2012 03 21 strategic plan draft v5-1

8/2/2019 2012 03 21 Strategic Plan Draft v5-1

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TABLEOFCONTENTS

Overview 3

I.DeepenOurCommitmenttoOurSchoolPhilosophyandCulture 4

II.PrepareStudentsforthe21st

Century 7

III.DevelopaPlanfortheIntegrationandUseofEducationalTechnology 11

IV.DefineOurIdentityandImagetoBetterCommunicateWhoWeAre 14

AndWhatDifferentiatesUs

V.ContinuetoSupportandAttractGreatFacultyandStaff 18

VI.ImproveFacilitiesbyAddressingDeferredMaintenanceNeedsand 22

MajorImprovementstotheBirminghamCampus

VII.ContinuetoStrengthenOurFinancialModel 26


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Overview

Nearlytwoyearsago,TheBoardwiththehelpofalargenumberoffaculty,staff,students,

administrators,andparentsbegantheprocessofdevelopingaStrategicPlanfortheperiodof

2012-2015.TheprocesswaspromptedbytheISACSself-evaluationprocess,theobviousanddramaticchangestothelocalSoutheastMichiganeconomysincethelastplanwaswrittenand

adopted,andthedesireoftheBoardtotackletheissueofstrategicdirectioninamoreholistic,

rigorous,inclusiveanddocumentedmanner.

Astheprocessbegan,theschoolwasfacingachallengingcombinationofcircumstances.While

thepubliceducationsystemexperienceditsworsteverresourcecrunchandarisingwaveof

parentdissatisfaction,insidethewallsofRoeper,theinternalfeedbackfromstudentsand

parentsatRoeper,suggestedthatthephilosophyestablishedbyGeorgeandAnnemarieRoeper

wasasrelevant,ormorerelevantthanever.Ontheotherhand,wenavigatedthroughthe

GreatRecessionandtheNewNormal.Thecombinedimperativesofmaintainingand

replacingagingfacilities,continuingtofairlycompensateourfacultyandstaff(aswellas

providinghealthandretirementsecurity),andkeepingRoepertuitionwithintherangeof

affordability,posedaseriouschallenge,onethatwouldclearlynecessitateanumberof

significantchanges.

Clearly,theStrategicPlanningProcesswasgoingtohingeonstrikingacareful,conscious

balancebetweenoldandnew,betweenconsistencyandchange.

Astheseventeamsofstudents,faculty,administration,Board,andparentsreportedtheir

findingsandrecommendations,thatbalancebegantoemerge.Somethingswouldnotchange

atall,otherswouldneedtochangesignificantly.Notsurprisingly(giventhatweretalkingabout

education)wevecometocallthesethefourRs:

Reaffirm DeepenourcommitmenttoourSchoolphilosophyandculture.

Continuetosupportandattractgreatfacultyandstaff.

Rebuild ImprovefacilitiesbyaddressingdeferredmaintenanceneedsandmajorimprovementstothephysicalcampusatBirmingham.

Continuetostrengthenourfinancialmodel.

Reimagine Defineouridentityandimagetobettercommunicatewhoweareandwhatdifferentiatesus.

Preparestudentsforthe21 stcentury.

Reinvent

Developashortandlong-rangeplanforintegrationanduseofeducationaltechnology.

Inthebalanceofthisreport,youwillfindadetailedexplanationoftheactionsweare

committedtotakingandtheresultsweareseekingineachoftheseareas.

Ourdeepthankstoeveryonewhohelpedtodevelopthisplan,whowillrefineand

refreshitoverthenextthreeyears,andwhowillcontributetoitsimplementation


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I.OURSCHOOLPHILOSOPHY

I. DEEPENOURCOMMITMENTTOOURSCHOOLPHILOSOPHYANDCULTURE

Background

FromtheverybeginningGeorgeandIwereawarehowdifferentourapproachwasfromthe

traditionalideasofeducation.Wehadavisionandthisvisionistheframeworkforallwedid.

(AnnemarieRoeper,1998)

TheRoeperSchoolisfoundedonavisionofeducationforlifeinitstotality.(AMR,1998)

GeorgeandAnnemariewovetheirvaluesintoallaspectsoftheschool,includingrelationships,

institutionalstructureandpolicies,methodsofteaching,andcurriculum:Itisaphilosophyonly

ifitsimplementationbecomesthefirstpriorityforeverydecisionwemake,eitherlargeor

small(GAR&AMR,PhilosophyoftheSchool,c.1978).

