2014 Missouri Quality Award Application · Kindergarten through 8th grade assessment program...

2014 Missouri Quality Award Application

April 28, 2014

Platte County R-3 School District 998 Platte Falls Road

Platte City, MO 64079

Dr. Mike Reik Superintendent of Schools

Missouri Quality Award | April 28, 2014

T A B L E O F C O N T E N T S

Intent to Apply Form ............................................................................................................................................................................... i

Organization Chart ................................................................................................................................................................................iv

Application Form .....................................................................................................................................................................................v

Glossary of Terms and Abbreviations ........................................................................................................................................... vii

Organizational Profile ....................................................................................................................................................................... xiv

RESPONSES TO CRITERIA ........................................................................................................................................... 1

CATEGORY 1 - LEADERSHIP .................................................................................................................................................... 11.1 Senior Leadership ........................................................................................................................................................... 11.2 Governance and Societal Responsibilities ............................................................................................................. 5

CATEGORY 2 - STRATEGIC PLANNING ............................................................................................................................... 82.1 Strategy Development .................................................................................................................................................. 82.2 Strategy Implementation ...........................................................................................................................................13

CATEGORY 3 - CUSTOMER FOCUS .....................................................................................................................................143.1 Voice of the Customer ................................................................................................................................................143.2 Customer Engagement ...............................................................................................................................................16

CATEGORY 4 - MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT .........................................184.1 Measurement, Analysis, and Improvement of Organizational Performance ..........................................184.2 Knowledge Management, Information, and Information Technology .......................................................23

CATEGORY 5 - WORKFORCE FOCUS ................................................................................................................................255.1 Workforce Environment ............................................................................................................................................255.2 Workforce Engagement .............................................................................................................................................29

CATEGORY 6 - OPERATIONS FOCUS .................................................................................................................................306.1 Work Processes .............................................................................................................................................................306.2 Operational Effectiveness .........................................................................................................................................34

CATEGORY 7 - RESULTS ...........................................................................................................................................................367.1 Student Learning and Process Results ..................................................................................................................367.2 Customer-Focused Results .......................................................................................................................................417.3 Workforce-Focused Results .....................................................................................................................................437.4 Leadership and Governance Results ......................................................................................................................467.5 Budgetary, Financial, and Market Results............................................................................................................48

i Missouri Quality Award Application | April 28, 2014

Intent to Apply Form

I N T E N T TO A P P LY F O R M

ii Missouri Quality Award Application | April 28, 2014


iii Missouri Quality Award Application | April 28, 2014


Organizational Chart

iv Missouri Quality Award Application | April 28, 2014

O RG A N I Z AT I O N C H A RT

Dr. Mike Reik

COMMUNITY

BOARD OF EDUCATION

SUPERINTENDENT OF SCHOOLS

Angie Hughes, CPA

BUSINESS SERVICES COORDINATOR

Laura Hulett

DIRECTOR OF COMMUNICATIONS

Dr. Rob Gardner

ASSISTANT SUPERINTENDENT - PERSONNEL/OPERATIONS

Bobbi Wheeler

HUMAN RESOURCES SPECIALIST

Robert Hedgecorth

TECHNOLOGY DIRECTOR

Sue Jackson

HEALTH SERVICES

COORDINATOR

Dawn Duty

FOOD SERVICE DIRECTOR

John Byrne

TRANSPORTATION /MAINTENANCE

DIRECTOR

Dr. Mike Brown

ASSISTANT SUPERINTENDENT - ACADEMICS/CONTINUOUS

IMPROVEMENT

Tolan Singer

STUDENT SERVICES

DIRECTOR

Dr. Jennifer Beutel

EXECUTIVE DIRECTOR OF

PUPIL SERVICES

Shelli Baldwin

PROFESSIONAL DEVELOPMENT/INSTRUCTIONAL

TECHNOLOGY COORDINATOR

Andy Hall

DATA AND MEASUREMENT COORDINATOR

Stephani Reynolds

CURRICULUM AND INSTRUCTION

COORDINATOR

John Unrein

ASSESSMENT AND EVALUATION

COORDINATOR

Northland Career Center Brian Noller, Director

Lisa Weatherly, Assistant Director

Platte County High School Alan Bunch, Principal

Shari Waters, Assistant Principal Dr. Chad Sayre, Assistant Principal

Phil Dorman, Athletic Director

Platte City Middle School Chris Miller, Principal

Dr. Kim Archer, Assistant Principal

Barry School Merri Beth Means, Principal

Dr. Jeff Adams, Assistant Principal Josh Milne, Middle School Athletic Director

Paxton Elementary Dr. Chad Searcey, Principal

Siegrist Elementary Jennifer McClure, Principal

Alicia Wilson, Assistant Principal

Pathfinder Elementary Dr. Devin Doll, Principal

Rising Star Tolan Singer, Principal

Application Form

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A P P L I C AT I O N F O R M

1. Applicant Organization

Organization Name: Platte County R-3 School DistrictAddress: 998 Platte Falls RoadCity, State, Zip: Platte City, MO 64079

2. State / Award Program

Missouri / MQAKansas / EiHDelaware / VoPENew Jersey / VoPERhode Island / VoPE

3. Tier Level

Compass Level / Level 1Expedition Level / Level 2Award Level (MQA/VoPE/EiH) / Level 3

4. Sector

Manufacturing ServiceEducationPublic SectorHealth CareNon-Profit

5. Award Category

Small (Less than 100 employees) Medium (100-499 employees) Large (500 or more employees) K-12 (all sizes)

6. Official Inquiry Point of Contact (POC) Person

Name:Dr. Mike BrownTitle: Assistant SuperintendentApplicant Name: Platte County R-3 School DistrictAddress: 998 Platte Falls RoadCity, State, Zip: Platte City, MO 64079Telephone #: 816-858-5420E-mail: [email protected]

Compass Level

Small: $2,900

Med: $3,950

Large: $5,000

K-12: $1,850

Expedition Level

Small: $5,000

Med: $6,050

Large: $7,100

K-12: $3,950

Award Level

Small: $6,050

Med: $7,100

Large: $8,150

K-12: $4,425

7. Application Fee

Enclosed is $4,425 to cover one application.

Make check or money order payable to:

Excellence in Missouri Foundation514 East High Street, Suite 31

Jefferson City, MO 65101

2014 APPLICATION FORM Missouri Quality Award (MQA)

Vision of Performance Excellence (VoPE) Excellence in the Heartland (EiH)

Programs administered by the Excellence in Missouri Foundation

Organizational Profile

vi Missouri Quality Award Application | April 28, 2014

Release Statement

We understand that members of the Board of Examiners will review this application. Should our organization be selected for a site visit, we agree to host the site visit and to facilitate an open and unbiased examination. We understand that the organization must pay a portion of the costs associated with a site visit. If our organization is selected to receive an Award, we agree to share information on our successful performance and quality strategies with other organizations.

Scorebook Navigator

The Excellence in Missouri Foundation employs an online software program to improve the productivity of its Examiners. This program is provided to the Excellence in Missouri Foundation by the Rocky Mountain Performance Excellence (RMPEx) Program, a nonprofit organization based in Denver, Colorado.

The agreement between the RMPEx and the Excellence in Missouri Foundation requires that applicants to the Excellence in Missouri Foundation Award programs waive their right to bring suit against RMPEx and/or any prior owner of the software, their licensees, agents, or assigns and releases RMPEx and/or any prior owner, their licensees, agents, or assigns from any claims, action, or losses arising from use of the software in conjunction with evaluating the document submitted by the Applicant. By submitting this Notification of Intent-to-Apply, the applicant waives its right to bring suit as defined herein.

I state and attest that: 1) I have reviewed the information provided by my organization in this Application Package; and 2) to the best of my knowledge, no untrue statement of material fact is contained and no omission of a material fact that I am legally permitted to disclose and that affects my organization’s ethical and legal practices has been made. This includes but is not limited to sanctions and ethical breaches.

Signature, Highest-Ranking Official

Date: April 28, 2014

X_______________________________

Highest-Ranking Official’s Name:Dr. Mike ReikTitle: SuperintendentAddress: 998 Platte Falls RoadCity, State, Zip: Platte City, MO 64079Telephone #: 816-858-5420E-mail: [email protected]

This form may be copied and attached to, or bound with, other application materials.

Glossary

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G LO S S A R Y O F T E R M S A N D A B B R E V I AT I O N S

%Percent

21st Century LearningCore competencies such as collaboration, digital literacy, critical thinking, and problem-solving needed to thrive in today’s world

AASA American Association of School Administrators

ACAdmin Council; comprised of superintendent’s cabinet, directors, coordinators and building leaders

ACT American College Testing; standardized test taken independently by high school students for college admissions

AcuityKindergarten through 8th grade assessment program aligned to the Common Core. K-2nd is diagnostic in nature while 3rd-8th is predictive

AEDAutomated External Defibrillator; portable device used to provide a brief electroshock to the heart

Adventure ClubOn-site before and after school care provided for elementary students by the district, ended May 2013

APAdvanced Placement; college-level courses taught at the high school

A/PAccounts Payable

APICAdministrator Performance Improvement Cycle; performance evaluation for PCSD administrators

APR Annual Performance Report

AS – ASCIAssistant Superintendent Academics and Continuous Improvement

AS – POAssistant Superintendent Personnel/Operations

ASQ American Society for Quality

AST Academic Services Team

AYP Adequate Yearly Progress; measurement defined by the federal No Child Left Behind legislation that annually determines student, school, and district academic performance

BCBSBlue Cross Blue Shield insurance

Benchmark Building Individual school buildings throughout the state of Missouri found (through the use of a Pugh decision matrix) to be most statistically similar to individual school buildings in PCSD in demographics

Benchmark Districts School districts throughout the state of Missouri found (through the use of a Pugh decision matrix) to be most statistically similar to PCSD in demographics

BLs, Building LeadersPrincipals and assistant principals

Blackboard PCSD’s online learning environment where virtual classes are hosted (technology)

BoE Board of Education

BSBarry School (3rd-8th grades), south campus

BSC Balanced Score Card

BSPBudget and Staffing Plan; process by which financial and human resource needs are determined and allocated

BSIP Building School Improvement Plan; strategic plan for an

Glossary

viii Missouri Quality Award Application | April 28, 2014

individual school building

BST Business Services Team

BYOC Build Your Own Curriculum; web-based curriculum development tool

BYOD Bring Your Own Device

CACCitizens Advisory Committee

Cambridge Practice ACTPractice test aligned to the ACT given to high school level students

Careerbuilder.comEmployment web site where vacancies are posted

CCPComprehensive Communication Plan; key work process tool used to manage internal and external communications as well as engagement with stakeholders

C&CR College and Career Readiness; acquisition of the knowledge and skills a student needs to enroll and succeed at apost-secondary institution (such as a two- or four-year college, trade school, or technical school) or enter the workforce without the need for remediation

C&I Curriculum and Instruction

CCSS Common Core State Standards

COCentral Office

CoAE Coordinator of Assessment and Evaluation

CoCI Coordinator of Curriculum and Instruction

CoDM Coordinator of Data and Measurement

CoPDCoordinator of Professional Development

Core Classes Classes in the academic areas of English Language Arts

(ELA), Math, Science, and Social Studies

Core-data DESE’s data system that aggregates data collection by MOSISCPEContinued Professional Education

CPICrisis Prevention Institute; training specializing in safe management of disruptive or assaultive behavior

Crisis PlanKey work process tool used to ensure safety and manage emergencies

Crisis TeamSite-specific teams that manage, execute, and evaluate the Crisis Plan

CSCertified Staff

CSIP Comprehensive Strategic Improvement Plan; key work process tool used to guide the continuous improvement process

CSIP ProcessComprehensive Strategic Improvement Planning Process; Year-long cycle with shorter 90-day cycles embedded into the process to monitor the CSIP

Curriculum Program of study for all students

Data Wall Visual display of student achievement

DECDistrict Education Center; central office housing district level administration, Transportation and Maintenance and Great Beginnings Preschool

DELTAPCSD’s program for gifted students

DESE Missouri’s Department of Elementary and Secondary Education; the administrative arm of the State Board of Education. A service agency that works with educators, legislators, government agencies, community leaders and citizens to maintain a strong public education system

District LeadershipNon-building-based leadership

Glossary

ix Missouri Quality Award Application | April 28, 2014

DoC Director of Communications

DoTech Director of TechnologyDoTransDirector of Transportation

Dual CreditHigh school students taking college courses for credit

EAPsEmployee Assistance Programs; web-based and telephone resources that provide immediate assistance for employees in crisis

ECExecutive Cabinet; Superintendent, AS-ASCI and AS-PO

ECSE Early Childhood Special Education

EDC Economic Development Corporation; assists a wide array of businesses, from small companies to mega-corporations, all with the goal of building the Kansas City community.

ELA English/Language Arts

ELL English Language Learners; term used for students with limited English Proficiency

EOC End-of-Course Exam

EPICEducator Performance Improvement Cycle; key work process designed to measure educator performance improvement, aligned to the state model to meet NCLB waiver compliance.

ESB Electronic School Board; web-based tool used to house BoE meeting agendas, track voting, communicate with patrons, and maintain meeting notes

ESSDExcelsior Springs School District

EXPLORE ACT Assessment given in 8th or 9th grade to assist students in career exploration

FACS Family and Consumer Science courses

FOSDFort Osage School District

FTE Full-time Equivalency; term used in human resources in staffing when determining the percentage of an employee’s part-time position in relation to a full-time employee

GAFE Google Applications for Education; suite of free, secure tools that includes Gmail, Calendar, Sites & Documents. Used for collaboration and communication

GBGreat Beginnings Preschool; three year old through pre-kindergarten program housed at DEC. Tuition-based preschool, peer program, and ECSE

GKCAA Greater Kansas City Administrators Association

GKCCSD Greater Kansas City Cooperating School Districts

GPA Grade-point average; a measure of a student’s academic achievement based on a 4.0 scale

GVSDGrain Valley School District

HR Human Resources

HR PortalWeb-based tool used to house individual data for employees including check stubs, leave requests, and tax information

IDEAIndividuals with Disabilities Education Act; federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities

IEP Individualized Education Program; collaboratively developed plan that specifies the services to be provided and how often, describes the student’s present levels of performance and how the student’s disabilities affect academic performance, and specifies accommodations and modifications to be provided for the student

IGOEInput, Guide, Output, Enabler chart; tool used to efficiently develop and improve work processes

Glossary

x Missouri Quality Award Application | April 28, 2014

K-12 Kindergarten through 12th grade; refers to the breadth of a student’s experience from the time they enter school to the time the graduate.

K-8 Kindergarten through 8th grade; refers to the pre-high school educational experience

Kansas City LASELocal Administrators of Special Education

KCRPDCKansas City Regional Professional Development Center

KPI Key Performance Indicator; enabling measures that indicate progress towards core measures

LALeadership Academy; avenue for aspiringleaders and current District leaders to learn about 21stcentury leadership and institutional knowledge and gain intern experience; The academy is used to managesuccession planning and grow talent from within theDistrict for future leadership positions

LinkedInWeb site where district vacancies can be posted

Lean Six SigmaA managerial concept combining Lean and Six Sigma that results in the elimination of and increases efficiency

Learning Academy On-going professional development opportunities for certificated staff

LPNLicensed Professional Nurse

MAESP Missouri Association of Elementary School Principals

MAP Missouri Assessment Program; a series of assessments for English Language Arts, Mathematics and Science at grades 3-8; and English Language Arts, Mathematics, Science and Social Studies in high school; These assessments are designed to see if students in Missouri are meeting state standards

MASAMissouri Association of School Administrators

MASSP Missouri Association of Secondary School Principals

McKinney-Vento Homeless ActFederal legislation that governs homeless children and youth who lack a fixed, regular and adequate nighttime residence

MNEA Missouri National Education Association; Missouri’s state level professional employee organization representing teachers and education issues

MO Missouri

MOASBO Missouri Association of School Business Officials

MOREAPMissouri Regional Education Applicant Placement; Web-based vacancy posting and application submission for Missouri education jobs

MOSIS Missouri Student Information System. DESE’s student-related data collection tool (technology)

MOSPRA Missouri School Public Relations Association

MQA Missouri Quality Award

MSAPAC Missouri School Administrators Political Action Committee

MSBA Missouri School Boards’ Association

MSIP Missouri School Improvement Program; the state’s school accountability system for reviewing and accrediting public school districts in Missouri

MSIP5 The fifth and most recent cycle of the Missouri School Improvement Program

MSTA Missouri State Teachers Association

National PTA National PTA® comprises millions of families, students, teachers, administrators, and business and community leaders devoted to the educational success of children and the promotion of parent involvement in schools

NetchemiaVendor-hosted server with data located off-site, used for recruitment and evaluation

Glossary

xi Missouri Quality Award Application | April 28, 2014

NCC Northland Career Center

NCLB No Child Left Behind; over-arching federal law regarding public education

NCLB waiver Waiver issued by US Department of Education waiving some NCLB rules and regulations; In place of federal regulation, state-level expectations are put in place.

NEA National Education Association; professional employee organization representing teachers and education issues

Non-core classesClasses outside the academic areas of ELA, Math, Science, and Social Studies

North Campus The buildings and school facilities of PCSD located in Platte City, MO; These include PCHS, PCMS, Paxton Elementary, Siegrist Elementary, Rising Star Elementary, Northland Career Center, and DEC

Northland The geographic area of metro Kansas City, MO which is north of the Missouri River; traditionally this is Clay and Platte Counties

NQEC National Quality Education Conference

OFI Opportunities for Improvement

O&MOperations and Maintenance

OnboardingProcess by which an employee becomes acclimated to the organization

OPAA Food service company used by PCSD

OQTOperation Quality Team

OSHAOccupational Safety and Health Administration

PCEA Platte County Education Association

PCHS Platte County High School

PCMS Platte City Middle School

PCR3Platte County R-3 School District

PCR3 Learning Walks and Talks Locally developed enhancement to classroom observations; brief, structured, non-evaluative observation of school operations observed by a member of superintendent’s cabinet

PCSD Platte County R-3 School District

PDCProfessional Development Committee

PDICProcess Development/Improvement Cycle

PDSA Plan, Do, Study, Act; methodology used as part of continuous improvement management

PDSPProfessional Development Strategic Plan; key tool outlining strategic professional development initiatives aligned to the SP

PEERS Public Education Employee’s Retirement System of Missouri, for non-certificated employees

Perpetual CalendarProvides information on recurring items, events, and actions on a monthly basis that recur annually

PFPathfinder Elementary

Pirates R.O.C.K.Raising Outstanding Character Kids program

PHSDPark Hill School District

PLAN Assessment for 10th graders used students to gauge potential success on the ACT

PLC Professional Learning Community; key process used to organize, manage, and capitalize on PCSD’s core

Glossary

xii Missouri Quality Award Application | April 28, 2014

competency of systematic continuous improvement of teaching and learning.

PLTW Project Lead the Way; Science Technology Engineering Mathematics (STEM) instruction for grades 9-12

Process ChampionThe individual ultimately responsible for leading the processes related to the goal(s), objective(s), strategies, andaction/activities

Process LeaderThe individual who guides, supports, nurtures and facilitates the IGOE

PSRS Public School Retirement System of Missouri or certificated employees

PTA Parent-Teacher Association

Pugh Decision Matrix Quantitative tool used to range the multidimensional options of an option set

Pulse PCSD’s data warehouse system (technology)

PXPaxton Elementary

QCI Quality Continuous Improvement

QCIBFQuality Continuous Improvement (Baldrige) Framework

QCIBCFQuality Continuous Improvement (Baldrige) Classroom Framework

RPSDRaymore Peculiar School District

Response to InterventionTiered system of support for identified students needing academic or behavioral support or increased challenge

RFPRequest for Proposals

RNRegistered Nurse

RoutefinderWeb-based tool designed to efficiently route

RSRising Star (kindergarten only)

RPDC Regional Professional Development Center

RtI See Response to Intervention

SCSuperintendent’s Cabinet - PCSD’s district leadership (superintendent, assistant superintendents, directors, and coordinators as appropriate) that meets weekly

SESiegrist Elementary

SFAStrategic Focus Area

SHACStudent Health Advisory Committee

SLSenior Leadership; cabinet-level leaders

Section 504Federal regulation that prohibits discrimination based upon disability. 504 plans provide accommodations for students who qualify

SIPOCRSuppliers, Inputs, Process, Outputs, Customers & Requirements

SIS-FIN Financial and human resources system (technology)

SIS-K12 Web-based student information system (technology)

SLPSick Leave Pay

SMART Acronym for the creation of goals which are Specific, Measureable, Attainable, Realistic, and Timely

South Campus The buildings and school facilities of PCSD located along Barry Road in Kansas City, MO; These are Barry School and Pathfinder Elementary

Glossary

xiii Missouri Quality Award Application | April 28, 2014

SpEd Special Education; services provided via an IEP, designed to meet the needs of students with disabilities under IDEA

SPStrategic Plan

SPP Strategic Planning Process

SROSchool Resource Officer

SSACSuperintendent Student Advisory Committee

STEM Science, Technology, Engineering, and Math

Super Test DayStudents participate in the Explore, PLAN, and CambridgePractice ACT to provide data for the students and staff tomake informed decisions on college and career readinessand identify improvement actions to achieve their goals

SurveyMonkeyWeb-based survey company the PCSD uses to create and deploy District surveys

SWOTStrengths, Weaknesses, Opportunities, Threats

TalentEd Perform Web-based tool for district evaluation of personnel (technology)

TalentEd Recruit and Hire Web based tool for solicitation of applicants for employment (technology)

TDTechnology Department

Team PC Team Platte County; Committee of certificated and non-certificated employees with representation from the various employee organizations that discuss salary and benefit issues with district leadership

Title 1Federal program to bridge the gap between low-income students and other students by providing supplemental funding to local school districts to meet the needs of at-risk and low income students

TSATechnical Skills Attainment; assessments that measure job specific technical skills

VMV Vision, Mission, and Values

VOC Voice of the Customer

WGSDWebster Grove School District

USATestPrepAssessment package for grades 8-12, diagnostically aligned to EOC exams

Y-ClubPCSD’s before and after school childcare program provided by the YMCA

YMCAYoung Mens Christian Association


xiv Missouri Quality Award Application | April 28, 2014

O RG A N I Z AT I O N A L P RO F I L EP.1 – Organizational DescriptionThe Platte County R-3 School District (PCSD or the District) is proud to call itself a Quality Continuous Improvement Organization. The District has been engaged in this approach since 2011 when it was used for revising the Comprehensive Strategic Improvement Plan (CSIP). Since then, PCSD has worked strategically to embed this approach from the boardroom to the classroom.

PCSD is a public pre-kindergarten through 12th grade district located about 20 miles north of Kansas City, Missouri. PCSD is a growing school district transitioning from rural to suburban and covers approximately 100 square miles. PCSD is home to 3,844 students throughout nine buildings. The District has 14 miles of Interstate-29 highway between the north end (including Platte City) and the south end of PCSD with no district facilities in between. Student buildings are listed in Figure P.1-1. The physical building called the District Education Center (DEC) houses early childhood, central office and transportation/maintenance departments.

P.1a Organizational EnvironmentP.1a (1) Educational Program and Service Offerings. PCSD uses a variety of delivery mechanisms to provide educational programs and services including traditional classroom instruction, special services, college-preparatory, and career/technical education (CTE)

programs. The delivery mechanisms are determined through the use of the Quality Continuous Improvement (QCI) (Baldrige) Framework and plan-do-study-act (PDSA) improvement cycles. Teachers use a variety of research-based strategies that are measured for effectiveness and aligned to the PCSD curriculum and state standards.

PCSD elementary students receive instruction in core subjects (English language arts, mathematics, science, social studies) from one teacher with some departmentalization at intermediate grades. In addition, each elementary student participates in specials classes in the areas of art, music, and physical education (PE).

In middle school (grades 6-8), students begin participating in a multi-hour day, where every 45-55 minutes they move to another class. The middle school schedule includes extended time for English Language Arts (ELA) and math, and one period of science, and social studies, as well as electives such as PE, fine and practical arts, and foreign languages.

Each elementary and middle school implements a Response to Intervention (RtI) system where students are sorted into groups and receive assistance in areas of identified need, and with delivery methods most suitable for their learning styles. RtI occurs daily at these levels, both within and outside the general classroom.

