Long Range Planning 2007

On Wednesday, November 21Palmer Public Schools engaged in a long range planning session involving five members of the Board of Education, 19 professional educators and 12 (of 20 invited) representatives from the community; eight classified employees of the school were included as community/parent participants as well.  The total number of participants equaled 44. 

Each participant in the day's activities was given a reading assignment prior to the session, four or more chapters from one of the following publications:
    The New Basics: Education and the Future of Work in the Telematic Age, David Thornburg, ASCD, © 2002.
    An Overview of Sixteen Trends: Their Profound Impact on Our Future - Implications for Students, Education, Communities, and the Whole of Society, Gary Marx, Education Research Services, © 2006.

Additionally, participants were asked to complete and return a survey prior to the planning session.  Participants were asked to complete the survey prior to reading the book.  The survey included questions such as, "What makes a school a 'good' school?"  The survey also asked participants to rate Palmer Public Schools and allowed for an opportunity to explain rationales for the ratings.  

I would really like to emphasize that Wednesday's exercise was a first step in the long range planning process.  No decisions were made by the board of education.  This was a chance for the board to rub elbows with the public, teachers and employees - major stakeholders in this school district.   Consequently, those that received invitations to the session were advised that we intended on developing strategies for success (as opposed to mere survival) for both the district and it≠s students.  This was the basis for the reading assignments, because the best decisions are informed decisions, those based on information and often when we plan, we neglect to account for information outside of our own realm (e.g., school district).

The two books served as a basis for our thinking as we discussed Palmer Public School's strengths and weaknesses.  Strengths and weaknesses were determined by identifying persistent and recurring themes arising from the survey results, which I shared with the group at the start of our session.  Our resolve in our planning endeavors became two-fold: 1) Capitalize and expand on strengths; and, 2) Strengthen weaknesses.  

As I shared survey findings with the group, before we really got started in discussion, I also shared some non-survey information with participants.  Some of this information will soon be available to Palmer Public School parents and patrons in the form of the Annual Report to the Public.

The aforementioned report contains a lot of statistics, statistics on enrollment, expenditures, taxes, student achievement and the like.  I also shared some facts about our students, things not published in the Annual Report to the Public.  Statistically (i.e., not absolutely true in every individual case, but through the function of analyzing large numbers), students coming from certain demographically unique circumstances tend to enjoy less success in school than do their peers not having those demographically unique circumstances or qualities.  Such qualities include but are not limited to, low household income, education level of the parents, native language other than English, single-parent household, frequent relocation/change of school....  Such children are labeled, "at-risk."  Over forty-eight percent of Palmer Public School students are "at-risk."  This is a challenge that can only be overcome through a collaborative effort on behalf of the school, parents, and the community.

Following are four additional facts that I shared with participants:
1.    If you're one in a million here, you're just that, one in a million.  If you're one in a million in China there are 1,300 people just like you. In India, there are 1,100 people just like you.
2.    The 25% of the population in China with the highest IQ's is greater than the total population of North America. -  They have more honors kids than we have kids.
3.    China will soon become the number one English speaking country in the world.  If you took every single job in the U.S. today and shipped it to China, China would still have a labor surplus.
4.    We can't change the preceding three facts; we can only better ourselves.

There were multiple bases for this information sharing.  First, we have our own internal challenges that must be addressed.  Second, was to underscore the fact that our students are not in competition so much with the students up the road (they are) but equally so with students in other nations.  The term, Global Society is used so frequently that it has become almost trite.  Watch the news, read the paper, get on the Internet - you'll find the phrase less "trite" and more true if you look to the future of our children.

I hope that the preceding provides an adequate description of the purpose and process.  Again, I want to reiterate that this is a first step.  It's a regrettable fact that the size of this group had to be limited in order to complete the day's work within the time allowed.  Further opportunities for input will arise as a function of this process and if any parent or patron has an interest in participating, you are encouraged to call me at the school.  In closing, I will present in a bulleted outline form, the ideas that arose from this session; the basis upon which our long-range plan will be developed.  These are presented in no particular order, it will be the task of the board of education, with the help of concerned stakeholders, to develop priorities and devise strategies for implementation.  In closing, thank you again to those who took a day off from work to assist in the planning process.  If parents or patrons are interested in reading either of the two books utilized in this process, copies may be obtained for loan by contacting me at the school, 894-3065.

Yours in Education,      


Gary Monter Superintendent/Principal

 
Option Students