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1 From the Executive Director 2 The Process

3 Definitions

4 The Brand

5 Core Values

6 Purpose

7 Mission

8 Beliefs

9 Vision

10 Spheres of Influence Vision

11 Spheres of Influence

12 Indicators of Success

13 Principles of Leadership

14 Appendices

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Introduction

Thank you for taking the time to read Appalachia Intermediate Unit 8’s “Planning by Design” document. This document was created through the hard work and dedication of many of the stakeholders in IU8, and reflects the work of three task force meetings for IU8 employees and a two-day retreat of IU8 stakeholders. All of us at the IU appreciate the time and effort that everyone put into this process. The Planning by Design document lays out the future of our Intermediate Unit. I am particularly proud of our new brand, “Customizing Learning Solutions.” The brand distills hours of work and input into a phrase that captures the heart of our organization: We work with partners to help develop learning solutions that help meet their needs. Our new mission, “Fostering Innovation in Learning,” sets a high bar for our organization to achieve. Learning occurs within our organization as well as in programs that the IU operates; the IU will concentrate on both areas equally. Our mission is a reflection of our beliefs and core values. We believe that service, learning, customization, and innovation are paramount to the future success and sustainability of the IU. Our beliefs embed themselves in all of our interactions with people, and are reflected in the programs we create. Our core values speak to our most cherished ideals. Quality, professionalism, character, and innovation are standards that our organization will strive to meet every minute of every day in every way possible. Our stakeholders were also clear that they believed the IU should help inspire people and organizations. To that end, the purpose of the IU is “Inspiring People to Exceed Their Dreams.” What a powerful purpose. We know that organizations are only as good as the people that work in it. I am looking forward to watching the employees of Appalachia Intermediate Unit 8 inspiring each other and our partners.

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Introduction (cont’d)

The core of the new future in the IU revolves around our “Spheres of Influence.” The Spheres of Influence are targeted areas of focus for the IU. They include Operations, Leadership, Professional Learning, Service, Data and Research, Innovation, Technology, and Special Education. I welcome you to read more about these spheres starting on page 11. The spheres provide organization to the work that must be undertaken by the IU to help inspire our partners. Each member of the IU Leadership Team was assigned a Sphere of Influence to champion. Each champion then met with other interested members of the Leadership Team to develop 12- and 24-month goals for each sphere. These goals will shape the future direction of the IU. The goals can be read starting on page 50 in Appendix 3. Appalachia Intermediate Unit 8 also developed a set of Leadership Principles based on the work of the Planning by Design Committee. The Leadership Principles are something that all employees of the IU will aspire to achieve. For our organization to thrive in the upcoming years, it is essential that leadership comes from all areas of the organization. You will find the Leadership Principles on page 24. The Planning by Design document is a “living” document. It will not be sent to a shelf to collect dust. Rather, it will serve as a guidepost for decisions that are made in the IU. The document will undergo periodic changes as goals are met, new goals are created, and the education landscape changes. The IU must be flexible and adjust to changes in our environment. I know this document will help the IU achieve the necessary flexibility. Finally, I want to thank everyone who participated in this process. Particularly I wish to thank the employees, superintendents, and board members who participated in our two-day retreat. The results of their hard work will lead the IU into a bright future!

Thomas A. Butler, Ph.D. Executive Director

Appalachia Intermediate Unit 8

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Thank You

Planning by Design Retreat Participants January 28 & 29, 2014 Participant District/Organization

Dr. Allen Sell, Superintendent Bedford Area Royce Boyd, Superintendent Claysburg-Kimmel Rodney Green, Superintendent (retired) Consultant Dr. Dan Webb, Superintendent Everett Area Jen Anderson, Assistant Director of Educational Programs & Services Appalachia IU8

Bill Batzel, Reading Specialist & PSEA representative Appalachia IU8 Dr. John Breen, Psychologist Appalachia IU8 Brenda Calhoun, Educational Technology Specialist Appalachia IU8 Lou Girard, Support Appalachia IU8 Derek Jones, Technology Services Administrator Appalachia IU8 Joyce Killian, Support Appalachia IU8 Monica MacIntyre, Social Worker Appalachia IU8 Dr. Kara Madara, Physical Therapist Appalachia IU8 Brian Myers, Chief Operations Officer Appalachia IU8 Karl Olschesky, Director of Business Services Appalachia IU8 Suzanne St. Clair, Supervisor Appalachia IU8 Laura Toki, Director of Curriculum Appalachia IU8 Janel Vancas, Nonpublic Supervisor/Curriculum Specialist Appalachia IU8 Amy Woomer, Director of Educational Programs & Services Appalachia IU8 Val Wyper, Assistant Director of Business Services Appalachia IU8 Dr. Shawn Kovac, Superintendent North Star Mary Beth Whited, Superintendent Penn Cambria Kathy Hough, Board member Portage Area & IU8 Rich Bernazzoli, Superintendent Portage Area Joseph Renzi, Superintendent Salisbury-Elk Lick

Dr. Thomas McInroy, Superintendent Shanksville-Stonycreek

Cathy Harlow, Superintendent Tyrone Area

Linda Smith, Superintendent Williamsburg Community

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1 From the Executive Director

IU8 is dedicated to providing support and services to the public and nonpublic schools in Bedford, Blair, Cambria, and Somerset counties. IU8 will assist our schools as they strive to transform learning in their schools.

IU8 views all employees and associates as internal customers. Our employees are essential partners as IU8 moves forward.

IU8 understands and appreciates the opportunity to partner with external customers.

Appalachia Intermediate Unit 8 is committed to providing the highest levels of service to its internal customers, the schools it serves, and external customers in its regional service area.

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2 The Process

This plan is the result of a unique process of discernment known as Planning by Design. The concept melds the best of strategic design planning, change thinking, and future forecasting. The object of Planning by Design is to look beyond today’s problems through the optic of a desired long-term future. This forecast serves as a base for backward design to the present using visions and the interdependent cultural variables of language, people, and systems. Planning by Design is a customized product created by the Pennsylvania Leadership Development Center (PLDC). The process is targeted at shifting thinking by looking at the product of learning, often 15 or more years into the future. The work involves learning and dialogue in future forecasting, defining Beliefs, developing Core Values, discerning a Purpose, creating a Mission, and developing a Vision for the organization. Driven by the Vision, backward design begins moving thought from the future to the current day. Spheres of Influence, or critical areas, are chosen that best impact the organization in implementing its new design. These Spheres are defined and specific intra-interdependent goals, responsibilities, and measures are created. The product ends with defined key Indicators of Success. These Indicators form a base for the long-term measure of progress. Each Planning by Design process is customized for the specific needs of the organization. At IU8 the following steps were used: • Meeting with the Executive Director to assess the process and

current condition of the IU. • Meeting with the Leadership Team to discuss the “why” of the

process and to outline the Planning by Design tool and facilitator expectations.

• Meeting for two days with a cross-section team of staff, district

representatives, and board members. • Custom writing of the plan by an independent source intended to

provide a unique third-party look at the data and to ensure a final product.

• Meeting with the Executive Director to determine further

implementation steps, including goal development and measures of success.

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3 Definitions

Brand: The Brand is a simple sum of the spirit of an organization. It is the base upon which the organization is built.

Core Values: The Core Values of an organization provide the moral foundation and operating structure for an organization. Once defined and embedded, these values serve as non-negotiable standards of conduct within the organization.

Purpose: The Purpose defines the “why” of an organization. It embodies the reason for the organization—why it exists. The purpose of an organization only shifts with intentional changes in its design or capacity.

Mission: The Mission defines the “how” of an organization. It is the product the organization produces. It frames the organization and can shift over time for varied reasons.

Beliefs: The Beliefs define parameters for the structure of an organization. Although strong and often impassioned, they may and do evolve.

Vision: The Vision is a forecast, a view of the organization in its ideal state some years into the future. It is a bold and challenging view, one that stretches the people, language, and the systems of organization.