Associetyandtheschoolchangedovertheyears,GeorgeandAnnemariemadeitahabitfrom

timetotime,tore-evaluatetowhatextentwehadbeenfaithfultoourownphilosophy(AMR,

1998).Theschoolhascontinuedthathabit,devotingconsiderableresourcesovertheyearsto

discussinganddebatingthePhilosophy.ItisrevisitedateachISACSevaluationandreferenced

regularlyindecision-making.

Giventhevastness,though,ofaPhilosophythataspirestoencompasslifeinitstotality,and

doessothroughprinciplesratherthanrules,itisunderstandablethatthePhilosophycanhold

differentmeaningsindifferentpeoplesminds.Thiscanmakeitchallengingtoincorporatethe

Philosophyasconsistentlyandcomprehensivelyasitshouldbe.Thechargetothiscommittee

wastodeepenourcommitmenttoourschoolphilosophyandculture.

Thiscommitteevaluesandrecognizestheopinionsandviewpointsofindividuals.Wealsobelievethatthoseopinionsmustbegroundedincertaincoredocuments.Documentstowhich

allmembersofthecommunitymusthaveequalaccess.Inorderforourcommunitytodeepen

ourcommitmenttotheschoolphilosophyandculture,wemustcontinuetoclarifyanddeepen

ourunderstandingofthecoreprinciplesofourPhilosophyareandcontinuetoaskhowweare

implementingthesetenets.

Documents

WehaveincludedasattachmentstothePlanthreedocumentsthatarefoundationalto

understandingtheschoolsPhilosophy.Werecommendthatthesedocumentsbeaccessible

throughtheschoolwebsiteinaneasilyaccessibleandobviousplace.

The1981Philosophy,whichwaswrittenbyGeorgeandAnnemariejustaftertheyretired

asanattempttoputtheirideasinonedocumentascompletelyaspossibleandwas

adoptedbytheBoardofTrusteesin1981.

A1998statementfromAnnemariedoneinpreparationforanISACSself-studythat

outlinestheprinciplesshesawascentraltothevisionsheandGeorgeheldfortheschool.


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ThecurrentphilosophystatementadoptedbytheBoardofTrusteesinJune2010.Likethe

otherphilosophystatements,itisnotintendedtosupersedetheearlierphilosophiesbut

isacontemporarysummaryoftheideasattheheartoftheschool.

ActionsandInitiatives

I.1 Createacommitteeandprocesstoclarifythecentralthemesandvalues(tenets)ofthe

philosophy.

I.2 Applythesetenetswhencreatingorreflectingoncurriculum(whatistaught)and

pedagogy(howsomethingistaught).Forexample,includeareferencetophilosophyin

theyearlydiscussionsaboutadoptingnewcoursesanddeterminingwhatwillbeoffered.

Askquestionssuchas:Howdothetenetsofthephilosophyshowupinthisparticular

unit?Areweprovidingstudentswithcourseofferingsthatallowthemexposureto

importanttenetsofthephilosophy?Howarewemeetingthesocial-emotionalneedsof

studentsthatthephilosophyasksfor?

I.3 Activelyconsiderthetenetsofthephilosophyasapartofdevelopingandimplementingschoolpolicyatalllevels.Forexample,askquestionssuchas:Haveappropriate

stakeholdersbeenincludedinameaningfulway?Haveavarietyofopinionsbeen

consideredandintegrated?Dothedecisionsandpoliciesadheretothephilosophy?

I.4 Visitschoolsand/ormeetwithfacultyfromotherlike-mindedschoolstoexplorehowthey

tiecurriculumtotheirschoolmissionsand/orphilosophies.

I.5 Createandimplementahistory,culture,andphilosophycurriculumforallconstituencies

thatcanbetaughtbyavarietyoffacilitators.

I.6 FinalizetheEducationalStatementofPurpose.(TheEducationCommitteeoftheBoard

askedforsuchadocumenttobedraftedin2009-2010.Ithasbeendraftedandreviewed

byBirminghamFacultyandStaff.)

I.7 DevelopspecificoutreachtonewfamiliesastheytransitiontoRoeper.(RPCmightsupportthisinitiative)

I.8 DevelopinitialtrainingaswellasongoingProfessionalDevelopmentrelatedtoteachinggiftedstudentsforfacultyandadministratorsatalllevels.Considerationshouldbegiven

toinvolvingformerorcurrenteditorsoftheRoeperReviewaswellasmembersofSENG

inthisdesign.(Atalaterdatethistrainingmightbeutilizedwithoutsideteacherswho

wouldpayforthetraining.


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I.9 Assessandadjustthecurrenttrainingandmentoringthatexistsfornewfacultyandstaff

toensurealignmentwith1.2.