Figure P.1-1 PCSD School Buildings and Educational Offerings.School Basic Data Educational Offerings

Great Beginnings

47 students, Pre-K, North campus, 9.8% Black, 3.3% Hispanic, 9.8% Free and Reduced Lunch, 57.4% IEP, 0% ELL

ECSE, Tuition preschool, Peer preschool

Pathfinder Elementary

390 students, Grades K-2, South campus, 17.6% Black, 9.7% Hispanic, 39.2% Free and Reduced Lunch, 6.1% IEP, 9.4% ELL

RtI, ELL, Special Education, Gifted, At Risk Services, Reading Services

Barry School609 students, Grades 3-8, South campus, 21.6% Black, 9.9% Hispanic, 40.6% Free and Reduced Lunch, 6.4% IEP, 8.4% ELL

RtI, ELL, Special Education, Gifted, Exploratory/Electives, Reading Services

Rising Star Elementary

163 students, K only, North campus, 3% Black, 4.2% Hispanic, 29.9% Free and Reduced Lunch, 5.4% IEP, 2.4% ELL


Siegrist Elementary

571 students, Grades 1-3, North campus, 3.2% Black, 3.8% Hispanic, 27.4% Free and Reduced Lunch, 8% IEP, 2.4% ELL


Paxton School409 students, Grades 4-5, North campus, 3.1% Black, 2.6% Hispanic, 22.5% Free and Reduced Lunch, 8.6% IEP, 0.2% ELL


Platte City Middle School

583 students, Grades 6-8, North campus, 4.7% Black, 3.5% Hispanic, 23.1% Free and Reduced Lunch, 7% IEP, 0.3% ELL

RtI, ELL, Special Education, Gifted, At Risk Services, Exploratory/Electives,

Platte City High School

1,057 students, Grades 9-12, North campus, 9% Black, 5.5% Hispanic, 19.9% Free and Reduced Lunch, 8.5% IEP, 1.1% ELL

RtI, ELL, Special Education, At Risk Services, Exploratory/Electives, Online Learning, Career Services, Advanced Placement, Dual Credit

Northland Career Center

North campus, 8.9% Black, 5.4% Hispanic, 8.2% Free and Reduced Lunch, 9.9% IEP, 0% ELL

CTE and Adult Education


xv Missouri Quality Award Application | April 28, 2014

Platte County High School (PCHS) follows a similar structure in terms of daily schedule, but with RtI times provided twice a week. As with most school districts, required courses are more robust and elective courses are expanded to help students meet their interests. PCHS offers Advanced Placement (AP) and dual-credit courses, as well as courses designed to help at-risk and non-traditional students remain a part of the District and on track to graduate.

PCSD has robust CTE and other vocational offerings. In addition to career-path courses offered to PCSD and other area district students grades 9-12, students also have the opportunity to work in the Project Lead The Way (PLTW) curriculum, Northland CAPS (Center for Advanced Professional Studies), and Cerner Scholars, through partnerships with multiple area organizations.

P.1.a(2) Vision and Mission. PCSD’s culture is guided by the tenants of its foundational elements – the Vision, Mission, and Values (VMV) (Figure P1.1-2).

Figure P.1-2 PCSD’s Vision, Mission, and Values.

Vision: Building learners of tomorrow… Mission: To prepare individual learners for success

in life, the Platte County School District provides meaningful experiences in a safe and caring environment.

Values: Student-focused, Collaboration, High Expectations, Integrity, Visionary Leadership,

Innovation, Results Oriented

PCSD maintains a continuous improvement focus through its CSIP. The plan was created and is maintained using the QCI (Baldrige) Framework (QCIBF). In tandem with the foundational elements, the systematic continuous improvement of teaching and learning is delivered. This core competency is delivered through the Platte County Professional Learning Community (PLC) that began in 2006, and the Principles of Learning that were adopted in 2013 (Figures P.1-3 and P.1-4).

Figure P.1-3 PCSD’s Core Competency.

Core Compentency: Systematic continuous improvement of teaching

and learning, delivered through the Platte County Professional Learning Community (PLC).

P.1.a(3) Workforce Profile. PCSD employs approximately 500 people in three broad categories: certified, technical/professional, and classified. PCSD also maintains a list of approximately 140 certified substitutes and 30 classified substitutes. Information about District workforce is presented in Figures P.1-4 through P.1-7.

Figure P.1-4 Principles of Learning. Principles of Learning

• All students can learn.• Student learning is a process.• Each student’s personal best looks different.• Students can learn from taking risks and making mistakes.• Students learn at different rates, times, and in

different ways.• Timely student feedback is essential for high levels

of learning.• Students should set goals and be able to track their

own learning.• Positive student-teacher relationships are

necessary for student success.

Figure P.1-5 Staff Type Breakdown.

Certified (310 Total)

• Teachers (270)• Principals, Assistant Principals, Building

Directors (15)• Department Directors (4)• Superintendent/Assistant Superintendents (3)• Counselors (11)• Library/Media Specialists (7)

Technical/Professional (24 Total)

• Technology Staff (1)• Health Staff (3)• Deaf Interpreters (4)• Coordinators (4)• Business Office Specialists (4)• Executive Administrative Assistant (1)• School-based social workers (5)• Supervisors (2)

Classified (163 Total)

• Custodial (29)• Maintenance/Grounds (4+seasonal)• Administrative Assistants (25)• Office Aide/Lunch Clerk (14)• Paraprofessional (34)• Library Aide (7)• Health Staff (5)• Bus Mechanics (2)• Bus Driver (34)• Bus Aide (2)• Accompanist (2)• Technology Staff (3)• School Resource Officer (SRO) (2)

Figure P.1-6 PCSD Certified Staff Data.Certified Staff Data PCSD

Average Years of Experience 12.7

Teachers w/ Masters’ Degree or higher 74.2%


xvi Missouri Quality Award Application | April 28, 2014

Figure P.1-7 PCSD Staff Demographics.Female Male Total

Asian 0.36% 0.00% 0.36%

Black 0.54% 1.25% 1.79%

White Or Hispanic 74.55% 23.30% 97.49%

Employees in positions required to be certified by the state of Missouri’s Department of Elementary and Secondary Education (DESE) must meet educational and other certification requirements. These requirements vary depending on the position and may include a college or advanced degree in the field of education, specific content-area, or job-related coursework, and passage of certification exams. To further support instruction, paraprofessionals and substitutes must have completed at least 60 hours of college credit to meet state requirements.

PCSD is a district strongly vested in the QCI (Baldrige) approach to leadership and management which requires staff engagement. The District’s PLC model supports collaboration time without students twice/month, providing staff with the structure to have input on decisions that affect their work as well as to develop improvement actions. Collaboration with peers to improve processes that support goals also increases opportunities for innovation, agility, management by fact, personal learning, and organizational learning. The District provides a professional development program for all staff. Through this program, all staff is provided various opportunities to strengthen the skills they need to effectively perform their jobs and help the District become more successful.

PCSD staff is represented by two different employee organizations – Platte County Educational Association/Missouri NEA and Missouri State Teachers Association (MSTA). Non-certified employees can also elect to be a part of these organizations, and receive representation. PCSD does not have a recognized bargaining unit. Although Missouri is a collective bargaining state, terms of employment are discussed using a meet and confer process with a representative group called Team Platte County.

Health and safety requirements are addressed in Figure P.1-8 PCSD Regulatory Requirements. Public school districts in Missouri are regulated by various state and federal mandates. Missouri Revised Statutes Chapter 160 provides the basic framework for state regulation including defining the days/hours, teaching standards, attendance requirements, discipline, curriculum, and governance.

P.1.a(4) Assets. PCSD students, parents, and patrons are proud of its educational facilities. The nine physical plants total approximately 702,000 square feet and sit on 70 acres throughout two campuses. The physical plants and contents have an insured value of more than $100 million.

PCSD operates 42 district-owned buses daily to run tiered arrival/dismissal routes, special trips, activity routes, and provide efficient shuttle services. PCSD also maintains a district-wide network with approximately 1,700 connected computing devices.

P.1.a(5) Regulatory Requirements. PCSD operates within multiple regulatory environments governed by federal, state, and local standards and regulations, as well as health, safety, environmental, and financial regulations, and supported by various agencies, including Office for Civil Rights; Missouri Commission on Human Rights; Platte County, Clay County, and Kansas City Health Departments; and Platte City and Kansas City Fire Departments,

Figure P.1-8 PCSD Regulatory Requirements.

Federal

• Federal Title Programs (I, II, III, IV, V, IX)• Individuals with Disabilities Act (IDEA)• Section 504• Americans with Disabilities Act (ADA)• Family and Medical Leave Act (FMLA)• Affordable Care Act (ACA)• Civil Rights Act• No Child Left Behind (waiver)

State

• Missouri School Improvement Program (MSIP)

• Revised Statutes of Missouri (RSMo)• Wage and Hour Regulations

Local

• Board of Education (BoE) Policies and Regulations

• Platte City Building and Licensing Codes• Kansas City, Missouri Building and

Licensing Codes

Health,Safety,

Environmental

• Health Insurance Portability and Accountability Act (HIPAA)

• Federal Educational Right to Privacy Act (FERPA)

Financial

• DESE Accounting Standards• Governmental Accounting Standards

Board (GASB)• Generally Accepted Accounting

Principles (GAAP)

PCSD’s accreditation is determined by district performance in the areas of assessment performance (including subgroups), College and Career Readiness (C&CR), student attendance, and graduation rate. The District has been fully accredited for each of the last ten years.

P.1.b Organizational RelationshipsP.1.b(1) Organizational Structure. PCSD maintains an elected Board of Directors, often referred to as the Board of Education (BoE). The BoE is a seven-member non-compensated body elected at-large to three-year terms. The BoE is responsible for establishing district policies and hiring the Superintendent. The Superintendent is responsible for carrying out policy


xvii Missouri Quality Award Application | April 28, 2014

and hiring of administrative positions. PCSD has two Assistant Superintendents that directly report to the Superintendent. Other senior leaders that make up PCSD’s “Superintendent’s Cabinet” include the Executive Director of Pupil Services, Director of Student Services, Coordinator of Business Services, and the Director of Communications (see Organization Chart).

The BoE meets once a month. Superintendent’s Cabinet meets weekly, Admin Council meets monthly, and elementary and secondary principals meet with Academic and Business Services Teams (AST/BST) when appropriate. All district-level teams meet individually at least once per week. Collaboration groups are maintained at the building/campus/department-level and meet regularly as determined by their memberships, along with District representation.

P.1.b(2) Students, Other Customers, and Stakeholders.PCSD’s primary customer group is its K-12 students and their families. Figure P.1-9 shows key customer/stakeholder groups and their requirements. Students come from within PCSD’s boundaries; the District does not accept tuition-based attendance. Many of the District’s patrons have a strong sense of fiscal conservatism, and as such PCSD strives to meet their needs operating in a transparent manner.

Figure P.1-9 Customer Key Requirements.

Customer Key Requirements

StudentsQuality education; safe/caring environment; meaningful experiences

Parents/ Guardians

Quality education; safe/caring environment; meaningful experiences; two-way communication

Patrons/Taxpayers

Students and graduates who are ready to contribute to workforce and community; good steward of finances

Local employers/ Higher Education Institutions

Students and graduates who are ready to contribute to the workforce/continue their learning

Parents/guardians, patrons, employees, community employers, and students have high expectations for learning. PCSD consistently scores well on standardized assessments and other measures in comparison to state averages Volunteers work regularly within the buildings through Pirate Pals, Watch D.O.G.S., and other opportunities.

P.1.b(3) Suppliers and Partners. PCSD maintains relationships with a variety of key collaborators, partners, and suppliers (Figure P.1-10). Collaborators are volunteers and groups often made up of parents and citizens, whose efforts are designed to improve District program offerings. Partners are the many members of local and metro-area business and civic community with whom

the District has a more formal partnership. This includes community member participation in committees and task forces. Partners also provide guidance to the District’s foundation, expertise and gifts to support programs. Suppliers provide needed materials and services allowing the District to function effectively. The BoE maintains purchasing policies and procedures to guide leadership in selecting the most effective and efficient suppliers.

Figure P.1-10 Key Collaborators, Partners, and Suppliers.

CollaboratorsVolunteers, PTO/PTA, Pirate Pals, Watch D.O.G.S., booster clubs

PartnersGKCCSD, Northland CAPS, Cerner/Cerner Scholars, DESE, Chambers of Commerce, KCRPCD, PDN

Suppliers

Tyler Technologies, Hollis and Miller Architects, Miller Donnelli Insurance, Manning Construction, Patron Insight, Westbrook and Co. Auditors, OPAA!, YMCA

PCSD’s suppliers provide a variety of services that contribute to the successful daily operation of the District. OPAA! runs the District’s food service operations, and YMCA of Greater Kansas City operates PCSD’s childcare program. P.2 – Organizational SituationP.2.a Competitive EnvironmentP.2.a (1) Competitive Position. PCSD offers certified salaries and benefits that fall near the median in comparison of other metro districts, making working in these positions in the District attractive. Salary varies for teachers dependent upon years of experience and level of education. In similar comparisons, the District’s support staff is in the bottom half of metro districts.

PCSD is currently one of the smaller districts in the metro area, but is poised to see significant growth over the next several years (Figure P.2-1). This growth is expected to change student demographics and customer requirements, as well as impact district financial realities.

Figure P.2-1 Enrollment Data. *Projected Enrollment.

Enrollment Year ES MS HS Total

2010-11 1,730 818 1,008 3,556

2011-12 1,794 838 1,031 3,663

2012-13 1,829 865 1,029 3,723

2013-14 1,912 873 1,059 3,844

2014-15* 1,936 919 1,104 3,959

2015-16* 1,971 950 1,139 4,060

2016-17* 2,016 987 1,184 4,187


xviii Missouri Quality Award Application | April 28, 2014

Several alternative education options exist within and near District boundaries. Those having the biggest impact on the District are:

• Private schools, including St. Charles (K-8), St. Pius X (9-12), Northland Christian School (9-12), and Our Savior Christian Academy (PreK-8)

• Home-schooling and home-school support groups (K-12)

• Neighboring and regional school districts, as the District competes for quality staff

• Online programs/virtual schooling

P.2.a.(2) Competitiveness Changes. As technology continues to shape the lives of learners, tapping into this resource and the use of data in making decisions will provide PCSD with immense opportunities for both innovation and collaboration. Technology is spreading to all aspects of the PLC/learning cycle at an increasing rate and PCSD works hard to seamlessly integrate new tools into everyday use. P.2.a(3) Comparative Data. PCSD has established 11 benchmark districts (Figure P.2-2) which are regularly used to measure successes and opportunities. These benchmark districts share similar characteristics, giving PCSD an accurate gauge of its performance.

Figure P.2-2 Benchmark Districts.Statewide Northland

• Grain Valley • Raymore-Peculiar • Mehlville

• Fort Osage • Webster Groves • Kirkwood

• Park Hill • Liberty • Kearney R-I

• Excelsior Springs • Smithville R-II

The District has data points established in its CSIP which allow for it to measure personal growth and identify best-in-class districts for each criteria by which to measure itself. The data used to measure progress are assessment data, perception measures, and fiscal/business performance. This balanced scorecard is updated and shared annually.

Much of the data the District uses is unique to the education sector, meaning there is limited data pulled from outside the industry. PCSD has examined items, such as support staffing levels and benefits, to ensure it is competitive and attracting and retaining the most qualified staff.

PCSD finds it difficult to align data points across districts when the data is not provided by DESE. Some comparative data (such as perception measures) are not universal amongst benchmark school districts and some districts are reluctant to share data. Because of these challenges, the scoring criteria on the balanced scorecard were developed to help the District continuously improve.

P.2.b Strategic ContextStrategic challenges and advantages (Figure P.2-3) are identified in a SWOT analysis conducted in Admin Council. This analysis provides the foundation for the District’s work through the CSIP.

Figure P.2-3 Strategic Challenges and Advantages.Strategic Advantage Strategic Challenge

Educational Programs and Services

• Improvement (Data) teams

• Continuous Improvement (Baldrige) Framework classrooms

• Career technical opportunities

• Teaching 21st Century skills• Increasing student

achievement for all students• Increasing student/stakeholder

engagement using technology• Growing community

partnerships

Operations

• Fiscal stability• Lean Six Sigma and

Baldrige knowledge

• Operating with increased efficiency

• Managing changes in MO education funding system

• Ensuring technology accessibility/use

• Managing growth

Societal Responsibilities

• Growth• Community support

of co-extra-curricular programs

• Making connection with the District’s North and South communities

• Understanding community tax tolerance

Workforce

• Talented and professional workforce strong leadership

• PLC model

• Engaging and developing talented staff

P.2.c Performance Improvement SystemPCSD’s core competency – systematic continuous improvement of teaching and learning – is integrated in the performance improvement system that has been developed over the past three years. This system involves multiple approaches. PCSD uses the QCI (Baldrige) Framework for focusing its strategic improvement actions. This framework guides improvement and provides a focus that considers each criteria in the framework. It allows PCSD to make informed decisions based on measures and facts. The PDSA approach is evident throughout the organization. The framework provides PCSD with not only information, but also a systematic method for the continuous improvement of programs, services, and processes.

Responses to Criteria

CATEGORY 1 - LEADERSHIP

1 Missouri Quality Award Application | April 28, 2014

R E S P O N S E S TO C R I T E R I A

C AT E G O R Y 1 - L E A D E R S H I P

1.1 Senior Leadership1.1a Vision, Values, and MissionPlatte County School District’s (PCSD’s or the District’s) senior leadership is the Superintendent’s Cabinet (SC) which is comprised of the Superintendent, Assistant Superintendent of Personnel Operations (AS-PO), Assistant Superintendent of Academic Services and Continuous Improvement (AS-ASCI), Executive Director of Pupil Services, Director of Student Services, Coordinator of Business Services (CoBS), and Director of Communications (DoC). The SC meets weekly to review logistics of all operations of the District and monitor the progress of the Comprehensive Strategic Improvement Plan (CSIP). The SC has a perpetual calendar that includes program evaluations of the District support programs (Figure 6.1-3), 90-day study cycles of progress towards core objectives of the strategic plan, and analysis of Key Performance Indicators (KPI) through dashboards and the District’s Scorecard. Each member of the SC is responsible for a Strategic Focus Area (SFA) as a Goal Champion (GC) and/or a Process Champion of a core or enabling process (Figure 6.1-3).Each SC member has department teams that meet regularly to monitor their specific improvement objectives and processes in the CSIP. These teams are informed by committees and subsequent task forces that support specific SFAs, as illustrated in Figure

1.1-1 Leadership Web. SC engages other District leaders in the CSIP through Admin Council (AC) which meets monthly. AC is comprised of all building administration, directors, and coordinators. AC is used to present CSIP updates, engage administration in creating improvement actions, revise the CSIP, align Building School Improvement Plans (BSIPs) to the CSIP, and provide professional development for the AC. AC members engage other teams and committees throughout the district in strategic planning and process improvement. This structure is intentionally designed to engage the workforce in the continuous improvement (CI) process, job-embedded professional development (PD), and organization of communication lines. The Leadership Web connects SC, Teams, and committees in multiple ways to create collaboration, cross-teaming, and a downward and upward flow of communication, encompassing PCSD’s core competency of Professional Learning Community (PLC). The Web ensures that the Vision, Mission, and Values (VMV) flow throughout the organization.

1.1a(1) Vision and Values. PCSD has had a Comprehensive “School” Improvement Plan with a vision and mission since 1996. The creation of the current Comprehensive Strategic Improvement Plan began in 2011 and was approved by the Board of Education (BoE) in 2012. The plan is Baldrige aligned, systematic, and grounded in the Plan-Do-Study-Act (PDSA) cycle. PCSD’s Vision, Mission, and Values

Figure 1.1-1 Leadership Web. PCSD’s core competency, Professional Learning Community, is incorporated into the web.

AD

MIN

CO

UN

CIL

CO

MM

ITT

EE

ST

EA

MS

Assistant Superintendent - Academic Services and

Continuous Improvement*

CA

BIN

ET Assistant

Superintendent - Personnel/Operations*

Executive Director of Pupil Services Coordinator of

Business ServicesDirector of

Communications

Response to Intervention

TechnologyPirates

R.O.C.K.Education

FoundationOperation

QualityDistrict

Calendar

Fraud and Audit

Grade Level/Department

SUPERINTENDENT*

TASK FORCES

Director of Student Services

AD

MIN

I, D

IRE

CTO

RS,

C

OO

RD

INA

TOR

S

Intervention Teams Business Services Communications

Public Relations

Identification Team

Professional Development

Parent Involvement

Leadership Summit

Academic Services

Human Resources

Team Platte County

School Health Advisory

Operation/Maintenance

Transportation/ Maintenance

Technology

Building Principals/Assistant Principals

Data/ Measurement

Assessment/ Evaluation

PD/Instructional Technology

Food Services

Health Services

Building Teams

* Executive cabinet




(VMV) are the foundational elements of its continuous improvement (CI) set by engaging the CSIP Planning Team in a defined process including an analysis of current performance and stakeholder expectations. Various quality tools were used to create the District’s VMV, goals, strategic objectives, and initial improvement actions. The CSIP is revised annually using the CI Strategic Plan PDSA cycle (see Figure 2.1-2). In that process, VMV are validated and revised if necessary based on multiple internal and external inputs throughout the cycle of improvement. In addition, focus groups, a stakeholder Gallery Walk, AC, Teacher Leadership Teams, Leadership Academy, and meetings with parents and community stakeholders are used to gather input in the CSIP improvement cycle (Figure 1.1-3). Suppliers use the District’s VMV when providing key services to the District. For example, when PCSD contracted with an architectural firm to design a new elementary school, the VMV were used in making key decisions regarding the design of the building.

In addition to referring to and using the VMV daily, SC use multiple processes to deploy the VMV to various stakeholders (Figure 1.1-3). SC are required to memorize the District’s VMV. This is monitored through a periodic assessment that cascades throughout PCSD’s departments, schools, and classrooms. The District’s Plan-on-a-Page is posted in every room ensuring VMV are visible and recognizable throughout the organization. The VMV come to life through deployment of aligned actions at the district, department, and building level. The CSIP is tied to all levels of the organization ensuring a continuous cycle of learning aligned to the VMV.

A Comprehensive Communication Plan (CCP) ensures SC communicates the VMV and CSIP to all stakeholders. Through multiple approaches, the VMV provide the foundation for all communication (Figure 1.1-3). VMV are embedded into the branding of PCSDs Quality Continuous Improvement. PCSD has developed District-specific branding, including a color palette and logos. These designs and choices all have significance, representative of history, tradition, and beliefs of the District. Among the graphics are the District logo, a compass rose, and “A, B, C” building blocks. These symbols have all come to be associated with the District throughout the community.

SC sets the tone for PCSD through their words and actions. SC agendas are constructed to ensure meetings are in full alignment to the VMV and CSIP. AC meetings are a combination of job embedded Professional Development (PD) and work sessions focused on CSIP improvement actions with very few logistics. By engaging the District’s workforce through collaborative teaming, PCSD builds consensus for ideas and ensures VMV alignment. Through varied communication methods, SC recognizes employees living the District’s values. The VMV is a focus at student

events that recognize positive character traits, academic accomplishment, and extra-curricular accomplishment.

Annually, the “Are We Making Progress,” survey questions are deployed to certified and classified staff. The questions are Baldrige aligned and focus on staff engagement and understanding of the Quality Continuous Improvement (Baldrige) Framework (QCIBF) (see Figure 2.1-1). The data is analyzed at SC and AC to provide feedback on the District’s effectiveness in deploying its VMV. The learning gained from the survey is used to support the revision of the CSIP and development/revision of BSIPs (see Figure 2.1-4).

1.1a(2) Promoting Legal and Ethical Behavior. High expectations and integrity are two District values that assist SC in keeping focus on legal and ethical behavior. SC has developed enabling processes to ensure legal and ethical behavior is not only promoted by themselves and others, but required. The District’s Board Policy/Procedure creation and revision process provides the regulatory framework for legal and ethical behavior. SC implements the policy revision process by using a PDSA cycle triggered by the Missouri School Board Association’s (MSBA’s) full policy maintenance, which occurs twice annually. A comprehensive online policy and procedure manual is provided on the District’s website allowing access for all stakeholders. The manual clearly defines the legal and ethical expectations for behavior, fiscal responsibility, governance, and decision making.

SC promotes legal and ethical behavior in the development of a high quality staff. PCSD begins the ongoing process of educating workforce on policies and procedures during onboarding. Many topics are covered to ensure new employees understand organizational expectations. In response to workforce feedback on training, PCSD offers varied delivery systems including videos and electronic quizzes. A component of each staff evaluation addresses the compliance with legal and ethical behavior through the standard of professionalism.

Legal and ethical behavior is demonstrated and supported through the auditing process. Fiscal responsibility and tax stewardship are important to PCSD and its stakeholders. The auditing process allows the district to align BS with community expectations. As a result of feedback from the District’s auditor, PCSD has established an audit committee charged with a variety of tasks including receiving anonymous tips regarding fraud and suggesting internal audits. Audit results can be found in Figure 7.4-2.

1.1a.(3) Creating a Sustainable Organization. PCSD strategically deploys a variety of processes designed to create CI and sustain that environment (Figure 1.1-2).




PCSD’s core competency is the systematic continuous improvement of teaching and learning. A major support to the delivery of this core competency is PCSD’s PLC. The Leadership Web (Figure 1.1-1) supports the flow of communication and knowledge throughout the PLC. PCSD’s PLC maximizes collaborative work time for response to the four core questions of the PLC through systematic data cycles (Figure 4.1-5). PCSD has two-hour early release fourteen times per year for PLC implementation. Through multiple learning cycles and the development and use of a systematic Improvement (Data) Team model (Figure 4.1-5), PCSD has been able to deliver on its core competency.

PCSD’s PLCs have supported innovation and intelligent risk taking. For example, through a collaborative effort with AC members and Academic Leadership Team (ALT), PCSD Principles of Learning (PoL) (see Figure P.1-4) were established as a requirement for instructional delivery. The PoL led to additional innovations such as the development of systematic K-12 grading methods. Creating a consistent grading method in elementary and secondary levels was an intelligent risk as many of the adopted principles go against traditional practices. These improvements have allowed departments and grade level teams to measure the effectiveness of their instructional strategies through the PDSA cycle with common assessment and grading measures. As a result, all staff members have clear direction regarding organizational beliefs as they pertain to assessment and learning.