Spheres of Influence: The Spheres of Influence target the broader vision and focus it into the near time. These Spheres determine how the organization intends functioning as it pursues its future vision. Each sphere is defined as a whole, and also through the influencers of people, language, and systems. Each sphere is further refined into 12- and 24-month goals. Indicators of Success: The determination of Indicators of Success returns the conversation to the whole and determines long-term accountability. These measures are critical to success.

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4 The Brand

Customizing Learning

Solutions

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5 Core Values

Quality We at IU8 commit to engaging in the continued pursuit of excellence in our relationships, products, and services. Professionalism We at IU8 strive to the highest ethical standards by practicing compassion, respect, and continuous learning. Character We at IU8 commit to modeling a moral base of integrity, honesty, commitment, and passion. Innovation We at IU8 commit to discovering and inspiring quality solutions to the problems of today and the opportunities of tomorrow.

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6 Purpose

Purpose: Inspiring people to

exceed their dreams.

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7 Mission

Mission: Fostering innovation in

learning.

Innovation

Creativity

Imagination

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8 Beliefs

Service The IU is designed to serve in a variety of capacities. We believe our primary obligation is to serve customers—the schools in the region—by reacting to and identifying needs. In concert with this, we believe our role is to lead learning into the mid-21st century. Learning The IU is a varied delivery mechanism for learning. The core of what happens in any learning environment is this function. Primary to this is adult learning and influencing those who inspire the children. Customization We believe that, as in all service industries, the future is in customizing in every way and in working with learning agencies in developing means for their customizing of service. Innovation We believe that innovation, coupled with creativity and imagination, is the foundation of its future success.

Beliefs

Service

Learning

Customization

Innovation

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9 Vision

The Appalachia IU 8 Planning Team developed in January 2014 a Vision intended to guide the organization well into the 21st century. This Vision centers on the three essential impact Spheres—people, language, and systems—within and beyond the organization. These Spheres are key ingredients of cultural transformation. The Spheres include:

• The people of the organization—those within and those it

serves.

• The language, a message that inspires people to excel.

• The systems that provide stability, while providing the freedom to embrace ideas.

As IU8 transforms and looks to 2019, it is dedicated to being a culture of leadership and service in learning. It is focused on impacting the future by influencing all who inspire the children. IU8 in 2019 is a culture of self-directed accountability driven by people who care and have ideas. It is a rich environment—rich in innovation, rich in optimism, rich in energy, and rich in passion. Daily interaction is characterized by an acceptance of risk, of ideas, of success, and of failure. The organization is laser-focused on serving all those it contacts while simultaneously leading the framework of education and its products into the mid-21st century. The systems of the IU are user-friendly, efficient, and seamless. These structures enhance innovation. Each segment of the IU is passionately dedicated to the success of the whole and the purpose of helping all people reach their dreams.

People Language

Systems

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9 Vision (cont’d)

In 2019 IU8 is a high-energy, innovative, exciting place to work. All those who experience IU8 leave with the understanding that they have been valued and inspired. To this end: People must:

• Value people and ideas. • Be inspired and inspire all who come in contact in any way

with the IU. • Care and invest in relationships. • Commit to the Purpose, Mission, and Vision of IU8. • Be professional and adaptable innovators of 21st century

learning. • Be personally committed to being self-directed learners.

Language must:

• Be optimistic, and in so doing breed a culture that is positive and invites risk.

• Be dedicated to service targeted toward reacting to current needs and proactive by defining future needs, thereby leading learning both regionally and globally into the mid-21st century.

• Be consistent in embracing an ethos of excellence and opportunity.

• Share the Purpose, Mission, Vision, and passion. • Incorporate ideas.

Systems must:

• Embrace flexibility, infusing efficiency and personal accountability.

• Build trust by ensuring seamless communication and clear feedback loops.

• Instill a passion for ideas focused on competitive market sensitivity within regional and global spheres of influence.

• Institute clear, consistent, and customized accountability. • Build an ethos of personal responsibility for exploration

through professional learning.

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10 Spheres of Influence Vision

Customizing Learning Solutions

Operations

Leadership

Professional Learning

Service

Data & Research

Innovation

Technology

Special Education

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11 Spheres of Influence

To achieve a bold vision such as that embraced by the planning team, it is necessary that it—the Vision—be broken into defined segments or Spheres of Influence. It is these Spheres—and how the IU staff chooses to impact each—that serve to define success in reaching the organization’s Vision, thus fulfilling its Purpose and Mission.

The planning team worked with several predetermined Spheres of Influence. These were expanded ending with a list of eight areas of influence.

These eight are not presented in priority order. Indeed the Spheres are interdependent parts, each engaging in each other part that is essential to accomplishing the whole. The eight include: operations, leadership, professional learning, service, data and research, innovation, technology, and special education.

The Spheres of Influence are presented in defined terms. The generalized statement is a picture of an ideal in 2019. It describes what the specific Sphere is to look like at the time the organization is operating at its ideal best. In parallel with the organization’s Vision, the Spheres were mind-mapped during planning. It is from this data that the following was developed. Each Sphere of Influence is then defined through its impact on and needs of the IU’s people, language, and systems.

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Operations move beyond the simple business of the IU. They are the core functions of how the IU and its staff interact internally and externally. How the IU operates—its systems—are in large part going to determine the relative success of this endeavor.

In 2019 IU8 intends on creating and operating from a value base that engages everyone.

Its operating structures—formal and informal—are understood, valued, and serve the Purpose, Mission, and Vision of the organization. In all decisions operations are focused on growing imagination, creativity, and innovation. To this end the following must be considered:

People must:

• Be child- and customer-focused. • Have outstanding expertise and skill. • Have the courage to look to the welfare of the whole versus the agenda of the

individual.

Language must: • Be entrepreneurial. • Be focused on the Purpose, Mission, and Vision of IU8, and the needs of its

customers and children. • Be optimistic.

Systems must:

• Have clear, open lines of communication that permit challenging questions targeted to the growth of the whole.

• Serve to complete—to bring customers together with a focus to a common end that simplifies and expands efficiency and critical effectiveness.

• Manage regulatory change in a way that looks to creatively serve the greater purpose.

• Be user-friendly.


Operations

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Leadership in every sense is seminal to IU8’s success. The idea of system-wide leading transcends the leader or CEO. Implied is the concept that everyone in the organization is a leader and must first accept responsibility and accountability for leading themselves and then others.

By 2019 each person in IU8 is committed to a rigorous standard of leadership by example.

There is an understanding and commitment to the leadership tenets of authenticity, vision, relationships and culture, quality, and systems across the organization. People must:

• Communicate a standard of excellence to include writing, speaking, listening, and questioning.

• Commit as individuals to the organization’s Purpose, Mission, and Vision. • Embrace risk-taking and planning as behavioral standards. • Accept his or her role in managing the internal and external politics of the organization.

Language must:

• Be authentic, visionary, and relational of quality and of system/service. • Be understood and embedded as standards of leading. • Honor excellence and effort throughout the organization, from the personal to the

corporate. • Be focused, clear, and consistent across IU8. • Be clear in defining expectations and core values.

Systems must:

• Be designed for openness and support of the Purpose, Mission, and Vision of IU8. • Encourage a shared responsibility in decision-making. • Be consistent, ensuring a common effort that is guided by and congruent with the

Purpose, Mission, and Vision. • Support and encourage an expected standard of personal and corporate development.


Leadership

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Professional learning is critical to the growth and evolution of all organizations. By 2019, IU8 is committed to a learning program that is needs-based, applicable, coached, timely, future-focused, and product-driven. A learning ethos supports the customized professional growth needs of each individual and of those served.

People must: • Take ownership and responsibility for their learning. • Be responsive to the customized learning needs of IU8. • Be responsive to customizing learning needs and programs based upon the

requirements of those the IU serves. • Always encourage learning. • Understand the power of collaborative learning and the need for individual

focus. Language must:

• Ensure relevance and be applicable to a learning product. • Stretch people and challenge thought. • Create a mindset of personal responsibility and customization. • Recognize informal and formal needs for acknowledgement of the learning.

Systems must:

• Be designed to grow customized, job-embedded learning. • Encourage exploration. • Reward imagination, creativity, and innovation. • Embrace a diversity of learning needs. • Encourage a global and comprehensive learning design within the IU and

beyond.


