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OPS BOE Strategic Plan Presentation 3.17.2014
Nick Godingon 25 March 2014
Transcript of OPS BOE Strategic Plan Presentation 3.17.2014
School Board Presentation
March 17, 2014
OPS has a lot of
going for it.
Talented Students and
Wonderful and Committed Educators
Outstanding Instructional Framework
Vast Array of Opportunities
What will it take for OPS to be a
Great School District?
Drafted by Omahans,
To ensure the success
of our children
Todd Andrews - District Communications
Strategic Plan Workgroup Members
Prepared for Success
Increased percentage of students graduating from high school in four years and in five years
Decrease percentage of students dropping out of school each year (drop out percent).
Increase percentage of students “on track” to graduate at the end of each high school year.
Increased percentage of students graduating with one or more of the following:
College credit for at least one course
A score of 3 or higher on at least two Advanced Placement exams
A score of 5 or higher on at least two International Baccalaureate exams
Increased percentage of students enrolled in postsecondary education, enlisted in military, or employed six months after graduation.
Increased student proficiency every year across all grades and subjects on state accountability tests and ACT.
Decreased achievement gap among all student sub-groups on state accountability tests.
Increased percentage of students meeting college benchmark on the ACT Early High School Aspire test.
Increased percentage of students taking the ACT by the end of 12th grade.
Increase the percentage of students who exhibit high engagement and high commitment to learning.
Decrease the percentage of students who are absent 10 or more days.
Decrease the percentage of students who are suspended or expelled from school.
Increased percentage of students residing within OPS boundaries attending OPS schools.
Engaged students lead to successful students and observers found lack of consistent engagement throughout district
Empower students to be active participants in their own educational success.
School safety was the number 1 priority identified by community-forum participants
OPS serves large numbers of students with varying needs.
Ensure that all schools cultivate a welcoming and supportive environment conducive to learning.
Ensure that all students have access to comprehensive physical and mental health services.
Ensure that all school buildings and campuses are safe and secure.
The district has an outstanding instructional framework, but critical success factors are not in place.
The quality of teaching and learning in classrooms is inconsistent.
OPS has the fewest number of instructional hours in surrounding and comparable districts.
Provide access to high-quality inclusive early childhood education to all students.
Provide a rigorous, guaranteed, differentiated, and viable curriculum for all students.
Implement all components of the Academic Action Plan with fidelity.
Provide culturally appropriate targeted interventions and resources to students to ensure their academic and behavioral success.
There is a need for: systemic supports for struggling students, universal early childhood education, plan for alternative pathways to graduation.
Utilize data, including formative and summative assessments and student work, to give students, educators, and other stakeholders’ timely and actionable feedback to improve instruction and student outcomes.
Identify and implement best instructional practices that exist in OPS and other districts.
Develop and implement a pre-K to college and career framework that ensures student success.
OPS human capital effectively completes transactional work but needs to be more strategic
Principal support and supervision needs improvement
More effective use of PD under Master Agreement
Alignment and quality of teacher evaluation
Strategic recruitment and deployment of staff
Ensure that there is a highly effective teacher in every classroom and a highly effective principal in every school.
Provide all administrators, teachers, and instructional staff highly effective professional development and feedback for continuous growth.
Ensure that non-instructional staff are highly skilled, engaged, and equipped to support the work of teachers and principals.
Respect all students’ and families’ diverse perspectives, values, abilities, and beliefs.
Develop mutually trusting relationships between parents and school/district staff members
Increase the level of parent engagement at home, school and the district to support children’s learning.
Enhance efficiency and equity by administering a transparent and effective resource-allocation system (facilities, staff, and resources).
Develop an aligned network of governmental agencies, non-profit providers, philanthropic supporters, faith-based organizations, and colleges and universities that work strategically to support students and families.
Work closely with the business community to maximize resources, political advocacy, and opportunities for students.
Improve both internal and external district communication with all stakeholders.
Provide clarity of district and school finances by employing transparent communication and documentation.
The district manages funds in silos rather than holistically.
Principals have little actual budget flexibility to address building and student needs.
Shifting Title I funding caused major disruptions for many elementary schools.
The district lacks a framework for strategic community partnerships.
Potential partners in business, nonprofit, civic, and university sectors stand ready to help the district.
Family engagement received the third most votes by community forum participants of any other priority.
Families are engaged inconsistently and insufficiently throughout the district.
However, there is optimism due to new leadership and the collaborative strategic planning process.
Bilingual communication (with the community) can be a challenge for the district
Isolation between departments—i.e., “working in silos”
There’s room for improvement using technology to communicate with parents
Ensure all OPS staff have the necessary training and support in the effective use of essential tools necessary for job performance.
The current approach to funding schools does not appear to be strategic and has led to inequities.
Create and maintain coherence during implementation of the strategic plan through alignment and inter-departmental collaboration.
Ensure that the central office provides schools and other stakeholders with outstanding customer service.
Redesign school-choice policies and processes to ensure clarity, efficiency, and quality
Inconsistent communication between schools and parents
Lack of overall transparency between district and community
Our Next Steps:
1. Prioritize objectives (where do we start?)
2. Organize ourselves to do the work
efficiently and effectively
3. Develop action plans (identify the specific
who, what and when)
4. Implement performance management
structures to keep us on track
Collect Quality Data
Performance Improvement Dialogue
Accurate and Timely Intelligence Shared by All
Effective Tactics and Strategies
Rapid Deployment of Resources
Relentless Follow-up and Assessment
The Citizens of Omaha
The Greater Omaha Chamber
Peter Kiewit Foundation
The Sherwood Foundation
Prepared for Success.
Mike Duggan - Teacher - Benson
Dr. Ed Bennett - Principal - Central
Annette Foster - Teacher - Buffett
Gene Haynes - Principal - North
Mariel Mandelko - Teacher - Dundee
Susan Aguilera-Robles - Principal - Spring Lake
Marjorie Reed-Schmid - Principal - Crestridge
Dr. Jeaneen Talbott - Principal - McMillan
Framework of the Plan
Proposed Vision, Mission, Outcomes, and Guiding Principles of the Plan
(September – December, 2013)
Strategic Planning (January – March, 2014)
Executive Council Meetings
Meetings with Individual Staff and Research Team
The Four Tenets of Stat