Harmony Union School District
Strategic Plan
2005 - 2009

Table of Contents

I. Introduction

II. The Process
Appreciative Inquiry Process
Process Chronology
Strategic Plan Core Documents

III. Mission, Vision and Core Beliefs
Mission
Vision
Core Beliefs
Planning Parameters

IV. Environmental Factors
Theme 1
Creating time and ways for teachers to attend to varied learner needs
Theme 2
Maintaining and enhancing existing Special Programs
Theme 3
Creating and maintaining a safe and supportive environment
Theme 4
Maintaining and enhancing contact and communication among students, parents, teachers and administrators

V. Strategic Priorities

VI. Strategic Priorities with Activities
Strategic Priority #1
Strategic Priority #2
Strategic Priority #3
Strategic Priority #4
Strategic Priority #5


Appendices
Harmony Unified School District Overview
Harmony Unified School District Demographics

I. Introduction

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


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


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

II. The Process

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

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


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


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

Process Chronology

August 2000: The Board makes the decision, as a result of discussion with the school administration, that the school district needs a new plan and more specifically, a strategic plan for the next few years, and that the process for completing it be community based and participatory to the extent possible.

September: The consultant is contacted and makes a proposal to the administration on how the strategic planning process might be carried out by using Appreciative Inquiry as the approach. Initial plans are developed for a nine-month process.

October-November: Meetings are organized for teachers, parents, etc. to introduce the proposed planning process, provide some orientation, elicit feedback, learn something about the approach of AI, and present the four phases of AI (Discovery, Dream, Design and Delivery).

December 2000-March 2001: The Discovery phase is undertaken through the development of a questionnaire that seeks to understand what people appreciate and value about the school, identify challenges and areas of concern and hopes for the future. Four separate, but overlapping, questionnaires are developed and administered to the four stakeholder groups of students, teachers, parents/community and the Administration/Board.
—Information is collected thru one on one interviews, special events such as an evening for Hispanic parents conducted in Spanish, class interviews with students, individuals completing the form on their own on paper or thru the internet school web site, etc.

April-May: The extensive data was organized, reviewed, collated, analyzed and themed by two objective outsiders. The information was then echoed back to the community through the publication of a special school newsletter.

May-June: Plans were made to hold a six-hour workshop in June to assemble the different stakeholders to review the highlights from the data and work together to envision the future of the school during the next three years. It was agreed before everyone departed for the summer that everyone should come together to share and plan the future. At this time it was recognized that the overall process would have to be extended into the fall of 2001, since people would not be available to work together in the summer and more time would be needed to digest the June meeting results and incorporate feedback from teachers and parents to the draft plan in the fall.

June: The Dream and Design phases were carried out during a six hour workshop of about 30 representatives from the different constituent groups to review the key data collected to date, identify core school values for the future, and engage in discussion on the vision of the school district's future. Five major themes were identified as the strategic priorities and specific action steps were proposed to carry out the priorities. In the limited time available, it was agreed that a solid draft was completed but that additional discussion, depth and detail would need to be added in the fall. A workshop follow-up committee was established.

September: The June workshop follow-up committee met and made plans for continuing the planning process and for how to complete a draft strategic plan. It was decided that, given everyone's busy schedule and the difficulty of the workshop’s working groups to keep working, that another consultant should be hired for the expressed purpose of writing a draft strategic plan from the materials developed to date.

October-November 2001: The administration and Board authorize the use of a consultant for the draft write-up. The new consultant is hired and works with the administration to produce the draft for early December.

February 2002: Board adopts strategic plan and schedules study session to review operational plans.

April 2002: Board adopts operational plans.

Strategic Plan Core Documents

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

The HUSD Strategic Plan incorporates the following core documents:

• The Mission is a precise description of what an organization does and “why” the organization exists. The mission drives decisions about the direction of an organization.
  
  
• The Vision is a statement of what the organization wants to become and gives shape and direction to the organization’s future. It should resonate with all members of the organization and help them feel proud, excited, and part of something much bigger than themselves.
  
  
• The Core Beliefs represent an organization’s highest priorities and deeply held driving forces. The core shared beliefs lay the groundwork for the mission.
  
  
• Planning Parameters are the criteria against which all decisions are evaluated.
  
  
• Strategic Priorities are the targeted new activities that must be accomplished to enhance the performance of the organization.
  
  
• Strategic Priorities Work Plan/Success Indicators are the key activities and the measures that indicate the strategic priorities have been accomplished during the stipulated time period.

III. Mission, Vision and Core Beliefs

The Mission of the Harmony Union School District is to encourage and enhance the academic, social, physical, and artistic growth of every child in an atmosphere of high expectations and continual coordinated support.

Our Vision
We will empower our children and ourselves to meet the challenges of today and tomorrow with courage and confidence.

Staff, students, families, and the community will be actively involved in the educational process to create a safe, supportive environment where students want to learn and believe that success is attainable.

Our curriculum will enable our students to independently and collaboratively become critical and creative thinkers, effective communicators, and problem solvers.

Responsibility for student success extends to students as well as adults.