Professional Learning

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Education at its very core is a service industry. The IU’s ultimate objective is to serve those who serve the children.

In 2019 the IU’s base of service is multi-dimensional. The IU attends by being responsive to the needs of its customers and clients. Simultaneously, it serves by leading and challenging thought on and the design for a future for education. The IU is focused on the current context, while leading in such a way as to challenge the future.

People must: • Develop as confident risk takers, challenging thinking and the status quo. • Be bold yet flexible decision makers, embracing the current while challenging

thoughts on the future. • Be innovative problem solvers. • Communicators in every way, to include listening to define and refine the needs

of clients. • Have skill sets that serve the Purpose, Mission, and Vision.

Language must:

• Be child-centered. • Be focused on the “why” of the service. • Emphasize service in a variety of contexts. • Be simple and clear, yet challenging. • Be consistent and positive. • Be focused on the Purpose, Mission, and Vision.

Systems must:

• Embrace corporate and personal accountability in defining service and leading to serve.

• Provide focused guidance on the direction of the service. • Provide a needs-driven, flexible menu of standard and designer services. • Provide time for research and thought.


Service

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A key role for IU8 as it leads into 2019 is to provide a consistent form of data to its clients and a research base for decision-making within the IU and beyond. This is an essential 21st century skill set that—when developed—can assist IU8 and its clients in leading future-focused learning system design. The key is providing real-time data with research affirmation that is needed by all decision-makers—from learners to leaders. This information, when incorporated, encourages increasingly effective and cost-efficient learning environments. People must:

• Understand learning. • Understand the history of education and its culture. • Understand the dynamics of systems transformation data and research. • Understand linkages between the past and future markets. • Be skilled at linking and making sense of data and research. • Be skilled at interpreting information so that those in the field can grasp the

significance and power of the information. Language must:

• Reflect a baseline of data and research in answering questions. • Develop a common terminology that can easily and clearly be interpreted to

benefit children. • Provide clear and concise written and verbal interpretation of information. • Create a foundational question, “How will we measure this?”

Systems must:

• Be designed to answer questions. • Be accessible. • Be timely. • Define what research and data are and will be provided by the IU.


Data & Research

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Dr. Martin Luther King, Jr. is credited with suggesting that the primary problem with the world is our loss of a willingness or ability to dream of a better future. From this understanding grew his I Have a Dream speech. Innovation is the creative implementation of a dream. Without a dream and creative planning, innovation can be, as is often witnessed, change for the sake of change.

IU8 in 2019 is a culture of innovation guided by a well-honed dream—a clear Vision.

This ideal forms the base for the “why”’ of innovation and drives inspiration (as opposed to manipulation). The culture embraces imagination, creativity, and innovation in such a way as to help others reach their aspirations in defining a better future for children. IU8 is a culture of innovators anchored in the reality of core values and the boundaries of the Purpose and Mission. It is a place of risk, reflection, and invention.

People must: • Be comfortable working in an environment of innovation. • Be comfortable thinking independently and collaboratively. • Be bold in their ideas and willing to share those aspirations. • Be flexible in thinking and in molding ideas to the Purpose, Mission, and Vision. • Be passionate, reflective, and confident.

Language must: • Emphasize risk. • Emphasize and support transformation. • Accept failure and reinvention. • Be of passion tied to the Vision. • Be patient with adult learning style and ability.

Systems must: • Create capacity by allowing time for thinking and imagining. • Permit time for idea sharing and challenging. • Be simple, yet hold individuals accountable for productivity. • Provide a clear framework for achieving the Purpose, Mission, and Vision of IU8.


Innovation

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As a base for communication, the technology is reasoned, and supports every aspect of independent thinking and customizing. The introduction and use of technology shifts are filtered through the basic question, “How does this shift spur innovation and help children, either directly or indirectly, learn?” As a part of this value base, the IU operates as a filter for its customers, keeping them abreast of developments that serve their purpose. People must:

• Be adaptable and be willing to learn. • Be skilled in assessing value related to the IU’s Purpose, Mission, and Vision. • Be skilled in translating the abstract into the concrete. • Be focused on the direction and role of the IU.

Language must:

• At all times must recognize the human element and its imperative in integrating new ideas.

• Emphasize that technology is not an end, but rather it is a tool to achieve a greater dream.

• Look to the “why” of the new by assessing the data relative to the impact of implementation.

• Emphasize the depth of use versus new or gimmick. • Tie all technology into serving children, with the goal of enhancing learning. • Focus the IU on customizing instruction for all.

Technology in IU8 in 2019 contributes to the culture of IU8 as opposed to driving it. Although maintaining an eye toward improvement, the technology requirements are stabilized along with the basic skill set of the users. Simply put, technology is working to support achieving the Purpose, Mission, and Vision of the IU.


Technology

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(Continued) Systems must:

• Permit the freedom to be bold yet balanced relative to capacity. • Ensure that integration is targeted to the Purpose, Mission, and Vision. • Ensure that the technology is of use—is proven to streamline efficiency—before

wholesale integration. • Permit technology exploration and creativity. • Provide a cadre of skill sets widely advertised to permit collaboration in

problem solving, design, and use. • Embrace customization.


Technology

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Special education is an essential service provided by the IU to its customer schools and directly to its clients, the children. There is no doubt that this critical service is going to continue into 2019. But as schools, instruction, and learning transform because of broad-based customization, the question must be asked: “What is the IU’s role?”

In 2019 the IU is committed to being a leader in universal customization for all children. This demands a shift from serving targeted, special needs children to expanding instructional skill sets in such a way as to serve the needs of all children. This impacts capacity in professional learning, technology, innovation, data and research, leadership, and operations. IU8 will promote a culture of leadership in this endeavor to serve all children within varied types of schools in its region and beyond. People must:

• Embrace and understand the why of customization. • Be adroit problem solvers. • Be skilled in helping others plan, innovate, and implement new instructional

designs. • Maintain an understanding and standard of meeting the current laws in such a

way as to teach customers how best to interpret the law relative to children’s benefit.

• Be willing to share responsibility, ideas, and support in varied circumstances.


Special Education

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(Continued) Language must:

• Be positive. • Be accurate in defining and assisting in ensuring compliance for all children. • Be inclusive, taking into account all children. • Inspire collaboration as opposed to competition for resources. • Develop a mindset of abundance. • Target the removal of all labels.

Systems must:

• Be designed to embrace innovation and overcome fear. • Be designed to strengthen pre-referral engagement, working to flexibly support

all children. • Be designed to expand customization through thinking, technology, and

instructional design. • Be designed that ensure personal responsibility for each child. • Strengthen community ties so that all children have access to a future filled

with productivity and hope.


Special Education

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12 Indicators of Success

Indicators of Success are agreed-upon, measurable benchmarks of progress toward a given goal. Once established, protocols are developed. These measures provide a consistent base of analysis over time. This data is used to determine programmatic growth (or lack thereof). Indicators currently under consideration (because they appear more than once in the data) include the list below. These data points need further discussion and revision. Ideally each is tied to a goal relevant to the organization’s Vision.

• Measures of school success relative to student success

and learner outcome

• Ongoing customer satisfaction survey

• Fiscal stability and growth

• Internal staff turnover data

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13 Leadership Principles

Leadership resides in everyone at IU8. In order to become a world-class education service organization, everyone must embody and conduct themselves by these three leadership principles. Leaders in IU8… Embrace and Drive Change Change reflects a healthy organization. In science, not changing is a sign of deep, systemic problems. In IU8, we embrace the challenges and opportunities that result from our changing environment. We not only embrace change that comes to us, we look for opportunities to enact change to better our organization. Communicate Honestly and Build Positive Relationships Communication is the core of a transparent organization. At IU8, our communication with each other and our customers is open, polite, and transparent. By practicing open communication, IU8 leaders build in-depth relationships with other IU8 employees and external customers. Know Yourself and Seek Self-Improvement In order for our organization to improve and grow, everyone must improve and grow. IU8 leaders recognize that our behaviors speak for who we are and we take time to “look in the mirror” to judge ourselves on who we have become. Not satisfied with just a “look in the mirror,” IU8 leaders seek to improve themselves in order to become inspiring to their co-workers.