PCSD invests heavily in its human capital to ensure succession plans are in place and that loss of personnel does not result in loss of institutional knowledge or ability. The District’s methods for development of future leaders are identified in Figure 1.1-2.

Figure 1.1-2 Processes Used by AC to Create a Sustainable Organization.

Methods Frequency

Achievement of Mission, Organizational/Personal Improvement, Strategic Objectives, and Organizational Agility

CSIP Action Plan Creation/Monitoring Annual/90-day

CSIP Revision Process Annual/90-day

Curriculum Revision Process Ongoing

Professional Development Plan Annual

Performance Evaluation Systems Ongoing

Assessment Plan Annual

Learning Walks and Talks Bi-Annual

Improvement (Data) Teams Ongoing

Response to Intervention Ongoing

Methods Frequency

Customer and Workforce Engagement

Comprehensive Communication Plan Annual

Comprehensive Survey Bi-Annual

District and Building Committees Ongoing

Social Networking Ongoing

Complaint tracking Ongoing

Focus groups Ongoing

Innovation and Intelligent Risk Taking

Improvement (Data) Teams Ongoing

Professional Learning Communities Ongoing

21st Century Learning Strategies Ongoing

Technology Plan and BYOD Annual

Out of sector partnerships Ongoing

Development of Future Leaders

Aspiring Leaders I and II Monthly

Quality Leadership Academy Monthly

Performance Evaluation System Ongoing

Professional Development Plan Annual

Book Studies Ongoing

Administrative Council Monthly

Continuing Education Ongoing

1.1b Communication and Organizational Performance1.1b(1) Communication. PCSD SC strategically communicates with District stakeholders using PCSD’s CCP which uses a variety of approaches designed to tailor message delivery to and/or engage both internal and external stakeholders (Figure 1.1-3).

SC and AC members engage parents, business leaders, students, and teachers in multiple forums for feedback. To gather high-level feedback, the District deploys a comprehensive survey twice annually. This survey allows all stakeholders to provide feedback anonymously. The feedback is used at the District level to revise the CSIP and is used by departments, buildings, and collaborative teams to ensure PCSD is continuously improving. To drill down further from survey results, all levels of the organization use focus groups with a variety of stakeholders. Focus groups are systematically designed to solicit deeper understanding of survey performance allowing the District to respond to opportunities for improvement. The Superintendent’s Student Advisory Committee (SSAC) is a group of high school students that provide the superintendent with feedback on climate issues around the District as well as educational programs and offerings.




Figure 1.1-3 Communication Channels for VMV Deployment.

Medium

Direction Purpose Target Audience Frequency

Two-

way

Upw

ard

Dow

nwar

d

Enga

gem

ent

Auth

entic

Two-

way

Key

Dec

isio

n

Rew

ard/

Reco

gniti

on

Stud

ents

Pare

nts

Staf

f

Adm

inis

trat

ors

BoE

Taxp

ayer

s/Re

side

nts

Pros

pect

ive

Resi

dent

s

Ong

oing

Wee

kly

Biw

eekl

y

Twic

e/M

onth

Mon

thly

Bim

onth

ly

Qua

rter

ly

Twic

e/Ye

ar

Year

ly

District Website

Treasures Newsletter

e-Treasures

Details from the DEC

CSIP Document

Plan-on-a-Page

Administrative Council (AC)

Superintendent’s Cabinet (SC)

Comprehensive Survey

Collaboration Café

Convocation

Staff Evaluations

Excellence in Education

Shout Out SCHIVIR Me Timbers

Annual Report

BoE Communication

Building Newsletters

Classroom Newsletters

Curriculum Teams

PLC Collaboration

Learning Walks and Talks

Team Platte County

Faculty Meetings

Topical, Committee, Task Force Mtgs

Educational/Informational Videos

Social Media

Superintendent’s Student Advisory Committee (SSAC)

School Focus Groups

Academic Leadership Teams

Operation Quality Team

Stakeholder Gallery Walk

BoE Pirate Pride




PCSD’s Learning Walks and Talks demonstrate innovation in the area of two-way communication. This tool is designed to collect qualitative data for better interpretation of survey responses; provide deeper engagement with staff and students; enhance communication with staff; and ensure alignment to the CSIP. PCR3 Learning Walks and Talks schedule a senior leader in a building for one full day two times in a school year to observe operations, conduct informal talks with staff about the District, and solicit feedback from a focus group of staff members. Following the visit, the senior leader submits a written summary of the visit and shares the knowledge gained with SC and other District leaders.

The varied communication methods are designed to ensure understanding and transparency of key decisions. PCSD’s DoC is a member of SC and AC where many decisions are made. The DoC attends every meeting of the BoE. The District’s varied communication venues are identified in Figure 1.1-3.

Effectively motivating employees and customers is paramount in achieving the District’s mission. SC have designed and deployed multiple approaches to recognize staff for service and accomplishments. Staff convocation at the beginning of each year has been used as a venue to recognize years of service and rewards from the prior year. District success stories are also shared at this event. The BoE recognizes students and employees at monthly meetings who are living PCSD’s organizational values. Capitalizing on a key partnership, PCSD uses the Northland Regional Chamber of Commerce (NRCC) Excellence in Education (EIE) program to recognize both certified and classified staff. Those nominated for EIE form the pool of nominees for the District’s various employee-of-the-year awards. Students are recognized through the District’s Pirates R.O.C.K. program (Raising Outstanding Character Kids) through academic and co-curricular assemblies/ceremonies, and scholarship awards from various community partners including the Platte County Education Foundation (PCEF), Platte City Rotary, Platte City Lion’s Club, Platte City Friends of the Arts, and other stakeholders.

Using a PDSA cycle, SC has taken feedback from staff focus groups to identify gaps in the District’s current staff recognition methods and develop new preferred methods.

1.1b(2) Focus on Action. SC creates a focus on action through the CSIP process. This systematic PDSA process (see Figure 2.1-2) embeds the QCIBF (see Figure 2.1-1) approach to leadership and management. Doing so systematically links CI to the Baldrige criteria to ensure alignment and results. This allows PCSD to maximize the benefits from the core values and Baldrige best practices. The PDSA process identifies needed actions for improved performance in the Act phase of the process; however, the

process allows for agility throughout to take needed actions whenever necessary through the 90-day study cycles.

1.2 Governance and Societal Responsibilities1.2a Organizational Governance1.2a(1) Governance System. PCSD is governed by a seven-member elected Board of Education (BoE) with all members serving at-large for three year terms. The voters of PCSD annually elect two directors with an additional director elected triennially. The BoE entrusts SC and AC to create systematic processes to achieve management and fiscal accountability, transparency, and protection of stakeholder interests.

Figure 1.2-1 Systematic Governance Processes.

S y s t e m a t i c G ove r n a n c e P r o c e s s e s

ProcessMeasurement Tool/

ApproachInvolvement

Accountability for Management’s Actions

• Balanced Scorecard• SP Performance and

Action Tracking• APIC

SC, AC, BoE

Fiscal Accountability

• Fund Balances• S&P Bond Rating• Independent Audit• Tax Rate• Expenditures per ADA

SC, AC, BoE

Management accountability is achieved via monthly BoE meetings, BoE oversight and involvement in the CSIP, performance appraisals, and program evaluation reports. The BoE is provided with a CSIP update three times annually to coincide with key points in the learning cycle. The updates include progress toward stated goals, action plan tracking, and key revisions from the learning cycle. After receiving feedback from BoE members regarding reports from various levels, SC modified the CSIP update to coordinate and align from District to Building.

Systematic processes are deployed to ensure transparency of operations at the governance level. An overview of the BoE meeting is provided to staff and stakeholders by the DoC immediately following the meeting using a variety of mediums. Transparency is also enhanced by involving staff, students, parents, and patrons in decision making committees, task forces, and process improvement teams.

The BoE acknowledges its fiduciary responsibility and acts with integrity, diligence, and professionalism in all matters. Through policy and processes, the BoE ensures methods for fiscal responsibility. Policies have been approved requiring processes for segregation of duties, anonymous fraud reporting, and internal auditing. Reviews of the revenue/expense reports, warrants, and utilities by building are




conducted at each monthly meeting. The budgeting process culminates with the BoE adopting a tentative budget prior to the start of each fiscal year. To improve the annual budget document, SC has started the process to align to the Missouri Association of School Business Officials (MOASBO) Meritorious Budget Award requirements. This improvement was identified during the CSIP process as an action that would please stakeholders and provide higher levels of transparency. BoE policy, Department of Elementary and Secondary Education (DESE), and Government Accounting and Standards Board (GASB) mandate that an independent audit is conducted annually with the findings reported by the auditor directly to the BoE. The BoE ensures fiduciary responsibility with processes to ensure accountability in the management of debt and capital planning. The BoE approved an innovative solution regarding efficient transportation services resulting in the retirement of bus leases. A Long Range Plan (LRP) has been approved by the BoE. This plan includes planning criteria for new facilities, a tiered feeder system model, and an enrollment flashpoint diagram. The LRP provides the BoE and SC with a process for developing school facilities to a complete build out scenario of more than 20,000 students.

PCSD realizes succession planning of SC is reliant upon intentional processes designed to prepare leaders for their next role in the organization. AC members are encouraged to create a collaborative culture of sharing and cross training. Monthly cross-divisional AC meetings provide an intentional learning framework that ensures members are engaged in their leadership development. The collaborative culture of AC is not confined to meetings. AC members are actively involved in leading district initiatives such as Improvement (Data) Teams, PCSDs Educator Performance Improvement Cycle (EPIC) (Figure 5.1-3), and employee onboarding.

1.2a(2) Performance Evaluation. The effectiveness of SC is tied to a continuous learning cycle through the Administrator Performance Improvement Cycle (APIC). The process is tied to the building/department strategic plan and includes a self-assessment, collaborative learning, supervisor walks, periodic conferencing, and a summative evaluation. The PDSA cycle of improvement is used to move the process purposefully through the course of a year. Compensation for administrators is determined by an initial placement schedule and increases are tied to the average percentage increases extended to teachers through the salary schedule.

The Superintendent evaluation follows a similar process to the APIC with self-assessments, periodic conferencing, and a summative evaluation conducted by the BoE. The Superintendent’s contract terms and compensation are determined by the performance evaluation and CSIP progress.

Prompted by a change in DESE requirements, all educator evaluations have been revised. The EPIC, APIC, and Superintendent Evaluation have a focus on results and aligned to the PDSA process. Policy provides guidance for SC and BoE if a member of AC is found to have unsatisfactory performance.

As an elected body, the BoE’s evaluation is the annual election process. Along with the rest of the District, the BoE is using the QCIBF, strategic planning, and the PDSA cycle for CI.

1.2b Legal and Ethical Behavior1.2b(1) Legal Behavior, Regulatory Behavior, and Accreditation. PCSD deploys compliance and risk management approaches to anticipate, identify, analyze, and minimize regulatory, safety, accreditation, and legal responsibilities and risks. Processes throughout the organization are tied to a PDSA improvement cycle. The initial “as-is” process is developed using the inputs, guides, outputs, enablers (IGOE) tool (Figure 6.1-2). Use of the IGOE tool ensures consideration is given to the “guides” for a process, which include legal and ethical behavior along with customer requirements. As learning cycles occur, guides are considered in an attempt to ensure systematic compliance and risk minimization.

Complaints are monitored via multiple tracking systems by organizational unit. SWOT analyses are used in program evaluations or core and enabling processes, (Figure 6.1-3), faculty, parent advisory, and District committee meetings to address adverse impacts and anticipate public concern. By engaging all stakeholders, PCSD is able to identify weaknesses and potential threats which gives the District the information needed to act.

Preparation for identified adverse impacts and concerns occurs by having systematic approaches to improving the District’s core work processes. SC has been trained to use Lean Six Sigma concepts to ensure PCSD is meeting customer requirements with lean processes. For example, a deliberate approach has been deployed to ensure energy use per square foot is improving which includes modifying operating systems, upgrading fixtures, using system control features, and changing employee behavior. The PDSA process is used to reduce process inefficiencies. Non-value added work is identified and eliminated.

Regulatory, legal, and accreditation requirements are identified in Figure P.1-8. Core and enabling processes (Figure 6.1-3) ensure the meeting and surpassing of these requirements. An MSIP 5 scorecard guides improvement actions to improve the Annual Performance Report (APR) each year. Figure 7.4-4 illustrates MSIP 5 results on all standards compared to benchmark school districts. PCSD annually conducts an external audit. Recent findings




(Figure 7.4-2) indicates that PCSD has experienced clean audits for the past 4 years.

PCSD limits risk for stakeholders through a perpetual calendar of safety inspections of buildings and systems such as elevators, food service equipment, hazardous materials, etc. The Missouri State Highway Patrol conducts an annual safety inspection of the bus fleet.

PCSD hosts regular meetings with first responders from the City of Platte City, Platte County, and Kansas City to collaborate on crisis planning.

A crisis plan is in place to ensure PCSD is proactive in its approach to dealing with unexpected emergency situations. The plan is reviewed annually and immediately following any crisis situation. In a cycle of learning, the crisis team

Figure 1.2-2 Senior Leader Support of Key Communities.

Support Entity

Purpose/Offering

Involvement

Lead

ersh

ip

Serv

ice

Sup

po

rt

Fac

iliti

es

Gov

ern

ance

Su

pp

ort

Staf

f C

ontr

ibut

ion

PCSD Community

Platte City Rotary AS-PO

Platte City Lion’s Club Superintendent

Platte City Chamber of Commerce Superintendent, DoC, Director of

Student Services

City of Platte City Superintendent, DoC, BLs, AS-PO, DOT

Platte City Parks and Rec AS-PO, Bs

Youth Sports, Boy Scouts and Girl Scouts ASP-O, BLs

Platte County Education Foundation Superintendent, DoC

Hillcrest Ministries AC

Faith Community AC

Platte County, Northland, and Metropolitan Area

Northland CAPS Superintendent, AS-ASCI

KCI Rotary Superintendent

Northland Regional Chamber of Commerce Superintendent, DoC

Platte County Economic Development Council Superintendent, DoC

Northland Education Business Alliance Superintendent, Director of NCC

YMCA of Greater Kansas City Superintendent, DOC, BLs

Platte County Superintendent, DOC, BLs

Platte County Parks and Rec AS-PO, BLs

Kansas City Tax Increment Financing Commission Superintendent, DBS

St. Lukes Northland Hospital Superintendent

Kansas City Association of School Administrators Superintendent (President 12-13)

Suburban Conference Superintendent (President 14-15)

Excellence in the Heartland Foundation Superintendent, AS-ASCI, AS-PO, BLs

State and Nation

United Way AC

American Heart Association, Blood Bank BLs

MSBA, MASA, MOASBO, MSAPAC, MAESP, MASSP, National PTA, MSPRA, AASA, ASQ/NQEC

AC


CATEGORY 2 - STRATEGIC PLANNING


recognized a potential issue in the District’s plan. As a result, PCSD secured a vendor to provide expertise on content and consistent formatting of crisis manuals.

1.2b(2) Ethical Behavior. SC deploys BoE policies, procedures, and training programs to promote ethical behavior. The AS-PO monitors the deployment of ethics training and serves as the compliance officer in accordance with BoE policy. Ethical behavior is promoted by SC during all personnel processes. Extensive ethics training is provided during the onboarding process which includes review of employee manual and personnel policies that require signature. Once an employee is hired, annual training is deployed electronically through video and web-based media that document participation and ensure a satisfactory level of understanding.

Adverse impacts of programs, services, and operations are addressed in policy and the District designates a single compliance officer to ensure claims of discrimination, retaliation, and harassment are investigated and acted upon expeditiously. The policy is adhered to with fidelity to ensure each complainant is provided with a consistent and responsive experience. To ensure programs, services, and operations are supported in a safe manner, all employees are required to pass a multi-point background check. The District requires background checks to be conducted for participants in the organized volunteer program, Pirate Pals. To identify, anticipate, minimize, and analyze adverse impacts the District actively monitors the “How Are We Doing” submissions, social networking messages, and informal complaints and reviews these during SC meetings.

1.2c Societal Responsibilities and Support of Key Communities1.2c(1) Societal Well-Being. A highly visible and integrated approach to teaching character is an example of how PCSD addresses societal responsibilities to contribute to the well-being of social systems. The Pirates R.O.C.K. program is a community-wide character education program that brings school, home, community, business, and faith together to provide an integrated approach to teaching, modeling, practicing, and recognizing positive character traits. Pirates R.O.C.K. uses simply defined positive character traits as monthly themes to provide community-wide focus. Each school recognizes students that exemplify the character trait of the month and the District provides reinforcement by honoring that student at a high visibility District or community event. Well aligned with Pirates R.O.C.K. is the District-wide focus on systematically addressing bullying. PCSD uses the Olweus Bully Prevention Program to approach bullying with a common framework.

PCSD contributes to the well-being of environmental

and economic systems by strategically reducing energy consumption. The CSIP provides the direction for deploying a deliberate approach to ensure responsible energy consumption. Buildings are provided with incentives for decreasing their energy use per square foot and the CCP ensures progress is reported to integrate environmental and fiscal stewardship into classrooms. Energy use reduction has been jumpstarted by retro-commissioning buildings with higher than expected costs per square foot. District-wide, PCSD has consistently lowered annual energy consumption.

1.2c(2) Community Support. PCSD actively supports key communities in a variety of ways (Figure 1.2-2). Providing support, service, and leadership to key communities is an institutionalized expectation that is reinforced by the VMV. PCSD’s values drive the District to be a charitable organization. Students, staff, and parents throughout the District regularly participate in food drives, blood drives, and natural disaster relief efforts at all levels of the organization. Many employees of PCSD make payroll deducted contributions to United Way and the Platte County Education Foundation which benefits worthy causes locally and nationally. PCSD facilities are provided to many partners within the community at little to no cost. Boy Scouts, Girl Scouts, Youth Sports, Parks and Recreation, YMCA, and civic organizations are the beneficiaries of an intentional approach to service. An institutional belief aligned to the value of High Expectations is exemplified by the District’s involvement in local, state, and national organizations. PCSD continues to assume leadership positions within organizations to provide service, live the values, and reinforce a positive image.

C AT E G O R Y 2 - S T R AT E G I C P L A N N I N G

2.1 Strategy Development2.1a Strategy Development ProcessPlatte County School District (PCSD) has had a Comprehensive Strategic Improvement Plan (CSIP) since 1996; however, plans previous to 2012 were created more for state compliance and used as a “shelf document.” PCSD’s current strategic plan was developed in 2011-12 as a Quality Continuous Improvement (Baldrige) Framework (QCIBF) aligned process (Figure 2.1-1) grounded in the Plan-Do-Study-Act (PDSA) cycle (Figure 2.1-2). In ensuring that these outcomes were present, the Superintendent and Assistant Superintendent of Academic Services and Continuous Improvement (AS-ASCI) led the development process using Robert W. Ewey’s book, Stakeholder-Driven Strategic Planning in Education – A Practical Guide for Developing and Deploying Successful Long-Range Plans. Since the initial development, PCSD has engaged in consultation and purchased resources from award winners and proven leaders in embedding




the continuous improvement and the Baldrige criteria in schools. Learning and resources gained have been valuable in the evolution of PCSD’s Strategic Plan.

Figure 2.1-1 PCSD Quality Continuous Improvement (Baldrige) Framework. Adjusted Diagram from Jim Shipley & Associates, Inc. © 2003.

B a l d r i g e C o r e Va l u e s f o r O r g a n i z a t i o n a l B e s t P ra c t i c e s

P l a t t e C o u n t y S c h o o l D i s t r i c t Q u a l i t y C o n t i n u o u s I m p r ove m e n t ( B a l d r i g e) Fra m e w o r k

Leadership

Strategic Planning

Operations/ Process Focus

CustomerFocus

Workforce Focus

Results

Measurement, Analysis, andKnowledge

Plan Do

StudyAct

The initial development of the CSIP was conducted by a planning committee of approximately 75 administrators, certified staff, support staff, parents, students, and other community leaders. The committee used a systematic process by design so building leaders could duplicate the

process and align their strategic plans to the District’s plan. The initial plan was created in two phases.

In the first phase, the committee examined performance results and survey data using multiple quality tools such as an environmental scan; pareto charts; and strengths, weaknesses, opportunities, and threats (SWOT) analysis. The knowledge gained was used by a smaller group, Admin Council (AC) in Phase II, to create the Vision, Mission, and Values (VMV), goals, strategic objectives, and initial improvement actions. By using data from Phase I, the goals, objectives, and improvement actions support the improvement of identified strategic advantages and challenges, while meeting key stakeholder requirements.

Each Strategic Focus Area (SFA) Plan includes the following elements:

• CSIP Strategic Focus Area Goal – a general statement of improvement

• Goal Champion – the individual ultimately responsible for leading the comprehensive improvement effort related to the goal(s), objective(s), strategies, and action/activities

• Objective – a measurable indicator of progress (Specific, Measurable, Attainable, Realistic, Timely)

• Annual Targets – benchmarks used to gauge annual progress

• Improvement Action/Strategy – an action/activity

Figure 2.1-2 Comprehensive Strategic Plan Process Cycle.

P l a t t e C o u n t y S c h o o l D i s t r i c t COMPREHENSIVE STRATEGIC IMPROVEMENT PLAN PROCESS CYCLE

Analyze Results• Review performance of Key and Enabling Measures

of the Comprehensive Strategic Plan • Review Improvement Actions and Processes • Review Performance of Key and Enabling Measures of Building &

Program Improvement Actions • Review Quality Continuous Improvement (Baldrige) – Systems Check

at Cabinet and Admin Council Level • Review the Effectiveness of the Communication Plan for the Strategic

Plan

Action, Alignment, and Agility• Deploy the Communication Plan for the Strategic Plan and the

Strategic Plan Update Cycle• Deploy Comprehensive Strategic Plan Improvement Actions

Utilizing the Quality Continuous Improvement (Baldrige) Framework• Deploy Building & Program Improvement Actions• Deploy Accountability Strategies and Actions for the District’s Mission, Vision,

Values, Goals, Measures, and Improvement Actions and/or Processes• Allocate Resources • Execute 90-day Study Cycles for Key and Enabling Measures of the Strategic

Plan – Demonstrate Agility in Adjusting Appropriately

Set Purpose and Direction• Develop the Comprehensive Strategic Plan – Validate or Revise Strategic Focus

Areas, Goals, Measures, and Improvement Actions – SWOT • Develop Aligned Building and Department Strategic Plans - Validate or Revise

Strategic Focus Areas, Goals, Measures, and Improvement Actions• Validate or Refine Mission, Vision, Values• Update SWOT Analysis; Strategic Advantages; and Strategic Challenges• Develop Budget, Staffing & Professional Development Plans

• BoE Approves Budget and Staffing Plans• Develop a Communication Plan for the Strategic Plan and the Strategic

Plan Update Cycle• Ensure Linkage to the Quality Continuous Improvement (Baldrige)

Framework

Evaluation, Reflection, and Continuous Improvement

• Evaluate Comprehensive Strategic Plan Results• Evaluate Building and Program Strategic Plan Results• Annual Stakeholder Strategic Plan Gallery Walk and Dinner• MQA Application Results • Based on the Analysis of Results, Consider revisions to the Strategic

Plan – Cabinet, Admin Council, Department and Building Level Teams, Leadership Groups, Staff Focus Groups, and Community Feedback

• Evaluate the Strategic Plan Update Cycle• Evaluate the Communication Plan for the Strategic

Plan and the Strategic Plan Update Cycle• Begin Next Cycle Act Plan

DoStudy




expected to improve the organization’s performance related to the goal(s) and objective(s)

• District Person(s) Accountable – the District-level person responsible for implementation and deployment of the strategy

• Outcome – the intended result of the action/strategy• Resource(s) - the needed resource(s) for the

improvement action/strategy• Implementation/Completion Date – the date the action/

activity will begin/end The end result is a VMV and CSIP that set the direction and support a culture of accountability to the delivery of the core competency, the systematic continuous improvement of teaching and learning. The VMV and CSIP are branded with a clear identity with the SFA building blocks and “Building learners of tomorrow...” beneath them. The Strategic Plan-on-a-Page is in every room in the District to support the accountability to the District’s foundational elements (Figure 2.1-3).

Figure 2.1-3 Strategic Plan-on-a-Page.

Since the development of the initial CSIP, PCSD has undergone several learning cycles for improving the plan and the process for improving the plan. The plan was developed with a 5-year improvement mindset with revisions year to year. PCSD has created a systematic PDSA cycle that embeds the linkage to the Baldrige criteria in the yearly cycle. With established 90-day cycles within the process, PCSD can be agile in making modifications to the plan when necessary.

2.1a(1) Strategic Planning Process. The organization’s current CSIP is a PDSA that has undergone cycles of improvement over the past three years to ensure linkage to the QCIBF and short- and long-term study cycles to address agility and flexibility (Figure 2.1-4). The process allows for each building, department, and classroom to strategically plan responding to the seven criteria of the framework. It also supports the delivery of the District’s core competency – systematic continuous improvement of teaching and learning.

