BOARD RETREAT

March 2018

ACADEMIC PLAN Where are We Now & Where are We Going

1

Today’s Goals

2

What are we doing today?

Briefly describe year in review

Discuss the key differences between an Academic Plan and an Academic

Strategy.

Articulate HOW the Academic Department approached designing the

Academic Plan and WHY this process matters.

Outline the connection between the goals of the state, board, district,

and department.

Highlight what the SCS Board will see during the April 3 Academic Plan

meeting.

For Nearly a

Year We’ve worked hard to develop a clear plan that outlines our path to Destination 2025.

March 2017 Chief of Schools gives the “State of Academics” address

May 2017 Convenes Academic Leadership team to develop vision, mission, and Theory of Action

September 2017 Academic Plan development strategy shared with SCS Board

October 2017 Academic Plan Cohort Formed

November 2017 Academic Plan Stakeholder Sessions Launch

January 2018 Phase II of Academic Strategy Begins

3

February

2018 Listening Tour Continued

March 2018 Student (5th and HS) Listening Tours & Luncheon(s) with the Chief of School Begins

April 2018 Draft 1 of Academic Plan Published

May 2018 Academic Plan and Strategy Metrics are shared during spring and summer training

Our Listening Tour

4 https://app.box.com/s/n18l7z3ioj6805ey3a4u4t26upzetz6z

Our Roadmap to D2025

5

The Academic Plan is a

strategic plan that outlines

how SCS will get to the goals

of D2025.

The Strategies are the route

that district intends to take

and the general methods we

intend to use to reach

D2025. The Objectives are annual goals

that are measurable and

attainable and show the traction

that we will achieve year-by-year

per priority.

The Actions are the specific

moves within our detailed

annual plans for getting things

done. The Projects are each

specific OPR’s tools or

initiatives to execute the

core actions.

Operationalize our Vision

6

What is an Academic Strategy and how will we use this tool?

The Strategies are the route that district intends

to take and the general methods we intend to

use to reach D2025.

The Actions are the specific

moves within our detailed

annual plans for getting things

done. The Objectives are annual goals

that are measurable and

attainable and show the traction

that we will achieve year-by-year

per priority.

Academic Plan

7

What do we have to accomplish?

Phase I SY14-SY17

Phase II SY18-SY20

Phase III SY21-SY22

Phase IV SY23-SY25

DIAGNOSE STABILIZE SCALE INNOVATE

Spring 2014, D2025 is

launched. The Academic

Department worked to

identify the most

pressing challenges

facing the district in it’s

run toward 2025.

In Phase II, we will work

on stabilizing our core

instructional program by

articulating our

instructional model and

identifying materials and

resources that meet the

vision of our model and

the intent of the shifts

and standards.

The goal of Phase III is to

take best practices and

lessons learned in Phase

II to scale to ensure that

all schools and students

experience high quality

instruction.

*Phase IV is about

imaging where we want

to go next and what can

truly be possible in

Shelby County now that

all schools and students

are experiencing the

gains of 2025.

Publish our Priorities: Academic Plan

8

What strategies do we want to prioritize and deliver by 2020 and 2025?

Academic Plan

9

Where are we going next?

Phase I SY14-SY17

Phase II SY18-SY20

DIAGNOSE STABILIZE

Spring 2014, D2025 is

launched. The Academic

Department worked to

identify the most

pressing challenges

facing the district in it’s

run toward 2025.

In Phase II, we will work

on stabilizing our core

instructional program by

articulating our

instructional model and

identifying materials and

resources that meet the

vision of our model and

the intent of the shifts

and standards.

APR

3

STEP 1 Review Academic Plan

with SCS Board for

feedback

APR

17

STEP 2 Review final draft with

SCS Board during April

Work Session

APR-

MAY

STEP 3 Initiate communication of

Academic Plan (and

Strategy) with key internal

and external stakeholders

MAY-

JUN

STEP 4 Incorporate Academic Plan

metrics into spring and

summer training for leaders

and teachers

SCS Board Theory of Action

10

What direction did we receive?

Board’s Vision and Mission

SCS is a student first district where everyone prepares all students to reach their full potential. Preparing all students for learning, leadership, and life.