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14 Appendices

APPENDIX 1 Design and Background Information

APPENDIX 2 Other Supporting Data APPENDIX 3 Spheres of Influence Action Planning Templates

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APPENDIX 1 Design

and Background Information

Writer’s Note This appendix is designed to ensure integrity of the process and product. The readers are going to note the rough draft, which appears in red in the final product. Following each part of the plan and appearing in black are the key words taken directly from the data charts and mind maps. Those words and thoughts appear as written. Every effort was made to use the key words and spirit of the conversation in honing the final report. The reader is going to note a difference between what appears here and the final product. That reality is intentional.

Purpose The purpose of IU8 is to engender hope by inspiring all people to exceed their dreams. Opening Question: “In 140 characters or less, what is the purpose of IU8?” • To serve all schools and children with quality, professional, affordable,

and meaningful adult- and student-centered learning opportunities • IU8 provides quality services to people that otherwise may not be

fulfilled in a cost effective way • To link the state and LEAs and provide a leading role in educational

change through services that are both affordable and of quality • To provide leadership, innovation, and support to school districts and

children • To serve the member districts effectively and efficiently Purpose Question 2: “Reframe your future purpose and write it in one sentence.” • To change lives, to impact the greater good, to influence the future • Filling a need • To enhance human growth and understanding, to leave the world a

better place, make a positive impact in people’s lives, to act as a bridge between individuals and groups, to help kids be the best selves they can be

• To make a positive difference in people’s lives • Make a difference in the lives of learners of all ages • We fulfill dreams Purpose Question 3: “After all we have done, now what is the purpose of this IU?” • To lead the future and influence lives • To support and inspire all learners to exceed their dreams • To provide quality services to school districts at an affordable price • To help people reach their dreams—“raise ‘em up” • Give hope to our products—regardless of the cards they have been dealt

so that they will feel better, believe and run the same race • To work as a team member in cooperation with 35 districts served, to

ensure success of all students, thus making all their districts teachers and partners a success

• To help educate all children • Commitment to serve the customer • Because we should and we can—together • To provide exceptional service and provide students with as many

opportunities available • The IU is a service organization to help, in any way, to collaborate,

provide the best educational opportunities for the students of our public education institutions

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APPENDIX 1 Design



• To assist and support the districts served to accomplish the impossible • I want (through the IU) to make a positive difference in the lives of

others and leave the world a better place • It is important and meaningful for us to help the growth and learning of

our consumers • The purpose of IU8 is to enrich the lives of those who need and receive

educational services by being of assistance in all ways possible • Provide leadership, innovation, and support to current and future

customers • To inspire and lead our school districts, leadership teams, teachers and

students to accomplish their dreams • To provide outstanding, relevant services to all of our customers • IU8 exists to help any and all kids, regardless of ability or disability, to be

the best they are able to be—expanding our services • To serve the people of the four county area • To serve collaboratively with customers now and into the future • To positively influence students, teachers, and administration for our

member entities • To inspire and change lives • Make a difference so that every child can succeed Mission The mission of Appalachia Intermediate Unit 8 is to foster innovation in learning. • To be innovative, “cutting edge,” customized, proactive, cost-effective

stewards • To lead the way by embracing change, using forward thinking, and

customizing services for existing and new customers • A liaison between the state and schools that provides exceptional service

to district customers to enhance professional growth and ultimately learning

• To provide the necessary support for our customers • To inspire educational innovation that leads to educate, support,

collaborate, and serve Beliefs Writer’s Note These beliefs are a summation of what was heard, read, and written; it must be recognized that no data specific to beliefs was archived. However, this representation forms a broader perspective after deeply engaging in what was said and written relative to the planning team’s belief system as defined by the entirety of the experience.

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APPENDIX 1 Design



Service The IU is designed to serve in a variety of capacities. Its primary obligation is to serve its customers, its regional districts, not only in reacting to the perceived need but also in serving to define need and proactively serve in leading into the future. Learning The IU is a delivery mechanism for learning in a variety of ways. Primary to this is adult learning and influencing those who inspire the children. Instructing The core of what happens in any learning environment is instruction. This is not to imply teacher/child solely, but rather to look at instruction through a variety of lenses, and in doing so to influence regional districts and beyond in the arenas of 21st century pedagogy. Children The children are foremost in all the IU is doing and will do. They are the “why” of the work, the dedication. Teachers The IU is designed to enhance teaching, to expand professional learning, and to influence teachers into the future. Program The program of the IU is to serve need and to lead. Ranging from special education, to curriculum, to technology, and to operations, the IU is to have no boundary in exploring and implementing programs that support regional missions and assist in redefining the “how” of learning. Customizing The IU believes that, as in all service industries, the future is in customizing in every way and in working with learning agencies in developing means for their customizing of service. Innovation The IU believes that innovation, coupled with creativity and imagination, is the baseline of its future success. Service The IU is designed to serve in a variety of capacities. Its primary obligation is to serve its customers, its regional districts, not only in reacting to the perceived need but also in serving to define need and proactively serve in leading into the future. Learning The IU is a delivery mechanism for learning in a variety of ways. Primary to this is adult learning and influencing those who inspire the children.

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Instructing The core of what happens in any learning environment is instruction. This is not to imply teacher/child solely, but rather to look at instruction through a variety of lenses, and in doing so to influence regional districts and beyond in the arenas of 21st century pedagogy. Children The children are foremost in all the IU is doing and will do. They are the “why” of the work, the dedication. Teachers The IU is designed to enhance teaching, to expand professional learning, and to influence teachers into the future. Program The program of the IU is to serve need and to lead. Ranging from special education, to curriculum, to technology, and to operations, the IU is to have no boundary in exploring and implementing programs that support regional missions and assist in redefining the “how” of learning. Customizing The IU believes that, as in all service industries, the future is in customizing in every way and in working with learning agencies in developing means for their customizing of service. Innovation The IU believes that innovation, coupled with creativity and imagination, is the baseline of its future success. Core Values Quality We at IU8 commit to engaging in the continued pursuit of the highest level of excellence in our relationships, products, and services. Professionalism We at IU8 strive to the highest ethical standards through the embracing of compassion, respect, and continuous learning. Character We at IU8 commit to modeling a moral base of integrity, honesty, commitment, and passion. Innovation We at IU8 commit to discovering and inspiring quality solutions to the problems of today and the opportunities of tomorrow.

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Quality We at IU8 commit to engaging in the continued pursuit of the highest level of excellence in our relationships, products, and services Professionalism We at IU8 strive to the highest ethical standards through the embracing of compassion, respect, and continuous learning. Character We at IU8 commit to modeling a moral base of integrity, honesty, commitment, and passion. Innovation We at IU8 commit to discovering and inspiring quality solutions to the problems of today and the opportunities of tomorrow. Quality • Continuous improvement toward producing the best possible product • Competence throughout the organization, all staff exceeding acceptable

industry standards in all they do • Has value to the customers • Done right, works well; superior product or service • Efficient high level of performance that continually improves through

monitoring and adjusting to maintain excellence Professionalism • Exercising skill, behavior, judgment, morals, and demeanor required by

the profession • Respect, continuous learning • Adaptable (my note: may be compassion) • Ability and willingness to be open and understanding to the level of

need, while being flexible and responsive Character • Consistently living with (my note ‘”demonstrating”) integrity, honesty,

commitment, compassion, passion as it impacts relationships with others Kid Focused *** Not defined as a behavior, or outcome of, and not a core value Innovation • Discovering tomorrow’s opportunities today and creating quality

solutions

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Vision The Appalachia IU8 Planning Team developed, in January 2014, a Vision intended to guide the organization well into the 21st century. This vision centers on the three essential impact spheres in any organization. These Spheres are key ingredients of cultural transformation and include: the people of the organization, those within and those it serves; the language, a message that inspires people to excel; and systems that provide stability while providing the freedom to embrace ideas. People Appalachia IU8 is dedicated to creating a culture of leading learning and transformation through personal and corporate growth. To this end, it is dedicated to growing people who: • Value people and ideas • Are inspired and inspire all who come in contact in any way with the IU • Caring and invested in relationships • Committed to the purpose and mission of IU8 • Professional and adaptable innovators of 21st century learning • Committed personally to being self directed learners Mind map terms (number after indicates multiple references) • People: Invested • Inspired – positive – motivated (4) • Caring • Innovators – creative (2) • Think – problem solvers • Driven • Relational – high IQ/EQ • Indispensable • Expertise (2) • Committed • Creative – rethink staffing • Passionate • Adaptable professional Language Appalachia IU8 is committed to a message of learning and service, in every capacity from children, to educators, to self. This message requires a culture of: • Optimism, a culture that is positive and invitational to risk • Service targeted toward reacting to current need and proactive by

defining future need thus leading learning both regionally and globally into the mid-21st century

