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A number of people during feedback sessions expressed concern about what they perceived as an abandonment of the 1992-97 Five-Year Plan and were skeptical, therefore, about the longevity of yet another District Improvement Plan. Those concerns are, of course, justified, so an explanation of the status of the 1992-97 Five-Year Plan is in order.
The intent of the Superintendent is to continue the implementation and refinement of the current Five-year Plan since so much of it is coherent with the proposed goals and strategies of the proposed District Improvement Plan for 1996-2001. For instance, the proposed Plan makes operational in its Goals and Strategies the principles of the Efficacy Model (Goal 1 in the 1992-97 Five-year Plan). The proposed Goal 1, Academic Success at Every Level; Goal 2, Competent Graduates; and Goal 3, Safe, Orderly, and Caring Schools epitomize Efficacy principles and will assist the District in continuing its emphasis on every child's academic success. Several of the proposed strategies also reflect Efficacy principles.
The continued focus on Outcomes-Based Education (Goal 2 in the 1992-97 Plan) is explicit in the Excellence strategies related to curriculum development based on standards, on enhanced promotion and graduation standards and assessments, and on the strategy in Accountability/Quality Assurance relating to results-driven assessments of students. The suggested Action Plans also reinforce the Outcomes-Based approach to curriculum development and monitoring.
Site-based management and leadership (Goal 3 in the 1992-97 Plan) is now a requirement of Quality Performance Accreditation (QPA), and the District has made significant strides toward implementation. One of the QPA "Locally Required Indicators" is that "Each school will have a broad-based site council that is responsible for providing advice and counsel in evaluating state, school district, and school site performance goals and objectives and in determining the methods that should be employed at the school site to meet these goals and objectives." Therefore, site-based management and the development of school-level leadership is implicit in the proposed District Improvement Plan.
Total Quality Management was Goal 4 in the 1992-97 Five-year Plan. This management framework remains a District focus, and although not stated overtly, its principles are embedded in all district and school restructuring models, including Effective Schools — the model for QPA. As the District moves forward with its emphasis on staying focused on the Mission, on teams, on continuous improvement, on using frequent measurements so that work can be adjusted for success, on eliminating fear and coercion from the system, and so forth, we will be continuing to implement and operationalize Total Quality Management. Several proposed strategies also directly relate to this goal: the one on facilitating the development of a continuous improvement plan for students and staff, the one on providing good data for decision-making, the one on developing a community of learners, and the one on safe, caring, and orderly schools, for instance.
Goal 5 in the 1992-97 Plan related to Early Childhood Education. That emphasis is repeated in one of the strategies under Equity relating to Early Childhood curriculum and collaboration with parents and community programs. Therefore, the groundwork done in this area can be built upon and expanded.
Site-Based Values-Oriented Education was Goal 6 in the 1992-97 Plan. Those ideas relating to character education are found most explicitly in the suggested Action Plans under the Strategy relating to safe, caring, and orderly schools. Although that specific model may not be the one the District adopts at this point, whatever is adopted will not be terribly foreign to the work that has already been done in this area.
Finally, Goal 7 in the 1992-97 Plan related to Additional Magnet Schools. In another year the District will see its first graduates from the four magnets that were created as a result of this goal. One of the proposed strategies relates to enhanced graduation requirements — including specific requirements for magnet school students. Therefore, the curriculum of the current magnet programs will be under review and refinement, as will the graduation standards for these programs as a part of the implementation of the strategies under Excellence in the proposed District Improvement Plan.
So nothing is lost. The 1992-97 Plan will continue — just in another form and more focused on what the implementation of those activities will do to improve students' academic achievement, attendance, and/or behavior.
History Site created on December 02, 2002
Page last updated: 02-Jan-2012