HarmonyUnionSchool District

Strategic Plan

2002- 2005

HarmonyUnionSchool District

Strategic Plan (2002-2005)

Table of Contents

I.Introduction...... 3

II.The Process

Appreciative Inquiry Process...... 3

Process Chronology...... 4

Strategic Plan Core Documents...... 6

III. Mission, Vision and Core Beliefs

Mission...... 7

Vision...... 7

Core Beliefs...... 8

Planning Parameters...... 8

IV.Environmental Factors

Theme 1...... 9

Creating time and ways for teachers to attend to varied learner needs

Theme 2...... 12

Maintaining and enhancing existing Special Programs

Theme 3...... 14

Creating and maintaining a safe and supportive environment

Theme 4...... 15

Maintaining and enhancing contact and communication among students, parents, teachers and administrators

V. Strategic Priorities...... 17

VI.Strategic Priorities with Activities...... 18

Strategic Priority #1...... 18

Strategic Priority #2...... 19

Strategic Priority #3...... 20

Strategic Priority #4...... 21

Strategic Priority #5...... 22

Appendices

Harmony Unified School District Overview

Harmony Unified School District Demographics

HarmonyUnionSchool District

Strategic Plan (2002-2005)

I.Introduction

HarmonySchool District initiated a strategic planning process in the fall of 2000. The School District had completed the previous General Plan from the previous administration’s and Board and the current Board requested the administration to undertake a new planning process to produce a plan that would be, for the first time, a real "Strategic Plan." The process for completing the plan, again for the first time, would be as participatory and inclusive of the different stakeholders (students, teachers, parents/community and administration/board) as possible.

Strategic Planning can be defined as the process of determining WHAT an organization wants to be/desires to achieve and most importantly, HOW it intends to reach its goals. The process makes use of many peoples' contributions and produces a plan–a road map–to navigate the School District's future. Given the rapidly changing nature of education in California, it was decided that it was critical to develop a collective plan that provides some focus on what the school should continue, where the district wants to be in three years, and how it will get there.

The direction and intention of the efforts were guided by an approach known as Appreciative Inquiry (AI). The process was designed to gather cross constituency support for the plan and invited individuals inside and outside the district to reflect together, research together, and agree on specific results to accomplish the strategic intent. The result is this document describing a vision for the HarmonyUnionSchool District’s educational focus and how we, as staff, parents, students and community intend to achieve it. It represents the District’s and the community’s commitment to a shared vision, core beliefs, and priority areas of focus designed to create systematic change, strategically align resources and foster collaboration between teachers, staff, parents and students to maximize the delivery of the best education for all our children.

II.The Process
The Appreciative Inquiry (AI) Process

Appreciative Inquiry is an approach to organizational change that engages the entire system in a discovery process about what works within the organization. It is a capacity-building approach that builds on strengths and assets, and identifies collective hopes and dreams to create an empowering vision of the future that leads to action for organizations, groups and communities. It is used worldwide for nonprofits, businesses, and other organizations. AI seeks to inquire, find out, ask questions about, and discover. It also brings to light an appreciation of the organization, by focusing on values, assets, strengths, best practices, successes and innovations that give life to the organization. AI is a tool for discovering the best of what we want to preserve and carry into the future, while expanding the possibilities for the future, and envisioning what might be the shared, desired future of the School District.

The tangible results of the inquiry process are a series of statements that describe where the organization wants to be, based on the high moments of where they have been. Because the statements are grounded in real experience and history, people know how to repeat their success and envision a future based on the reality of the actual past. The entire system maintains the best of the past by discovering what it is and stretching it into future possibilities.

The inquiry process involved designing a series of questions structured to discover what each of the stakeholders appreciates and values most about the school community in its present state and what they envision for the future. Students were asked to describe what they like best about the school and teachers and what helps them learn. Teachers and Administrators were asked what they feel most excited and proud about in their work with HUSD and what factors contribute most to strong communication between the staff and administration as well as to the strength and vitality of the school organization. Parents and community members were asked what makes them most proud, excited and involved in the school and how they see themselves working most effectively as a team with the teachers.