I.10 Developcommunicationmethodsthateducateinternalcommunitymembers(students,

alumni,parents)andtheexternalcommunityaboutwhatishappeningwithinthe

classroomsandhowitrelatestoourphilosophy.Identifykeymessagesforeach

constituencygroupaswellaswhoisresponsibleforsendingthecommunication

I.11 CreateandimplementahealthcheckbasedonthetenetsidentifiedinAction1.2that

canbeusedperiodicallyasatoolforfeedbackandimprovement.Thisshouldinclude

specificquestionsre:schoolpoliciesandtheimplementationofthosepoliciesaswellas

questionsregardingtheoverallschoolprogram(academicaswellassocial/emotional)

OutcomesandResults

1. IncreasedunderstandingoftheRoeperphilosophy,itshistoricalevolution,itsroleintheschool'slife,andhowourfocusongiftednessalignswiththePhilosophy.

2. ImprovedclarityregardingthecoretenetsofthePhilosophythatdriveRoepersexistenceandwhatweareattemptingtodo.

3. GreateralignmentwiththecoretenetsofthePhilosophyinboththeacademicprogramsandtheadministrationoftheschool.

4. IncreasedunderstandingofhowandwhyweapproacheducationatRoeperthewaythatwedo(essentiallyreaffirmingandmakingtangibleourhistoricalandphilosophicalroots)throughimprovedcommunicationoftheongoingactivitiesoftheschool.

5. EstablishedmeasuresforcontinuousimprovementthroughimplementationofahealthcheckvisavisthePhilosophy.


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II.PREPARESTUDENTSFORTHE21 STCENTURY

II.PREPARESTUDENTSFORTHE21STCENTURY

Background

Theemergingpictureofwhatconstitutesasuccessfulschoolforthefuturesuggeststhatmany

oftheexistingeducationalvaluesatRoeper,foundedbytheprogressiveandhumanistic

philosophyofGeorgeandAnnemarieRoeper,arepreciselythosethatnurtureandcreate

individualswhocanthriveinthedynamiccircumstancesofthe21stcentury.Manyofour

findingsonandrecommendationsforcreatingaschoolforthefuturehavebeenanintegralpart

oftheeducationalmodelofferedatRoeperfordecades.Ourteachersareorientedtoawhole--

childapproachatalllevels:theyarekeenlyattunedtothedevelopmentalneedsofchildren

(social,emotional,intellectual),andperhapsmoresothanotherteachersbecauseofourgifted

population.Theconceptsofchoiceandownershipofoneslearningarehighlyprevalentasis

thedeliberatefocusonnon-hierarchicalrelationships.Wepurposelyworktomaintaina

collaborativeculturethatupholdsnotableprinciplesofdiversity,equity,andjustice.Wedoall

ofthesethingsbecauseweareconvinced,justasGeorgeandAnnemariehavebeen,thatthey

providethebestpossiblelearningenvironmentforchildren,andthelandscapeofscholarshipon

21stcenturylearningisnowofferingconfirmationthatweshouldbeconfidentinour

convictions.Forourstrategicplanningpurposes,webelieveweneedtore-focusonthebest

waystoenhanceandadvancetheeducationalmodelwealreadyprovide.

However,whenconsideringhowtoestablishfeasiblegoalsforensuringthatRoeperthat

remainsaschoolforthefutureonemustnotestructuralvoidsintheRoeperinstitution.Several

ofthesevoidsthathavebeenpreviouslyidentifiedinSWOTanalysisandISACS

recommendationsarepreventingusfromfullyrealizingourpotentialtopreparethisfuture

generationtodealwiththeunknown.(1981RoeperPhilosophy).Asaresult,ourreportfocuses

initiallyonidentifyingthosestructuresandneedsthatweseeasthepremiseforupgradingourabilitytoprovideaneducationforanunknownfuture.

AlthoughatRoeperweaimtoprovidepersonalized,interest-basedlearningenvironment,we

areconstrainedinmanyareasbyacommonarchaicmodelforschooling.Forthemostpart,

Americanschoolswerebornofthefactorymodeloforganizationonanagrariancalendarwith

six-hourdaysandeightsubjectperiodsinthelate19thandearly20thcenturies,andthis

organizationremainslargelyintacttoday (Jacobs2010).Morethanahundredyearslater,wefind

ourselvesatapointofanunprecedentedtechnologicalrevolutionandglobalcommunication

whenwecanconsiderradicallyneworganizationalstructuresthatareappropriateforaschool

forthefuture.Ourchildrensworldsarechangingrapidlyandinordertopreparethemforthe

unknownsthatwillgoverntheirfutures,weneedtoconsidermodifyingandevenreplacing-existing19thcenturysystemsand20

thcenturycurriculumforwardtoserveour21

stcentury

learners.Movingforwardiscriticalatthistime.