• Consistency where in an ethos of excellence and opportunity are consistent across the organization

• Shared vision, purpose, mission, and passion • Ideas

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Mind map terms • Learning – redefined learning • Optimistic – positive – intentional (2) • Connected – collaborative • Service oriented – proactive • Focused – purposeful • Leading • Infused – verbal and nonverbal • Clear – evolving • Common – embedded (2) • Resourceful • Shared vision • Intentional Systems Appalachia IU8 is dedicated to designing and implementing systems that expand future opportunity, stimulate collaboration and build capacity by: • Embracing flexibility infused efficiency and personal accountability • Building trust by ensuring seamless communication and clear feedback

loops • Instilling a passion for ideas focused on competitive market sensitivity

within regional and global spheres of influence • Instituting clear, consistent, and customized accountability • Building an ethos of personal responsibility for exploration through

professional learning Mind map terms • Open – welcoming • Developed/make sense • Flexible yet efficient • Feedback looped • Simplified • Responsive – adaptable • Accountable • Prioritized • Cultured – into professional learning • Cohesive – make sense • Grow capacity – create outreach • Unions • Develop – stimulate fiscal growth opportunity – grants, etc. • Competitive – market sensitive – global • Virtual • Diffused

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Spheres of Influence Vision To achieve a bold vision such as that embraced by the planning team it is necessary that it, the vision, be broken into defined segments or Spheres of Influence. It is these Spheres and how the IU staff chooses to impact each, that serve to define success in reaching the Organizational Vision, thus fulfilling its Purpose and Mission. The planning team worked with several predetermined Spheres of Influence. These were added to and expanded, ending with a list of eight areas of impact. These eight are not presented here in any priority. Indeed engaging in each part is essential to accomplishing the whole. The eight include: operations, leadership, professional learning, service, data and research, innovation, technology, and special education. The Spheres of Influence are presented in defined terms. The generalized statement is a picture of an ideal five-year target or 2019. It defines what the IU is to look like at that time operating at its ideal best. Again, as in the Organizational Vision, the generalized view is further defined from the mind maps created during planning. Each is defined through and related by its impact on and needs of, the IU’s people, language, and systems. Once these spheres are accepted, refined, or redeveloped, the next step is critical. Two questions are asked of the IU leadership or planning group: 1) To accomplish this vision what must occur within the next year? Followed by: 2) What must be accomplished in two years? This step is essential to implementation. It is designed to refine specific goals and is to include accountability measures and, as appropriate, oversight responsibilities.

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Operations Operations move beyond the simple business of the IU. It is the core of how the IU and its staff interact internally and externally. Operations, in large part, are going to determine the relative success of this endeavor. In 2019 IU8 intends to create an operations value base that engages everyone, and ways of operating that are understood, valued, make sense, and serve the Purpose and Mission of the organization. In all decisions, operations are going to encourage imagination, creativity, and innovation. To this end the following must be considered with regard to the IU’s: People must: • Be child- and customer-focused • Have outstanding expertise and skill • Have the courage to look to the welfare of the whole versus the agenda

of the individual Mind map terms • Specialized • Entrepreneurial Language must: • Be entrepreneurial • Be focused on the Purpose, Mission, needs of customers, and the greater

needs of children • Be optimistic Mind map terms • Customer focus • With expertise Systems must: • Have clear open lines of communication that permit challenging

questions targeted to the growth of the whole • Serve to complete—to bring customers together with a focus to a

common end that simplifies and expands efficiency and critical effectiveness

• Manage regulatory change in a way that looks to creatively serve the greater purpose

Mind map terms • Manage regulatory reform • School district administration • Economies of scale

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Leadership Leadership in the broadest sense is seminal to IU8 success. This reality goes beyond the leader or CEO in the traditional sense. Implied is the concept that everyone in the organization is a leader and must first accept responsibility for leading themselves and then others. By 2019 each person in the organization will be committed to a rigorous standard of leadership by example. There will be an understanding and commitment to the tenants of authenticity, vision, relationships and the culture, quality, clear focus, systems, and defined expectations of IU8. People must: • Communicate a standard of excellence to include writing, speaking,

listening, and questioning interaction • Focus as individuals on the organization’s Purpose, Mission, and Vision,

and leading in whatever capacity toward that end • Be risk takers and planners, and these behaviors are embraced standards • Accepts his or her role in managing the internal and external politics of

the organization Mind map terms • Communicate • Strength based • Focused • Risk takers • Navigate politics Language must: • Be authentic, visionary, relational, of quality and of system/service • Be understood and embedded standards of leading • Honor organization-wide supportive recognition of excellence and effort

from the personal to the corporate • Be focused, clear, and consistent across IU8 • Be clear in defining expectations and core values Mind map terms • Modern • Supportive • Situational • Rooted in values • Meaning • Balanced • Recognition • Communicates • Guides

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Systems must: • Be designed that are open and supportive of the Purpose, Mission and

Vision of IU8 • Encourage a shared responsibility in decision-making • Be consistent insuring a common effort that is guided to be congruent

with the Purpose, Mission, and Vision • Support and encourage an expected standard of personal and corporate

development Mind map terms • Support • Shared responsibility • Shared decision • Shared vision • Site-based • Developmental Professional Learning Professional learning is critical to the growth and evolution of all organizations. To this end in 2019, IU8 is committed to a learning program that is need-based, applicable, coached, timely, future-focused, and product-driven. A learning ethos supports customized professional growth needs for each individual and the needs of those served. People must: • Take ownership and responsibility for their learning • Be responsive to the customized learning needs of IU8 • Be responsive to customizing learning needs, programs based upon the

requirements of those the IU serves • Always encourage learning • Understand the power of collaborative learning and the need for

individual focus Mind map terms • Leader takes ownership • Lifelong learning • Shared learning • Collaborative mindset Language must: • Ensure relevance and applicability to the product • Stretch people, challenge thought • Create a mindset of personal responsibility and customizing • Recognize the informal and formal need for recognition of the learning

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Mind map terms • Relevant, applicable, practical, need-based • Promotes growth in individual and organization • Communicates • Acknowledges the importance of learning Systems must: • Be designed around customizing job-embedded learning • Encourage exploration • Reward imagination, creativity, and innovation • Embrace a diversity of learning needs • Encourage a global and comprehensive learning design within the IU and

beyond Mind map terms • 24/7 no boundaries • Ongoing • Job-embedded • Hybrid • Reward driven • Global and comprehensive • Collaborative • Everyone a part of the model Service Education at its very core is a service industry. The IU in and of itself is designed to serve those who serve the children. In 2019 the IU’s base of service is multidimensional. It serves in being responsive to the needs of its customers and clients. Simultaneously, it serves by leading and challenging thought on and design of a future for education. Thus the IU is multidimensional serving within the current context while leading in such a way as to challenge the future. People must: • Develop as confident risk takers constantly intellectually challenging the

status quo • Be bold yet flexible decision makers embracing the current while

challenging thought on the future • Be innovative problem solvers • Communicators in every way, to include listening, refining and defining

the needs of clients • Have skill sets that serve the Purpose, Mission, and Vision of the IU