The Comprehensive Strategic Improvement Plan (CSIP) Process is a year-long cycle with shorter 90-day cycles embedded into the process. The process currently matches efficiently with the calendar to ensure that the District, buildings, and programs can start the new school year with their developed plans.

PCSD’s systematic, strategic planning process promotes system alignment. The process is repeated from the boardroom to the classroom (Figure 2.1-5) and considers all of the Baldrige categories that support best organizational practices.

Figure 2.1-5 Quality Continuous Improvement Classroom Framework.

B a l d r i g e C o r e Va l u e s f o r O r g a n i z a t i o n a l B e s t P ra c t i c e s

P l a t t e C o u n t y S c h o o l D i s t r i c t Q u a l i t y C o n t i n u o u s I m p r ove m e n t C L A S S RO O M Fra m e w o r k

Leadership

Class and Student Goal Setting

Process Focus

Student and Parent Needs

Student Engagement

Results

Data System

Plan Do

StudyAct

2.1a(2) Innovation. Innovation is one of the core values of PCSD. The District has created an environment that supports innovation by using the QCIBF in the PDSA improvement cycle. Using the QCIBF ensures that the improvement efforts are linked to the criteria including PCSD core values. The framework requires measuring progress of goals and the success improvement actions. This accountability ensures innovation and intelligent risk taking. If action steps are not meeting the requirements of the District’s stakeholders and/or results are lagging, innovation becomes a premium.

PCSD has identified and engaged in multiple strategic opportunities which have resulted in innovation. Recent strategic opportunities have been identified in improving




secondary grading practices, responding to individual needs of students, using assessment and data analysis for improvement, growing internal leadership, and implementing a consistent learning system model in each classroom (Figure 2.1-5). The AC has identified these opportunities through the PDSA CSIP Cycle. In the PDSA cycle intelligent risk taking is also completed using the QCIBF. Specifically, AC responds to the questions in the framework which when combined with a PDSA cycle support the identification of innovations.

2.1a(3) Strategy Considerations. The District’s systematic CSIP Process (Figure 2.1-2) supports the collection and analysis of key and enabling measures (Figure 6.1-3) . The use of multiple quality tools, including an annual SWOT analysis and multiple stakeholder inputs, support the identification of strategic advantages and challenges, risks to the PCSD’s sustainability, and potential blind spots. The 90-day study cycles in the various SFAs support agility by responding to unexpected changes that occur within each cycle. The PDSA cycle is also used systematically throughout the organization, supporting the fidelity and alignment of the execution.

2.1a(4) Work Systems and Core Competencies. PCSD’s work system is made up of the Core and Enabling

Processes. PCSD considers its key processes the Core Processes as they are central to the Core Mission. The Core Processes include Curriculum Management, Instructional Delivery, Assessment Management, and College and Career Readiness Services (C&CR) (Figure 6.1-3) . The processes that support the Core Processes are what PCSD describes as the Enabling Processes in the work system. The Enabling Processes include Business Operation and Facility Management, Finance Management, QCIBF Utilization, Technology Management, Student Management, Human Resource Management, and Communication Execution. The work system is aligned to the organization’s CSIP Process (Figure 2.1-2). Work system process development and improvement are made collaboratively using a systematic Process Development/Improvement Cycle (PDIC) (Figure 6.1-1). The most efficient way to achieve the targeted outcomes is determined through the PDSA cycle (Figure 2.1-2). The decision on which processes will be accomplished by external suppliers and partners are informed through the use of data collected and analyzed in the PDIC. Each process is tracked with the latest revision and scheduled study cycle housed in a shared folder for SC and AC. PCSD considers its core competencies through the CSIP and core process PDSA improvement cycles. These systems enable PCSD to

P l a t t e C o u n t y S c h o o l D i s t r i c t Q u a l i t y C o n t i n u o u s I m p r ove m e n t ( B a l d r i g e) Fra m e w o r k

Customer Focus• Who are our key stakeholders? How were

the key stakeholders determined?• What are the stakeholder requirements?

How were these requirements determined?• How are we listening to our key

stakeholders?• How are we engaging our key stakeholders?• How do we respond to our key

stakeholders?

Leadership• What are our mission, vision, and values? How were the mission,

vision, and values created? How is our mission, vision, and values aligned to the District’s mission, vision, and values?

• Who are the leaders of the continuous improvement process? How were the leaders determined?

• How does the strategic planning process engage stakeholders?

• How is the strategic planning process communicated to all stakeholders?

Strategic Planning • What are the goals and key objectives? How were the

goals and key objectives determined?• What are the enabling measures? How were the enabling

measures determined?• What are the program’s strengths, weaknesses,

opportunities for improvement, and threats (SWOT)?

Workforce Focus• How are we engaging our staff in the

continuous improvement process?• How are we providing the necessary

training and/or professional development for our staff to support the achievement for our goals?

Operations/Process Focus• What are the main processes and improvement actions

necessary to achieve the goals and objectives? How were these processes and improvement actions determined?

• How will these processes be monitored and measured?

Results• What are the current levels of performance

for the key measures?• What are the current levels of performance

for the enabling measures?• What are the identified trend levels for the

key measures?• What does the comparison data demonstrate?• What are the accountability measures to

ensure fidelity and learning cycles?

Measurement, Analysis, and Knowledge

• How do we measure, analyze, and improve our results?

• What tools can we utilize to efficiently measure, analyze, and maximize our learning?

• How is the data utilized for continuous improvement?

• How are the results communicated to key stakeholders?

• What is the frequency for the PDSA cycle of improvement? How was this frequency

established?

Figure 2.1-4 PCSD’s Expanded Quality Continuous Improvement (Baldrige) Framework.




deliver on the improvement of teaching and learning.

2.1b Strategic Objectives2.1b(1) Key Strategic Objectives. PCSD refers to strategic objectives as core measures as the measures are core to determining the SFA Goal. The goals and objectives (Figure 2.1-6) reflect the top priorities of the District over the next five years and support the meeting of the strategic challenges of the District. The goals and objectives were developed and are refined during the Plan Phase of the CSIP Process. PCSD annually publishes the results of the core measures and any identified refinement in the Plan Phase of the PDSA CSIP Cycle.

2.1b(2) Strategic Objective Considerations. The CSIP Process aligns strategic goals, objectives, and improvement actions to strategic challenges, advantages, and core competencies. Strategic challenges and advantages emerge and are validated during the Plan Phase of the CSIP Process (CSIPP). The AC validates and refines the

strategic goals and objectives. The linkage between the strategic objectives and strategic challenges is tight. Strategic opportunities are aligned to the challenges to create innovation in programs and services and are addressed in the improvement actions created during the CSIP improvement process. PCSD’s core competency, the continuous improvement of teaching and learning, is supported through the PDSA process. The CSIP revision process supports the identification of additional core competencies and strategic advantages each year.

Strategic objectives are balanced toward longer term horizons in the examination of progress towards the core objectives. PCSD balances the needs of its key stakeholders through the QCIBF, which links stakeholder needs and requirements to strategic goals, objectives, and improvement actions. The QCIBF (Figure 2.1-1) is used in the CSIP revision process. In addition, the District uses multiple stakeholder groups to gather feedback and review progress towards the strategic objectives.

Figure 2.1-6 Strategic Challenges, Goals, Objectives, and Actions.Challenge CSIP Area/Objective Action (completion date)

A: Academics Action Plan Goal: Develop and enhance quality educational/instructional programs to improve overall and individual student academic performance.

Teaching 21st Century skills, Increasing achievement

A-1: The percentage of students scoring proficient or advanced on the MAP/EOC assessments will annually increase. (This objective may change with the possibility of revised state assessments and/or targets).

Deploy QCI Classroom Model (2017), Align to Common Core (2016), Improvement (Data) Teams (ongoing)

Increasing subgroup performance

A-2: The percentage of students in identified state subgroups (African-American, Hispanic, Free and Reduced Lunch, English Language Learner, and IEP students) scoring proficient or advanced in MAP/EOC’s Communication Arts and Math will increase annually.

Initiate RtI Task Force (2014), Develop RtI System (2016)

Teaching 21st Century skills

A-3: High school students that meet or exceed college readiness benchmark scores on Explore, Plan, and ACT will increase annually.

Create College and Career Readiness Plan K-12 (2017)

B: Business Action Plan Goal: PCSD will be recognized as a district that proactively and responsibly manages district growth, finances, and support services to improve student achievement.

Community tax tolerance

B-1: The district will improve stakeholder’s perception of management, governance, and fiscal responsibility based on an annual survey.

Conduct Long Range Planning (ongoing)

Changes in funding system

B-2: The district will maintain a fund balance between 18-22% on a 3-year rolling average.

Deploy systematic budgeting process (2016), Identify alternate revenue sources (ongoing)

Operating with increased efficiency

B-3: The district will annually improve internal stakeholder’s perception of “Are We Making Progress” in the utilization of the Quality Continuous Improvement Framework (Baldrige) criteria.

Develop SPs for departments, schools, programs (2016)

Technology use and access

B-4: The district will annually improve access and stakeholder utilization of technology as measured by the ratio of devices to students and stakeholder perception from an annual stakeholder survey.

Pilot Bring Your Own Device (BYOD) (2015)

C1: Community-Students Action Plan Goal: PCSD will provide each student with a relevant education in a safe and caring environment.

Teaching 21st Century skills

C1-1: Annually improve student perceptions of safe and caring environment as measured by an annual student survey.

Deploy Bully Prevention Plan (2017)


CATEGORY 3 - CUSTOMER FOCUS


Challenge CSIP Area/Objective Action (completion date)

Increasing engagement

C1-2: Annually improve student perception of providing engaging and relevant educational and extra-curricular opportunities to meet their individual needs as measured by an annual student survey.

Develop systematic Counseling process (2016)

C2: Community-Staff Action Plan Goal: PCSD will attract, develop, and retain a high quality staff.

Engaging and developing talented staff

C2-1: The percentage of district certified staff stating they are satisfied working in the Platte County School District; respected; engaged; recognized for their work; and supported through professional development opportunities will increase annually as measured by the district annual survey.

Conduct Focus Groups (ongoing), Deploy Educator Performance Improvement Cycle (EPIC) (2014)

Engaging and developing talented staff

C2-2: The percentage of district classified staff stating they are satisfied working in the Platte County School District; respected; engaged; recognized for their work; and supported through professional development opportunities will increase annually as measured by the district annual survey.

Conduct Focus Groups (ongoing), Create targeted professional development offerings (2015)

C3: Community-Internal and External Stakeholders Action Plan Goal: PCSD will improve internal and external stakeholder communication, involvement, and partnership.

Growing partnerships

C3-1: The Platte County School District will increase internal and external stakeholder perception in reference to district-wide communication as measured by an annual survey.

Deploy Comprehensive Communication Plan (CCP ) (ongoing)

Growing partnerships

C3-2: The Platte County School District will increase parent and community involvement and partnerships as measured by an annual survey.

Implement outreach services (2016)

2.2 Strategy Implementation2.2a Action Plan Development and Deployment2.2a(1) Action Plan Development. Action plans are developed in the Plan Phase of the CSIP Process. Action plans are created by linking the plans created at the District level by the AC and department teams to the QCIBF (Figure 2.1-1) and responding to the key questions within each category (Figure 2.1-4). The creation of the action plans is facilitated by an AC member. Once the District action plans are created, the principals and department leaders work with their leadership teams to create aligned plans within the same framework. Action plans at the building levels are created by the Building Leadership Team (BLT).

2.2a(2) Action Plan Implementation. Action plans are deployed through multiple venues within the District. The tracking of the actions is conducted through SC and AC reviews during the 90-day cycles. Action plans are available on the District website. Updates to all program and building plans require a Baldrige linkage chart including alignment to the VMV, the needs of stakeholders, and demonstration of engagement of the workforce. Plans are required to show alignment to the District CSIP, create processes to achieve goals, identify measures to determine success, and review results annually as well as within 90-day cycles. The continuous and systemic PSDA approach to strategic planning ensures PCSD can sustain the key outcomes of the action plans.

2.2a(3) Resource Allocation. The CSIP Process is integrated in the budget development process to ensure financial, human, and other resources are available to support accomplishment of action plans during the Plan Phase. The budget process begins in the early part of the calendar year by design. The timeliness of creating the budget allows for the review of progress towards strategic goals and objectives and the need for possible changes and improvements that might require resources moving forward. Financial risks and viability are weighed through a cost-benefit matrix during the action plan creation process to identify progress.

2.2a(4) Workforce Plans. PCSD understands the development and retention of the workforce is critical to achieve its’ strategic goals and objectives. Workforce staffing is based on student enrollment numbers and projections, state maximum classroom ratios, curriculum and programming needs, and the budget. This planning takes place early in the calendar year allowing the District to address potential impacts on workforce members and changes in workforce capacity and capability as action plans are being reviewed, refined and developed. Professional Development (PD) plans for staff are created based on the improvement action plans. PD requests must demonstrate a link to the CSIP or BSIP and objectives that are being requested. District-directed PD days are also action plans linked to the strategic plan.




2.2a(5) Performance Measures. PCSD uses multiple tools and strategies to measure action plan progress. A Balanced Scorecard (BSC) (Figure 4.1-2), College and Career Readiness (C&CR) Dashboard, and Missouri School Improvement Plan 5th Cycle (MSIP 5) tracking have been implemented (Figure 4.1-4) . These measurement systems reinforce organizational alignment by using a process for identifying, monitoring and evaluating performance on key measures for CSIP goals and ensuring action plan progress. CSIP goals are evaluated in an annual data review and 90-day cycle updates where school and department teams review their data, goals, and processes using the same template aligned to the Baldrige criteria. The BoE reviews CSIP goals and objectives three times a year via a formal presentation at monthly meetings.

2.2a(6) Action Plan Modification. Modifications to action plans involve a dual approach. The CSIP Process (Figure 2.1-2) supports the development of new action plans and the modification of existing action plans on an annual basis. SC’s 90-day study cycles create the agility for PCSD to modify an action plan if circumstances require a shift and a rapid execution of a new plan. With both approaches, AC is used to establish and implement the modified action plan. For example, Delta, the district’s gifted program, conducted its annual program evaluation and through the process, determined its prior action plan to departmentalize was not meeting student or workforce needs. This program evaluation involved AC, where key data was provided, leading to the change.

2.2b Performance ProjectionsPCSD reviews current level, trend, and comparison data to analyze patterns of performance. This analysis supports the identification of gaps that need to be addressed in the CSIP Process (Figure 2.1-2). The District sets performance projections based on predictive data such as formative student assessments, enrollment, and estimated Average Daily Attendance (ADA). PCSD uses gaps in performance against competitors or benchmark school districts (Figure 4.1-2) as a “best in class” target as well as a way to identify best practices. For example, PCSD achievement for students with Individualized Education Programs (IEPs) fell at the bottom of the benchmark list in performance in English Language Arts (ELA) and Math. Staff conducted scripted interviews with the “best in class” and the district with the closest special education composition. This yielded several interventions PCSD will pilot in the upcoming school year. Benchmarking is critical to PCSD’s growth. Improvement is the goal and benchmarking responds to the “so what” in analyzing the data.

C AT E G O R Y 3 - C U S TO M E R F O C U S

3.1 Voice of the Customer Platte County School District (PCSD or the District) considers students as its primary customer. PCSD’s other customers include parents and patrons, businesses within the community, and higher education institutions. Academic success of the District’s students collectively and individually, relative to their experiences and goals is paramount as evidenced by the CSIP Academic goals and objectives (Figure 2.1-6). PCSD understands other customer groups are essential to supporting the core mission. By design, the Comprehensive Strategic Improvement Plan (CSIP) measures the perception and involvement of other customer groups to create an environment that supports the core mission.

3.1a Listening to Students and Other Customers3.1a(1) Listening to Current Students and Other Customers. PCSD deploys multiple approaches to listen and interact with students and other customers to gain actionable information (Figure 1.1-3). The same approaches involving staff provide learning to support the continuous improvement related to meeting the needs of the customers.

PCSD surveys students and parents twice per year. The survey is available either in web-based or paper format. For parents not able to complete their survey at home, computer kiosks are available in school buildings. Paper-based copies are distributed to each home where an email address is not on record; paper results are collected anonymously and entered into the software by District personnel to ensure all voices are heard. PCSD deploys the fall parent survey in October to complement the parent-teacher conferences. A parent survey is deployed in late May soliciting opinions about the design of the school calendar. The BoE reviews the results and approves the calendar honoring customer feedback. Student surveys are given in December and May. In an effort to allow for easy access for students, personal electronic devices have been used in their participation. Each of these surveys has demographic questions that allow the District to segment the data. Student and parent perception data gathered by the surveys is especially valuable in improving instruction and school climate. Data is then used as part of the strategic planning process for the District, building, and program-level strategic plans.

PCSD implements various forms of classroom observations as part of its customer focus cycle. Previous observations were not completed systematically yielding unreliable information for improvement. The updated teacher evaluation model, developed by administrators and teachers, includes walkthroughs with consistent “look-fors”




that support a positive classroom climate, well designed lessons, effective instruction, and student growth. In addition, the PCR3 Learning Walks and Talks have provided PCSD with additional observations of classrooms.

For several years, the Superintendent used a Public Relations Committee made up of parents, local business people, and staff to communicate the activities of the District. A long range planning committee was used to support decisions related to future facility decisions. Following a failed tax levy campaign for a new elementary school, the Superintendent’s Cabinet (SC) began a more strategic approach to engage customers. SC engaged individual discussions with opponents of the levy and provided personal invites to serve on a Budget Reduction Committee and the Citizens Advisory Committee (CAC). In addition, the Superintendent interacts with patrons and local businesses through “Common Grounds”. These morning coffee talks with patrons at various locations around the District provide customers with progress updates on action improvements and results, as well as a opportunity to gain feedback. Principals have taken this same approach for buildings, creating parent advisory groups to gain input from parents before making decisions that affect them.

PCSD employs a full-time Director of Communications (DoC) to lead the District’s strategic efforts in communicating, educating, and soliciting customer input to better support the District’s CSIP. In response to feedback from local businesses and parents, the DoC engages administrators, parents, and local business leaders in creating a consistent process for District fundraising. The process reduces saturation of the local businesses used for fundraising as well as the stress on families with the possibility of duplicated fundraising efforts.

PCSD has developed a large presence in social media. The Superintendent engages staff, students, parents, and colleagues both locally and nationally through Twitter. Strategically, the Superintendent posts weather cancellations on Twitter to encourage a high student and parent ollowing.. Knowing the students are following, the Superintendent also posts school and motivational information to the students. The Superintendent has more than 1,200 followers on Twitter. PCSD also has a school Facebook page that is updated daily with more than 3,500 likes.

The Superintendent’s Student Advisory Committee (SSAC) meets quarterly at Platte County High School (PCHS). This group is made up of high school students who meet with the Superintendent about issues, celebrations, and improvement opportunities to educational programs and offerings. Students apply to be in the advisory, with selection to ensure a balanced representation of grade

levels, gender, and student campuses. Principals have taken this same approach and have created student focus groups to gain further information.

Each of these approaches to listening and interacting with students and other customers lead to action through the District’s Plan Do Study Act (PDSA) cycle for improvement (Figure 2.1-2). The results are studied and used to make adjustments to the CSIP action items. The results are also shared at the building level during AC to support improvement actions.

3.1a(2) Listening to Potential Students and Other Customers. PCSD’s primary potential customers are any school-age or younger children living in the District. PCSD’s communication vehicles include methods to reach all stakeholders (Figure1.1-3). Throughout any enrollment process, the building and District leadership is available to communicate with new students and their families, addressing concerns and help to design processes that better meet needs. The District works with area realtors and others who promote the area to provide publications and information to potential new residents. Individual school buildings also provide prospective students and their families tours of facilities and time to ask questions.

All Missouri school districts are required to provide a 180-day graduate follow-up survey. Each year PCSD follows a process to yield the highest return of surveys. The data is processed by the Academic Services Team (AST) and PCHS to improve educational programs and services. The graduate follow-up survey and an internal survey of PCHS students resulted in a new educational offering last year, broadcast journalism. PCHS uses broadcast journalism in multiple ways for communicating with students and supporting a safe and caring environment at the high school.

3.1b Determination of Student and Other Customer Satisfaction and Engagement3.1b(1) Satisfaction and Engagement. PCSD uses survey/perception data and social media to gain feedback and determine customer satisfaction and engagement. The Assistant Superintendent - Academic Services and Continuous Improvement (AS-ASCI) leads the data analysis and identification of areas of concern. The data is segmented in multiple ways and reviewed with building and department leaders. This analysis provides actionable information to support decisions using the PDSA cycle. Specifically, this data is used to create and modify the improvement actions of the CSIPs and Building School Improvement Plans (BSIPs) in the CSIP Process (CSIPP) (Figure 2.1-2).

PCSD uses student performance data, engagement and relevancy perception, discipline data, and attendance measures to determine successful processes and




deployments related to customer satisfaction and dissatisfaction. Data is reviewed and action improvements are created relative to the data in the CSIPP (Figure 2.1-2). The use of the QCIBF (Figure 2.1-1) requires staff to know, listen, and respond to student needs in each classroom. Each classroom has a mission aligned to the District’s Vision, Mission, Values (VMV) (Figure P.1-2). In addition, classroom decisions and processes are guided by the Principles of Learning (PoL) (Figure P.1-3). These processes are in place to meet the individual needs of the students, enhance satisfaction, and reduce dissatisfaction. PCSD believes that an engaged learner in a safe and caring environment can find individual success based on growth through relevant instruction.

3.1b(2) Satisfaction Relative to Competitors. PCSD benchmarks its survey data internally between similar buildings. Most Missouri school districts use their own surveys which may or may not have the same questions and protocol. DESE houses some consistent perception data and PCSD has capitalized on that by benchmarking results (Figure 7.4-4). There has also been some recent collaboration between neighboring school districts partnering to create a Northland Baldrige Schools Group and agreeing to share student and perception data.

3.1b(3) Dissatisfaction. Dissatisfaction is determined by not meeting customer requirements (Figure P.1-9) and determining performance measures that do not meet the District’s targets. PCSD collects all information, whether positive or negative, for future information. In addition to the quantitative survey data, stakeholders have the opportunity to provide comments. These results are analyzed and themes are identified in the areas of strengths and opportunities for improvement. The results are shared with the appropriate District leader for action.

PCSD’s online reporting tool for compliments and complaints is documented in 3.2b(1). The Administrative Assistant to the Superintendent handles in-person communication with patrons who have concerns and routes this information appropriately. PCSD also has policies and procedures in place for any party who wishes to address the BoE at its open meetings.

3.2 Customer Engagement3.2a Program and Service Offerings and Student and Other Customer Support3.2a (1) Program and Service Offerings. PCSD reviews all state and federal requirements for the programs and services provided to ensure compliance. The CSIPP (Figure 2.1-2) validates and modifies customer requirements that are supported by the CSIP. The QCIBF (Figure 2.1-1) ensures this happens in the process as each criterion is considered in the revision. BSIP revisions follow the same process and ensures the tight alignment with the

customer requirements are being met throughout the organization. Differences in buildings related to unique needs are considered in the BSIP revision process. For example, customer requirements at Barry School may look different than 14 miles up the highway at Paxton School. The process linkage to Baldrige and specifically “customer needs,” allow for those differences.

Curriculum and course offerings are reviewed annually during the BSIP Improvement Process to ensure PCSD is meeting student needs. As part of the scheduling process, course requests are collected early in the second semester for the next school year to determine staffing. State and federal changes are considered in the ongoing curriculum writing process to ensure compliance. The curriculum writing teams are comprised of representative staff and facilitated by the Curriculum Coordinator. Improvement (data) Teams (Figure 4.1-5) throughout the District ensure that instructional strategies are meeting the needs of each student.

PCSD’s benchmarking process supports the identification of programs in competing districts that, if adapted to PCSD, could increase student performance. PCSD not only benchmarks other districts, but also found individual school buildings in the state most resembling PCSD’s individual buildings. This allows building leaders to identify “best in class” related to a specific measure and research programs that might support improvement.

3.2a(2) Student and Other Customer Support. PCSD provides transparency using multiple approaches. Figure 1.1-3 lists communication with stakeholders that offer both one- and two-way customer communication vehicles. PCSD supplies communication to customers via technology as well as printed communication publications throughout the year. Building, classroom, and program newsletters are distributed on a regular basis for its customers.

For students in need of programming or services beyond those provided in the general education setting, specialized programs are used with processes to ensure effective and efficient placement into the programs (Figure P1-1) including English Language Learners (ELL), Gifted, and Special Education. The District has processes in place for academic placement of students in individual classes where they will be most successful (i.e. Algebra I at the 8th grade level). Systematic Program Evaluations of these processes are executed using linkage to the Baldrige criteria and presented to the SC and the BoE. A perpetual calendar (Figure 3.2-1) tracks the evaluation of these programs. The process development and improvement within these educational programs and services is executed using the Process Development/Improvement Cycle (Figure 6.1-1) . Each process flow chart and revision tracking is stored in a common location for AC.