Our curriculum will foster in children a deep understanding of the ecological impact we have on the earth and will teach the requisite skills to create change on behalf of the earth.

Our staff will recognize the skill levels, learning styles, and cultural uniqueness of each of our students and utilize technology, hands-on activities, and interdisciplinary instruction to enhance teaching and learning.

Core Beliefs: We Believe…

The primary focus of the school district is the education of all students.

All children can and want to learn.

Human capabilities are unlimited and self-respect is critical to success.

Learning must be relevant and meaningful and that children must experience success in their learning.

Students need a wide variety of skills, knowledge, attitudes and values to realize their life goals.

Children need to feel a sense of community within their classroom and the school.

Students learn best when positively supported by families and the community within a safe and nurturing environment.

The students, the district, the families and the community share the responsibility for a life-long education.

It is the responsibility of the staff, families, and the community to initiate a variety of strategies to help students succeed.

Everyone in the learning community deserves respect.

Diversity benefits the individual and the community.

Problems are best solved when all stakeholders actively participate in the district and schools’ processes.

Effective collaboration and communication among all members of the school
community is essential at all times and results in quality education and an outstanding school district.

Planning Parameters

• We will base all decisions on the best interest of students.
  
  
• We will respect the rights and dignity of every individual.
  
  
• We will not allow the fiscal stability of the district to be jeopardized.
  
  
• We will serve all students of our community.

IV. Environmental Factors

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

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

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



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



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

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

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

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

Assets

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

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



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

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



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



“I appreciate the way the administration has supported me in my professional development.”



Students
Students appreciate the effort teachers put into making learning fun. Many students commented on how patient the teachers are. Students enjoy collaborative learning with peers along with “real life” applications of learning.

“When a student is stuck, the teacher doesn't give you the answer but asks relevant questions and helps you find the answer yourself.”

“What helps me best is learning from my own mistakes –correcting wrong answers on work and tests.”

"What helps me best is when I am interested in the topic.”

“What helps me best is when I haven’t been able to figure something out and then ‘pop’ there it is! I feel so happy.” —HUSD Students

Parents
Parents share the feeling of dedication and availability among staff. Many parents expressed gratitude for project-based curriculum.

“I was proud at the end of last year when we went to Portfolio Night. I was delighted by the quality of work my child had done during the year, the obviously interesting assignments, and my son's excitement in showing them to us.”

“Other wonderful things that we have experienced are the Occidental Young Writers Showcase competition, which boosts the confidence of children.”

“Encouraging parents to read to their children at least 15 minutes per day and keeping a reading log.”



Focus for Improvement

Certificated and Classified Staff

Most teachers agree that they would like to focus on their teaching skills rather than be asked to attend meetings that have more to do with budgetary issues and logistics. Time to focus solely on instruction is of great importance to teachers.


Concerns and challenges that teachers face are: lack of planning; not enough assistance in the classroom (classroom aides); and class sizes at the upper elementary and middle school grade levels. Many teachers would like specific, constructive guidance regarding curriculum and more time with their grade level to co-plan curriculum.

Teachers see the need for expanded support programs addressing the need for remediation in skill deficient students in math and reading.


Teachers agree with students that more contact individually provides for better student learning. Although this is not always possible it is a goal shared by the teaching staff.



A sampling of ideas suggested by staff include:

• All staff commit to working together and developing integrated units of study
  
  
• More specific guidance and direction regarding curriculum and instruction from the administration
  
  
• More time for grade level for planning and making materials
  
  
• Smaller classes -- not just in lower grades
  
  
• Children could be taught how to study (especially for tests) and acquire information on their own -- a lot can't do that when they get to high school
  
  
• A full time librarian and technology person at both schools

Administrators

The Administration and the Board have worked very successfully together in planning, developing and thinking through the projects and ideas that have been fostered in the past three years. The Board has encouraged and fostered the extension of new ideas to the administration and staff, and the administration has felt the freedom to explore new things; Spanish, Job shares, Music, Art, After School, DWOK/GALEF, Principal's Institute, TESA, etc have all been supported and encouraged by the trustees. It is clear that there is room to grow!



Students
Students voiced concerns with different curriculum and standards when they transfer from school to school and that they need more time to do the work. They suggested that the library be expanded with more books.

Parents
Parents would like to see more ways to meet differing learner needs especially in the arts and music, despite the pressure to teach to State Standards and associated testing requirements. Reduced classroom sizes, more funding, consistent math program, Spanish instruction, and higher academic standards are also wishes of the parents. Parents are keenly aware of the declining enrollment within the District and expressed dismay about the expense of living in the area.

“The challenges facing the district are mainly loss of dollars as people choose private and charter schools; burn out of school staff and parents too busy to participate in their children's life (at home and/or school)”. —Community Member

Parents are split on the level of academic standards within the District. Equal amounts of parents feel the standards are appropriate as feel they are too low. They would like to see more diversity within the learning strategies to address varied types of learners and are supportive of teachers receiving more resources, smaller class sizes, and increased compensation to make this happen.