Information and feedback were gathered from students, parents, teachers, administration and community to inform the strategic planning process. Over 90% of the student body (415 children), and approximately one third of the families (225), and all of the staff and members of the school community (50) responded to the questions.

Process Chronology
  • August The Board makes the decision, as a result of discussion with the school administration, that the school district needs a new plan and more specifically, a strategic plan for the next few years, and that the process for completing it be community based and participatory to the extent possible.
  • September: The consultant is contacted and makes a proposal to the administration on how the strategic planning process might be carried out by using Appreciative Inquiry as the approach. Initial plans are developed for a nine-month process.
  • October-November: Meetings are organized for teachers, parents, etc. to introduce the proposed planning process, provide some orientation, elicit feedback, learn something about the approach of AI, and present the four phases of AI (Discovery, Dream, Design and Delivery).
  • December-March: The Discovery phase is undertaken through the development of a questionnaire that seeks to understand what people appreciate and value about the school, identify challenges and areas of concern and hopes for the future. Four separate, but overlapping, questionnaires are developed and administered to the four stakeholder groups of students, teachers, parents/community and the Administration/Board.
    —Information is collected thru one on one interviews, special events such as an evening for Hispanic parents conducted in Spanish, class interviews with students, individuals completing the form on their own on paper or thru the internet school web site, etc.
  • April-May: The extensive data was organized, reviewed, collated, analyzed and themed by two objective outsiders. The information was then echoed back to the community through the publication of a special school newsletter.
  • May-June: Plans were made to hold a six-hour workshop in June to assemble the different stakeholders to review the highlights from the data and work together to envision the future of the school during the next three years. It was agreed before everyone departed for the summer that everyone should come together to share and plan the future. At this time it was recognized that the overall process would have to be extended into the fall of 2001, since people would not be available to work together in the summer and more time would be needed to digest the June meeting results and incorporate feedback from teachers and parents to the draft plan in the fall.
  • June: The Dream and Design phases were carried out during a six hour workshop of about 30 representatives from the different constituent groups to review the key data collected to date, identify core school values for the future, and engage in discussion on the vision of the school district's future. Five major themes were identified as the strategic priorities and specific action steps were proposed to carry out the priorities. In the limited time available, it was agreed that a solid draft was completed but that additional discussion, depth and detail would need to be added in the fall. A workshop follow-up committee was established.
  • September: The June workshop follow-up committee met and made plans for continuing the planning process and for how to complete a draft strategic plan. It was decided that, given everyone's busy schedule and the difficulty of the workshop’s working groups to keep working, that another consultant should be hired for the expressed purpose of writing a draft strategic plan from the materials developed to date.
  • October-November: The administration and Board authorize the use of a consultant for the draft write-up. The new consultant is hired and works with the administration to produce the draft for early December.
Strategic Plan Core Documents

The information gathering process resulted in confirmation of the mission, vision and core beliefs and identification of the strategic priorities for the HarmonyUnionSchool District for the next three years.

The HUSD Strategic Plan incorporates the following core documents:

  • The Mission is a precise description of what an organization does and “why” the organization exists. The mission drives decisions about the direction of an organization.
  • The Vision is a statement of what the organization wants to become and gives shape and direction to the organization’s future. It should resonate with all members of the organization and help them feel proud, excited, and part of something much bigger than themselves.
  • The Core Beliefsrepresent an organization’s highest priorities and deeply held driving forces. The core shared beliefs lay the groundwork for the mission.
  • Planning Parametersare the criteria against which all decisions are evaluated.
  • Strategic Prioritiesare the targeted new activities that must be accomplished to enhance the performance of the organization.
  • Strategic Priorities Work Plan/Success Indicatorsare the key activities and the measures that indicate the strategic priorities have been accomplished during the stipulated time period.
III. Mission, Vision and Core Beliefs
The Missionof the HarmonyUnionSchool District is to
encourage and enhance the academic, social, physical, and artistic growth of every child in an atmosphere of high expectations and continual coordinated support.
Our VisionWe will empower our children and ourselves to meet the challenges of today and tomorrow with courage and confidence.
Staff, students, families, and the community will be actively involved in the educational process to create a safe, supportive environment where students want to learn and believe that success is attainable.
Our curriculum will enable our students to independently and collaboratively become critical and creative thinkers, effective communicators, and problem solvers.
Responsibility for student success extends to students as well as adults.
Our curriculum will foster in children a deep understanding of the ecological impact we have on the earth and will teach the requisite skills to create change on behalf of the earth.
Our staff will recognize the skill levels, learning styles, and cultural uniqueness of each of our students and utilize technology, hands-on activities, and interdisciplinary instruction to enhance teaching and learning.
Core Beliefs: We Believe…The primary focus of the school district is the education of all students.
All children can and want to learn.
Human capabilities are unlimited and self-respect is critical to success.
Learning must be relevant and meaningful and that children must experience success in their learning.
Students’ need a wide variety of skills, knowledge, attitudes and values to realize their life goals.
Children need to feel a sense of community within their classroom and the school.
Students learn best when positively supported by families and the community within a safe and nurturing environment.
The students, the district, the families and the community share the responsibility for a life-long education.
It is the responsibility of the staff, families, and the community to initiate a variety of strategies to help students succeed.
Everyone in the learning community deserves respect.
Diversity benefits the individual and the community.
Problems are best solved when all stakeholders actively participate in the district and schools’ processes.
Effective collaboration and communication among all members of the school
community is essential at all times and results in quality education and an outstanding school district.
Planning Parameters
  • We will base all decisions on the best interest of students.
  • We will respect the rights and dignity of every individual.
  • We will not allow the fiscal stability of the district to be jeopardized.
  • We will serve all students of our community.
IV.Environmental Factors

Themes

The following themes emerged from the extensive feedback gathered from the Harmony community. This information is presented in summary form with direct quotes and stories.

Overall

Administrative staff tell is that Inspiration comes from working with parents and community members to support students in spite of the obstacles and challenges inherent in education.

“ A time when my mother felt most proud of this school district was when my older brother graduated from high school and she saw that most of the kids that received honors and awards were from the HarmonySchool District.” —Student

  • “I value the deep level of conviction in the teaching staff at Harmony that students deserve the best. As a core value, this can settle all differences, drive all change and keep the focus - especially in hard and unpredictable times- on the best we can provide our wonderful students. Even though- given the challenges we face- this task may get harder and harder, the creativity that exists in the staff throughout the District is more than enough to exceed the hard work ahead.”

All surveys from the teachers reflect excitement about their work. They feel strongly about helping children as much as possible with their learning and feel empowered when a particular teaching method is successful.

Most students and parents within the district are very satisfied and appreciative of the work of all staff members. Parents appreciate teacher dedication, availability, and open-mindedness. Parents described the administration as caring and responsive to their needs. Students enjoy the setting and small size of both campuses with all of their unique amenities: Nature trail, garden, and gym to mention a few.

  • “I appreciate that we recognize and acknowledge individuals...our ability to inspire and instill self-esteem in the students I have met...Our emphasis on living gently on the Earth thru re-cycling, re-use and the de-emphasis of competition.”

Theme 1Creating time and ways for teachers to attend to varied learner needs

Assets

Administrators

The administrative staff is most excited about the coming together of staff, especially around differences. Recognition of common communication among Team Leaders has been a source of pride and strength for the administration. The Administration is appreciative of the collective willingness among staff to grow and explore new things.

  • “Administration and staff have worked best together in the team leaders meetings and work. A conversation thread has been maintained that allows a collected wisdom to emerge that makes history and the future clearer for everyone, and also allows more growth as those common understandings are expanded.”

Certificated and Classified Staff

“Our team works well together. We share ideas and lessons. We brainstorm solutions to problems and share our different experiences to help each other. We take classes, in service or visit other schools together. We look for new ideas and ways to make our teaching more effective.” —StaffMember

Teachers feel most excited about their work when: there is continuity and collaboration among staff; energy resources are high at the beginning of the school year; administration is supportive, calm and able to support various teaching styles; and application of recently acquired techniques are effective in the classroom.

  • “The Humanities Department plans together, shares curriculum, and reflects together. We share student samples, and ask what worked? How can we improve? The Humanities Department has done some great articulation. We have focused on reciprocal teaching strategies and therefore students are hearing the same language and are participating in similar expectations.”
  • “I appreciate the way the administration has supported me in my professional development.”

Students