Figure 3.2-1 PCSD Perpetual Calendar.Revised February 2014

BOARD OF EDUCATION2013 2014 BOARD MEETING PERPETUAL CALENDAR

JANUARY FEBRUARY (4th Week) MARCH (4th Week)* WORK SESSION FOR BOE GOAL REVIEW * ASST SUPERINTENDENT EVALUATIONS * PRINCIPAL EVALUATIONS* APPROVE SUPERINTENDENT CONTRACT * FEDERAL PROGRAM TITLE III (PROG EVAL) * DIRECTOR OF SPECIAL SERVICES EVAL* A+ PROGRAM (PROG EVAL) * LIBRARY MEDIA SERVICES (PROG EVAL) * TECHNOLOGY DIRECTOR EVALUATION* TECHNOLOGY (PROGRAM EVAL) * RECOGNIZE EXCELLENCE/ED NOMINEES * CERTIFIED STAFF EVALUATIONS* SPED PLACEMENT (INFO UPDATE) * APPROVE MSBA FULL MAINT AGREEMENT * CONTRACT RENEWAL ADMINISTRATORS

* STRATEGIC PLAN (INFO UPDATE) * APPROVE CERTIFIED CONTRACT RENEWAL* ADOPT CALENDAR * FEDERAL PROGRAM TITLE I (PROG EVAL)* BOARD OF ED APPRECIATION / RECOGNITION * FOOD SERVICE PROGRAM (PROG EVAL)

* TECH PLAN APPROVAL - EVERY 3 YEARS (2015)

* FOOD SERVICE CONTRACT* APPROVE BUS BIDS* APPROVE NCC TUITION RATES* MSBA POLICY REVIEW (ANNUAL CLEAN UP)* BOE MEMBER RECOGNITION (DEPARTING)

APRIL MAY JUNE* CLASSIFIED STAFF EVALUTIONS * ANNUAL RETIREE RECOGNITION * RETREAT FOR BOE GOAL REVIEW / REVISION* APPROVE REHIRE CLASSIFIED STAFF * GUIDANCE PROGRAM (PROG EVAL) * CO/EXTRA CURRICULAR ACT (PROG EVAL)* BOARD REORGANIZATION * APPROVE SUMMER SCHOOL APPLICATION * BEFORE / AFTER SCHOOL (PROG EVAL)* APPROVE FRAUD & AUDIT COMM APPOINTS * APPROVE SUMMER SCHOOL BUS ROUTES * SPED COMPLIANCE PLAN ADOPTION (DESE)* APPROVE ELECTION RESULTS * APPROVE TECHNOLOGY EQUIP BIDS * STRATEGIC PLAN (INFO UPDATE)* LAST DAY/SCHOOL CALENDAR DISCUSSION * LEASE CORP ANNUAL MEETING * APPROVE NEW BLDG CORP DIRECTORS* AT RISK PROGRAM (PROG EVAL) * APPOINT CEO, TREASURER, SECRETARY* GRADUATE FOLLOW UP SURVEY SUMMARY (INFO UPDATE) * APPROVE PRIOR YEAR BUDGET AMENDS* SWEAR IN NEW BOARD MEMBERS * APPROVE TENTATIVE BUDGET* ELECT PRESIDENT AND VICE-PRESIDENT * DESE FUND 4 TRANSFER* APPOINT MSBA DELEGATE & ALTERNATE* SET BOARD RETREAT DATE (JUNE)* COMMITTEE APPOINTS (OLD/NEW MEMBERS)

JULY AUGUST (4th Week) SEPTEMBER* APPROVE SALARY/BENEFIT PACKAGE * STRATEGIC PLAN (INFO UPDATE) * ASSESSMENT SUMMARY (INFO UPDATE)* PUBLIC RELATIONS PLAN (PROG EVAL) * TAX RATE APPROVAL * PROFESS DEVELOPMENT (PROG EVAL)* TRANSPORTATION (PROG EVAL) * ENROLLMENT UPDATE * MSBA POLICY REVIEW (FALL UPDATE)* BANK DEPOSIT BID - EVERY 5 YRS (2015) * APPROVE BBFA - EVERY 2 YEARS (2014) * DISCUSS LEGISLATIVE PLATFORM* APPROVE BOE GOALS * SPED DIRECT DESIGNATION ON PROGRAMS* DRUG, ALCOHOL, TOBACCO (INFO UPDATE) - EVERY 2 YEARS (2014)

OCTOBER NOVEMBER DECEMBER* APPROVE SCHOOL YEAR BUS ROUTES * DISCUSS SUPERINTENDENT EVALUATION * WORK SESSION FOR BOE TO REVIEW AUDIT* SURPLUS PROPERTY/INVENTORY * MID-YEAR PERSONNEL CONCERNS/UPDATE * PERFORM SUPERINTENDENT EVALUATION* ADOPT LEGISLATIVE PLATFORM * GIFTED PROGRAM (PROG EVAL) * BELCHER SCHOLARSHIP FINALIST

* PREVENT MAINT PLAN (INFO UPDATE) * GREAT BEGINNINGS (PROG EVAL)* HEALTH SERVICES (PROG EVAL)* APPROVE ANNUAL AUDIT* REVIEW DRAFT OF CALENDAR* SET BOARD REORGANIZATION DATE (APRIL)

Denotes Work SessionDenotes Executive SessionDenotes General SessionDenotes Reminder

3.2a(3) Student and Other Customer Segmentation. PCSD uses enrollment data analysis by cohort and contracts a demographer to predict future enrollment. This information is vital to making decisions to the long-range plan, budget and staffing plan, and educational programs and services. The District’s demographer has provided scenarios which are revisited regularly as economic and other factors change. Additionally, the monitoring of residential and other physical developments within the District’s boundaries allows PCSD to anticipate and adapt to changes more quickly.

PCSD uses extensive student performance, enrollment, and course selection data analysis to support decisions relative to educational programs and services. Student performance is analyzed and presented to SC and the BoE annually each September in the Assessment Summary Report. The data in this report contains lagging data on the past year’s performance. It also contains benchmark and trend data. The learning in this report is used in the Study phase of the CSIPP (see Figure 2.1-2) which guides evaluation of the programs and services relative to meeting the needs of our customers. As an example, mathematics performance at intermediate grades (grades 5-8) showed the need for interventions and programs/initiatives to help improve performance. By reviewing other districts’ models of instruction, a plan was developed and is being implemented to allow

for additional instructional time in this area. In addition to the summative data in the Assessment Summary, PCSD uses formative assessments to analyze progress in shorter cycles and make projections related to student performance. These assessments allow PCSD to be more agile throughout the year, responding to student needs in a more expeditious, informed approach.

3.2b Building Relationships with Students and Other Customers3.2b(1) Relationship Management. PCSD uses multiple approaches (Figure 3.2-2) to create a customer-focused culture in support of the District’s VMV (see Figure P1-2).

Figure 3.2-2 Building Relationships with Customers.Method Purpose

Student Orientation and Mentor Programs

Assist students in smooth transition to a new school

School Open Houses

Provide general information about school to all customers

Parent PortalProvide parent/guardian access to their students’ performance

Task Forces and Committees

Gives voice to parent concerns; gives principals pulse of parent perception

Business and Community Partnerships

Northland Chamber of Commerce and other community groups to strengthen school-community bond

Pirates R.O.C.K.

Promotes strong character traits to support academic and personal success through school experiences reinforced in the community

Pirate Pals Volunteer program

Provides community members opportunity to contribute to schools through various volunteer opportunities

Watch D.O.G.S. Program

Opportunity for fathers of elementary-age students to participate in targeted volunteer opportunities.

Social Media Facebook and Twitter used at multiple levels

SurveysStudent and parent feedback gathered twice per year

BoE MeetingsStudents and teachers featured during recognition times at each meeting; citizens allowed to address the Board

PCSD uses a variety of communication vehicles for the purpose of listening to the voice of the District’s customer (Figure 1.1-3). Both scheduled and spontaneous messages via email, Twitter, and Facebook sent to multiple stakeholders provide students, parents, and community members with timely information including student



CATEGORY 4 - MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT

performance, activities, and accomplishments. PCSD’s website provides timely information on a wide range of topics for all customers. Links to various frequently-used resources including SIS-K12 and Library/Media Center circulation software (Follett/Destiny) are available to patrons, as well as frequently requested information about classes, programs, and buildings for both current and potential customers. The District website also provides a feedback mechanism called “How Are We Doing?” which allows for customers to provide PCSD with any comments, concerns, or compliments. PCSD maintains relationships with local print media. The District is served by two local weekly newspapers as well as falling under the umbrella of the larger Kansas City Star, a metropolitan area daily publication. The District, through the DoC, provides information to these outlets and any others who may seek information to deliver transparency.

3.2b(2) Complaint Management. PCSD understands that complaints are a form of feedback. The Superintendent consistently communicates that complaints are a “gift” that we can use to improve. Student complaints are addressed differently depending on their point of entry. Most student complaints flow from the classroom to the building leadership and are addressed within the building. If student complaints are received from the “How Are We Doing?’ link, central office channels them dependent on the nature of the issue. PCSD has multiple reporting mechanisms for students to report bullying or any other issue where a student’s well-being is in question. PCSD is an Olweus Bully Prevention School District. The District follows specific guidelines to address student safety concerns.

PCSD welcomes the opportunity to address complaints and consider suggestions. The District collects these concerns through multiple methods. The District addresses the specific complaint by routing it to the most appropriate person, gathering relevant facts about the complaint, working on a resolution if possible, providing follow-up if the complaint was not anonymous, and documenting the complaint. The Administrative Assistant to the Superintendent documents the complaints and resolutions. Complaints are reviewed and used in the PDSA cycle by the most appropriate team or committee.

C AT E G O R Y 4 - M E A S U R E M E N T, A N A LY S I S , A N D K N O W L E D G E M A N AG E M E N T

Platte County School District (PCSD or the District) has developed a strong focus on the use of data to guide its continuous improvement (CI). The use of improvement teams and data throughout PCSD’s Professional Learning Community (PLC) supports the delivery of its core

competency: the systematic continuous improvement of teaching and learning.

4.1 Measurement, Analysis, and Improvement of Organizational Performance4.1a Performance Measurement4.1a(1) Performance Measures. PCSD collects, monitors, and analyzes data that supports improvement of the measures in its Comprehensive Strategic Improvement Plan (CSIP). This data analysis indicates progress towards what PCSD describes as its core measures. The actual measures in the CSIP are updated annually, however PCSD continually measures Key Performance Indicators (KPIs) or enabling measures that indicate progress towards the core measures and support decisions, process development, innovation, and the creation of future actions. PCSD monitors the KPIs through a district scorecard and dashboards. The scorecard document itself is a combination of a balanced scorecard in which KPIs are benchmarked against other districts and perception data, for which PCSD has no comparison data. Because districts use different surveys and Missouri’s Department of Elementary and Secondary Education (DESE) reporting perception data is not timely enough to use on a scorecard, PCSD uses the perception data more for improvement than comparison on the scorecard document.

The scorecard is updated annually. The scorecard is a growing and progressing document. Additional KPIs are being developed for the different Strategic Focus Areas (SFA) that will allow PCSD to review on a more frequent basis. Dashboards are being developed throughout the District based on current performance level. The dashboards indicate performance of enabling measures that support progress to the CSIP. All programs in the District undergo an annual program evaluation that is reported to the Superintendent’s Cabinet (SC) and the BoE annually. Program evaluations are completed systematically and linked to the Quality Continuous Improvement (Baldrige) Framework (QCIBF). This linkage ensures that measurement, data, and analysis tools are being used to indicate progress towards the strategic goals and meeting stakeholder needs.

PCSD maintains multiple technological systems to collect data. These systems are identified in Figure 4.1-1, Technology Tools for Data Collection.

Academic and student performance data is collected and housed in the District’s student information system, called SIS-K12. This web-based tool allows for parents, students, teachers, and other school staff to securely view pertinent student information in a real-time environment. The District’s data warehouse software, Pulse, provides disaggregated data in near-real time,




allowing for rapid analysis and decisions. For example, schools can use Pulse to identify students who are having attendance problems and rapidly deploy their student attendance intervention process. The same is true for students who are in need of an academic intervention or guidance. Pulse provides this data which allows schools to better serve their students’ needs and in a timely manner. Past student performance can also be accessed through Pulse which allows for staff to better diagnose and address issues via the use of data.

Financial and Human Resource information is available via the District’s financial software, SIS-FIN. The data within this software allows for District leaders to project budgets using historical data and also provides a vehicle for employees to quickly view their own information. The Human Resources Department (HR) also uses the SIS-FIN software package to track a variety of items, including payroll, staff absenteeism, and regulatory requirements such as retirement and tax payments.

4.1a(2) Comparative Data. PCSD uses comparative data to evaluate performance, set goals, and identify opportunities for growth. The District currently maintains two areas of comparative data; academic performance and measures which are gathered by DESE and the Missouri School Improvement Plan 5 (MSIP5). PCSD has a balanced scorecard that indicates the comparative data results. The District’s scorecard is shown in Figure 4.1-2. PCSD went through its initial benchmarking process in the fall of 2013. During this process the District gathered data on all school districts in the state of Missouri and used students’ socio-economic status, minority rate, and student population to find the six districts in the entire

state most like PCSD, then identified the five districts in the immediate vicinity most like PCSD. This process allows PCSD to provide a comparison to “best in class” across the state of Missouri and its nearby neighbors (Figure P.2-2). PCSD used the same benchmarking process to identify benchmark buildings for each of the District’s traditional K-12 buildings. This allows each building to compare their performance with another school with similar challenges.

Data from each grouping of benchmark districts was used to develop district and building balanced scorecards during the fall and winter of 2013. These scorecards are disseminated to the District and building leaders annually and are being used to identify high-performing organizations within each of the KPIs measured on the scorecard. These high-performing organizations are studied to identify best practices and possible future actions for improvement.

4.1a(3) Student and Other Customer Data. PCSD uses a comprehensive survey process of students, parents, patrons, and staff to gather data that provides feedback and engages both the District’s customers and workforce. The survey is deployed twice annually and has both closed and open-ended questions. PCSD uses this information in the PDSA CSIP Improvement Cycle. The data is analyzed at SC and Admin Council (AC). Principals and directors share their data with building leadership teams and departments for strategic plan improvement through their BSIP, and for departments, their program evaluation process.

Many of the core measures for Business and Community are based on perception. Survey data on the core measures are reported to the BoE twice a year. The staff survey has

Figure 4.1-1 Technology Tools for Data Collection.Location Types of Data Description

SIS-K12Student data, including attendance, food service participation, academic performance, assessment data, demographics, and discipline

Web-based software through Tyler Technologies, vendor-hosted server with data located off-site

PulseData warehouse that enables the District to take information from SIS-K12 and quickly identify trends and needs within the District

Web-based software through Tyler Technologies, self-hosted server with data updated nightly

SIS-FINDistrict finances including accounts payable/receivable, payroll and HR, budget planning and forecasting, and regulatory requirements

Server/client based software with web interface for employee access to personal information (leave, pay stubs, etc.)

TalentEd Recruit and Hire

Employee recruitment and interview toolsWeb-based software through Netchemia, vendor-hosted server with data located off-site

TalentEd Perform Employee evaluation toolsWeb-based software through Netchemia, vendor-hosted server with data located off-site

Transfinder Transportation planning and monitoring softwareServer/client based software with web interface for some user functions




Target GoalRaw Score

Objective average

12 11 10 9 8 7 6 5 4 3 2 12012‐13 SY A.1 MAP (grades 3‐8) English/Language Arts 64.58% 75.88 71.39 68.39 66.22 64.54 62.85 61.17 59.48 57.80 56.11 54.43 <52.74 8.02012‐13 SY A.1 MAP (grades 3‐8) Math 58.10% 73.79 67.78 66.56 65.77 64.14 62.50 60.87 59.23 57.60 55.96 54.33 <52.69 4.02012‐13 SY A.1 MAP (grades 5 and 8) Science 63.27% 77.08 69.43 67.87 67.12 64.54 62.85 61.17 59.48 57.80 56.11 53.48 <51.53 7.02012‐13 SY A.1 EOC (grades 9‐12) English/Language Arts 70.97% 82.49 80.49 78.50 76.01 74.60 73.19 71.78 70.37 68.96 67.55 66.14 <64.73 5.02012‐13 SY A.1 EOC (grades 8‐12) Math 61.69% 80.58 77.85 75.84 70.97 69.27 67.56 65.86 64.15 62.45 60.74 59.04 <57.33 3.02012‐13 SY A.1 EOC (grades 9‐12) Science 78.20% 90.30 87.96 86.75 86.74 85.24 83.74 82.23 80.73 79.23 77.73 76.22 <74.72 3.02012‐13 SY A.2 MAP and EOC (grades 3‐12) English/Language Arts Super Sub‐group 46.69% 56.41 52.34 52.16 50.00 49.09 48.18 47.26 46.35 45.44 44.53 43.61 <42.7 5.02012‐13 SY A.2 MAP and EOC (grades 3‐12) Math Super Sub‐group 41.67% 57.05 56.75 51.91 51.68 50.52 49.36 48.19 47.03 45.87 44.71 43.54 <42.38 1.02012‐13 SY A.2 MAP and EOC (grades 5, 8‐12) Science Super Sub‐group 47.06% 62.71 61.08 60.04 57.44 55.95 54.46 52.97 51.48 49.99 48.51 47.02 <45.53 2.02012‐13 SY A.3 ACT test score results 22.4 23.9 23.8 23.4 22.9 22.74 22.58 22.41 22.25 22.09 21.93 21.76 <21.6 5.0 5.002012‐13 SY C1.2 Attendance Rate 95.3% 95.6 95.5 95.5 95.3 95.2 95.1 95.0 95.0 94.9 94.8 94.69 <94.6 9.0 9.00

2012‐13 SY Standard 1 Student acheivement 52 56 56 56 54 52.15 50.3 48.45 46.6 44.75 42.9 41.05 <39.2 72012‐13 SY Standard 2 Sub‐group acheivement 10.5 13.5 13 12.5 12 11.725 11.45 11.175 10.9 10.625 10.35 10.075 <9.8 32012‐13 SY Standard 3 College and Career Readiness 25 30 30 30 29.5 28.438 27.375 26.313 25.25 24.188 23.125 22.063 <21 42012‐13 SY Standard 4 Attendance 10 10 10 10 10 9.625 9.25 8.875 8.5 8.125 7.75 7.375 <7 122012‐13 SY Standard 5 Graduation rate 30 30 30 30 30 28.875 27.75 26.625 25.5 24.375 23.25 22.125 <21 122012‐13 SY Total MSIP5 Points 127.5 137.5 136.5 136.5 133.0 128.6 124.3 119.9 115.5 111.1 106.8 102.4 <98 7

Goal from SPCurrent Platte County Data

2012‐13 FY B.2 District Fund Balance 18‐20% 19.87%Within range +/‐2% +/‐4% +/‐6% +/‐8% +/‐10% +/‐12% +/‐14% +/‐16% +/‐18% +/‐20% +/‐22% 12.0 12.00

Fall 2014 B.1 Parent perception ‐ Overall district rating 89.8% 87.4% ‐2.4% 5.00Fall 2014 B.1 Parent perception ‐ Fiscal responsibility of the district 62.2% 73.4% 11.2% 12.00Fall 2014 B.1 Parent perception ‐ Good return on investment 64.5% 77.1% 12.6% 12.00Fall 2014 B.4 Staff perception ‐ training in techology usage 65.6% 73.1% 7.5% 10.00Fall 2014 B.4 Staff perception ‐ self‐rating of technology skills 61.2% 64.0% 2.8% 8.00Fall 2014 C1.1 Student perception ‐ Feeling safe at school 71.8% 79.2% 7.4% 10.00Fall 2014 C1.1 Student perception ‐ Feeling that staff cares about student 72.9% 74.3% 1.4% 8.00Fall 2014 C2.1 Certified staff perception ‐ Work satisfaction 84.0% 80.6% ‐3.4% 5.00Fall 2014 C2.1 Certified staff perception‐ Workplace engagement n/aFall 2014 C2.1 Certified staff perception ‐ Professional development opportunities 53.2% 56.8% 3.6% 8.00Fall 2014 C2.1 Classified staff perception ‐ Work satisfaction 78.5% 86.4% 7.9% 10.00Fall 2014 C2.1 Classified staff perception‐ Workplace engagement n/aFall 2014 C2.1 Classified staff perception ‐ Professional development opportunities 45.7% 40.8% ‐4.9% 4.00Fall 2014 C3.1 Parent perception ‐ communication by school 83.0% 82.5% ‐0.5% 6.00Fall 2014 C3.1 Staff perception ‐ communication by building 76.0% 68.1% ‐7.9% 6.00Fall 2014 C3.1 Staff perception ‐ communication by district 82.6% 68.8% ‐13.8% 1.00Fall 2014 C3.2 Parent perception ‐ Partner with district for edcuation of the child 89.0% 87.6% ‐1.4% 6.00 6.0

4.3

9.7

‐8%‐10%

9.0

9.0

6.8

Most recent data

5.00

2.67

Moderate RiskStretchTarget Set with Comparative Data

7.5

MSIP5 Balanced Scorecard

Current Platte County Data

Platte County R‐3 Balanced Scorecard and Data Trends Dashboard‐ DRAFT

Baseline+2%

+4%+6%

+8%+10%

Current Platte County Data

Baseline Data (2012‐

13)

Perception Data Dashboard

Financial Data Dashboard

District Financial Position

Perception Data Trends‐2%

‐4%‐6%

Figure 4.1-2 PCSD Balanced Scorecard.




Baldrige questions embedded into the survey and is called “Are We Making Progress”. The measures from the survey support the progress of staff feeling they are engaged and have an understanding of the QCIBF in guiding their work. The survey data is put into a data collection system that is color coded based on the measure. Anything under 60% becomes a priority for improvement.

PCSD seeks input from all stakeholders via the District’s website and social media outlets. The District website provides a “How Are We Doing” link where anyone can provide complaints, concerns, or compliments. This information is monitored by the Executive Administrative Assistant to the Superintendent and BoE and routed to the appropriate area(s). PCSD maintains an active social media presence on Facebook and Twitter. Both the District and individual buildings have accounts as well as many individual District leaders. District-level accounts are maintained by the Director of Communications (DoC) while building leaders maintain their own accounts. This presence allows PCSD to have authentic two-way communication with the public through mediums not previously possible.

4.1a(4) Measurement Agility. PCSD has a wide range of measurement data available to analyze. To help manage and make meaning from this data, the District employs a Coordinator of Data and Measurement (CoDM). Along with state reporting, this position is responsible for ensuring the accuracy of data available to the District as well as providing data to key decision-makers in a timely manner.

Technology is used whenever possible to ensure the most current information is available. This technology is in the form of Pulse, SIS-K12, SIS-FIN and District dashboards. In situations where data must be combined between disparate systems, the CoDM has established a perpetual calendar to allow decision makers to know when raw data will be available. This calendar is primarily used in relation to student performance data that comes in at various times throughout the school year and is used for a variety of purposes. A standard set of data has been established for three different constituencies (grades K-5, grades 6-12, and Career/Technical Education programs).

Once raw data from disparate systems is combined and distributed, leadership uses training they have received from the District to analyze the data in the format they need. This analysis is used to determine progress towards CSIP objectives, student placement in Response to Intervention (RtI) and support services, and classroom placement in subsequent school years, among other things.

The District is continually evaluating tools, systems, and processes to identify opportunities for innovation in the

area of data collection and analysis.

4.1b Performance Analysis and ReviewPCSD’s core mission is to prepare individuals for success in life. PCSD believes that delivering on its core competency provides the avenue for the achievement of that mission. PCSD is focused on growth and CI. At every level of the organization, there are ongoing PDSA cycles ensuring a systematic approach to improvement. Data, measurement, and analysis are paramount in these cycles as it allows for the District to identify progress of the KPI’s that support the core measures.

For example, when building improvement teams decide upon an academic or behavior intervention for a student, not only is a student’s annual state assessment score taken into consideration, but also a variety of other student-specific data. Data such as Acuity (predictive or diagnostic) assessments, local assessments, attendance, discipline, and grades can all be accessed, analyzed and used to develop a personalized PDSA for a student’s improvement. The PDSA progress of a student, class, school, and department are each aligned to the CSIP because of the QCIBF linkage. The PLC flow of communication discussed in Category 1 and the 90-day study cycles used by SC support the analysis of progress towards the KPI and future improvement actions.

4.1c Performance Improvement4.1c(1) Best Practices. PCSD measures its progress systematically throughout the organization through the QCIBF and the PDSA improvement models. The QCIBF requires PCSD to measure progress towards the strategic plan at the District, building, classroom, or student level. Therefore, best practices are identified through PDSA improvement process based on data. The practices that yield the best results for a given setting are shared through the PLC teaming and committee structure. AC is frequently used to share results from the different schools and describes best practices for others to emulate. The department- and grade-level improvement teams use a PDSA model for their teams to identify and share best practices.

4.1c(2) Future Performance. PCSD practices projecting future performance through its systematic PDSA improvement model (Figure 2.1-2) . A major component of the process is using projection data (Figure 4.1-3) to improve key action plans. An example of this is PCSD’s use of Acuity to predict future performance of the students on state assessments and create plans to improve their performance. Acuity is an assessment product aligned with the standards on the annual state assessments. Acuity is used for grades 3-8. The assessments are given two to four times a year depending on the grade level and




offer the teachers predictive and diagnostic data to use in improving student performance. The data is shared with students and the PDSA improvement model is used both at the classroom and individual student level to support improvement of performance. When the state assessment scores are released, the District analyzes the data compared to the predictive and diagnostic assessments to support improvement for the following year. The state assessments are used to compare PCSD with its benchmark school districts. If a benchmark school district is experiencing success, PCSD researches the practices of the school district to support future improvement.