Becauseresearchandpracticesinthisareaarecontinuallyevolving,weneednotjustonetime

changes,butachangemanagementprocessforcontinuingtolearn,adaptandimprove.While

werecognizethatinsomeareasofourschoolwesimplyneedtoidentify,celebrate,andmarket

oursuccessesinprovidingfor21stcenturylearning,inothers,tousethemetaphorusedbyHeidi


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HayesJacobsinCurriculum21,weneedversioning:weneedtobuildanewplatformforour

software.Wethereforerecommendseveralpreliminaryactionstepsandmanyinterrelated

initiativesoverthenextthreeyearsthatfocuseffortsonenrichingoureducationalvisionand

upgradingourinstitutionalstructures.


II.1 Developasustainablemodelforteacherandadministrativefocusoncurriculum

development,implementation,andreview.

II.2 YearOne:EstablishSchoolfortheFuturevisioningforumswithandamongdifferent

constituenciestogatherdataonperceptionsandrealitiesof21stcenturylearninginand

outsideofRoeper.Researchrelevanttopics. YearTwo:Analyzedatafromvisioning

forumsandresearchtopicswithininitiativestoformulaterecommendations.Bring

findingsbacktoforumsforadditionalreviewandreviseasnecessary.Begintoestablish

pilotprogramsthatwilleasetransitiontoconsensusbuiltgoals(whileconsistently

connectingwithotherstrategicplanninginitiatives). YearThree:Re-evaluatemodelfor

curriculumreview.Continuetosupportpilotprogramstobuildinstitutionalmomentum.

II.3 Develop21stCenturyStudentCapabilities.

Focusontheskillsthatourstudentswillneedtonegotiatetheirunknownfuturesbyfosteringpedagogicalandcurricularemphasisonthe5C's:criticalthinking,

communication,collaboration,creativity,andcharacter.

Designsystemsthat:Clearlydefinestudentoutcomesaroundthe5Cs(howaretheydemonstratinglearning);Integratethe5csthroughoutcurricula;Provideopportunities

forregularcommunicationabout5Cs;Provideworkandcollaborationopportunities

betweenallcommunitymembersandlocalstakeholders;Developmethodsfor

sustaininggrowthandunderstanding(capacitybuilding)amongstfaculty,staff,and

ourextendedcommunity. Identifyandsupportstrategicinternationalexchanges(bothphysicalandvirtual)to

strengthenoureducationalmodel,practices,andsenseofglobalcitizenship.

II.4 Implementformalandcontinuouscurriculumplanning,development,andreview.

InadditiontoaddressingtwoofthekeyrecommendationsfromourmostrecentISACSreview,thisinitiativeisvitaltoensuringthatrelevant21

stcenturyskillsand

effectivepedagogyarebeingincorporatedintooureducationpracticesandprogram.

Developandacculturatesystemstocoordinateandfacilitatecollaborationandcurriculardevelopmentandreview.Dedicatetimeandresourcestosupportingteachersinthis

criticalarea.

Continuetonurtureandstrengthencoreacademicareas:Reading,Writing,Mathematics.

Seekwaystouseourcollaborativeworkaroundcurriculuminmarketingandidentity. Incorporatethe5Csintoprogramandassessmentschool-wide.


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II.5 Engageandsupportteachersinconversationsabouttheirpracticearound21stcenturyskills.

Ensuringthatourfacultyisin-stepwithresearch,trends,technologyinrelevantfields-fosteringandprovidingstructuresforteacher-learners.

Increaseunderstandingandpracticesof:Project-BasedLearning,Inquiry-BasedEducation,UbD,ReggioEmilia,andotherforward-thinkingpracticesthatarealigned

withourgoals. Encouragedevelopmentofteachersteachingteacherspracticesandculture. Begindiscussionsaroundenhancingauthenticassessmentstrategies(ie:rubrics,

digitalportfolios,project-basedartifacts/summaries,capstoneprojects).

II.6. Identifyareasofstrengthandchallengeinourlearningspaces.

IdentifythephysicallimitationswefaceintheLSandMS/USinrelationshipto21 stcenturylearning.

Identifytheimplicationsandopportunitiesfordigitallearningspaces. Identifyandstrengthenmakerspacestoadvanceproject-basedandhands-on

programs.

II.7 Identifykeystrengthsandchallengesinoursystemsofscheduling,courseofferings,and

otherkeystructuralelements

Analyzewhetherorourprogramsaredrivingourschedulesorviceversa. Identifyexistingopportunitieswithinourschedulethatsupport21 stcenturylearning. Identifythebalancebetweenrequiredandelectivecoursesschool-wide.How

individualizedcanoneseducationactuallybeatRoeper?