Outcomes: Destination 2025

80%

of high school seniors will graduate from SCS college- or

career- ready

90%

of high school students will graduate from SCS on time

100%

of graduates who are college- or career- ready will enroll in a post-secondary opportunity

Operationalizing Plans

Process and Tools Priority 2, KPI 10: % of

students meeting ACT

college-readiness

benchmarks

Priority 2, KPIs 5 & 6:

Suspension rates by

subgroup & instructional

days missed

Priority 1, KPI 3: 1st grade

reading/math measure

(MAP)

Timing: Available mid-fall but

prioritized after other KPIs available at

the same time

Timing: Scheduled to include first- semester results

Timing: Fall and Winter MAP results available at this time

Priority 2, KPI 7: AP course

participation rates & scores

by subgroup

Priority 4, KPI 6: Parent/

student satisfaction with

school climate (via survey)

Priority 1, KPI 4: 2nd & 3rd

grade reading/math

measure (MAP) Timing: Available mid-fall but

prioritized after other KPIs available at

the same time

Timing: Fall Tripod survey available

by this time; add’l parent surveys will

be planned for this schedule

Timing: Fall and Winter MAP results available at this time

Priority 1, KPI 9: NAEP

scores in 4th and 8th grade

reading and math

Priority 3, KPI 3: Teacher ratings of principals

Priority 1, KPI 8: Lexile levels for all grades (MAP)

Timing: Available biennially in January beginning in 2018

Timing: Fall Insight survey data available by this time

Timing: Fall and Winter MAP results available at this time

Big Bets KPI Department Specific Tools

Big Bets Academic Plan and Academic Theory of Action Broader Division Priorities

TN Department of Education Goals

Tennessee will rank in the top half of states on

the National Assessment of Educational

Progress (NAEP) by 2019.

75 percent of Tennessee third graders will be

proficient in reading by 2025.

The average ACT composite score in

Tennessee will be a 21 by 2020.

The majority of high school graduates from

the class of 2020 will earn a postsecondary

certificate, diploma, or degree.

The Tennessee Department of Education (TDOE) set four ambitious goals to guide the

state’s work through the next five years.

Along with aligning to the goals

and priorities of D2025, the

Academic Department’s big

bets and plan align to the TDOE

goals.

SCS Big Bets

1. High Quality Instruction

2. Early Learning

3. College Career & Technical

Education

TDOE Five Priority Areas

Early Foundations & Literacy

Building skills in early grades to contribute to future

success

High School & Bridge to Postsecondary

Preparing significantly more students for postsecondary

completion

All Means All*

Providing individualized support and opportunities for all

students with a focus on those who are furthest behind

Educator Support*

Supporting the preparation and development of an

exceptional educator workforce

District Empowerment

Providing districts with the tools and autonomy they need

to make the best decisions for students.

In effort to reach its

ambitious goals, the TDOE

also established a set of

five priority areas: Early

Foundations & Literacy,

High School & Bridge to

Postsecondary, All Means

All, Educator Support, and

District Empowerment.

…The Academic

Department’s plan, goals,

and investments align to

the metrics and priorities

of the State and D2025.

TNDOE Five Priority Areas

Early Foundations & Literacy

Building skills in early grades to contribute to

future success

High School & Bridge to Postsecondary

Preparing significantly more students for

postsecondary completion

All Means All

Providing individualized support and opportunities

for all students with a focus on those who are

furthest behind

Educator Support

Supporting the preparation and development of

an exceptional educator workforce

District Empowerment

Providing districts with the tools and autonomy

they need to make the best decisions for students.

In effort to reach its

ambitious goals, the TDOE

also established a set of

five priority areas: Early

Foundations & Literacy,

High School & Bridge to

Postsecondary, All Means

All, Educator Support, and

District Empowerment.

…The Office of Schools

and Academics’

investments align to the

goals and priorities of the

State and D2025.

TDOE Five Priority Areas

Early Foundations & Literacy

Building skills in early grades to contribute to future

success

High School & Bridge to Postsecondary

Preparing significantly more students for postsecondary

completion

All Means All

Providing individualized support and opportunities for all

students with a focus on those who are furthest behind

Educator Support

Supporting the preparation and development of an

exceptional educator workforce

District Empowerment

Providing districts with the tools and autonomy they need

to make the best decisions for students.

Academic Investments in

high-quality curriculum and K-

2 professional learning

Academic Investments in

College Career and Technical

Education

Academic Investments in

College Career and Technical

Education, Multi-tiered

Systems of Support, and

Advanced Academics

Academic Investments in

professional learning focused

on building central office,

leader, and teacher capacity

on our instructional core.