In another example of predicting future performance, PCSD uses a Super Test Day at the high school in which students participate in the Explore, PLAN, and Cambridge Practice ACT to provide data for the students and staff to make informed decisions on college and career readiness and identify improvement actions to achieve their goals.

Figure 4.1-3 Projection Tools.Projection

ToolAligned Summative

AssessmentGrade Levels

AcuityMissouri Assessment Program (MAP) ELA, math, and science

Grades 3-8 ELA and math, Grades 5 and 8 science

Cambridge Practice ACT

ACT High School

USATestPrepMissouri End-of-Course (EOC) Exams

Grades 8-12

PLAN ACT Grade 10

Explore ACT Grade 9 PCSD has a K-12 College and Career Dashboard (Figure 4.1-4) used to support student decisions and improvement based on data. The dashboard is used internally by staff to ensure that students are on track relative to the identified College and Career Readiness (C&CR) targets for each grade level. If it is determined that a student is not on target, interventions are deployed to support the students’ progress. The dashboard provides data at the school, grade, and student level.

Figure 4.1-4 College and Career Dashboard Indicators.

Indicator Grades

ELA MAP/EOC score 3-10

MATH MAP/EOC score 3-10

Plan taken 10

ACT assessment participation 10-12

ACT assessment performance 10-12

Compass assessment participation 10-12

Compass assessment performance 10-12

ASVAB assessment 10-12

Attendance K-12

Reading skill level 1-8

AP/Dual credit participation 9-12

AP/Dual credit performance 9-12

TSA participation 11-12

TSA performance 11-12

PLTW end-of-course exam 12

Career technology education course taken 10-12

On track to graduate 7-12

Discipline action days K-12 4.1c(3) Continuous Improvement and Innovation. Using the PLC structure combined with a systematic PDSA Improvement (Data) model, departments and grade levels support innovations (Figure 4.1-5). If the data suggest that a change can be used to improve performance, innovations occur. With a systematic improvement model in place, innovations are encouraged as the strategies and improvement actions to yield results might look different for each student, class, and school. If the innovation is proven to be successful, results are disseminated through the PLC and AC structures to be used in the future. Innovations that need to be systematic and integrated throughout the organization are deployed with a strategic plan for implementation. PCSD makes decisions on what needs to be tight and what needs to be loose in deployment so that innovations can take place and not stifle creativity to achieve results.

An example of an innovation developed from careful data analysis to determine that a change in the middle school scheduling was needed. Supported by math data, with the support of a Math Improvement Task Force, PCSD changed the middle school schedule to allow for more flexibility of time and support with math and ELA. The change supports more of a teaming and intervention concept to better serve the needs of students.

Additionally, PCSD is constantly evaluating existing processes to find improvement. These opportunities for improvement are prioritized by leadership through constant review of PCSD’s CSIP. These reviews happen three times per year with the BoE and as part of SC regular PDSA cycles.

To help communicate with partners, collaborators, vendors




and suppliers, PCSD maintains a close relationship with many key organizations. These relationships will often take the form of PCSD employees serving on advisory boards or maintaining memberships in the outside organizations (see Figure 1.2-2). These relationships allow for increased professional development and connections to others striving for best practices.

4.2 Knowledge Management, Information, and Information Technology4.2a Organizational Knowledge4.2a(1) Knowledge Management. PCSD manages its learning and knowledge through the PLC structure that has the QCIBF model embedded in it. The QCIBF ensures the workforce engages in creating processes and being involved in decisions that affect their work. The classroom QCIBF model requires that students and parents are actively engaged in the learning process. A systematic process development and improvement model ensures the right people are in the room creating the process and a communication plan is created to inform all stakeholders on the process and the expected results. The PDSA improvement model supports the determination of practices that are yielding the high level of performance. The PLC teaming and committee structure allows for the transfer of knowledge and learning throughout the organization. Process development is also documented via technology in a central location for staff to use as appropriate. A tracking

document informs process champions and the respective process teams on the latest revisions and when the next study cycle is scheduled.

PCSD uses a student data management system, SIS-K12 for the purpose of simplifying and centralizing student data processes. The software houses all attendance, academic, discipline, medical, and food service records. This software allows for e-mail communication to parents and/or students as selected by the end user. Teachers, building staff, and District staff use this tool to transmit grade cards, progress reports, newsletters, general District information, and lunch-balance concerns. The District also maintains automated phone and texting tools to communicate time-critical items such as school closings and emergency information.

Parents have the option to access the “Parent Portal” or “Student Portal” through SIS-K12, which allows for access to real-time data associated with an individual student. Users are provided unique login credentials that allow for access to current and historical grades, food service activity, medical information, disciplinary actions, and assessment information. The software allows parents/guardians to make meal payments online as well.

In working with DESE, PCSD uses the state-mandated reporting tool within Missouri Student Information System (MOSIS) to provide data on DESE’s schedule. The data

Figure 4.1-5 Continuous Improvement (Data) Team Cycle.

P l a t t e C o u n t y S c h o o l D i s t r i c t CONTINUOUS IMPROVEMENT (DATA) TEAM CYCLE

How do we determine if a learner has achieved the desired outcome?• Gather Mid-Assessment/Checkpoint Data• Analyze the data for strengths and areas of growth• Reflect on progress toward SMART goal(s)

How do we facilitate the learning to achieve the desired outcome?• Implement/deploy strategies/actions• Check-in with team members frequently to informally

monitor the strategies being implemented. Are they being implemented consistently and with fidelity?

How do we determine what we want learners to know and/or do?• Based on data, determine desired outcome(s)• Identify data needed to track progress• Gather data• Data cycle

- Step 1. Analyze the data - Step 2. Determine strengths and areas for

growth from the data - Step 3. Set SMART goal(s) - Step 4. Identify strategies/actions aligned to

areas of growth from Step 2 - Step 5. Determine result indicator(s)

How do we respond when the desired outcome was not met? How do we respond when the desired outcome was met?• Which strategies are making improvements and

should be continued?• Which strategies need to be revised for greater

impact?• Which strategies need to be abandoned?• Consider next steps for improvement…• Repeat the Cycle…

Act Plan

DoStudy




provided through MOSIS includes student performance (including discipline, grades, and attendance); teacher assignment and certification; and file sets to allow for student pre-coding in DESE-mandated assessments. Data provided through the MOSIS tool must pass through DESE’s business rules, which help to ensure accuracy. Once data is submitted and approved by DESE and PCSD in the MOSIS tool, that information is used to populate many of the “screens” in DESE’s data collection tool. From these screens the district verifies accuracy again. This data collection tool allows District leadership to gather statistics, plan budgets and project growth for future years.

4.2a(2) Organizational Learning. PCSD’s PLC has multiple teams, committees, and task forces that use stakeholder knowledge and multiple resources to embed learning. The PLC is a primary vehicle used to deliver core competency – the systematic continuous improvement of teaching and learning. The PLC model combined with the PDSA improvement model for teams and committees allow PCSD to identify best practices and share them throughout the organization. Teachers are provided the opportunity to meet both vertically (content area) and horizontally (grade-level) to collaborate during early release times throughout the year. Curriculum groups meet at times dictated by a perpetual calendar to determine curriculum and create scoring guides. These groups also share data that was collected from the grade level PDSA improvement model and best practices based on the data.

Recently, PCSD engaged a Secondary Grading Task Force for the purpose of creating a grading system supporting one purpose, to measure of what a student has learned. Traditional grading practices have been inconsistent and have allowed for a great deal of teacher autonomy. This has led to inconsistent grades and grades not indicative of what a child knows, but more what he/she has done. The new grading system is tightly aligned to the principles of learning (PoL) that were established through the work of the Academic Leadership team. With a more systematic method of determining grades, the PLC structure will allow staff to more appropriately identify best practices based on consistent measures.

PCSD has an Elementary Academic Leadership Committee and a Secondary Academic Leadership Committee that are representative of the different grade levels, content areas, and schools. The committees meet twice a year in what PCSD calls the Academic Leadership Summit. This Summit is a venue to share data and knowledge as well as gain input from the staff relative to decisions and processes that affect their work. The PCSD Principles of Learning (PoL) were a product of this committee.

4.2b Data, Information, and Information Technology4.2b(1) Data and Information Properties. PCSD uses SIS-K12 and SIS-FIN products that serve as the cornerstones of the District’s data warehouse. Many districts across the state use these products, and because of this, collaborative problem solving and information sharing have become a part of state-wide user groups’ functions. SIS-K12 is identified by the State of Missouri as a no-bid acceptable solution for student data management. This status demonstrates that it meets all state-level expectations for security and safety. Additionally, DESE works closely with Tyler Technologies to ensure MOSIS reporting flows smoothly from SIS-K12 to DESE’s web-based tools. PCSD’s version of SIS-K12 is hosted on Tyler Technologies servers off-site, ensuring data security and availability in nearly any instance. The District’s annual financial audit includes various checks of permissions and security settings in both SIS-K12 and SIS-FIN, and the District has had positive results from this for the past several years.

4.2b(2) Data Information Availability. PCSD makes all data available to staff via a District-wide network of servers, applications, and end-user devices. PCSD maintains approximately 1,700 computing devices used by both students and staff. These devices are connected either via a wired connection (100mbs or 1gb) or a wireless connection, provided via a mesh of wireless access points. Data outside of the District is accessed via PCSD’s Internet connection provided through the Missouri Online Research Network (MOREnet). This connection is constantly monitored and the District increases available bandwidth as appropriate. The Technology Department (TD) maintains a variety of monitoring tools that are available both on- and off-site to allow for immediate response in case of outage or accessibility issues. Monitoring happens at the individual device level and for the overall connection to the buildings and District.

PCSD’s use of Google Applications for Education (GAFE) allows for off-site access of many key tools, including email for students and staff, Google Docs for production of spreadsheets and word-processing documents, and shared documents. This allows for increased productivity among all users.

4.2b(3) Hardware and Software Properties. To ensure consistency and compatibility, all technology-related purchases are routed through the TD. In addition, if there are questions or concerns about a technology purchase and its impact on the Academic SFA of the CSIP , there is a process in place to refer the request to the Academic Services Team (AST) for their review. These reviews ensure purchases and plans align with District-approved


CATEGORY 5 - WORKFORCE FOCUS


curriculum and are aligned to the CSIP. To ensure the highest possible up-time while maintaining a smaller staff and lower costs, the TD, in alignment with District policy, handles all Request for Proposal (RFPs) for large-scale (more than $5000) technology purchases. This allows the District to be confident in compatibility and quality of technology purchases.

4.2b(4) Emergency Availability. PCSD’s presence on two disparate campuses which are geographically separated is an asset to the District in ensuring availability of data in crisis situations. SIS-K12 is the primary repository of information that would be needed in such a situation; having multiple campuses where the data can be accessed, as well as having the system housed off-site, ensures availability of contact information, medical records, and other key data that would be necessary in emergency situations.

The District has in place a variety of data backup measures to provide redundancy in case of physical catastrophe. Backup data is stored in multiple locations, and the use of virtual servers allows for the fast re-creation of needed computing devices so data is available in a timely manner.

For short-term power issues, battery backup systems are in place. This allows the TD to safely power down resources, preventing loss of data.

C AT E G O R Y 5 - W O R K F O RC E F O C U S

5.1 Workforce EnvironmentPlatte County School District (PCSD or the District) has a clear focus in Strategic Focus Area (SFA) C-2 of its Comprehensive School Improvement Plan (CSIP) for building, maintaining, and developing a talented workforce. The Quality Continuous Improvement (Baldrige) Framework (QCIBF) holds PCSD accountable for engaging the workforce to have input on decisions that affect them; setting strategic goals and objectives; using the processes to achieve the goals; and monitoring the progress.

5.1a Workforce Capability and Capacity5.1a(1) Capability and Capacity. PCSD uses an integrated approach in assessing and improving workforce capability and capacity. This approach involves multiple District staff members and department teams as well as multiple processes depending on the intended outcome. The determination of human resource staffing levels, certification, performance monitoring, allocation, and placement is facilitated by PCSD’s Assistant Superintendent of Personnel Operations (AS-PO). The determination of the human resource competencies and skills needed to support the District’s Vision, Mission, Values (VMV) and strategic goals is led by Assistant Superintendent of Continuous Improvement

and Academic Services (AS-ASCI). These two District leaders and their respective teams (Figure 1.1-1) work collaboratively to achieve a talented and engaged workforce. The tightly flowcharted process for budgeting and staffing is illustrated in Figure 5.1-1.

Figure 5.1-1 Budget and Staffing Plan (BSP) Process.

Task Timeline

Budget and staffing timeline development Fall

CSIP and program evaluations determine changes to capability needs and implement new K-12 programs and courses

Winter/ Spring

Course registrations, new programming and incoming enrollment determines needed workforce capacity

Winter

Department and building budget total dollar allocations received

Winter

Budget and staffing plan proposed by department and building

Winter

SLs weigh proprieties and finalize department and building staffing; HR Plan is developed and overall district Budget and Staffing Plan is created

Spring

BoE approves Budget and Staffing Plan Late Spring

Build master schedule; place students and teachers in classes

Summer

All student & staff schedules finalized and distributed

Following Fall

Audit budget plan Following Fall

The Budget and Staffing Plan (BSP) is monitored throughout the year and updated annually. Nearly 80 percent of the budget is invested in salary and benefits (Figure 7.5-10). Therefore, the process of monitoring and updating the BSP is tightly executed and scrutinized throughout each stage in the process. Capacity is determined by studying the number of staff members needed to deliver the District’s programs and services effectively. Multiple factors weigh in the decision determining capacity needs such as Department of Elementary and Secondary Education (DESE) standards for class size, enrollment projections, changes to programs and services, the CSIP, program evaluations, student learning needs, licensure, demographics, performance evaluations, and staff sharing opportunities between buildings. PCSD’s grade configuration and campus settings are both a strategic advantage and challenge. The advantage is that both the North campus and South Campus can share staff relatively effectively; however the distance between the two campuses along with time constraints make it challenging to share staff between campuses. Capacity changes are made annually, however there are times when




PCSD exercises agility in making changes during the year when necessary, as determined by the BSP. 5.1a(2) New Workforce Members. In the BSP Process the District reviews existing positions, retirements, and resignations. As the process continues, the AS-PO, will consult with principals and department leaders, and decide on the most efficient staffing plan based on numerous factors. Vacancies are posted both internally and externally with specific process maps outlining the procedures for application. Multiple sources are utilized to recruit the best candidates: District web site, SIS-K12, MOREAP, Careerbuilder.com, and LinkedIn. The use of multiple posting sources increases the pool of candidates from diverse cultures and ideologies. Clearly defined job descriptions are supported by competitive salary and benefits packages to draw candidates to PCSD. Figure 5.1-2 describes the specific hiring process.

Figure 5.1-2 Hiring Process.

Posting Authorization

Position Posted

Externally and Internally

Application Screening

Multi-step Interviewing

ProcessReference Check

BoE ApprovalBackground

CheckOnboarding

and Induction

Offer Extension

The interviewing process is a multi-step procedure that takes into account the District’s VMV, CSIP, and regulatory requirements.

After new staff members are hired, they participate in an “onboarding” session, where they receive detailed information about employee benefits, complete necessary employment paperwork, and verify network and email login information. This onboarding session opens up two way communication between the new staff member and the District. PCSD has processes and programs in place to ensure all certified staff new to the District receive the appropriate Professional Development (PD) to maximize their success in the District. These methods include, but are not limited to, extended contract days to participate in activities designed specifically to address new employee needs, mentor/mentee plans, and after-hour learning opportunities.

PCSD’s core mission is, “To prepare individual learners for success in life by providing meaningful experiences in a safe and caring environment.” PCSD believes that learners are all stakeholders including staff. The better PCSD lives the mission, the better opportunity it has to develop and retain quality staff. Based on feedback from previous participants, the HR Team has made multiple improvements to the new staff onboarding process. Using the Plan Do Study Act (PDSA) cycle, AST has made changes to the new teacher orientation strategies as well. Program changes are guided by the PCSD’s Professional Development Committee (PDC), Professional Development Strategic Plan (PDSP), and Coordinator of Professional Development (CoPD). These are measured and improved utilizing the District’s systematic Program Evaluation linked to the QCIBF (Figure 2.1-1).

PCSD has multiple approaches used to retain their workforce. PCSD regularly surveys staff to track job satisfaction and makes adjustments based on survey data and focus group meetings. PCSD also created PCR3 Learning Walks and Talks to open up communication with staff and drill down on the survey results. The AS-ASCI schedules a full day each semester in every building to talk with staff and lead focus groups. The rest of the day is spent observing classrooms, making notations for feedback to the building-level Admin Council (AC) members (and teachers if requested). This focus group activity is intentionally designed to be systematic and ensure the facilitator receives actionable feedback on consistent themes. The information gathered is processed and used for improvement with the principal and Admin Council (AC) to improve (Building School Improvement Plan) BSIPs, workforce engagement, and workforce satisfaction.

PCSD believes staff engagement is also a key ingredient to staff retention. Embedded in the PCSD’s staff survey is a Baldrige survey that focuses on questions centered on the criteria including staff engagement. The survey is titled “Are We Making Progress” and is a core measure in the District’s CSIP under SFA B-3. Each administrator has experienced and continues to experience PD in utilizing the QCIBF to better engage their staff in processes that support the strategic goals of the building.

5.1a(3) Work Accomplishment. PCSD uses Professional Learning Communities (PLCs) to organize, manage, and capitalize on its core competency of systematic continuous improvement of teaching and learning. PCSD’s PLCs use a teaming and department structure which allows knowledge and learning to flow throughout the organization Figure 1.1-1, Leadership Web. PCSD provides two-hour student early release bimonthly for collaboration and continuous improvement. The time allotted is an essential component of the District’s continuous improvement. PLC time reinforces a focus




on student learning by systematically responding to the four core PLC questions within our PDSA Improvement (Data) cycle (Figure 4.1-5). This time is highly focused on Quality Continuous Improvement (QCI) with dedicated time for analysis of data, committee work on the CSIP/BSIP, targeted internal/external PD opportunities for staff, and specialty-specific collaboration time. An annual staff/resource review is conducted by District leaders to evaluate this community-supported release time. PCSD has partnered with Kansas City Regional Professional Development Center (KCRPDC) and is using grant funds to provide training to our certified staff on how to utilize a systematic data cycle for student improvement. PCSD adapted the suggested cycle to fit into a PDSA cycle aligned with other PDSA improvement systems.

In addition to the PLC days, PCSD uses two full professional development days, built into the school calendar, for PD focused on the deployment of the CSIP as well as opportunities for vertical and horizontal collaboration. Vertical and horizontal collaboration support alignment of curriculum and assessment as well as sharing instructional strategies.

Each certified staff member has a Plan for Success developed collaboratively between staff and supervisor throughout the District for the purpose of professional growth. The Plan for Success is a component of the Educator Performance Improvement Cycle (EPIC) Figure 5.1-3 and the Administrator Performance Improvement Cycle (APIC). The classified evaluation process also incorporates a professional growth plan in the evaluation

cycle. Each plan is aligned to the BSIP and CSIP. They are monitored throughout the performance improvement cycle. The summative evaluation is based on a rubric scale that supports growth in the areas in the Plan for Success.

Staff members are challenged to meet the highest expectations through monitoring and coaching with their supervisor. PCSD staff members are recognized through peer nomination for Certified, Classified, and Support Staff Member of the Year. These nominees are honored within their buildings and through the Northland Chamber, representing PCSD. Additionally, Executive Cabinet (EC) recognizes staff for living the District’s VMV through varied communication methods and channels.

5.1a(4) Workforce Change Management. PCSD prepares its workforce for changing capability and capacity needs through the Budget and Staffing Plan (BSP) (Figure 5.1-1). The CSIP and program evaluations support the process to ensure alignment and efficiency in the staffing decisions. Supervisor requests for additional staffing are considered based on a large number of pre-defined criteria. Existing staff are matched to available positions using their certifications as a guide to maximize institutional knowledge and prevent reductions.

Over the course of the last five years PCSD has experienced an increase of 22% in student enrollment. Using multiple enrollment projection techniques, PCSD estimates future class sizes and plans for additional staffing needs. This proactive planning ensures we have the staff to meet the needs in all areas, in and out of the classroom.

Figure 5.1-3 Educator Performance Improvement Cycle.

P l a t t e C o u n t y S c h o o l D i s t r i c t EDUCATOR PERFORMANCE IMPROVEMENT CYCLE

March - May• Summative Conference• Data Analysis Discussion• Reflection on Improvement• Consider Improvement Actions• Goals for Next Year• Administrator Learning Walks

August - September• Plan for Success• Data Analysis• Indicator Selections• Administrator/Educator Conference• Administrator Learning Walks

January - February• Administrator/Educator Conference• Data Analysis• +/∆ - Administrator-Educator• Continue to Monitor Goals and Data• Administrator Learning Walks

October - December• Plan for Success Deployment• Professional Development Plan Execution• Goals and Data Monitoring• Administrator Learning Walks

Act Plan

DoStudy




The District also maintains a substitute manager called the Sub Finder, who serves as the communication liaison, linking substitutes to open jobs as staff members are out. An ongoing list of available substitutes, who have received training from PCSD, is used for placement. For longer term substitutes, certifications are verified so that students have ongoing instruction from those best prepared to meet the needs of the classroom or course, dependent on the pool availability.

To monitor capability needs, surveys are used and results and comments are shared with supervisors to identify areas of needed improvement. As a result of surveying staff, PCSD saw that more than 60% classified staff did not feel the professional development experiences provided by the District were relevant to them. As a result, a Classified Professional Development Committee was created to gain a better understanding of their unique PD needs. More specialized training is now being offered and at more convenient times to better meet their needs.

5.1b Workforce Climate5.1b(1) Workplace Environment. PCSD strives to create and maintain a safe and caring environment for its workforce and students. Compliance with established policies and local, state and federal regulations guide day to day business and ongoing training in job-specific protocols increases safety and security. Building-specific crisis plan actions are encompassed in a uniform, District-wide format to increase consistency in application. On the job accidents and injuries are tracked and analyzed to assess trends, and recommendations are made based upon data. For example, specific staff members in buildings have received Crisis Prevention Institute (CPI) Training in the case a student requires a physical restraint or physical redirection, and an oversight process is in place to determine if the restraint was warranted and implemented properly. This mapped process outlines the crossover measures to ensure student and staff safety as well as a possible need for ongoing training or redirection.

PCSD’s District Wellness Program provides incentives to employees. The distribution of a monthly newsletter, “A Healthier You,” provides health tips, menu items and exercise information. Board-paid health insurance through Blue Cross/Blue Shield (BCBS) provides a Health Risk Assessment and biometric screening annually, which provides employees basic information on their current health status. PCSD has an online program, “Healthy You,” to encourage employees to participate in courses designed to improve health. The District offers flu and tetanus shots as a benefit for its employees. The District has two health related committees, Student Health Advisory Committee (SHAC) and District Wellness to engage PCSD’s staff on the various ways departments, collaborators, and suppliers (food service, nurses, teachers,

administrators, social workers, Human Resources (HR) and local physicians) work together to create safe and caring learning environments. To ensure ethical treatment of children, staff members are required to complete mandated reporting procedures annually. PCSD has licensed RNs/LPNs and other health room employees to address student health needs. The District has two fully commissioned police officers employed as School Resource Officers (SROs) at the high school to assist with safety needs. Buildings are compliant with state and local safety and accessibility standards. Crisis plans are routinely monitored and updated for compliance.

Surveys of parents, students and staff identify perceptions regarding a safe and caring environment. The District requires staff, as well as high school students, to wear ID badges. All elementary buildings utilize a visitor check in system. PCSD is implementing automated door locking systems and updating existing security camera systems. Safety training and compliance videos are required of staff and successful completion of a comprehension quiz after the video is monitored via SafeSchools. Assignment of appropriate training pieces is laid out in a process map to allow the task to be completed by any HR staff with appropriate system access. Support staff have specialized training for various needs (i.e. transportation and custodial staffs) to improve safety and accident prevention efforts. Performance measures and improvement goals for each of these workforce factors are monitored.

5.1b(2) Workforce Benefits and Policies. Board policies provide clear direction for a positive and safe work environment. Board policies are online and easily accessible. Team Platte County (Team PC) provides a venue for staff to participate in the decision making process regarding policy recommendations. Wellness benefits as well as EAPs are available to staff at no cost. Benefits to staff include no-employee-cost health insurance, sick leave pay, cafeteria plan, 403(b)/457 annuity plans, and access to additional insurance policies for a fee. To increase staff wellness, free access to onsite fitness centers is available. Free access to District sporting events is also provided.

To best meet the needs of each work group, the bi-annual staff survey, focus groups, and Team PC are used to gather feedback. Employment and satisfaction is measured via electronic survey tools, which target key elements of workforce engagement. Analysis of this survey allows for the breakdown of information by segment, as well as reporting for all employees. Focus groups assist the District to identify targeted needs for professional growth. Grievances filed by employees are tracked and reviewed for compliance, rate of incidence and patterns of complaints. Upon completion of analysis, appropriate leadership groups (EC, Superintendent’s Cabinet (SC),




AC) review the findings and act appropriately, adding another PDSA cycle to ensure continuous improvement. PCSD fosters an organizational culture that is characterized by open communication, high-performance work, and an engaged workforce.

