“almost always produce a final result that uses vague language in an attempt to smooth over conflicting views”

Susan Miller:

Moreover, these strategies usually focus on aspirational goals and avoid the far tougher issue of how to achieve them. The end result of the typical school district strategy process is minimal change and preservation of the poorly performing status quo which fails to adequately prepare students to meet the challenges they will face in the 21st century.

What does an effective strategy process look like?

First, what do we mean by “strategy”? In my work with consulting clients, and I’ve long used the following definition:

“A strategy is a causal theory, based on a set of assumptions, of how to achieve an organization’s critical goals with limited resources, in the face of evolving uncertainty and opposition.”

Plans (plural) implement strategy (singular). And plans are usually adapted along the way to achieve the strategy’s goals.

Establishing the Context: Trends, Uncertainties, and Scenarios

Strategy doesn’t exist in a vacuum. Rather, it must be based on a set of assumptions about what the future environment could look like. Too many districts base their strategy on an unspoken assumption that the future will be just like today. In contrast, successful strategies (and their associated risk management plans) are designed to achieve critical goals under a wide range of future scenarios.

Scenarios reflect combinations of assumptions about trends and different future outcomes for critical uncertainties. For example, a trend is declining birthrates and the potential number of students. An uncertainty is what percentage of these students will attend district-run versus other types of schools.

Here is a partial list of the trends and uncertainties districts face as they design their strategies:

Mandates, closed schools and Dane County Madison Public Health.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?