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Mind map terms • Confident, organized • Listeners • Lifelong learners • Leaders • Knowledgeable • Variety of skill sets • Flexible • Risk takers • Bold Language must: • Be child-centered • Be centered on the “why”’ of the service • Emphasize service in a variety of contexts • Simple and clear, yet challenging • Common and positive focused on the Purpose, Mission, and Vision • Simple • Effective • Common • People-centered • Positive Systems must: • Embrace corporate and personal accountability in defining and leading to

serve • Provide focused guidance on the direction of the service • Be need driven yet a flexible menu of standard and designer services • Provide time for research and thought Mind map terms • Diversity • Proactive • Accountable • Menu driven • Move beyond “school-based services” • Tried and true

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Data and Research A key role for IU8 into 2019 is to provide a consistent form of data to its clients and a research resource for decision-making within the IU and beyond. This is an essential 21st century skill set that when developed can assist IU8 in leading future focused learning, instruction, and leadership design. The key is real-time data with research base that affords the information necessary for decision makers from learner to leader to provide increasingly effective and cost-efficient learning environments. People must: • Understand learning • Understand the history of educational culture • Understand the dynamics of systems transformation data and research • Understand linkages between the past and future markets • Be skilled at linking and making sense of the above • Be skilled at interpreting in such a way that those in the field can grasp

the significance and power of the information • Be experts Mind map terms • Data geeks who understand education • Data geeks who understand data • Data geeks who can link the two Language must: • Reflect a baseline of data and research in the answering of questions • Develop a common language of research terminology and how it can be

interpreted into the classroom in such a way as to benefit children • Provide written and verbal clear and concise interpretation • Create a foundation question, “How will we measure this?” Mind map terms • Common • Universal • Understood Systems must: • Be designed to answer questions • Be accessible • Be timely • Define what research and data is/will be provided by the IU • Be understood by all as to the value Mind map terms • Answer the question • Accessible • Timely • User friendly

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APPENDIX 1 Design



InnovationDr. Martin Luther King, Jr. is credited with suggesting that the primary problem with the world was our loss of a willingness or ability to dream of a better future. Hence the outgrowth being his I Have a Dream speech. Innovation is the creative implementation of a dream. Otherwise innovation can be, as we often see, change for the sake of change IU8 in 2019 is to be a culture of innovation guided by a well-honed dream. This forms the base for the “why” of innovation and drives inspiration. The culture embraces imagination, creativity, and innovation in such a way as to help others reach their dreams and to define a better future for children. IU8 then is a culture of dreamers anchored in the reality of core values and the boundaries of a mission. It is a place of risk, reflection, and invention. It, IU8, then leads the world of learning as opposed to solely reacting to the whims of changing politics. People must: • Be comfortable working in an environment of innovation • Be comfortable going it alone or collaborating • Bold in their ideas and willing to share those dreams • Flexible in thinking, in molding ideas to the Vision, Purpose, and Mission • Be passionate, reflective, and confident Mind map terms • Thinkers • Open-minded • Self-starters • Bold • Diverse • Creative • Passion Language must: • Emphasize risk • Emphasize transformation • Support transformation • Accept failure and reinvention • Be of passion tied to vision • Be patient with adult learning style and ability Mind map terms • Passion • Embrace change • Support change • Visionary • Tolerance

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Systems must: • Create capacity, time for thinking, for imagination • Permit time for idea sharing and challenging • Simple yet hold individuals accountable to productivity • Provide a clear framework for achieving the Purpose, Mission, and Vision

of IU8 Mind map terms • Supportive • Simplified • Framework for change Technology Technology in IU8 in 2019 contributes to the culture as opposed to driving it. Although constantly maintaining an eye to improvement, the technology requirements are stabilized along with the base skillsets of the users. Simply put, technology is working to support achieving the Purpose, Mission, and Vision. The technology of IU8 in 2019 is the base of communication, it is reasoned, and it supports every aspect if independent thought and customization. The use of and introduction of technology shifts are filtered through the basic question, “How does this shift spur innovation and help children either directly or indirectly learn?” People must: • Be adaptable and be willing to learn • Be skilled in assessing value related to the Purpose, Mission, and Vision • Be skilled in translating the abstract to the concrete • Be focused on the direction, role of the IU Mind map terms • Adaptable • See value • Human element Language must: • At all times understand the human element in technology and its

integration • Emphasize that technology is not an end, rather it is a tool to achieve a

greater dream • Look to the “why” of new by assessing the data relative to the impact of

implementation • Emphasize depth of use versus new or gimmick • Tie all technology into serving children, to enhancing learning • Focus the IU on customizing instruction for all

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Mind map terms • Facilitates customized learning • Used to enhance • Data • Instructional • Deeper not more broad • Help children • Tool • Why Systems must: • Permit freedom to be bold yet balanced relative to capacity • Ensure that integration is targeted to the Purpose, Mission and Vision • Ensure that the technology is of use, is proven to streamline efficiency,

before wholesale integration • Permit technology exploration and creativity • Provide a cadre of skill sets widely advertised to permit collaboration in

problem solving, design, and technology use • Embrace customizing Mind map terms • Simple • Useful • Bold and balanced • Data research – clearinghouse • Data research to filter the noise • Enable efficiency

Special Education Special education is a critical service provided by the IU to its customer districts and directly to its clients, the children. There is no doubt that this critical service is going to continue into 2019. But as schools, instruction and learning transform into a broad based customization the question must be asked as to, “What is the IU’s role?” In 2019 the IU is committed to being a leader in universal customization for all children. This demands a shift from serving targeted special needs children to embedding instruction capacity that serves the needs of all children. This impacts capacity in professional learning, technology, innovation, data/research, leadership and operations. IU8 is to be a culture of leadership in this endeavor to serve all children in the varied types of schools in its region and beyond. People must: • Embrace and understand the why of customizing • Be adroit problem solvers • Be skilled in helping others plan, innovate, and implement new

instructional designs

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• Maintain a standard of meeting the laws relative to professional learning • Willing to share responsibility, ideas, and support in varied circumstances Mind map terms • Teachers • Shared responsibility for all children • Specialized instruction Language must: • Be positive • Be accurate in defining and assisting in insuring compliance for all

children • Be creative and innovative in meeting the needs of children • Be inclusive as to all children • Must be that of completing of working together as opposed to

competing for security • Target the removal of all labels

• Systems must: • Be designed to embrace innovation and overcome fear • Be designed that strengthen pre-referral engagement, working with

flexibility to support all children • Be designed to expand customization through thinking, technology, and

instructional design • Be designed that assign responsibility for each child • Strengthen community ties so that all children have access to a future of

hope Mind map terms • Pre-referral process • Support for children • Support for teachers • Keep children out of special education • Learning customized for all children • Performance based learning • Strengthen links to the community throughout lifetime

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Indicators of Success Indicators of Success are agreed-upon, measurable, benchmarks of progress toward a given goal. Those currently under consideration include (appearing more than once in the data): • Measures of district success relative to student success and learner

outcome • Ongoing customer satisfaction survey • Fiscal stability/growth • Internal staff turnover data Others include: • Internal staff satisfaction data • Utilization data/access • Perception

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APPENDIX 2 Other

Supporting Data

Writer’s Note This appendix is built around data that was not utilized as a part of the final report. However, it is critical in review to acquire a sense of the thinking of the IU8 Leadership Team and the Planning Team early in the process. Each data set is a list in response to a question relative to where education is in the present and where education might be in the future, specifically 2031. Review of this material is encouraged, for it may serve to encourage ongoing professional learning dialogue in a variety of forums.

