatives to performance indicators
    • Tying CSPD initiatives in each of the five CSPD regions to the performance indicators
    • Preparing teachers at the preservice level
      • Higher Education Consortium
integration with basic operations1
Integration with basic operations
  • Investment in data
    • Wise use of resources
    • Public confidence
  • Data quality
    • Statewide, student-record based Data collection
      • Example: Indicator #7 (preschool outcomes)
    • Fully integrated with general education
integration with basic operations2
Integration with basic operations
  • Data quality (continued)
    • Use of minimum “N”
    • Use of confidence intervals
    • On-site validation steps
integration with basic operations3
Integration with basic operations
  • Monitoring/focused intervention
    • School selection based on SPP indicators
      • Impacting indicators statewide
      • Impacting indicators at the district level
    • Resources set aside specifically for supporting schools to improve SPP performance indicators
integration with basic operations4
Integration with basic operations
  • Plans for reaching out to other general education operations
    • “Egrants” federal grants management system that requires districts to identify activities that support their school improvement plan
    • Coordinating with the statewide system of support under ESEA Title I Part A
    • Public reporting of school district performance embedded in the school’s report card
opportunities
Opportunities
  • Shared priorities across divisions within the SEA
  • Satisfaction that comes with observed progress
  • Improved public confidence that comes with accountability
  • Common School Improvement Plan with general education
  • Moving toward a unified system of education
  • Improved outcomes for students