Academic investments in

high-quality curriculum,

priority schools, and

community partnerships

Recommended Strategies

Our most effective tool and our initial tactic for ensuring equity is

guaranteeing that every student has an effective teacher in front of them

and an effective school leader in charge of their campus.

ALL MEANS ALL is the driving force of the recently passed ESSA legislation. It is the

hope of Tennessee lawmakers that these new laws will lead to more personalized,

individualized, and equitable supports for students.

Safe and Healthy Learning Environments

Under ESSA, districts and

schools are charged with

addressing the wide array of

non-academic issues which may

impact student performance.

Ensuring Equity

While equity is often initially associated with funding, ensuring equity is also about

ensuring that all students have the opportunity to take rigorous courses and to be taught

by highly effective teachers. To improve student achievement for all students, ESSA

charges district and schools to work toward ensuring that all students have access to

effective teachers and that our lowest-performing students are not systemically assigned

to lower-performing teachers.

Why is Equity Important?

*Highly effective (HE)

teachers are defined

as teachers with

individual growth

TVAAS scores of level

4 or 5.

In 2016-2017, 761

(out of 2107 tested

teachers) SCS

teachers received

individual TVAAS

scores of 4 & 5.

Thus according to the

TDOE definition,

31.8% of SCS teachers

are considered Highly

Effective.

TDOE Educator Support Priority: Key Strategies

1. Educator Preparation: Focus educator preparation providers on

outcome measures via provider approval, the annual report, and the

report card

2. Educator Evaluation: Improve the accuracy of educator evaluation and

the quality of the feedback educators receive

3. Professional Learning: Support district development of more effective

personalized professional learning components through tools that allow

better tracking and evaluation of results

4. Differentiation: Support districts in creating greater differentiation of

teacher roles, responsibilities, and salaries

5. Educator Pipeline: Create statewide and regional leadership pipelines

that produce transformational school leader

Addressing Equity by Building Teacher Capacity

Appendix

20

Our Process: How will we get there?

NARROW OUR

FOCUS

Create a vision, mission, Theory of

Action, and a shortlist of “big bets” to refine

and crystallize our thinking.

PUBLISH OUR

PRIORITIES

Craft an Academic Plan that provides a high-

level outline of what we will delivery and by

when.

OPERATIONALIZ

E OUR VISION &

PRIORITIES

Develop an Academic Strategy and tools that help to articulate “how we will” get this work

done.

Vision Implementation

Appendix

Our Vision We are committed to preparing well-rounded graduates who compete globally, because they persevere through challenges, think critically, advocate for and drive their own learning experiences, and collaborate effectively with diverse peers.

Our Mission Every day, Shelby County School students experience high levels of success with challenging content in our classrooms and show consistent academic growth and achievement each year.

21

Our Vision and Mission

Appendix

22

How will we operate? What type of culture are we trying to build?

If… Central Office acts as a collaborative service center that

provides intentional support to every school

And if we… Leverage the strengths and talents of our people

And if we… Strengthen relationships with stakeholders and involve them in the vision and

strategies for student success

And if we… Equip all leaders to be agents of change

And if we… Foster a dynamic, coherent instructional system to support and develop schools to

achieve the shared vision

Then…

Principals will create conditions, structures, and supports that foster an intentional

culture of teaching and learning which meets the academic, social, and emotional

needs of students.

Teachers will meet the academic, emotional, and social needs of students by using

high-yield practices and resources to craft instructional experiences that accelerate

student growth and achievement.

Students will experience optimal learning environments which will allow them to

think critically, collaborate with peers and demonstrate learning expectations.

Staff members and community partners will endorse the idea that ‘greater SCS

schools lead to greater communities.’

Appendix

23

SCS shows a range of achievement and growth in early reading. The graphic below shows

school performance in both achievement and growth from last school year.

Appendix

24

What should we keep in mind when determining the strategies to prioritize?

Academic Big Bets

High Quality Instruction

Early Learning

College Career and Technical Education

9. Review and calibrate

1. Identify/Select an

area for improvement

2. Measure

performance

3. Benchmark

performance

4. Identify a relevant

improvement

approach or strategy

5. Learn how to

implement

6. Identify best practice

organizations

7. Research further

information

8. Implement a best

practice approach

Plan

Do Study

Act

The Big Bets and the Cycle of Improvement

should influence our strategies and their

sequence.