What do IUs need to do to move into the 21st century to survive and thrive? • Facilitate interconnectedness and relationships • Be bold – take risks – be courageous • Customize service to meet customer needs • Drive change and react to change

Results from Day 1: “What I learned.” • We need to move forward and make the future rather than respond to it • If we do not change in a few years we will not be here • It is time to move the bus forward now and bring all 35 school districts

with us (plus any that want to join) • We have the potential to have positive disruptive change • Children always have and always will come first • Regarding purpose – the difference between a why and a what • Change is coming – we need to adapt • It takes more than 5 minutes to really think carefully about core values;

that is tough work, good work, deep work • To ask or think, “What’s the problem?” • How the focus of education has really been lost due to unnecessary

practices that do not make sense • It is a time of opportunity rather than despair • Design planning is not the same as strategic planning • Change/shift is coming here; we need to decide if we are going to help

influence it or if we are going to let it influence us • Every organization needs to have a definite focus • Dedication of the participants in regard to the children • Your purpose – should inspire me • I really connected with the charts you shared regarding getting people to

“follow” • That you (we) are not going to get everyone, but if you can get a certain

number progress can happen! (dead horses are dead) • Consider the needs of students/school districts and find ways to work

together on them • Importance of revisiting values and how they impact what we do on a

daily basis • We need to define our purpose and get back to why • Not now – the leadership process and how to include stakeholders and

be progressive – nice refresher • System of procedures for putting a team together for Planning by Design • What will the IU and/or education look like into the future • How can we inspire others and remove the obstacles in the way to the

future • Districts should complete each other not compete • The connections/relationships of all of it

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APPENDIX 2 Other

Supporting Data


Questions they have: • How can we get PDE to join us as we move forward, rather than impede

our progress with their regulations and mandates? Is there a common ground?

• How can we get legislation to conform to mass customize learning? • Do you see a successful future for IU8? • How do we do this in the current educational climate? • Why do school employees (professional and support) not realize how

fortunate they are to have such a wonderful job? • What do you think the IU will look like in 2031? • How can inspiration or innovation be instilled in employees? • What does it look like when you de-clutter an organization? • Does the system need to be changed, or does it just help us to realize we

might be doing it the best we can given the tools we have? • Do you believe education will make a positive shift within the next five

years? • How can you disregard the obstacles, which are sometimes

insurmountable? (like schools have to do, like testing) • Is it possible to totally embrace, employ, implement a business model in

operating a public school system without doing any harm to students and/or the educational process?

• We are always trying to change our education system to model Norway or Singapore etc., how do we leap frog those models and become the best, not like the rest?

• What do you feel has been your greatest accomplishment? • Why education for a career? • If you could design a formula for special education funding, what would it

look like? • ? - No response • How can we reach all of the staff in a school to make the biggest

difference? • ? - No response • In the video, the speaker, indicated that we need to provide instruction

to poor students in the summer, how do we do that? • How can you manage data and not go crazy? • ? - No response • ? - No response • Are schools asked to help children learn about too many areas of life?

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APPENDIX 2 Other

Supporting Data


Reframing - “If you could forecast education and make it what you want we would?” • Customize • Disney-like • Interaction • Interesting • Technology savvy • Creativity • Residential

What should education produce into 2031? People who: • Learn how to learn – lifelong learning • Technology savvy • Readiness based (not age) • Literate – read, write, synthesize, and interpret information,

communicate • Not geography bound • Collaborate • Intrinsic – drive and self-direction • Adjust • Compete • Love • Contribute • Work • Influence • Problem solve • Be dynamic • See the bigger picture • Culturally competent – socially minded, social skills, accepting diversity,

tolerant • Think - critically, creatively, innovatively • Character education - new morals, new rules • Advocates for human rights and equality

The current problems we face are: • Lack of resources, money, people, size • Lack of time – meetings • Communication • Public perception – negative • Expectations of education • Parent involvement – lack of • Student engagement • PDE – uncertainty • Politics – mandates, environment, overregulated • Data – PIMS/TIMS—collection

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APPENDIX 2 Other

Supporting Data


• Not enough staff – lack of people • Too much staff • Lack of flexibility • Structure – history • Wear one hat • Boundaries • Accountability • Social media • Facilities • Changing social norms • Prioritization of education • Assessment – testing—timing, facilitating mandates • Mindset that we can run education as a business • Unrealistic expectations for students and teachers • Not enough airplanes – we put pilots in the infantry • Trying to build an airplane while we are flying it

Action Plan Format When developing goals for each of the spheres of influence, consider people, language, and systems.

Sphere of Influence: Operations People must: Language must: Systems must:

• Be child- and customer-focused.

• Have outstanding expertise and skill.

• Have the courage to look to the welfare of the whole versus the agenda of the individual.

• Be entrepreneurial.

• Be focused on the Purpose, Mission, and Vision of IU8 and the needs of its customers and children.

• Be optimistic.


• Be user-friendly.

12-month goals 1. 2. 3.


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APPENDIX 2 Other

Supporting Data


The biggest problem with most strategic planning processes is that the plan is never implemented. Creating and adhering to an Action Plan process provides a means and method to insure completion.

There are a multitude of methods and examples of how to write action plans. They all have several common components that answer the following: what, when, who, and method of measurement.

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APPENDIX 3 Spheres of Influence

Action Planning Templates

Sphere of Influence: Operations People must: Language must: Systems must:

• Understand learning.

• Be child- and customer-focused.

• Have outstanding expertise and skill.

• Have the courage to look to the welfare of the whole versus the agenda of the individual.

• Be entrepreneurial.

• Be focused on the Purpose, Mission, and Vision of IU8 and the needs of its customers and children.

• Be optimistic.

• Have clear, open lines of communication that permit challenging questions targeted to the growth of the whole.

• Serve to complete—to bring customers together with a focus to a common end that simplifies and expands efficiency and critical effectiveness.


• Be user-friendly. 12-month goals

1. Establish protocols for best business practices across the IU. 2. Create a pilot program for a “War Room” concept. 3. Analyze the Business Department audit and implement necessary

changes. 24-month goals

1. Based on the results of the War Room pilot program from year #1, if viable, implement needed changes to the program.

2. 3.

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Sphere of Influence: Leadership People must: Language must: Systems must:

• Communicate a standard of excellence through writing, speaking, listening, and questioning.

• Commit as individuals to the organization’s Purpose, Mission, and Vision.

• Embrace risk-taking and planning as behavioral standards.

• Accept his or her role in managing the internal and external politics of the organization.

• Be authentic, visionary, and relational of quality and of system/service.

• Be understood and embedded as standards of leading.

• Honor excellence and effort throughout the organization, from the personal to the corporate.

• Be focused, clear, and consistent across IU8.

• Be clear in defining expectations and core values.

• Be designed for openness and support of the Purpose, Mission, and Vision of IU8.

• Encourage a shared responsibility in decision making.

• Be consistent, ensuring a common effort that is guided by and congruent with the Purpose, Mission, and Vision.

• Support and encourage an unexpected standard of personal and corporate conduct.

12-month goals 1. Assign coaches to Leadership Team members. 2. Conduct employee meetings to garner ideas about business

development as well as helping everyone understand the business and direction of the IU.

3. Conduct an IU-wide book study. 24-month goals

1. Create a learning strand on leadership. 2. Team with another organization to invite a nationally-known business

speaker into the IU. 3. Leadership Team members create a “succession plan” for their

positions.

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Sphere of Influence: Professional Learning People must: Language must: Systems must:

• Take ownership and responsibility for their learning.

• Be responsive to the learning needs of IU8 customers.

• Customize programs based upon the learning needs of those the IU serves.

• Ensure relevance and be applicable to a learning product.

• Stretch people and challenge thought.

• Create a mindset of personal responsibility and customization.

• Recognize informal and formal needs for recognition of the learning.

• Be designed to grow.

• Be based on customized, job-embedded learning.

• Encourage exploration.

• Reward imagination, creativity, and innovation.

• Embrace diversity of learning needs.

• Encourage a global and comprehensive learning design within the IU and beyond.

12-month goals 1. Design and build blended learning paths, including non-professional

(managing change), Professional Learning Communities (PLCs) (internal and districts), Student Learning Objectives (SLOs), co-teaching, Schoolwide Positive Behavior Support (SWPBS), and Universal Design for Learning (UDL).

2. Design and build induction program to develop skilled teachers new to the profession and create a community of high-quality mentors/coaching (internal and external).

3. Rethink and remarket and CPE courses. 24-month goals

1. IU8 forms partnerships (with universities, Udacity/EdX/Coursera, PLDC, etc.) for pre-service teachers, IU8 teachers, and district teachers, educational leaders, and business leaders, exploring the use of badges (IU8 accreditation).