5.2 Workforce Engagement5.2a Workforce Performance5.2a(1) Elements of Engagement. PCSD has identified key elements that affect workforce engagement through its survey of staff two times a year, building focus groups during Learning Walks and Talks, quarterly Team PC meetings with SC, and the Leadership Web structure (Figure 1.1-1) that supports the flow of communication with staff throughout the organization. Each of these provides opportunities for staff to support relevant strategies for improving staff engagement which is a core objective of the District’s CSIP SFA C-2. PCSD determines elements for engagement between its different workforce segments through its PLC structure, as time is set aside for the different segments to collaborate on decisions that affect their work. PCSD uses the QCIBF to ensure that PCSD staff is engaged in the processes that support the goals that most affect them. Each PCSD employee is a member of the PLC and each department and/or program is connected to a strategic plan that is linked to the QCIBF.

5.2a(2) Organizational Culture. PCSD’s culture is defined by its VMV (Figure P1-2). PLCs support the delivery of the core competency – systematic continuous improvement of teaching and learning. PCSD understands that motivated staff will make the most improvement in performance both personally and organizationally. PCSD believes that high levels of motivation and performance can be captured with multiple approaches for open communication and staff engagement. The Leadership Web (Figure 1.1-1) structure allows for the flow of communication throughout the organization while engaging employees in PDSA cycles to improve performance levels. PCSD surveys its staff twice a year to measure engagement levels and satisfaction. The PCSD Learning Walks and Talks provide an opportunity for staff to offer ideas on how engagement can improve. Each workforce member has an opportunity to voice their likes and concerns through these and other venues. Team PC meets with the EC quarterly to address workforce issues that could improve staff morale and performance.

5.2a(3) Performance Management. PCSD recently developed a new educator performance improvement model (EPIC) aligned to the state model to meet NCLB waiver compliance. Although the state has a full model complete, PCSD chose to develop their own. The development was a year-long process that engaged administrators and teachers. It followed the PCSD Process Improvement Model (PDSA) and the result

was an evaluation grounded in the tenants of QCI and PDSA improvement (Figure 5.1-3). Each teacher receives regular feedback on classroom climate and instruction through walkthroughs, regardless of evaluation cycle, and a plan for success is in place for each certified staff member to focus their attention on professional goal setting and continuous improvement. A similar model using the ISLCC Standards was created for administrators, APIC. A model for classified already exists but will be updated, and improvement models for special groups like librarians and counselors will be developed.

Certified evaluations are tracked through HR to ensure integrity and completion while classified evaluations are completed on-line. Data from evaluations is used to help staff develop and to aide in personnel decisions. Through “Quality Continuous Improvement - Connecting the Dots” training, each staff member is able to link their daily work directly to the CSIP/BSIP and to building learners of tomorrow, PCSD’s vision.

In collaboration with Team PC, EC continues to make improvements to establish an equitable and competitive compensation structure. Starting with support staff, the District designed and implemented a process that allows for constructive dialog between EC and employees regarding pay, competitiveness, and financial impact to the District. Data modeling allows PCSD to rapidly explore alternative salary structures and identify solutions that best meet all stakeholders’ needs. Certified schedule revision followed a similar model, with a task force of certified teachers helping to guide the decision-making through the use of quality tools and guiding principles.

5.2b Assessment of Workforce Engagement5.2b(1) Assessment of Engagement. Workforce engagement is measured via a staff survey administered twice per year. This data is analyzed and used for improvement through a PDSA cycle. PCSD also uses the PCR3 Learning Walks and Talks process and multiple PLC committees to collect qualitative feedback relative to engagement and satisfaction. Both the quantitative and qualitative approaches provide data used to build on the identified strengths and create improvement actions relative to the identified opportunities for improvement.

5.2b(2) Correlation with Organizational Results. Workforce engagement is a key measure in the PCSD CSIP. PCSD understands that employee engagement and collaboration in the educational sector is a relatively new organizational practice. Traditional schools worked in silos and staff had a great deal of autonomy. PCSD expects organizational learning of the QCIBF will support increased levels of engagement. For that reason, PCSD engages in a large-scale professional development experience to implement Baldrige practices throughout


CATEGORY 6 - OPERATIONS FOCUS


the organization. The Baldrige criteria requires staff to be engaged and holds the organization accountable. PCSD is committed to the QCIBF and is educating its workforce in the framework. The education looks different for different categories of employees. Employees will learn how their professional success supports organizational success. The certified staff’s PD experience includes how to use the QCIBF classroom framework and a systematic PDSA improvement model to support higher levels of student performance.

5.2c Workforce and Leader Development5.2c(1) Learning and Development System. PCSD’s learning and development system supports organizational needs through its professional development plan (PD plan) that is revised annually. The CoPD and the AST facilitated the development of the PD Plan collaboratively with the PDC. The PDC is a representative group of certified staff from different grade levels, contents and buildings. The PDC annually evaluates the PD Plan and revises it through a systematic program evaluation and linkages to the QCIBF. The plan is evaluated based on staff perception and student performance. The CSIP is used to determine priorities for staff PD. PCSD has created a PDC for classified staff as well in an effort to better meet the unique needs of the different classified groups.

The learning and development of staff has a clear focus on continuous improvement. PCSD has created a systematic continuous improvement models for teaching and learning for all staff (EPIC, APIC, and classified evaluation tools) that are grounded in the PDSA model and linked to the QCIBF to ensure that PCSD capitalizes on Baldrige best practices including personal and organizational performance improvement and innovation. The use of the QCIBF places a strong focus on student learning and meeting their individual needs. The evaluation tool frameworks also link any process or improvement action to the VMV, which holds the organization accountable to ethical practices through the value of integrity.

5.2c(2) Effectiveness of Learning and Development. The District’s strategic plan outlines key indicators and timelines for outcomes. Each goal and objective has a goal champion responsible for monitoring growth toward each outcome. Each training or professional development opportunity is followed by a meeting evaluation form which is analyzed by the AST to determine the effectiveness of the session. Based on that information, additional sessions are created or refined or the content is considered mastered.

Each building administrator uses a systemic walkthrough process to provide feedback to classroom staff. These observations, which are a component of EPIC, assist in professional growth, align to the District’s key growth indicators, and generalize the strategies addressed

through professional development.

5.2c(3) Career Progression. PCSD effectively manages career progression for the entire workforce through multiple approaches. PCSD’s EPIC and APIC assist District-level leadership in identifying quality internal candidates for leadership career progression opportunities. PCSDs certified salary structure allows for increased pay based on educational attainment. This encourages learning and development of staff. PCSD offers a wide array of leadership opportunities through their PLC which enable District leaders to observe staff members in leadership positions for future opportunities. The Leadership Academy is an avenue for aspiring leaders and current District leaders to learn about 21st Century leadership and institutional knowledge, as well as gain intern experience. The academy is used to manage succession planning and grow talent from within the District for future leadership positions. C AT E G O R Y 6 - O P E R AT I O N S F O C U S

6.1 Work Processes6.1a Program, Service, and Process Design6.1a(1) Design Concepts. Platte County School District (PCSD or the District) refers to key processes as core processes. PCSD’s core processes are central to the District’s core mission, while the enabling processes support the success of the core processes. Figure 6.1-3 identifies and explains the District’s core and enabling processes and links them to the CSIP.

These processes are developed, implemented, and improved through the Leadership Web (Figure 1.1-1) that requires knowledge and learning to flow throughout the organization. PCSD uses a systematic Process Development/Improvement Cycle (PDIC) (Figure 6.1-1) to design and improve the processes of its educational programs and services. The PDIC uses Lean and Baldrige concepts to achieve optimal efficiency. PDIC supports the identification and consideration of innovation and new technology through the different improvement process phases. The cycle requires the use of performance data and mapping the “as is.” Identified inefficiencies offer opportunities for innovation. The Superintendent’s Cabinet’s (SC) 90-day study cycles of core and enabling measures support the agility to make change to programs and services when necessary.

In the Plan stage of PDIC, the Process Leader uses an Input, Guide, Output, and Enabler (IGOE) chart to guide the facilitation of the process review, development, and/or innovation. The IGOE is a tool that supports the reduction of waste, especially with the resource of time. The IGOE allows the Process Champion to organize and plan the




response to central questions. This process eliminates unnecessary time commitments regarding these central questions. The IGOE Development/Improvement Process consists of 10 steps outlined in Figure 6.1-2.

Figure 6.1-1 Process Development/Improvement Cycle.

P l a t t e C o u n t y S c h o o l D i s t r i c t PROCESS DEVELOPMENT/IMPROVEMENT CYCLE

Study• Review Process

Measures

Do• Deploy Process• Monitor Process/

Process Champion

Plan• IGOE• Formalize Process

• Visio• Document

• Deployment Plan• Communication Plan

Act• Evaluate Process• Consider Innovations• Repeat Cycle

Act Plan

DoStudy

The use of the IGOE in the planning stages is a recent innovation in PCSD’s process development that stems from the problem of inefficient use of resources. This systematic approach ensures process requirements are met, while providing a clear focus for the Process Champion and the team. The IGOE was introduced to PCSD through the Lean

Six Sigma training of multiple PCSD employees.

6.1a(2) Program, Service, and Process Requirements. Key Educational Program and Service requirements are determined by federal and state regulations (Figure P.1-8) as well as our customer requirements which are validated and revised in the Comprehensive Strategic Improvement Plan (CSIP) Process (Figure 2.1-2). PCSD’s core processes and key requirements are indicated in (Figure 6.1-3).

6.1b Process Management6.1b(1) Process Implementation. PCSD ensures that day to day processes meet key requirements through the use of “Guides” in the IGOE process. Processes are documented in a common location. A process tracking document monitors the study frequency of each process. A perpetual calendar also supports the evaluation and innovation of programs and services along with the processes that support their measured success.

Educational programs and services are evaluated through a systematic approach using the Quality Continuous Improvement (Baldrige) Framework (QCIBF) (Figure 2.1-1). These program evaluations are linked to Baldrige criteria, ensuring each process meets key program requirements. Figure 6.1-3 indicates the key performance

Figure 6.1-2 Process Development/Improvement IGOE Chart.

P l a t t e C o u n t y S c h o o l D i s t r i c t PROCESS DEVELOPMENT/IMPROVEMENT

GUIDES

ENABLERS

INP

UT

SO

UT

PU

TS

G U I D E S

E N A B L E R S

INP

UT

S

OU

TP

UT

S

What will be the necessary Human Resources, Tools, Equipment, Systems, Facilities, and/or Assets needed for this process?

What Policies, Standards, Regulations, Laws, Prior Knowledge, and/or Data will be necessary for reference?

What is the intended outcome of this process?

What are the expected results from this process?

What will be the communication plan for the deployment of this process?

Who are the “right” people we need in the room to review this process?

What information does each need to bring to review, develop, and/or improve this process?

?

?

Development/Improvement ProcessReview triggering event

Identify the purpose of the process

Identify the key internal and external stakeholders that benefit from this process

Review performance of the current process

Execute root cause analysis of performance

Identify SIPOCR – Suppliers, Inputs, Process (High Level), Outputs, Customers, and Requirements

Process “As Is” map

Identify inefficiencies

Identify and plan innovations to the process

Determine the frequency of the study of performance and set the next process team review date

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Step 8

Step 9

Step 10

?

?

?

?

?




Figure 6.1-3 PCSD Work System: Core and Enabling Processes.

Work Processes

Stra

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lan

Link

age

Pro

gram

E

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Processes and Tools Key Requirements Key Performance Measures Targeted Outcome

Core Work Processes

Curriculum Management

A1, A2, A3

Curriculum Development, Scoring Guide Revision, BYOC

MSIP 5 State Requirements, Common Core Aligned, Principles of Learning, Board Policy

Student Performance – State & Local Assessments; Staff and Student Perception Data

Rigorous, relevant, guaranteed, viable and accessible curriculum with aligned assessments to ensure accountability to standards

Instructional Delivery (RtI, Special Programs)

A1, A2, A3

Professional Development, Teacher Improvement Process, Improvement (Data) Team Process, Response to Intervention, Special Program Services

Program Evaluation; Quality Continuous Improvement (Baldrige) Framework; Engaging; Relevant; Rigorous; Principles of Learning; Board Policy

Student Performance – State & Local Assessments; Staff and Student Perception Data

Differentiated, engaging, relevant, and rigorous instruction that meets the individual needs of students

Assessment Management

A1, A2, A3

Assessment Plan Development, Assessment Plan Execution, Assessment & MSIP 5 Summary, Common Assessment Development, Pulse, Program Evaluation Plan

MSIP 5; Principles of Learning; Curriculum Alignment; Staff Accessibility; Board Policy

MSIP 5 Dashboard; MSIP 5 Scorecard; Student Performance – State & Local Assessments; Staff and Student Perception Data

Measurement of student learning to ensure accountability to standards and provide information to meet individual student needs

College and Career Readiness Services

A1, A2, A3

Professional Development, Assessment Plan Development, Student Guidance

MSIP 5; College and Career Skills; Principles of Learning; Board Policy

MSIP 5 College and Career; Student Performance – National, State, and Local Assessments; Staff and Student Perception Data; College and Career Dashboard

Differentiated and relevant instruction, assessment, and guidance to meet the individual needs of students in being college and career ready

Enabling Work Processes

Business Operation and Facility Management

B1

Feedback and Engagement Processes; Long Range Maintenance Development; Long Range Growth Plan; Transportation Plan; Food Service Plan; Energy Efficiency Plan; Board Policy Revision

Federal and State Regulatory Requirements; Board Policy

Parent, Staff, and Student Perception Data; Long Range Maintenance Plan Accountability

Efficient facilities and operation systems that meet taxpayer and internal stakeholder expectations




Work Processes

Stra

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lan

Link

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Pro

gram

E

valu

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Processes and Tools Key Requirements Key Performance Measures Targeted Outcome

Finance Management

B2

Feedback and Engagement Processes; Budget Development; Audit; Payroll; Purchase Service; SIS-FIN

Federal and State Regulatory Requirements; Meritorious Budget Award Requirements; Board Policy

Fund Balance; Parent/Community Perception – Financial; Audit Results

An efficient budget system that maintains a targeted fund balance and meets taxpayer and internal stakeholder expectations

CI (Baldrige) Utilization

B3

Strategic Planning; Process Development and Innovation; Quality Continuous Improvement Classroom; Professional Development; Systems Check Process

Baldrige Criteria; Systems Check

Baldrige Systems Check; Are We Making Progress – Staff Perception; Quality Continuous Improvement Classroom Assessment

A systems approach to continuous improvement from the boardroom to the classroom

Technology Management

B4

Technology Plan Development; Technology Service; Professional Development; Technology Request; Feedback and Engagement Processes

Infrastructure; Staff Accessibility; Student Accessibility

Stakeholder Perception – accessibility and utilization; Service Cycle Time

Technology that is accessible and effectively utilized throughout the District

Student Management

C1

Discipline Process; Student Handbook Development; Enrollment Process; Bully Prevention; Crisis Response; Y Club; Pirate Pals

Federal and State Regulatory Requirements; Student Engagement; Student Relevancy; Board Policy

Student Perception; Student Attendance; Student Discipline

Engaged students that find relevance in their PCSD educational experience

Human Resource Management

C2

Hiring; Professional Development Request; Staff Performance Improvement Process; HR Portal; Feedback and Engagement Processes

Federal and State Regulatory Requirements; Board Policy; Staff Engagement; Understanding and Utilization of the Quality Continuous Improvement (Baldrige) Criteria

Staff Perception – Satisfaction and Are We Making Progress; Staff Retention; Staff Improvement Performance Data

Highly qualified, satisfied, and engaged staff that understands and utilizes the Quality Continuous Improvement Framework

Communication Execution

C3

Communication Plan – Internal and External Stakeholders; Feedback and Engagement Processes

Two-way Communication; Timely Communication; Board Policy

Parent, Staff, and Community Perception

Efficient communication with internal and external stakeholders that supports two-way communication




measures and the targeted outcomes used to evaluate the work processes. These measures are a combination of performance, accountability, and perception data consistent with the objectives in the District’s strategic plan. The program evaluation ensures program effectiveness, viability and efficiency.

6.1b(2) Support Processes. PCSD calls its support processes enabling processes. These processes enable the core processes to operate at optimal levels to support the core mission. Like the core processes, enabling processes are also linked to the CSIP by design. PCSD’s enabling processes are indicated in Figure 6.1-3. The development, improvement, and documentation of the enabling processes follow the same PDIC (Figure 6.1-1) process as the core processes.

6.1b(3) Program, Service, and Process Improvement. PCSD’s PDIC approach to improving processes uses student performance measures to evaluate and innovate the core processes. The targeted outcomes of the core processes are all student centered. Admin Council (AC) uses dashboards and a Balanced Scorecard (Figure 4.1-2) to monitor key performance indicators which support improvement of the core processes.

At the school and classroom level the Quality Continuous Improvement (Baldrige) Classroom Framework (QCIBCF) (Figure 1.1-2) and short-term Continuous Improvement (Data) Team cycles (Figure 4.1-5), grounded in the Plan So Study Act (PDSA) approach, increase student learning and improve educational programs and services. Each certified teacher has received formalized training in both the QCIBCF and PDSA so the processes are systematic and integrated throughout the organization. Certified staff participated in full day training and classified staff participated in a half day. This training and ongoing follow-up trainings are essential to the overall success of the CSIP.

While PCSD has a curriculum intended for all students, learning is viewed as an individualized process. Aligning teaching and learning practices to the Principles of Learning (Figure P1-4) and the use of PLCs supports the principles and holds the District accountable when designing, implementing, and innovating the District’s core processes. Because each student is unique, PCSD uses multiple educational approaches within a tight QCIBCF to ensure an aligned learning system. The system allows staff to be agile in responding to a student’s needs. Administrator walkthrough accountability measures are aligned to monitor process fidelity through day to day processes, ensuring a consistent and viable curriculum.

6.2 Operational Effectiveness6.2a Cost ControlPCSD’s overall operations costs are managed through the use of data and the PDIC process (Figure 6.1-1). PCSD uses plans and processes for budget and staffing, long range growth management, maintenance, and technology. Each process is significant in controlling costs to allow for more funds to be used on PCSD’s core academic processes, with results demonstrated in Figures 7.5-8 and 7.5-9. Most of the final cost decisions are made at the SC level using the PDIC (Figure 6.1-1) so decisions are based on fact and involve key stakeholders before reaching SC. The systematic Process Development Process combined with Leadership Web (Figure 1.1-1) allows the transfer of knowledge supporting efficiency, accuracy, and effective communication. Each process has a study cycle to examine effectiveness. Because each process has a process champion monitoring the PDSA cycle, natural prevention of errors and rework is ensured and redundancy is avoided.

PCSD uses the processes and tools identified in the Core and Enabling Work Process Table (Figure 6.1-3) to control the overall costs of operations. Six Sigma certified staff on SC assist in various areas of the District to ensure processes are effective and efficient. Various cost control procedures and processes are in place, including budget review, purchase order approval, review of invoices, and zero based budgeting. The District has a green initiative which includes purchasing energy efficient items.

Competitive bidding of products, Request for Proposals (RFPs), proper evaluation of responses/bidders, and cooperative purchasing are used as cost controls. General bulk supplies are purchased through a cooperative to significantly reduce overall cost. PCSD’s established budget process uses zero-based budgeting. During this process, all budget requests are evaluated to determine priority level and alignment to the CSIP. The District has multiple cost-control functions in place.

Cycle time and productivity are incorporated through multiple approaches. Technology uses an automated work order system for technology needs/issue to manage workload and improve cycle time as well as quality of service.

Cycle time for Transportation is measured and maximized through multiple processes with overall effectiveness of PCSD’s student transportation system determined through the cost per pupil mile, and technology systems are used to increase the effectiveness of the system.

Maintenance costs are controlled by ensuring that PCSD performs preventative maintenance, and ensuring vendors who supply materials are pricing competitively. Many repair procedures are performed in-house, further reducing costs.




Throughout the District, prevention of errors and rework has been accomplished through the following:

• Staffing with specific degrees and training for specialized positions (DoC, CoBS, HR Specialist, etc.);

• Segregating duties, allowing for intentional redundancy to ensure accuracy and reduce re-work;

• Establishing systematic processes for business services actions such as payroll, accounts payable, and budgeting.

The costs of inspections, tests, and process or performance audits are minimized by hiring and staffing based on proper skill-sets, use of PDIC, and the documentation and access of the flow chart processes for staff. Internal audits are embedded into multiple processes.

6.2b Supply-Chain ManagementPCSD’s supply chain is managed by identifying and being accountable to the key requirements and targeted outcomes of each process. Through RFPs, cooperative purchasing, and competitive bidding, vendors are chosen who can provide the best products and services at the lowest cost. Suppliers are chosen first by the need for specific products and then competitively priced against suppliers of like products. PCSD will only procure many parts, materials, and supplies from distributors who meet or exceed original equipment manufacturers’ (OEM) standards.

PCSD ensures all suppliers used are qualified and positioned to enhance performance and students’ and other customers’ satisfaction in various ways, including rubrics, reference checks, and cooperative purchasing. For example, the Superintendent and the Coordinator of Business Services (CoBS) developed a scoring rubric to determine which auditor would be recommended to the Board of Education (BoE) based on RFP responses.

Feedback is provided to PCSD’s suppliers on a regular basis to improve productivity, effectiveness and efficiency through enhancement requests reported to vendors. PCSD’s expectation is that each vendor displays PCSD’s values in their work. Suppliers who are not supporting PCSD in yielding high levels of performance and not interested in innovating to support improved performance are terminated before it becomes cost prohibitive.

6.2c Safety and Emergency Preparedness6.2c(1) Safety. PCSD is dedicated to maintaining a safe operating environment. The District ensures compliance with all state and local regulations through routine and random inspections. Required trainings are tracked using SafeSchools to document training to meet legislative requirements. Inspections and reviews of various suppliers are conducted. Annual inspections of PCSD’s processes are conducted regularly. Additionally, Maintenance uses a reporting system for service work orders and each safety concern is addressed with the

highest priority, and preventative maintenance activities are performed on a regular schedule.

In order to protect student safety, a visitor check in process is in place at each building. All sites but the Northland Career Center (NCC) require visitors to interact with staff either through a buzz-in or check-in process to enter buildings.

Each school uses an accident reporting system to track student and staff injuries, sending reports to Central Office (CO) for analysis. This information is used to determine if specific remedies can be put in place to avoid additional issues as well as to track trends for future safety training.

6.2c(2) Emergency Preparedness. PCSD considers the safety of students and staff paramount to a quality learning environment. PCSD uses a Crisis Response Plan to develop common procedures to support a safe environment for all stakeholders while also protecting District assets. For prevention purposes, each procedure within the plan is practiced and the results of those are monitored and recorded as part of the PDSA approach. PCSD partners with multiple local law enforcement and protection agencies to create and maintain the crisis prevention and management plans, and most staff members have received intruder training through simulation. A systematic process to ensure all staff receives this training is in the development stages.

PCSD has instituted Crisis Teams at each learning site. These teams were instrumental in the innovation of developing flip charts to contain Crisis Plans using the PDSA approach, allowing for all staff to easily access safety information.

As a result of the District’s PDSA approach to improvement, the innovation of a phone messaging system that can quickly send messages to stakeholders is in place. PCSD also uses social media to alert stakeholders in preventing and dealing with crisis situations.

Technology-based data within the District is backed up in a variety of ways to ensure redundancy and efficient recovery in case of disaster. Locally-housed data is backed up nightly, with the data being moved to the opposite campus once per week, and physical media taken from all school locations monthly and stored off-site. PCSD has contracted with Tyler Technologies and other vendors to have some mission-critical services run off-site, ensuring the highest possible levels of security and safety for the data. This also allows PCSD to operate these off-site services from any location in the event of a catastrophic disaster or failure.

6.2d Innovation ManagementPCSD manages innovation through the QCIBF (Figure


CATEGORY 7 - RESULTS


2.1-1) and PDSA approaches. Through the use of quality tools and responding to the Baldrige questions during process design or improvement, innovation becomes a vehicle to achieve the highest level of results. PCSD constantly researches best practices from throughout the industry and utilizes information from benchmark school districts as sources of innovation during the planning stages. Opportunities for innovation are recognized through the IGOE and Program Evaluations as well.

At times when the District identifies an opportunity for innovation, it may elect to deploy a pilot program to gather more data before implementing across a larger area. In this case, a PDIC would be used as part of a larger PDIC. Platte County High School (PCHS) is piloting a Bring Your Own Device (BYOD) technology deployment. This pilot and BYOD process is part of a larger process for developing “21st Century Learning” in all of our schools.

Another PCSD innovation that has changed the landscape of PCHS is the development of “Super Test Day.” The purpose of this experience is to provide an opportunity for all high school students to participate in assessments to support their decisions related to college and career readiness. This data also allows the District to evaluate their performance. This process is a response to meeting the needs of the students based on data. The data is also supporting the development of a process for integrating a College and Career Readiness Plan K-12 (Figure 4.1-4).

In evaluating innovation opportunities to identify intelligent risk, PCSD is cautious to use a cost/benefit analysis as part of the risk identification, along with CSIP alignment, focus on customer needs, etc. For example, when looking at various innovative compensation and incentive methods, the District not only analyzes immediate costs, but also long-term costs of savings the District could realize through implementation.