Identifyhowourscheduleandprogramsupportourmissiondrivenneedforoutreachandservicelearningopportunities.Whatopportunitiesexistandwhatarewe

missing?

OutcomesandResults

1. Developedastructureandmodelforschool-widefocusoncurriculumdevelopment,

implementation,andreview.Theplanincludesdedicatedtime,funds,andprofessional

developmentforongoingtrainingforcurriculummapping.

2. Byyearthreewehavetrainedteachersinself,peer,anddepartmentcurricularreviewpractices.

3. Established21stcenturyvisioningforumstogatherdataonperceptionsandrealitiesof21stcenturylearninginsideandoutsideofRoeper.

4. Byyeartwoinitiativesandpilotprogramsaimedatfurtheringthisstrategicthreadareunderway.Communicationabouttheseprogramsisregularlyfedtoourcommunityandmarketingefforts.

5. Wehavedeveloped21stcenturystudentcapabilities(5Cs)thankstocommunityfeedbackfromvisioningforumsandaschool-widededicationtoimbeddingthecapabilities.

6. Wehaveengagedandsupportedteachersinactiveconversationsaroundtheirpracticesarounddevelopinganddeliveringthe21

stcenturyskills.


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7. Identifiedkeyopportunitiesandlimitationstocreating21stcenturylearningspaces.8. Identifiedkeystrengthsandchallengesinoursystemsofscheduling,courseofferings,and

otherkeystructuralelements.Identifiedthebalancebetweenrequiredandelectivecourses

school-wide.

9. Aligned21stcenturygoalswitheducationaltechnologyconsiderations.10. Identifiedandimprovedourmission-criticaloutreachandservice-learningefforts.


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IV. EDUCATIONALTECHNOLOGY

III.DEVELOPAPLANFORTHEINTEGRATIONANDUSEOFEDUCATIONAL

TECHNOLOGY

Background

TechnologypresentsimportantandattractiveopportunitiestoRoeper.Therearea

numberofdifferentelementsoftheRoeperphilosophythattechnologycanhelp

enhance,executeandsupport.Technologicaladvanceshaveemergedsinceourlast

Planthatcanimproveourcommitmenttopersonalizationoftheeducational

experience,nurturecreativity,fostercollaboration,andstrengthenour

environmentalresponsibilityandglobalawarenessandparticipation.

Atthesametime,technologyisafieldofsignificantbreadth,complexityandfluidity.

Peerinstitutionshaveexperiencedmanyfailuresalongwiththeirsuccessesinthisarea.

Withthoseconsiderationsinmind,theSchoolneedstoestablishprioritiesforwhat

wedoandhowwedoit,tofocusoureffortsandresources.

Theneedforintelligent,activeandongoingincorporationoftechnologyispressing.

Butitshouldbeunderstoodthattechnologyincorporationforitsownsakeisnota

prudentorrewardingpath.Roeperalreadypossessestechnologicalresourcesthat

areunderutilizedduetolackoftraining,lackofsupportpersonnel,lackofincentive

totransformunitsofinstructionandcoursedesign,aswellaslogisticaland

installationissues.Extensivetrainingofthefaculty,administrationandstaffwill

resultinmoreeffectiveimplementationofnewandexistingtechnology.Toquote

JaredKennweandLongyAnyanwu,Facultyandnotcomputertechnologies,are

responsibleforensuringthatstudentslearnwellwithtechnology;onlyfacultywho

arewillingandabletousetechnologycaneffectivelyintegratecomputersintotheir

courses,aswellassupportstudentstodothesame.Similarly,isolatedtechnology

classessuchasA+certificationcoursesarenotthemosteffectivemethodfor

helpingourgiftedpopulationofstudentstolearnandapplytechnologyskills.

Learningtoapplytechnologyinacontextthatrequiresnewskillstosupporta

broadergoalorprojectprovidesthemostmeaningfulandlastinglearning

experience.


III.1Committosubstantiallong-termtrainingandprofessionaldevelopmentof

administrators,supportstaffandfaculty;proficiencyisessentialforany

educationaltechnologyplantobesuccessful.Individualswillincorporate


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technologyindependentlyoncetheyaretrainedinitsuse,andcanseethe

possibilitiesthatitprovides.

III.2Makeourcurrenttechnologyeasiertouse.Significantinvestmentsinthetechnology

infrastructure(Wi-fibroadcasting,increasingbandwith,andboostingserverand

storagespace)willberequiredformanyofthefollowinginitiativestobesuccessful.