2. Develop a Leadership Series learning series for internal staff, school districts, and external customers.

3. Restructure internal professional learning to include mandated professional development, job-embedded activities, productive collaborative learning communities, opportunities to view other teachers' classrooms, and study groups.

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Sphere of Influence: Service

People must: Language must: Systems must: • Develop as

confident risk-takers, challenging thinking and the status quo.

• Be bold yet flexible decision makers, embracing the current while challenging thought on the future.

• Be innovative problem solvers.

• Be communicators in every way, including listening, defining, and refining the needs of clients.

• Have skill sets that serve the Purpose, Mission, and Vision.

• Be child-centered. • Focus on the “why”

of the service. • Emphasized the

service in a variety of contexts.

• Be simple and clear, yet challenging.

• Be consistent and positive.

• Focus on the Purpose, Mission, and Vision.

• Embrace corporate and personal accountability in defining and leading to serve.

• Provide focused guidance on the direction of the service.

• Provide a need-driven, flexible menu of standard and designer services.

• Provide time for research and thought.

12-month goals 1. Research and develop a customer service package to roll out to

internal IU8 employees that focuses on effective communication procedures.

2. Form 3 internal focus groups (support staff, teachers, supervisors/others) as a way to increase staff morale and ensure our employees are “FED” (Fueled Every Day). 1. Create an internal employee newsletter, 2. Explore activities outside of work for employees to mingle, and 3. Create team service projects to create a culture that contributes to the greater good in our community.

3. Research and make a recommendation to the Leadership Team concerning the role of an Instructional Designer.

24-month goals 1. Expand IU8 student services/special projects to ALL types of learners

within our region. 2. Form collaborative relationships with the local businesses, colleges,

and universities to offer various educational services to schools and communities.

3. Research opportunities and develop a plan to open an IU8 Early Learning Center (daycare). A feasibility study will be completed before July 1st, 2015.

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Sphere of Influence: Data & Research People must: Language must: Systems must:

• Understand learning.

• Understand the history of education and its culture.

• Understand the dynamics of systems transformation, data, and research.

• Understand linkages between the past and future markets.

• Be skilled at linking and making sense of data and research.

• Be skilled at interpreting information so that those in the field can grasp the significance and power of the information.

• Reflect a baseline of data and research in answering questions.

• Develop a common terminology that can be easily and clearly interpreted to the benefit of children.

• Provide clear and concise interpretation of information in multiple formats, including written and verbal.

• Create a foundation question, “How will we measure this?”

• Be designed to answer questions.

• Be accessible. • Be timely. • Define what

research and data are and will be provided by the IU.

12-month goals 1. Identify the types of data we currently gather, for what purpose, by

whom, and if they are sufficient for and aligned with the IU’s new direction and plan. To be completed before January 15th, 2015.

2. Create research protocol to help districts evaluate programs. To be completed by January 15th, 2015.

3. Provide data analysis and support that leads to and is connected to professional learning.

24-month goals 1. Develop and implement a formalized process of analysis and reflection

based upon the data we have gathered (develop templates and protocols for both benchmark and annual reflections; create a calendar of data analysis days so that reflection is planned for and purposeful, not haphazard). (Internal goal)

2. Complete a feasibility study for a “data team” that provides a full spectrum of services beginning with data collection and analysis, to developing a customized professional learning plan for a school or district, tying it back into the services the IU offers (and then implement). The feasibility study will be completed by July 1st, 2015.

3. Expand existing capacity (show customer base and need are growing).

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Sphere of Influence: Innovation People must: Language must: Systems must:

• Be comfortable working in an environment of innovation.

• Be comfortable thinking independently and collaboratively.

• Be bold in their ideas and willing to share those aspirations.

• Be flexible in thinking and in molding ideas to the Purpose, Mission, and Vision.

• Be passionate, reflective, and confident.

• Emphasize risk. • Emphasize and

support transformation.

• Accept failure and reinvention.

• Be of passion tied to the Vision.

• Be patient with adult learning styles and abilities.

• Create capacity by allowing time for thinking and imagining.

• Permit time for idea sharing and challenging.

• Be simple, yet hold individuals accountable for productivity.

• Provide a clear framework for achieving the Purpose, Mission, and Vision of IU8.

12-month goals 1. Create a dedicated time for the Leadership Team to be creative and

innovative. 2. Develop interview questions that reveal the potential creativity and

innovation of candidates. 3. All Leadership Team members will attend one national conference.

24-month goals 1. Create an “innovation room” that can be used by employees as a

space to meet, think, create, and innovate. 2. Organize visitations to innovative companies and organizations. 3. Create a nimble, flexible organizational structure that will allow the

organization to make decisions in a timely manner.

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Sphere of Influence: Technology People must: Language must: Systems must:

• Be adaptable and be willing to learn.

• Be skilled in assessing value related to the Purpose, Mission, and Vision.

• Be skilled in translating the abstract into the concrete.

• Be focused on the direction and role of the IU.

• At all times must recognize the human element and its imperative in integrating new ideas.

• Emphasize that technology is not an end; rather it is a tool to achieve a greater dream.

• Look to the “why” of the new by assessing the data relative to the impact of implementation.

• Emphasize depth of use versus new or gimmick.

• Tie all technology into serving children, to enhancing learning.

• Focus the IU on customizing instruction for all.

• Permit freedom to be bold yet balanced relative to capacity.

• Ensure that integration is targeted to the Purpose, Mission, and Vision.

• Ensure that the technology is of use, is proven to streamline efficiency, before wholesale integration.

• Permit technology exploration and creativity.

• Embrace customization.

12-month goals 1. Redesign internal and external services. 2. Offer one new program or service that the districts have requested

that yields positive net revenue. 3. Have a mini-Planning by Design process to determine the future

direction; internal staff, customers, and outside experts would participate in a focus group; goal is to create 12 and 24 month goals.


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Sphere of Influence: Special Education People must: Language must: Systems must:

• Embrace and understand the “why” of customization.

• Be adroit problem-solvers.

• Be skilled in helping others plan, innovate, and implement new instructional designs.

• Maintain an understanding and standard of current laws, while teaching customers how best to interpret these laws relative to children’s benefit.

• Be willing to share responsibility, ideas, and support in varied circumstances.

• Be positive. • Be accurate in

defining and assisting in ensuring compliance for all children.

• Be creative and innovative in meeting the needs of all children.

• Be inclusive thus including all children.

• Develop a mindset of abundance.

• Be designed to embrace innovation and overcome fear.

• Be designed to strengthen pre-referral engagement, working to support flexibility for all children.

• Be designed to expand customization through thinking, technology, and instructional design.

• Be designed to ensure personal responsibility for every child.

• Strengthen community ties so that all children have access to a future filled with productivity and hope.

12-month goals 1. Research models of maximizing access to core content, including

blended approaches to instruction, online course access, and customized methods of instruction for students.

2. Propose realignment of HQ staff to ensure student access to core instruction for students in alternate settings.

3. Create and implement a comprehensive teacher induction and mentoring program that will develop highly effective teachers who experience daily job satisfaction and represent leadership in education.

4. Research a fee-for-service system for IU programs and related services (mentoring, facilitated IEP, specialized evaluations, behavior specialist/analyst, etc.).

5. Establish standard IU service agreements issued annually to define the roles and responsibilities of IU personnel and cost for such services.

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Sphere of Influence: Special Education (cont’d) 24-month goals

1. Research and recommend how the IU can create a center-based education for students with autism and emotional disturbances that requires an innovative, highly skilled, specialized approach to teaching and learning. The feasibility study will be completed by July 1st, 2016.

2. Explore options in preparation to provide communities, schools, and families with child care options, including before/after school programs, daycare services, and summer services. Working with the Service Sphere, the feasibility study will be completed by July 1st, 2016.

3. Create a team of coaching experts to develop bold educational leaders that engage in continuous instructional improvement to motivate teachers and maximize teacher effectiveness in every school.

APPALACHIA INTERMEDIATE NIT 8 by...Appalachia Intermediate Unit 8 is committed to providing the highest levels of service to its internal customers, the schools it serves, and

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