Strategic Planning PowerPoint

Strategic Planning Retreat
Identifying Strategic Needs in

Sioux Falls School District
OCTOBER 15TH, 2015
2015 THE DISTRICT MANAGEMENT COUNCIL
Agenda
Introduction & review of strategic planning process
60 min
Key findings from quantitative needs assessment
60 min
Break
15 min
Key themes from qualitative needs assessment
30 min
Closing and next steps
15 min
www.dmcouncil.org
The District Management Councils mission is to achieve systemic

improvement in public education.
DMC Mission
The District Management Council was founded in 2004 to help address the most pressing and
important challenges facing K-12 leaders.
DMC believes that strengthening the management capacity of schools is essential for raising student
achievement, improving operational efficiency, and allocating resources more effectively.
DMC practice areas relate to the key aspects of school district

performance.
DMC Practice Areas
Scope of DMCs engagement with Sioux Falls
School District
DMC has worked with several districts to shape their strategic vision.
Selected DMC Engagements

2011 2014
Boston Public Schools
Strategic re-alignment
and re-organization
Human capital strategy
ILLUSTRATIVE
Baltimore City Public

Schools
District strategic planning
Minneapolis Public
Schools
Virginia Beach City

Public Schools
Strategic budget
allocation design
Special education review

and implementation
planning
Hamilton County
Department of Education
Fayette County Public

Schools
District strategic planning
Strategic resource
allocation
Five members of the DMC team will be working on the strategic planning
project with Sioux Falls.
DMC Team
John J-H Kim, CEO
Hosanna Jones, Senior Advisor
John has led several organizations in the education

sector. He is also on the faculty of Harvard Business
School, and is co-chair of the Public Education
Leadership Project (PELP) at Harvard.
Hosanna brings extensive experience in the public

education sector. Most recently she was the State
Superintendent of Education for the District of
Columbia and was previously the chief of staff to
the CEO in Chicago Public Schools
jjhk@dmcouncil.org
617-453-0715
hjones@dmcouncil.org
678-956-0196
Kriti Parashar, Director
Kristen Keen, Associate
Kriti brings experience in financial management,

social enterprise, and non-profit management to
DMC.
Kristen has worked on projects involving best practice

reading efforts, related services staff, and resource
allocation, and brings a background in law, technology,
and management.
kparashar@dmcouncil.org
617-453-2108
kkeen@dmcouncil.org
617-453-2176
Andrew Larson, Executive

Assistant
Andrew has a background in administrative
support and office services. Andrew supports
DMCs project teams in all areas of logistics.
alarson@dmcouncil.org
617-453-2275
Sioux Falls engaged DMC to assist with drafting a focused, coherent, and
actionable strategic plan to guide the district in its next phase of growth.
Strategic Planning - Rationale and Objectives
DRAFT
District Situation
Most school districts navigate a number
of challenges and competing interests:
Increasing Student Needs
Tightening Budgets
Rising Accountability
Strategic Planning Benefits

A coherent strategic plan helps navigate
the growing number of challenges by:
Prioritizing a focused and actionable

set of the most important levers for
improving performance
Aligning all district stakeholders on a

clear path forward over the next few
years
Providing a guidance document to drive

allocation of districts limited
resources (financial, human capital and
others)
Growing Regulation
www.dmcouncil.org
We are currently in the process of wrapping up the needs assessment phase

which will form the basis of the strategic plan.
Project Workplan
Phase I - Design
Conduct Needs Assessment
August - September 2015
Form steering committee

Gather and analyze quantitative
data on what is working well and
areas in need of improvement
Conduct stakeholder interviews
to better understand root causes
of district challenges
Share findings from needs
assessment with steering
committee and others to inform
strategic plan
Current focus
Develop Strategic Plan