III.3Usetechnologytoimprovecollaboration,botheducationallyandprofessionally.The

Schoolmayconsidertheestablishmentofaninternalsocialnetworkingsiteforthe

communitytouseinordertoshareresourcesandcollaboratebeyondtheendofthe

schooldayandoutsideofourtwocampuses.

III.4Usetechnologytoimprovecommunicationbothwithinandbetweenvarious

constituenciesincludingstudents,teachers,administrators,parents,andtrustees.

III.5ReducetheSchoolsconsumptionofpaperbyusingelectronicmeansofdocument

handlingsuchascloudcomputing,theSchoolwebsite,and/orothersharednetwork

resources.

III.6Investigateand/orestablishpilotprogramsfor1:1ratiosofstudentstodevices.This

canbetestedusingclasssetsoflightweightlaptops/notebooks,iPads/tablets,or

handhelddevices.Testingwhetherthismethodwouldserveourpopulationof

studentsandfacultyisvitalbeforealargeradoptionisconsidered.Individuals

selectedtopilottheprogramsintheirclassroomsshouldbegivenfinancial.technical

andprofessionalsupport,aswellastheresponsibilitytoreportontheefficacyofthe

programandtohelptrainothers.

III.7Investigateoptionsforimprovingpersonalizationofinstructionthroughstudent-

pacedlearningopportunitiesaswellasprovidetimeandsupportforfacultytobuild

digitallibrariesofresourcesrelevanttotheirunitsofinstructionthatwillallow

enrichmentforstudentswhoarereadytojumpaheadandsupportforstudentsthat

needadditionalinstruction.

III.8Tracktechnologyinvestmentsinseparatebudgetlineitemsinordertocomparethe

leveloftechnologyintegrationassignificantinfrastructureandhardware/software

investmentsoccur.Trackthepercentageoftheprofessionaldevelopmentbudget

thatisallocatedtosupportfacultywhoareinterestedandwillingtodeveloptechnology-relatedprojectsdesignedtoenhancestudentlearningandknowledge.


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OutcomesandResults

1. Conductbaselineassessmentofcurrentunderstanding,skills,usageandunmetneedsintheuseoftechnology.

2. Increasedtrainingforfacultyandstaffontheuseofcurrenttechnology

3. Increasedunderstandingandusageoftechnologybyfaculty,supportstaffandadministrationforinstructionandcollaboration.

4. Faster,easier,morefrequentandmoreeffectiveinternalandexternalcommunicationamongstudents,faculty,administration,parentsandstaff.

5. Reductioninpaperconsumptionafterimplementationofpaper-savingmethodssuchascloudcomputing.

6. Design,implementationandcompletionofonepilotprogramfor1:1ratioofstudentstodevices,includingareporttotheBoardregardingfacultyand

administrationoverallimpressions,successes,challenges,improvement

opportunities,andareasforfurtherconsideration.

7. Increasedlevelsofpersonalizationininstructionandlearningspecificallyenabledbytechnology.


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IV. DEFINEOURIDENTITYANDIMAGE

IV.DEFINEOURIDENTITYANDIMAGETOBETTERCOMMUNICATEWHOWEARE

ANDWHATDIFFERENTIATESUS.

Background

AstheschoolhasevaluatedandadjusteditsMarketingapproachoverthepast

severalyears,wehavecometorecognizethatsomeofthelowestcostapproaches,

forexamplereferralsandword-of-mouthadvertising,mayofferthemostpotential.

ForRoeperasformanyschools,Ordinarypeoplecanspreadgoodinformation

fasterthanmarketers.

Yetwehaventbeenreadytotakemaximumadvantageoflowcostchannelssuchas

word-of-mouthadvertising.Theschoolhasmanyelementstoitsimageandidentity

-words,colors,ads,photography,logos-manyofwhichhavebeenindependentlydevelopedovertime,andtheydonotreflectoramplifyacoherentandunified

message.The2010ISACSreportidentifiedthatTheRoeperSchooldefieseasy

categorization.Wecanandwemustdoabetterjobofcommunicatingwhoweare,

whatwedo,andwhyitmatters.

Beforeweaddressactionitemsaroundstudentrecruitment/enrollment/retention

wemustdevelopconciseyetcomprehensivelanguagethatquicklyconveysthe

RoeperexperienceandhelpsoneunderstandtheuniquevalueofaRoeper

education.

