Planning
looks at the process used to develop district/school/classroom
plans and how the daily work aligns to those plans.
Also examined is how the plans are translated into actions
and deployed throughout the district/school/ classroom.
The planning process provides an opportunity for district/
school students, staff parents and community to work
together in translating state and district expectations
into specific direction. Clear, measurable goals and
a results-orientation provide the focal point for effective
teamwork and appropriate actions to achieve goals. The
long-range plan is the basis for alignment and coordination
of work
| Key
Questions for Data Sources [top] |
A.
Our school has an improvement planning process. Key
steps and participants and length of time covered
include:
B. Our school's planning addresses key factors by
gathering and analyzing relevant data and information.
How? Key data and information gathering/analysis includes:
C. Our school has short-and long-term objectives,
a timetable for accomplishing them, and goals/targets,
as appropriate. These include:
D. Our school's objectives address the challenges
identified in the school improvement plan and district
long-range improvement plan. How?
E. Our school develops and deploys action plans to
help achieve our objectives. How? Key elements include:
| Possible
Data Sources [top] |
- Activities
engage staff, parents, students and community
as full participants in the learning and contributors
to the improvement processes.
-
District has a long-range plan and sets annual
targets.
-
Classroom, school and district goals are aligned.
-
Improvement plan defines tasks, performance
measures, timelines and strategies to study
each target.
-
The PDSA process is used to conduct action research
to develop and test improvement theories.
-
Resources are aligned with improvement plans.
|
| District
Questionaire [top] |
| 2.0
STRATEGIC PLANNING |
Not
Yet |
Rarely |
Sometimes |
Usually |
Regularly |
| |
1 |
2 |
3 |
4 |
5 |
| District
goals are aligned to the requirements of the students
and other stakeholders. |
|
|
|
|
|
| We
work with other district employees and stakeholders
to develop action plans to accomplish district goals.
|
|
|
|
|
|
| Individual
department plans are aligned to district goals.
|
|
|
|
|
|
| Total
Category Points: |
| Subtotals: |
|
|
|
|
|
|
| School
Questionaire [top] |
| 2.0
STRATEGIC PLANNING |
Not
Yet |
Rarely |
Sometimes |
Usually |
Regularly |
| |
1 |
2 |
3 |
4 |
5 |
| School
goals are aligned to the requirements of the students
and other stakeholders. |
|
|
|
|
|
| We
work with other school employees and stakeholders
to develop action plans to accomplish school goals.
|
|
|
|
|
|
| Grade
level, department, and classroom plans are aligned
to school goals. |
|
|
|
|
|
| Total
Category Points: |
| Subtotals: |
|
|
|
|
|
|
| Classroom
Questionaire [top] |
| 2.0
STRATEGIC PLANNING |
Not
Yet |
Rarely |
Sometimes |
Usually |
Regularly |
| |
1 |
2 |
3 |
4 |
5 |
I
align classroom goals to the requirements of the
school plan and the next grade/course
/level. |
|
|
|
|
|
| I
involve students in developing action plans to accomplish
classroom goals. |
|
|
|
|
|
| Total
Category Points: |
| Subtotals: |
|
|
|
|
|
|
|