October 2015 - January 2016
Work with steering committee

to:
o Draft a theory of action
o Develop district priorities in
line with the drafted theory of
action
o Finalize measurable goals
related to district priorities
Incorporate community
feedback into the drafted plan
Phase II - Implementation
Provide Implementation
Support
9-12 months (if applicable)
Form implementation teams and

begin planning for Phase II
Create a list of current school
system initiatives
Perform a gap analysis to identify
future initiatives
Finalize a new set of initiatives
aligned with priorities
Develop an action plan (with
detailed phasing and roles and
responsibilities)
Manage and report on the progress
of implementation
The steering committee consists of staff members from different levels in

the organization.
Strategic Planning Steering Committee Membership
Name
Position
Dr. Brian Maher
Superintendent
Doug Morrison
School Board Member
Kate Parker
School Board Member
Todd Vik
Business Manager, Executive Team
Deb Muilenburg-Wilson
Director of Special Services, Executive Team
Ann Smith
Program Supervisor, ELL Services
Laura Raeder
Program Supervisor, Curriculum Services
Teresa Boysen
Principal, Harvey Dunn Elementary
Jamie Nold
Principal, Washington High School
Pam Oberembt
President, Sioux Falls Education Association
The design of the strategic plan will consist of articulation of the theory
of action, priorities, and measurable goals.
Strategic Planning Framework
Framework
DESIGN
Measurable
Goals
Initiatives
Action Steps
(outlining responsibilities and timelines)
www.dmcouncil.org
Primary District
Responsibility
IMPLEMENTATION
Priorities
Joint School Board and

District Responsibility
Theory of Action
Definitions
Theory of Action: Fundamental belief
around what will lead to long term
success in the district
Priorities: Broad areas of focus to
support the theory of action
Measurable goals: Specific and
measurable goals related to district
priorities
Initiatives: Specific projects related to
priorities that help to achieve the
measurable goals
Action steps: An articulation of what

steps need to occur, by when and by
whom
10
A theory of action is a logical derivation expressing what will ultimately

drive success in the district.
Theory of Action
Theory of
Action
Examples of a
Theory of
Action
A set of beliefs, policies, and practices connected by logic rules. In

short, belief around why something will be successful
Ask yourself Fundamental belief around what will lead to
long term success in the district
If resources are in the schools:
School communities have autonomy over resources
Resources are allocated transparently according to a formula
based on student population and characteristics; and,
There is appropriate guidance, support and accountability from
the district office;
Then school communities will make improved decisions based on
school needs, and student achievement will increase.
If principals will:
Be responsible for being instructional leaders;
Oversee teacher effectiveness;
Convey district priorities to appropriate stakeholders; and,
Be in charge of focusing the use of school resources;
Then principals will be the primary leaders of change throughout
the district.
11
Priorities are areas of focus for the district and must be determined with
the theory of action in mind.
Priorities
Broad thematic areas of focus

Priorities
Examples of
Priorities
Ask yourself How will we support the theory of action?

The district will provide each and every student high quality
instruction that fosters inquiry, creative thinking, complex
problem solving, and collaboration.
The district will implement strategies to ensure a high quality and
diverse workforce.
The district will encourage and sustain collaborations with
families and the entire community to support student success.
The district will foster personal well-being and healthy among
students and staff through increased awareness and
engagement on these topics.
The district will allocate resources efficiently, equitably, and
transparently to accomplish our priorities.
12
Measurable goals are SMART goals for each of the priority areas.
Measurable Goals
Specific and measurable targets related to district priorities

Measurable
Goals
Examples of
Measurable
Goals
Ask yourself are all of the goals SMART?