AspartoftheStrategicPlanningProcess,theIdentityandImageworkinggroup

developedandtestedseveraldifferentmessages.Whilethetestingmaycontinue,

andwemayultimatelydeployseveralmessages,theonebelowgeneratedthemost

positiveinitialresponse:


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FromthatstatementwederiveourMarketingActionPlan(MAP)


IV.1HoneouruseofPAIDMEDIAtohelpincreaseenrollmentby8%,using

enrollmentfiguresfrom2011-2012asabaseline.

Ensurethatinternalandexternalcommunicationsareconcrete,consistent,andsufficientlycompellingtoraisethevisibilityofTheRoeperSchooland

enhanceitsreputation

Driveinquiriesandinterestthroughtargetedmarketingandpromotion(e.g.evaluatenewmoversandrelocationactivity)

Attempttoquantifythesizeofthemarket?Findourtargetaudience,wherevertheymightbe.

AssesstheroleofeachMediaType

Messagethatgoesalongwitheach,i.e.roleofradio,print,billboards,

OpenHouses,database-drivendirectmail,email,SEM,digitaldisplay

advertising

IV.2 MaximizeourOWNEDMEDIAproperties

Completethere-designed,moreengagingRoeperwebsitetoimprovevisualidentity,accesstoinformationandconsistency:thereisqualityevidencetosupportthedirectcorrelationbetweenaschoolswebsiteand

thelevelofinterest/activity

Increasesocialmediauseamongfaculty,administration,students,parents,

ImprovethequalityandfrequencyoftheseinteractionstoincreasevisibilityandenhancethereputationofRoeper(e.g.Have20%ofthe

contentfortheRoeperwebsitecomefromusers)

ARoepereducationdeliversvalue-basedoutcomes

Studentsexplore,discoverandreceiveanoutstandingeducation.

Theyareintellectuallycurious.

Theyareknowledgeableandprepared.

Theyhaveastrongsenseofselfknowwhotheyareandwhattheyhavetooffer.

Theyfeelempowered,butnotentitled.

Theyaregloballyawareandcommunity-minded.

Theyhonorandembracediversity(ethnicdiversity,socioeconomicdiversityand

diversityofviewpoints)

Theyareacceptingandrespectful.

Theypursuetheirpassionsacademically,artisticallyandphysically.

Andtheyarelifelonglearners.

TheRoeperSchool-aneducationforlife.


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Auditthecurrentvisualidentitycues:logo,colors,fonts,allprintedpiecesisthereopportunitytoboost/enhance/improve/updateRoeper's

imagewiththesematerials?

IV.3 SupportactivitieswithEARNEDMEDIA

ContinueworktodeveloppositiveandprovocativestoriesaboutwhatshappeningattheRoeperSchool

PublicizewhatourstudentsdowhentheyleaveRoeper,documenthowwellpreparedRoeperstudentsareforlifeafterRoeper,publishoursuccess

atacceptanceatstudentsfirstchoiceschools

DevelopmediaopportunitiesforthenewHeadtopositiontheschool

IV.4 SystematizeREFERRALandWORD-OF-MOUTH

Helpfamilieswithwaystorespondtowhytheysendtheirchildtoaschoolforgiftedstudents

OutcomesandResults

1. Weseea16%uptickinqualifiedinquiries.

2. Wetrackariseinword-of-mouthreferrals.

3. GoogleAnalyticsshowthatuniquewebvisitsareupby15%andtimespentinteractingwithRoeperonlineexceedstwominutesatavisit.

4. TheRoepermodel,faculty,studentsandinnovationsreceivelocal,regionalandnationalmediacoveragetotaling100mentions.

5. Wewitnessagreaterdegreeofrecognitionbykeyinfluencers.

6. And,Roeperisunderstoodandadmiredforitsuniqueandprovenapproachtoeducation


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APPENDIX:OTHERCONCEPTSTATEMENTSWEWERECONSIDERINGASABOARD

Daretodiffer

ThatswhatwedoatTheRoeperSchool.Wechallengethestatusquo.Wechallengeeach

other.

Webelievethatastudentwithquestionsisbetterthanastudentwithalltheanswers.Forover

70yearsRoeperhasdeliveredanationallyadmiredapproachtoeducation.Onethatisdriven

bytheindividualstudent.Students(ofeveryage)balancechoiceandfreedomwith

responsibility.

Roeperisengaging,highlycollaborative,andbringsteamstogethertosolverealproblems.Asa

resultnewideasarecreatedhere.

Howelsedowedaretodiffer?Askyourself,whatifaschoolcouldhaveasoul?

Whatifthatschoolwasourschool?

TheRoeperSchool

Roeperisselfdiscoveryateveryage

Roeperpreparesstudentsforlifelonglearningbygivingeverystudentastakeintheireducationfrompre-schooltohighschool.