Strategic opportunities are identified by data analysis in the evaluation of programs using the QCIBF (Figure 2.1-1). Process improvement actions determined by the goal champion and team to address deficits and intelligent risk taking occurs through the implementation of those actions. PCSD’s McKinney-Vento Homeless process was realigned after such an analysis. Identified improvement actions included a new process map, the creation of streamlined forms, the identification of building-level coordinators for the process, and centralized decision-making regarding items of cost. This example also illustrates the District’s ability to free up funding for other initiatives by creating a centralized cost control.

C AT E G O R Y 7 - R E S U LT S

The organizational results of the Platte County School District (PCSD or the District) are a direct result of the District’s use of its core competency, the use of data in all decision-making. The gathering and reviewing of the results is key in monitoring of progress in the District’s Strategic Planning Process (SPP), and is mandated in many areas by various governing bodies.

7.1 Student Learning and Process Results7.1a Student Learning and Student-Focused Process ResultsPCSD has a variety of student performance measures used to ensure student progress towards success in life, per the District vision statement. Students in grades 3-8 annually take grade level Missouri Assessment Program (MAP) exams in English Language Arts (ELA) and math*. Additionally, high school students take End-Of-Course (EOC) exams upon completion of State-designated core content classes. The District’s results on these exams, both in whole and disaggregated into sub-groups, is the basis for a large portion of PCSD’s accreditation.

Figures 7.1-1 through 7.1-4 show the District’s progress longitudinally as well as how the District compares to benchmark districts. PCSD consistently scores favorably in comparison to the state average, while showing mixed results when compared to benchmark districts. As the balanced score card demonstrates, PCSD’s benchmark districts are high-achieving, thus setting the bar very high for the District.

Figure 7.1-1 2009-2013 Elementary MAP grades 3-8, ELA, Percentage in Top Two Level, Compared to State Average.

Figure 7.1-2 2009-2013 EOC Grades 9-12, ELA, Percentage in Top Two Levels, Compared to State Average.




Figure 7.1-3 2013 Elementary MAP Grades 3-8, ELA, Percentage in Top Two Levels at Benchmark Districts.

Figure 7.1-4 2013 EOC Grades 9-12, ELA, Percentage in Top Two Levels at Benchmark Districts.

Figures 7.1-5 through 7.1-8 reflect PCSD’s performance on the state exams in the math content areas. These results also reflect similar trends as seen in the ELA exams. In comparison to state averages PCSD scores well, but next to the benchmark districts PCSD has mixed results. Within the EOC results for math, it is important to note that not all exams are required, and many benchmark districts do not proctor the non-required exams. As the non-required content is generally more complex in concept, PCSD’s choice to give these exams may lower overall averages.

Figure 7.1-5 2009-2013 Elementary MAP Grades 3-8, Math, Percentage in Top Two Levels, Compared to State Average.

Figure 7.1-6 2009-2013 EOC Grades 8-12, Math, Percentage in Top Two Levels, Compared to State Average.

Figure 7.1-7 2013 Elementary MAP Grades 3-8, Math, Percentage in Top Two Levels at Benchmark Districts.

Figure 7.1-8 2013 EOC Grades 9-12, Math, Percentage in Top Two Levels at Benchmark Districts.

The content area of science is not assessed at the frequency of ELA and math. In science, grades 5 and 8 take the grade-level exam, as do students completing biology in grades 9-12. Figures 7.1-9 through 7.1-12 reflect students’ performance in science.

Figure 7.1-9 2009-2013 Elementary MAP Grade 5&8, Science, Percentage in Top Two Levels, Compared to State Average.




Figure 7.1-10 2009-2013 EOC Grades 9-12, Science, Percentage in Top Two Levels, Compared to State Average.

Figure 7.1-11 2013 Elementary MAP Grades 5&8, Science, Percentage in Top Two Levels at Benchmark Districts.

Figure 7.1-12 2013 EOC Grades 9-12, Science, Percentage in Top Two Levels at Benchmark Districts.

In addition to overall performance, the District is responsible for ensuring sub-group achievement. This performance appears on the Missouri School Improvement Program, Fifth Cycle (MSIP5) report as Standard 2 and is measured primarily through MAP/EOC achievement levels of five traditionally lower-performing populations combined together into a super sub-group. The District also compares performance between north and south campuses to ensure equitable and appropriate use of resources. Figures 7.1-13 through 7.1-15 display the results of these segmented groups over time. In many areas and segments PCSD experiences growth over time.

Figure 7.1-13 2009-2013 Segmented MAP and EOC Performance, ELA, Percentage in Top Two Levels.

Figure 7.1-14 2009-2013 Segmented MAP and EOC Performance, Math, Percentage in Top Two Levels.

Figure 7.1-15 2009-2013 Segmented MAP and EOC Performance, Science, Percentage in Top Two Levels.

The final measure PCSD uses to assess student learning is the ACT exam, taken by large groups of students in grades 9-12. In comparison to benchmark districts, PCSD scores in the middle of the pack in median measure, and slightly below the mean of the group. However, in looking at the percent of graduates who have taken the test, PCSD has scored above the mean over the past several years, with PCSD and the benchmark average intersecting in 2013 (Figures 7.1-16 and 7.1-17).




Figure 7.1-16 2013 District-wide ACT Results, All Benchmark Districts.

Figure 7.1-17 2002-2013 ACT Results, PCSD Compared to Benchmark District Average.

7.1b Work Process Effectiveness Results 7.1b(1) Process Effectiveness and Efficiency. Key Work Process: Curriculum Management. Figures 7.1-1 through 7.1-17 demonstrate the District’s effectiveness in curriculum development and management. Additionally, Figure 7.1-18 shows staff perception of the curriculum process.

Figure 7.1-18 Certified Staff Perception, Curriculum Accessibility and Process Effectiveness.

Key Work Process: Instructional Delivery. Figures 7.1-1 through 7.1-17 demonstrate the District’s effectiveness in instructional delivery. Additionally Figure 7.2-2 shows student perception of relevancy of instruction.

Key Work Process: Assessment Management. PCSD uses assessment data to ensure student learning and improve key competency performance. Figures 7.1-1 through 7.1-17 show student performance results across segments and content areas, in comparison to benchmark districts.

Figure 7.4-4 shows the District’s MSIP5 performance (overall and by standard) in comparison to benchmark districts and state average.

Key Work Process: College and Career Readiness. Data for Standard 3 in Figure 7.4-4 and 7.4-5 show the District’s performance in DESE’s measure for College and Career Readiness.

Enabling Work Process: Business Operation/Facility Management. Figure 7.1-19 shows stakeholder perception of facility maintenance and planning for growth.

Figure 7.1-19 2012-2013 Parent and Certified Staff Perception – Growth Management and Facilities Condition.

Enabling Work Process: Finance Management. Figure 7.5-7 shows the effectiveness of District spending in comparison to the MSIP5 score. Additionally, Figures 7.5-8 and 7.5-9 show spending on instruction as a percentage of overall District spending.

Enabling Work Process: Continuous Improvement. Figure 7.4-1 shows community and staff perception of progress in the Continuous Improvement (CI) realm. Additionally, Figure 7.1-20 shows successful completion of action steps on the CSIP.

Figure 7.1-20 Action Steps Completed from CSIP.

Enabling Work Process: Technology Management. Figure 7.1-21 shows student perception of use of technology as a learning tool and Figure 7.1-22 shows technology equipment availability.

Figure 7.1-21 2012-2013 Student Perception - Technology Supporting Learning, PCSD.




Figure 7.1-22 Student-to-Computer Ratio, PCSD.

Enabling Work Process: Student Management. Figures 7.2-1 and 7.2-6 show stakeholder satisfaction with the District. Student attendance and discipline data are shown in Figures 7.2-12 through 7.2-15.

Enabling Work Process: Human Resource Management. Figures 7.3-1 through 7.3-7 show District staffing levels and appropriate qualification statistics.

Enabling Work Process: Communication Execution. Figures 7.2-5, 7.2-7, 7.3-15, and 7.3-17 show stakeholder satisfaction with District communications.

7.1b(2) Emergency Preparedness. PCSD conducts safety drills at all buildings throughout the school year. These drills are designed to ensure that all students and staff know the appropriate process in emergency situations. Figure 7.1-23 shows the frequency of these drills compared to the required number for the state.

Figure 7.1-23 2011-2013 Emergency Preparedness Drills, PCSD.

In addition to the emergency preparedness drills, PCSD has conducted Intruder Training sessions to help staff prepare for the unlikely situation of an intruder.

PCSD has begun using a process to identify and deal with bullying within the buildings. Figure 7.1-24 shows the number of reports received through this process. Figure 7.1-25 shows the actions taken.

Figure 7.1-24 Olweus Bullying Data, 2013-14, by Location.

Figure 7.1-25 Olweus Bullying Data, 2013-14, Actions Taken.

7.1(c) Supply-Chain Management Results. By managing supply chain, PCSD prioritizes student learning and ensures effective use of resources. Technology Department’s use of consistent suppliers aids in decreasing down time, creating quality relationships and allowing for consistent, competitive pricing (Figure 7.1-26). PCSD’s use of OPAA! to provide food services to students is monitored through perception data, allowing for authentic communication with the vendor (Figure 7.1-27).

Figure 7.1-26 Technology Workorders by Building.




Figure 7.1-27 Stakeholder Perception Data, Food Service.

7.2 Customer-Focused Results7.2a Student- and Other Customer-Focused Results7.2a(1) Student and Other Customer Satisfaction. Comprehensive surveys are administered to students and parents twice per year to gather actionable information on satisfaction, engagement, and other measures. Each collection tool is designed specifically for the target audience, with student surveys intended for either upper elementary or secondary students. Surveys allow for five levels of responses, from “Strongly Agree” to “Strongly Disagree,” and the District uses those who respond in the top two levels as their indicators.

Figures 7.2-1 through 7.2-5 reflect responses from students. Some of these areas are key measures for PCSD, as identified in the CSIP’s SFAs C1-1 and C1-2, Community/Students. These measures show growth or steady performance over all three cycles in most areas.

Figure 7.2-1 Student Perception – Customer Satisfaction, Percentage in Top Two Levels.

Figure 7.2-2 Student Perception – Meaningful Experiences, Percentage in Top Two Levels.

Figure 7.2-3 Student Perception – School Safety, Percentage in Top Two Levels.

Figure 7.2-4 Student Perception – Trust in Leadership, Percentage in Top Two Levels.

Figure 7.2-5 Student Perception - Teacher/Student Communication, Percentage in Top Two Levels.

Figures 7.2-6 through 7.9 show the similar indicators from parent perception data. Again, these graphs represent responses in the top two (or most positive) of five levels.

Figure 7.2-6 Parent Perception – Customer Satisfaction, Percentage in Top Two Levels.




Figure 7.2-7 Parent Perception – Communication, Percentage in Top Two Levels.

Figure 7.2-8 Parent Perception – Financial Stewardship, Percentage in Top Two Levels.

The data in Figures 7.2-9 through 7.2-11 show PCSD’s stakeholder perception relative to other benchmark districts, with the data taken from DESE’s MSIP Fourth Cycle advanced questionnaire. This advanced questionnaire was a tool used until the release of the MSIP5 (2013-14), when the process was modified by DESE. This data is the most current comparative data available for all districts. PCSD is currently working with other districts to share questions between locally-developed stakeholder perception surveys; however this process has not been completed, and not all benchmark districts are in agreement with this method of data collection and sharing.

Figure 7.2-9 MSIP4 Student Perception, All Benchmark Districts.

Figure 7.2-10 MSIP4 Faculty Perception, All Benchmark Districts.

Figure 7.2-11 MSIP4 Parent Perception, All Benchmark Districts.

7.2a(2) Student and Other Customer Engagement. PCSD’s primary indicator of student engagement is student attendance. Figure 7.2-12 shows District attendance performance over the past decade maintaining a high level, while grade 9-12 attendance has dropped slightly over the same period. Figure 7.2-13 shows PCSD’s attendance rate in comparison to benchmark districts. PCSD maintains a competitive attendance rate when placed against other similar districts.

Figure 7.2-12 2009-2013 District Attendance Rates, PCSD.




Figure 7.2-13 2013 District Attendance Rate, All Benchmark Districts.

Figure 7.2-14 2002-13 Discipline Incidents, PCSD.

Figure 7.2-15 2013 Discipline Incidents, All Benchmark Districts.

As a secondary indicator of engagement, Figure 7.2-2 shows students’ perception of instruction in the District and whether the students receive, “meaningful experiences” in the classroom, part of PCSD’s VMV.

7.3 Workforce-Focused Results7.3a Workforce Results7.3a(1) Workforce Capability and Capacity. PCSD measures workforce capability by analyzing the courses offered to students in comparison to appropriate certifications. All courses at PCSD are taught by certified teachers; however, there are courses that are taught by teachers outside of the specialty area. These examples are generally either very unique certifications such as upper-level science, or areas where the District asks teachers to take on a single section of a subject to reduce class load (size). Figure 7.3-1 shows the District’s strong performance in Highly Qualified Teacher (HQT) in all sections, and Figure 7.3-2 shows PCSD’s performance

relative to all other benchmark districts.

Figure 7.3-1 2009-13, Percent of Sections Taught by HQT Staff.

Figure 7.3-2 2013, Percentage of Sections Taught by HQT, Benchmark Districts.

In terms of capacity, PCSD analyzes class size and other staff-to-student ratios to ensure the District is meeting state guidelines as well as providing the best service relative to cost for stakeholders. Figure 7.3-3 shows PCSD’s staffing trends over the past 12 years mainly holding steady, with an increase in student-to-administrator ratios. Figure 7.3-4 shows the District’s performance relative to the benchmark districts for 2013. Figures 7.3-5 through 7.3-7 show the pertinent resource (staffing) standards for PCSD.

Figure 7.3-3 2002-2013 Staffing Ratios, PCSD.




Figure 7.3-4 2013 Staffing Ratios, All Benchmark Districts.

Figure 7.3-5 2013 Classroom Size, by Building Compared to DESE Standards.

Figure 7.3-6 2013 LMC Staffing, by Building Compared to DESE Standard.

Figure 7.3-7 2013 Principal Staffing, by Building Compared to DESE Standard.

PCSD is also able to track certified staff educational level (masters’ degree or higher) and years of experience teaching in the state of Missouri. These statistics are shown in Figures 7.3-8 and 7.3-9, as compared to

benchmark districts in Figure 7.3-10.

Figure 7.3-8 2002-2013 PCSD Teachers with Masters’ Degree or Higher, Compared to State Average.

Figure 7.3-9 2002-2013 PCSD Teachers Average Years Experience, Compared to State Average.

Figure 7.3-10 2013 Staff Characteristics, Teachers – All Benchmark Districts.

7.3(a)2 Workforce Climate. PCSD surveys all staff twice per year to gauge workforce climate. These anonymous surveys are available to all staff and everyone is strongly encouraged to complete them. Figures 7.3-11 through 7.3-16 show the District’s results from these surveys over the past three cycles. Results reflect staff who selected “strongly agree” or “agree,” the top two levels, with data segmented by building and employee type (certified or classified).

Figure 7.3-11 Certified Staff Perception – Workforce Climate, Percentage in Top Two Levels.




Figure 7.3-12 Certified Staff Perception – Trust in District Leadership, Percentage in Top Two Levels.

Figure 7.3-13 Certified Staff Perception – Trust in Building Leadership, Percentage in Top Two Levels.

Figure 7.3-14 Classified Staff Perception – Workforce Climate, Percentage in Top Two Levels.

Figure 7.3-15 Classified Staff Perception – Trust in District Leadership, Percentage in Top Two Levels.

Figure 7.3-16 Classified Staff Perception – Trust in Building Leadership, Percentage in Top Two Levels.

Comparisons to benchmark districts are also available to PCSD through DESE, both in the MSIP4 Advanced Questionnaire and standard DESE reporting models. This data shows staff perception of climate (Figure 7.3-11 and 14) and certified salary data (Figure 7.3-18).

Figure 7.3-17 MSIP4 Faculty Perception, All Benchmark Districts.

Figure 7.3-18 2013 Staff Compensation – Teacher and Administrator, All Benchmark Districts.

7.3c(3) Workforce Engagement. PCSD uses its twice-per-year staff survey to gauge workforce engagement. Figures 7.3-19 through 7.3-22 measure workforce engagement in both classified and certified staff, segmented additionally by building.




Figure 7.3-19 Certified Staff Perception – Workforce Satisfaction, Percentage in Top Two Levels.

Figure 7.3-20 Certified Staff Perception – Communication, Percentage in Top Two Levels.

Figure 7.3-21 Classified Staff Perception – Workforce Satisfaction, Percentage in Top Two Levels.

Figure 7.3-22 Classified Staff Perception – Communication, Percentage in Top Two Levels.

7.3a(4) Workforce Development. PCSD recognizes the importance of a quality workforce to ensure the District meets the needs of its stakeholders. Data is collected as part of the staff surveys to gauge the effectiveness

and quality of professional development offered by the District (Figures 7.3-23 and 7.3-24). Additionally, Figure 7.3-8 shows PCSD’s staff’s continuing educational endeavors through higher education.

Figure 7.3-23 Certified Staff Perception – Workforce Development, Percentage in Top Two Levels.

Figure 7.3-24 Classified Staff Perception – Workforce Development, Percentage in Top Two Levels.

7.4 Leadership and Governance Results7.4a Leadership, Governance, and Societal Responsibility Results7.4a(1) Leadership. As shown in Figures 7.3-12-13, 7.3-15-16, 7.3-20, and 7.3-22, staff surveys show levels of satisfaction with District communication, as well as trust in leadership among staff. Figure 7.2-4 shows student trust of leadership as well.

Other survey questions have addressed awareness of and perception of deployment of VMV. This data is reflected in Figure 7.4-1, showing multiple stakeholder groups.




Figure 7.4-1 Stakeholder Perception Data – Knowing VMV and District Living VMV. Parents were not asked to know VMV.

7.4a(2) Governance. PCSD annually conducts an external audit, per state requirements as well as stakeholder expectations. While the audit has traditionally been positive for the District, the most recent data finds a decrease (positive movement) in “Material Weaknesses.” As there have been no written findings for federal programs found in the last four years, the District feels this is an exceptional level of performance. Figure 7.4-2 shows these results.

Figure 7.4-2 PCSD Audit Findings.2010 2011 2012 2013

Material Weaknesses 3 3 3 1

Written Findings for Federal Programs

0 0 0 0

Figure 7.4-3 shows District fund balances, as they deviate from 20%. Local research has led PCSD to establish a level of 18-22% of District fund balance as ideal. PCSD has worked hard to establish and maintain this level of budgeting control.

Figure 7.4-3 District Unrestricted Fund Balance, Deviation from 20 Percent.

7.4a(3) Law, Regulation, and Accreditation. PCSD strives to ensure compliance with all applicable laws and regulations, as well as to ensure accreditation by governing bodies. Figure 7.4-4 shows the District’s performance in the MSIP5 standards, as compared to other benchmark districts. These five criteria are applied by the state of Missouri to determine overall accreditation. Figure 7.4-5 also shows PCSD’s performance on MSIP5 standards, as compared to state averages. As MSIP5 is a new measure put in place by the state starting in 2013, trend data is not yet available.

Figure 7.4-4 2013 MSIP5 Performance Across All Standards, All Benchmark Districts.




Figure 7.4-5 2013 MSIP5 Performance, Compared to State Average.

Figures 7.3-1 and 7.3-2 show the District’s staff and their qualifications, another indicator that the public and state officials monitor closely. Figures 7.3-3 through 7.3-7 show the District’s staffing ratios, again a state-level indicator.

PCSD annually completes the “Missouri School Improvement Items Not Waived Checklist” to indicate to DESE the District is in compliance with a wide variety of state statutes. The checklist denotes compliance with all state statutes and regulations not measured through quantitative means.

PCSD’s transportation department annually must complete a bus fleet inspection process. Figure 7.4-6 shows the District’s results of this inspection over the past several years, in comparison to the state average. It is important to note that state averages for the 2013-14 school year were not available at the time of this document’s completion.

Figure 7.4-6 2010-2014 Bus Inspection Results, PCSD and State Average. 2014 State data not available.

Figure 7.4-7 shows PCSD’s data submission rates from the 2008-09 school year (when the new online data submission tool largely became active) to present. PCSD has had 100% submission rates for all years, a level that cannot be surpassed.

Figure 7.4-7 2008-2013 DESE MOSIS Submission Completion, PCSD.

7.4a(4) Ethics. Leadership at all levels strives to model strong ethical behavior and help workforce and customers live the District value of high expectations. Figures 7.2-4, 7.3-12-13, and 7.3-15-16 show progress toward this goal.

7.4a(5) Society. PCSD annually participates in the United Way fund drive and also assists the Platte County Educational Foundation (PCEF) with their fundraiser. Figure 7.4-8 shows the staff participation in donating to these two functions for the last three school years. The numbers reflect the amounts donated to the two charities solely through payroll deduction.

Figure 7.4-8 2010-2013 Employee Charitable Contributions, PCSD.

7.4b Strategy Implementation ResultsPCSD regularly monitors its progress toward action steps within the CSIP. This information is shared with BoE three times per year, and progress is used to modify action step timelines (Figure 7.1-20).

7.5 Budgetary, Financial, and Market Results7.5a Budgetary, Financial, and Market Results.7.5a(1) Budgetary and Financial Performance. PCSD maintains a budget of more than $40 million annually to provide educational services to the District’s student population. Figure 7.5-1 shows revenue sources. Figure 7.5-2 shows PCSD’s adjusted tax rate in comparison to benchmark districts; the adjusted tax rate for PCSD has remained relatively stable for the past several years, while surrounding and benchmark districts have seen tax rate increases. Figure 7.5-3 shows the District’s assessed valuation, demonstrating a leveling off in 2008, after many years of solid growth reflecting the economic downturn.




Figure 7.5-1 2013 Sources of Revenue, All Benchmark Districts. For informational purposes only.

Figure 7.5-2 2013 Total Adjusted Tax Rate, All Benchmark Districts.

Figure 7.5-3 2000-2013 Assessed Valuation, PCSD.

Missouri public schools traditionally measure budget in per-pupil expenditure (PPE). Figure 7.5-4 shows PCSD’s PPE over time, and Figure 7.5-5 shows the District’s 2013 PPE spending in comparison to benchmark districts. Overlaying Figures 7.5-3 and Figure 7.5-4, the District’s ability to contain spending based on economic conditions can be observed.

Figure 7.5-4 2000-2013 Expenditures per Average Daily Attendance (ADA) (or PPE), PCSD.

Figure 7.5-5 2013 Expenditures per ADA, All Benchmark Districts.

Determining budgetary performance and return on investment within the education sector can be difficult, as many variables play into each unique situation. PCSD compares PPE and MSIP5 performance to determine a metric that can reflect performance on state-defined criteria in comparison to actual dollars spent. Figure 7.5-6 shows PPE and MSIP5 performance (as % of total points possible) on the same graph, and Figure 7.5-7 shows the cost of each MSIP5 point earned by all benchmark districts. This measure shows PCSD is competitive with the local benchmark districts and out-performing most non-local (i.e. statewide) benchmark districts.

Figure 7.5-6 2013 Expenditures and MSIP5 Performance Comparison, All Benchmark Districts.

Figure 7.5-7 2013 Cost per MSIP5 Point, All Benchmark Districts.

Ensuring that District funds spent go to instruction-related costs is another key component in evaluating a district’s financial effectiveness. Figures 7.5-8 and 7.5-9 show percent of expenses for instructional costs for PCSD over time and as compared to the benchmark districts.




Figure 7.5-8 2008-2013 Percent of Costs for Instructional Purposes, PCSD.

Figure 7.5-9 2013 Percent of Costs for Instructional Purposes, All Benchmark Districts.

A final measure to examine is percent of costs going to personnel. PCSD has maintained this mark at a consistent level, being able to contain overall personnel costs while still providing competitive wages. PCSD has been able to achieve this by managing benefit costs through competitive bidding processes and implementation of wellness plans. Figures 7.5-10 and 7.5-11 demonstrate this performance.

Figure 7.5-10 2008-2013 Percent of Budget for Personnel, PCSD.

Figure 7.5-11 2013 Percent of Budget for Personnel, All Benchmark Districts.

7.5a(2) Market Performance. As school-age children in Missouri must attend the district they reside in if they choose to attend a public school district, it is difficult to

calculate market share and capture rates of enrollment for schools. Additionally, there are no reporting requirements for private and parochial schools, so the PCSD is challenged to find accurate statistics.

The closest data available is looking at US census rate in comparison to actual district enrollment. These numbers are provided by DESE for current year only, and give a rough insight into market share/capture rate of customers. Figure 7.5-12 reflects this data. As census numbers are estimates, it is possible to score over 100%.

Additionally, Figure 7.2-11 shows parent satisfaction with the school, in comparison to benchmark districts. This satisfaction level was taken from the question, “If I could, I would send my child to a different school,” with those stating they would attend a different school having a lower percentile.

Figure 7.5-12 2013 Capture Rate, School-Age Children, All Benchmark Districts.

2014 Missouri Quality Award Application · Kindergarten through 8th grade assessment program...

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