Specific
Measurable
Aggressive yet Achievable
Relevant
Time-bound
By 2020, at least 85% of schools will meet or exceed state
accountability expectations for ALL students groups.
By 2020, at least 18% of the districts staff will represent diverse
populations.
By 2020, stakeholders (students, staff, and community
members) survey responses indicating a positive perception on
items regarding availability of courses, instructional materials,
and programs in their school will increase by X% until reaching Y
%.
By 2020, the percent of students suspended from school will not
exceed 5% for any student group.
By 2020, every school will have a student attendance rate of
96% or higher.
13
Initiatives are specific actions that assign ownership and timing to the
broader goals and strategies.
Initiatives (Optional)
Initiatives
Specific actions related to each priority that help to achieve the

measurable goals
Ask yourself what needs to happen by when and by whom?
Examples of
Initiatives
By implementing a targeted minority recruitment program

focused on attracting and hiring highly effective employees,
minority representation across all employee groups will reflect
16% of the districts staff by December 2018. This percentage
will annually increase by 2%.
By December 2016, the district will create a new partnership
model to index all current partnerships and establish a process
to evaluate, monitor, and manage existing partnerships to
support the districts strategic goals.
By July 2016, the district will reduce by 1 day the average
number of days missed by employees by developing an absence
management program that establishes systemic expectations
and provides supervisor/employee supports which positively
impact employee attendance.
By June 2017, 100% of district schools will have developed and
implemented a school wellness plan.
14
Agenda
60 min
60 min
Break
15 min
30 min
15 min
www.dmcouncil.org
15
Both quantitative and qualitative district data was analyzed to provide a

full picture of SFSDs areas of strength and improvement.
Needs Assessment Methodology
Quantitative
Performance data
o Academic
o College-readiness
o Budget
Qualitative
Focus groups with:

o Central office leadership
o
Principals
Teachers
Demographics data
Parents
Behavior-related data
School board members
School-level review
Comparison of Sioux Falls to other
districts
www.dmcouncil.org
16
Executive Summary
Key Quantitative Findings:
1
Performance:
- Academic: Poverty levels are a strong predictor of performance across all school levels
- College-Readiness: The percentage of students taking one or more Advanced Placement
course has increased, however only 16% are from low income households.
- Budget: The districts per-pupil expenditure has remained steady over the past 5 years.
Demographics:
2
- Nearly 33% of Sioux Falls students belong to an ethnic or racial minority, yet only 2% of Sioux
Falls teachers come from similar backgrounds.
Behavior:
- Total suspensions have decreased over the past 5 years primarily driven by a decline in inschool suspensions.
www.dmcouncil.org
17
Executive Summary
1
Performance:
- Academic: Poverty levels are a strong predictor of performance across all school levels
- Budget: The districts per-pupil expenditures have remained steady over the past 5 years.
Demographics:
2
Behavior:
www.dmcouncil.org
18
Performance Key Findings
Academic:
Elementary Level:
- There is a wide range in reading proficiency across elementary schools, with the district
average below the state average.
Middle School Level:
- Overall, the percentage of 8th graders scoring proficient or above in math is above the states
average, however there is a wide disparity in performance across schools in both ELA
and math.
High School Level:
- The percent of 11th grade students scoring proficient or above on the state assessment in
math and reading in Sioux Falls is above the state average.
www.dmcouncil.org
19
There is a wide range in performance across elementary schools in Sioux

Falls with the average 3rd grade ELA proficiency at 46%.
% 3rd Graders Proficient on SBAC ELA/Literacy
Percent Proficient on 2015 SBAC ELA/Literacy (Grade 3)
State Average: 48%

District Average: 46%
Elementary Schools
Source: SBAC Spring 2015 results; South Dakota Department of Education

www.dmcouncil.org
20
There is a strong inverse trend between poverty and proficiency in

reading for elementary schools.
% 3rd Graders Proficient on SBAC ELA/Literacy
Percent Proficient on 2015 SBAC ELA/Literacy Compared to Percent FRPL

Eligible (Grade 3)
District Average
% FRPL Eligible
www.dmcouncil.org
21
Middle school students perform at a higher level than that of the state as
seen on the the 2015 SBAC ELA assessment.
% 8th Graders Proficient on SBAC ELA/Literacy

State Average: 47%
Middle Schools
www.dmcouncil.org
22
The performance for 8th graders on the 2015 SBAC math assessment is
also higher compared to that of the state.
% 8th Graders Proficient on SBAC Math
Percent Proficient on 2015 SBAC Math (Grade 8)
State Average: 38%
Middle Schools
www.dmcouncil.org
23
Middle schools with the highest levels of FRPL eligible students have the
lowest proficiency levels on the SBAC ELA assessment.