A sampling of ideas suggested by parents include:

• Special needs of students must be met; respect for individual student learning abilities
  
  
• More teacher training opportunities; train teachers in alternative learning
  
  
• More integrated curriculum; curriculum coordinated with teachers in the same grade
  
  
• After school tutoring program and remedial help

Theme 2 Maintaining and enhancing existing Special Programs

Assets

All stakeholder groups agree that the preservation and enhancement of Special Programs is a crucial part of the District atmosphere. The benefits of these programs are invaluable for students and simultaneously build community and continuity among parents, staff, and administration. Special Programs assist students with areas of challenge within their learning and provide a venue for students and community members to showcase their talents.

Certificated and Classified Staff

“I feel most excited about teaching and working in the school district when I realized the potential for teaching outdoor, experimental science, because it has meaningful applications and it offers kids an opportunity to learn about things that affect them and are all around them.”




Administrators

“Watching teachers take pride in the accomplishments of their students at events like the plays, the concerts or such. I am proud when we come together at our site to serve special needs children, as the focus is on the student need and how best to do that!”



“I feel the most excited about the district's work when the team leaders have come together in a forward looking manner about the need for common communications about our goals with students. I am moved when I am able to work with educators who are learning together how to do what they do better; and when they see that that is happening through the strength of the group working. I am excited when our differences are gathered into the circle to make the work stronger.”



Students
All students appreciate the special programs at the Harmony Union: recycling, art, drama, garden nature trails and sports.

Learning occurs most easily for students with hands-on, real life projects where they have the opportunity to apply their skills.

“Learning is fun when we learn real life things like how to manage money. Because I like money.”

“Learning is fun when we are doing it.”
—Students

Parents

“I feel proud of our school district when I get to tell others, (boast), about the garden project and the recycling and worm composting. Especially, the fact that the kids harvest greens from their own garden to supply the salad bar in their cafeteria. What work could be more meaningful than eating what you sow and watching the remainder turned back into the soil? We are teaching our children to be custodians of the earth.”

“I felt most proud of being part of this school district when we attended the harvest celebration in the garden at Harmony.”

“Having been a parent in this district since 1989, I was around when the Ark Foundation was first conceived. That spring, there was a gathering of the school community on the (bumpy) upper field - the turn out was tremendous - there were families on blankets spread out over the entire field. The two founders of the Ark spoke to the applause and cheering at their words and efforts - at OUR efforts as a school community, were also tremendous. I felt proud to be a part of that positive energy - it was a time of need that parents responded to. The idea of taking away things that enhanced education - art, music, science enrichment etc. was not something any of us wanted to have happen; it was a drawing together in mutual support and it felt good.”

“The garden is a wonderful accomplishment and an ongoing source of pleasure, inspiration, and beauty, not to mention produce, for all the community. The children learn the power of work, co-operation, and a connection to the earth. “Then at the festival, they showed how much they have learned about gardening, creating, mathematics, and business, aesthetics—it was an atmosphere of joy and sense of community that enveloped the whole place” —Parent

Hopes for the Future

Parents

“All teachers are part of one team and want to continue with educating themselves about new and different teaching methods.”

“Very innovative curriculum, where all students are excited about learning and very challenged.”

Increase staff support so they will love their jobs and our kids.

Curriculum that teaches our kids to be critical thinkers.

Kids who produce "average" results in the classroom receive as much support as those who are at above or below "average".

I hope Harmony can maintain, even augment, its programs in the face of declining enrollment. This will, no doubt, be the challenge of the next 5-10 years.

Focus for Improvement

The Administration

“The issues and challenges facing the district are the decrease in enrollment as Occidental becomes more of a retirement community. This will again turn around in a few decades, but meanwhile it will be a struggle to continue the school here.”

Certificated and Classified Staff

“To completely revamp the system as we know it. Think totally outside the box. None of us are in it for the $’s. Teachers don’t need bosses; they need knowledgeable coordinators and facilitators; knowledgeable about things that are important to teaching, dealing with kids on the front lines; ones that understand that we are professionals; ones who are willing to talk about and take risks.”

Parents

More use of the school’s natural site in curriculum

More arts, music, English Literature, electives

Theme 3 Creating and maintaining a safe and supportive environment

Assets

Certificated and Classified Staff

“I feel most excited about teaching and working in the school district when my team is able to come together and collaborate on things—issues, concerns, units of instruction, etc.—which directly enhance our teaching lives.”

“I think our school’s teaching staff is very good at listening to each other when there is a problem to solve and then balancing each other out when it comes to coming u p with solutions. There are many voices of reason on our teaching staff, as well as some passionate people. I think having both is very cool.” —Teacher

Administrators

“The Board has at its core, the best interests of the students and families in the community. They have a clear sense of their roles as stewards for the children, and they value creating an atmosphere that allows and encourages creativity and personal growth."

Students

“Teachers help me learn when they are patient and explain well so I understand.”

“What I like about my school is that you can always go to the teachers and ask for help.”

Parents
Parents indicated pride in the campus setting, the nature trail, the garden project, the parent/community connection at school and the safe environment.

“I like that I am welcomed into the classroom. I'm able to better understand the work my children do and how their teachers operate.”