VI The School Planning Cycle
As noted in Section I “Purpose and Promise of School Planning Councils.” the implementation of School Planning Councils is integral to the broader focus of Directions which is the “big picture” of what is going on in Richmond schools, as well as a growth plan for continuous improvement in the quality of each student’s learning experience. Consequently, planning as it is conceived for the School Planning Council is an annual, on-going process.
Section 8.3(2) of the School Act says:
By a date specified by the board, a school planning council must prepare and submit to the board a plan for the school in respect of improving student achievement and other matters contained in the board’s accountability contract relating to the school.
The intent of the accountability contract is to focus school and district attention and resources on improving student achievement, which includes intellectual, human and social, and career development. It is about ALL achievements and the achievements of ALL students.
While it is important that the School Planning Council consider district goals, it need not necessarily limit itself to only those goals. Thus school plans should reflect the context of the school and the full range of students served. The School Planning Council should consider the performance of significant groups depending on the population of the school (e.g. Aboriginal, ESL, Special Needs, etc.).
Schools are encouraged to use a range of data sources in their planning including classroom, school, and district data and data provided by the Ministry.
Goals identified by schools should be “SMART”
Specific
To support effective monitoring and evaluation, measures or indicators need to be clear and unambiguous. They should enable everyone involved to understand exactly what they are striving for and can recognize when it has been achieved.
Measurable
To be effective, a performance measure or indicator needs to be measurable. While it is much easier to monitor quantitative rather than qualitative performance, it is desirable to express goals in terms that will allow the assessment of progress.
Achievable
Measures of performance should be challenging but realistic given the nature of the school community, its resources and expertise, and all the other demands on it.
Relevant
Goals should address important needs of the school and students’ learning, and be relevant to the evaluation of that need.
Timely
The goals should make reference to when they will be accomplished. It may be desirable to measure performance at intervals before the end of the development timeframe.
The format, timing and process for submission of school plans to the School Board will be decided by the school district.
School plans should include:
• clearly stated goals
• analysis and rationale for the selection of these goals
• an indication of the specific performance targets for improving student achievement
• a description of the data that the school uses to track its progress
The Annual Planning Process
Plans developed by the School Planning Council at each school will form the basis of the district accountability contract.
Phase One – Collect and Interpret Student Performance Data
Public information about the school is made available to the School Planning Council. The School Planning Council interprets the information provided.
Phase Two – Review and Report
The information is reviewed to identify areas of strength and areas that require improvement. The School Planning Council may seek additional expertise as required. The School Planning Council shares its finding with the school community and solicits feedback.
See the section in this handbook: “Analysis of Data.”
Phase Three – Develop the Plan
Using the information from phases one and two, the School Planning Council develops goals, specifies intended results and strategies. 
After consultation with the PAC and the school community, the completed school plan is submitted to the School Board for review. The School Board may accept the school plan, return the plan to the School Planning Council for modification, or reject the plan and direct the principal to develop an alternate plan.
Phase Four – Implement, Monitor and Report
School plans are implemented. The School Planning Council monitors progress and provides updates to the school community.
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