Eligible (Grade 8)
District Average
% FRPL Eligible
www.dmcouncil.org
24
Performance on the 2015 SBAC ELA assessment was fairly consistent

across high schools in the district and is above the state average.

State Average: 60%
High Schools
www.dmcouncil.org
25
On average, less than half of 11th graders in Sioux Falls scored proficient
or above on the 2015 SBAC math assessment.
% 11th Graders Proficient on SBAC Math
Percent Proficient on 2015 SBAC Math (Grade 11)

State Average: 39%
High Schools
www.dmcouncil.org
26
High schools in the district remain near the overall district average for
proficiency in ELA regardless of poverty rate.

Eligible (Grade 11)
District Average
% FRPL Eligible
www.dmcouncil.org
27
College Readiness:
- In 2014, the district had an average graduation rate of 82.1%, however and approx. 66% of
low income students graduated that year.
- Of the 22% of high school students taking at least one AP course, only 16% were from low
income households.
www.dmcouncil.org
28
Sioux Falls graduation rates vary across the district by school.
4 Year Cohort Graduation Rate by Subgroup (2014)
Graduation Rate
10/26/15%
NTHS
10/26/15%
10/26/15%
10/26/15%
WHS
LHS
RHS
Source: Data provided by district

www.dmcouncil.org
29
While Sioux Falls has high graduation rates for white and Asian students,
the district only graduates 67% of its low income students in four years.
4 Year Cohort Graduation Rate by Subgroup (2014)
State Average
83%
82%
Graduation Rate
District Average
10/26
/15
10/26
/15
10/26
/15
10/26/1
5
10/26/15
10/
26/
15
10/26/1
5
10/26
/15
10/26/15
Source: South Dakota State Report Card 2014

www.dmcouncil.org
30
While low income students as a group have a low graduation rate, the schools
with the highest concentration of this population are above the districts average.
Graduation Rate
Graduation Rates Compared to Percent FRPL Eligible
District Average
% FRPL Eligible
www.dmcouncil.org
31
For the past 5 years, the districts high school drop out rate has
increased slightly.
High School Drop Out Rate
2010 2014
High School Drop Out Rate
10/26/15
10/26/15
Year
www.dmcouncil.org
32
In 2014, 22% of high school students were enrolled in at least 1 AP course.
Percent of Sioux Falls Students Enrolled in Advanced Placement Courses

2011 2014
2014
2013
2012
% Students Enrolled
2011
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26
/15
10/26/15
10/26/15
10/26/15

www.dmcouncil.org
33
Budget:
- Sioux Falls per-pupil expenditures have remained steady over the past 5 years.
- Only 7 of South Dakotas 124 school districts scored higher on the ACT composite and with
less per-pupil spending than Sioux Falls.
www.dmcouncil.org
34
District per-pupil expenditures have remained steady over the past 5

years.
Sioux Falls Per-Pupil Expenditure
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
Per-Pupil Expenditure ($)
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
Year

www.dmcouncil.org
35
Across the district, school operating budgets are adjusted to meet the
differing needs of their student populations.
Percentage FRPL Compared to School Per-Pupil Operating Expenditure
$10/26/15
Per-Pupil Operating Expenditure ($)
$10/26/15
$10/26/15
$10/26/15
$10/26/15
$10/26/15
District Average
$10/26/15
Key:
Elementary
High
% FRPL
Middle
Source: School operating budgets provided by district; FRPL data from South Dakota Department of Education
www.dmcouncil.org
36
Out of South Dakotas 124 school districts, only 7 have a lower per-pupil
expenditure and a higher ACT composite score than Sioux Falls.
2014 Per-Pupil Operating Expenditure & ACT Composite Scores
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
State Average: 22.0
10/26/15
$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15$10/26/1510/26/15
10/26/15
Note: The size of the dot represents the enrollment in the school district; 7 school districts with lower per-pupil expenditure and higher ACT composite scores are: Warner 06-5,
Spearfish 40-2, Brandon Valley 49-2, Elk Point-Jefferson 61-7, Yankton 63-3, Brookings 05-1, and Madison Central 39-2.
Source: South Dakota State Department of Education
www.dmcouncil.org
37
Compared to large districts in neighboring states, Sioux Falls has the

lowest per-pupil expenditure and the highest graduation rates.
2014 4 Year Cohort Graduation Rates Compared to Per-Pupil
Operating Expenditure
4 Year Cohort Graduation Rate
10/26/15
South Dakota State Average
82%
81%
10/26/15
10/26/15
54%
$10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15 $10/26/15
10/26/15
Note: The size of the dot represents the enrollment in the school district
Source: South Dakota Department of Education, Nebraska Department of Education, Minnesota Department of Education
www.dmcouncil.org
38
Executive Summary
1
Performance:
- Academic: Poverty levels are a strong predictor of performance across all school levels.
Demographics:
2
Behavior:
www.dmcouncil.org
39
Demographics Key Findings
Overall:
- The student enrollment in Sioux Falls has grown over the past 5 years [+1.5% per year].
Student:
- The gap between the state and Sioux Falls for the percentage of students eligible for FRPL
has remained steady over the past 5 years.
Teacher:
- Teacher attrition rate has more than doubled over the past 5 years.
- Sioux Falls teacher force is significantly less diverse in comparison to its student
population
www.dmcouncil.org
40
The district enrollment has been steadily growing over the past five
years.
# of students enrolled
District Enrollment
2010 2014
1.5% growth each year

over the past 5 years
10/26/15
Year
Note: This enrollment analysis does not
Source: South Dakota Department of Education
www.dmcouncil.org
41
Overall, enrollment in lower grades has increased over the past five
years.
Enrollment by Grade
2010 2014
2100
Grade 2
2000
# of students enrolled
1900
Grade 3
1800
1700
1600
10/26/15
1500
Grade 12
1400
1300
2010
2011
2012
2013
Grade
K
1
2
3
4
5
6
7
8
9
10
11
12
Compound annual
growth rate
2.0%
2.6%
3.4%
3.4%
2.5%
1.5%
2.1%
1.8%
0.4%
0.5%
0.0%
-1.6%
0.3%
2014
Year
Compounded annual growth rate is the year on year growth rate over a specified period of time.
Source: South Dakota Department of Education
www.dmcouncil.org
42
The gap between the state and Sioux Falls for the percentage of students
eligible for FRPL has remained steady.
Percentage of Students Eligible for FRPL
2011 2014
10/26/15
10/26/15
10/26/15%
10/26/15
% of students eligible for FRPL
10/26/15%
10/26/15
10/26/15
10/2
6/15
10/2
6/15
10/2
6/15
State
District
10/26/15
10/2
6/15
Year
Source: South Dakota Department of Education; data from 2010 was not available.
www.dmcouncil.org
43
However, compared to large school districts in neighboring states, Sioux

Falls has less students who are free and reduced priced lunch eligible.
10/26
/15
Minneapolis
35,356 students
Lincoln
39,066 students
SFSD
23,964 students
Demographics in Sioux Falls Compared to Other Districts
10/
26/
15
10/26/15
Source: South Dakota Department of Education, Nebraska Department of Education, Minnesota Department of Education
www.dmcouncil.org
44
Sioux Falls teacher attrition rates have more than doubled over the past 5
years.
Average Teacher Attrition Rate
Sioux Falls Teacher Attrition Rates

2010 2014
10/2
10/2
6/15
6/15
Note: Attrition rate does not include retirements.
www.dmcouncil.org
10/2
6/15
10/2
6/15
10/2
6/15
45
Sioux Falls teaching force is significantly less diverse than the student
population with some groups almost not represented entirely.
Minority Representation: Student vs. Teacher Populations
2014
Student Diversity
Teacher Diversity
Hispanic
10/26/15
10/26/15
American Indian/Alaskan Native
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15
10/26/15

www.dmcouncil.org
46
Executive Summary
1
Performance:
- Academic: Poverty levels are a strong predictor of performance across all school levels.
Demographics:
2
Behavior:
www.dmcouncil.org
47
Behavior Key Findings
www.dmcouncil.org
48
In-school suspensions have gradually decreased over the past 5 years,

and out-of-school suspensions have remained steady.
SFSD In-School & Out-of-School Suspension Rates
10/26/15%
10/26/15%
Suspension Rates
10/26/15%
10/26/15%
10/26/15%
10/26/15
10/26/15%
10/26/15%
10/26/15%
10/26/15
10/26/15%
10/26/15%

www.dmcouncil.org
Year
49
Agenda
60 min
60 min
Break
15 min
30 min
15 min
www.dmcouncil.org
50
Agenda
60 min
60 min
Break
15 min
30 min
15 min
www.dmcouncil.org
51
Around 50 different stakeholders participated in focus groups to provide

qualitative insights on district performance.
Stakeholders Interviewed
Students from all levels
PTA representation
Central
Office
Students in specialized
programs
Assessment, Technology, & Information

Services
Business Manager & Community Relations
Curriculum, HR & Legal, Specials, ELL, and
Operational Services
Teachers &
Instructional
Coaches
Parents
Stakeholders
Interviewed
Kent Alberty, President

Carly Reiter
www.dmcouncil.org
School
Board
Members
Principals
Elementary Level
Secondary Level
Specialized
Programs
Elementary, Middle,
and High Schools
Specialized
Programs
52
3 key questions were asked in the focus groups to help uncover the
districts strengths and opportunities for improvement.
Focus Group Questions
1
What do you believe is going well in the district?
What do you believe are some opportunities for improvement?
If you could name your top 3 priorities for the district in the years to come, what would they be?
www.dmcouncil.org
53
Sioux Falls has many areas of strength to build upon.
1 Things Going Well in the District

Key Themes
Dedicated & passionate
staff
Opportunities for
multiple pathways
High expectations for

students
Comprehensive
supports for new
teachers
High quality facilities
www.dmcouncil.org
Description
Sioux Falls staff members are dedicated to their students

and proud of the district and its achievements
The district offers a wide variety of pathway options

for students (e.g., Spanish immersion programs,
Honors program, etc.) although they are not
continuous through K-12
Sioux Falls has a culture of high expectations where

good enough is not part of their vocabulary
The district provides numerous supports for new

teachers such as instructional coaches, well
documented curriculum for each subject, etc.
Sioux Falls has invested significantly in its buildings and

other facilities (e.g., technology access with 1:1 devices)
although the technology infrastructure may require some
upgradation (reports of connectivity issues are common)
54
Opportunities for improvement focused on need for increasing supports

for the student population.
2 Opportunities for Improvement (1 of 2)
Key Themes
Student achievement
Teacher recruitment
and retention
Increasing need for

social-emotional
supports
www.dmcouncil.org
Description
Elementary reading performance is lower than the state

average
There is large variation in performance across schools,

e.g. graduation rates vary significantly across high schools
Recruitment of high quality staff is becoming increasingly

difficult with a continuously shrinking pool of candidates
Teacher attrition is on the rise potentially due to lower

salaries compared to adjoining states
Number of behavior related incidents have increased

significantly over the past year, especially at the elementary level
The number of programs offering behavior supports may not

be sufficient to serve growing student needs
55
A number of district-level areas of opportunity also emerged from focus

group discussions.
2 Opportunities for Improvement (2 of 2)
Key Themes
Unclear
communication
Insufficient district
readiness for changing
student demographics
and needs
www.dmcouncil.org
Description
Unclear and scattered communication approaches with

families, e.g. through website, apps and no paper pamphlets
Perception of limited transparency between the central

office, schools, and community.
Limited resources and avenues for communicating with and

supporting families from differing cultural or socio-economic
backgrounds
Need for system level changes, e.g. change in boundaries and

open enrollment policies, institution of leadership positions
focusing on reduction in gaps in student achievement,
investment in early ed. or summer learning programs, etc.
56
Stakeholders suggested increasing supports for students and teachers

as key priority areas.
3 Priorities
Strengthening Supports for

Struggling Students
Expand access to specific

programs, e.g., early
childhood, behavior
supports, etc.
Tailor supports for students

based on the specific needs
of student groups
Utilize expertise of
instructional coaches to
provide differentiated
supports to students
www.dmcouncil.org
Strengthening Supports for

Teachers
Strengthen teacher
recruitment and retention
using non-monetary
incentives such as flexible
schedules, professional
development, etc.
Create a system for
recognition of exceptional
staff members
Engaging the Community
Use offline and online

communication channels to
promote communication and
collaboration with
community members
Promote awareness among

community members around
key district issues
Create systems to share

information and best
practices with schools
around meeting student
needs
57
Agenda
60 min
60 min
Break
15 min
30 min
15 min
www.dmcouncil.org
58
The steering committee will now begin drafting different elements of the
strategic plan.
Next Steps
What happens next?
The steering committee will begin drafting the different elements of the strategic plan
Once an initial draft of the strategic plan is complete, it will be shared with internal and external
district stakeholders for input and feedback
Information on the strategic plan progress and process will also be available on the district
website
www.dmcouncil.org
59

Strategic Planning PowerPoint

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Strategic Planning Retreat

Identifying Strategic Needs in

2015 THE DISTRICT MANAGEMENT COUNCIL

Introduction & review of strategic planning process

Key findings from quantitative needs assessment

Key themes from qualitative needs assessment

Closing and next steps

The District Management Councils mission is to achieve systemic

DMC practice areas relate to the key aspects of school district

Selected DMC Engagements

Boston Public Schools

Baltimore City Public

District strategic planning

Virginia Beach City

Special education review

Fayette County Public

District strategic planning

Hosanna Jones, Senior Advisor

John has led several organizations in the education

Hosanna brings extensive experience in the public

Kriti Parashar, Director

Kristen Keen, Associate

Kriti brings experience in financial management,

Kristen has worked on projects involving best practice

Andrew Larson, Executive

Increasing Student Needs

Strategic Planning Benefits

Prioritizing a focused and actionable

Aligning all district stakeholders on a

Providing a guidance document to drive

We are currently in the process of wrapping up the needs assessment phase

Form steering committee

Develop Strategic Plan

Work with steering committee

Form implementation teams and

The steering committee consists of staff members from different levels in

Dr. Brian Maher

School Board Member

School Board Member

Business Manager, Executive Team

Director of Special Services, Executive Team

Program Supervisor, ELL Services

Program Supervisor, Curriculum Services

Principal, Harvey Dunn Elementary

Principal, Washington High School

President, Sioux Falls Education Association

Joint School Board and

Action steps: An articulation of what

A theory of action is a logical derivation expressing what will ultimately

A set of beliefs, policies, and practices connected by logic rules. In

Broad thematic areas of focus

Ask yourself How will we support the theory of action?

Specific and measurable targets related to district priorities

Ask yourself are all of the goals SMART?

Specific actions related to each priority that help to achieve the

By implementing a targeted minority recruitment program

Introduction & review of strategic planning process

Key findings from quantitative needs assessment

Key themes from qualitative needs assessment

Closing and next steps

Both quantitative and qualitative district data was analyzed to provide a

Focus groups with:

School board members