Ratherthanforcingaone-size-fits-all,weknowwhatsbestforyoucurriculum,Roeperoffers

uniqueand,often,moresophisticatedchoicesthanmostschoolsettingswhilebeingmindful

ofrealworldexpectationsandareaswherestudentsmayneedextraattention.

Lowerschoolkidsaretrustedtochooseandmaketheirwaytospecialinterestclassesevery

day,whileupperschoolstudentscandesigntheirownindependentstudies.

Collegesappreciateandvaluetheself-directionthatresultsfromaRoepereducationand

reportamuchhigherthanaveragesuccessrate.

Accordingly,alumshavetheconfidencetopursueawidevarietyofareasthataremost

fulfillingtothem.

DiscoverRoeper.


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V. GREATFACULTYANDSTAFF

V.CONTINUETOSUPPORTANDATTRACTGREATFACULTYANDSTAFF

Background

AtRoeper,thefacultyandstaffaretheheartoftheinstitution.Itistheirknowledgeandskills,

theirextraordinaryeffort,andtheirdecisionsandactionsinandaroundtheclassroomthat

ensuretheuniquelyhappyandeffectiveRoepereducationalexperienceforeverystudent.

WithoutthesegreatpeoplewhohavemadeRoeperanintegralpartoftheirlives,theschool

wouldnotbetheviableandthrivingeducationalinstitutionitistoday.Astheschoolmoves

forward,itmaybecomemoredifficulttoattractandretainthesamequalityoffacultyandstaff

unlesscertainissuesareaddressed.Theseissuesincludethelackofschoolwidepoliciesand

procedures,aninconsistentevaluationprocess,afailuretofullyuseprofessionaldevelopment

tostrengthentheschoolcommunity,andthelackofsalaryparitywithotherindependent

schools.

ThefirstconcernwasraisedduringRoepers2008ISACSSelf-Study.ThePersonnelCommittee

examinedthestateoftheRoeperStaffGuidebook(adocumentdescribingRoeperspoliciesand

procedures).Itlearnedthateachcampushasitsownguidebook,thatbothdocumentswerein

needofrevisionandthatbecauseofobsolescence,werenolongerbeingdistributedto

employees.Subsequently,theSchoolcreatedanewEmployeeHandbookandPolicyReference

guideincorporatingtheHRrelateditemswhichthatwasdistributedintheSpringof2011toall

employees.

ThesecondissuewasraisedbyfacultyandstafftotheAccreditationVisitingTeamduringits

2009visit.FormostcurrentRoeperemployees,thereislittle,ifany,writtendocumentationin

theirpermanentrecord.Accordingly,theVisitingTeamrecommendedthatRoeperfinalize

andimplementaconsistentprocessforprofessionalassessmentandreviewofallemployees,includinginterventionsforthoseatrisk(ReviewforConcern).Althoughallthreedivisionsare

movingtowardaformalandconsistentevaluationprocess,thereismuchtobedoneinorderto

fullyachievethisgoal.

ThethirdissuewasalsoraisedbytheVisitingTeam.Althoughwecontinuetosupportandfund

professionaldevelopment,thereisnoformalwayofeducatingemployeesaboutprofessional

developmentopportunitiesandhowthefundsareallocated.Manyemployeesfailtotake

advantageofopportunitiesbecausetheyarenotawareofthemanypotentialoptionsavailable.

Further,forthosewhodotakeadvantageofprofessionaldevelopment,thereisnosystemin

placetoencouragethesharingofknowledgethroughpeercross-training.

Thelastissueisbasedonsalarydataforlocal,regionalandnationalindependentschoolsand

therecommendationtotheBoardbytheCompensationandBenefitsCommitteeinMarch,

2011.(Attachment10.7)Duringtherecentrecession,theschoolwasforcedtotakeanumber

oftemporaryactionsrelatedtostaffing,salariesandbenefits.Althoughourretentionratefor

currentemployeesisgood,someapplicantswithdrawfromtheemploymentprocessbecauseof

thesalariesandthelackofretirementbenefits.


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Theissueofsalaryandbenefitparitymaybecomemoreurgentinthenearfuture.Becauseof

thepotentialhiringthatmightoccuroverthenext3years,itisimportanttobeabletorecruit

qualitystafftoreplaceretirees.Itisalsoimportanttoreviewthecurrentprocessforthe

movementofinternalcandidates,becauseitmayplacecurrentemployeesatadisadvantage

despitetheirRoeperteachingexperience.Basedonpotentialretirements,therecouldbeas

manyas14facultyandstaffretiringin2012-13,7in2013-14,and10in2014-15.(Attachment

10.3)Thisestimatedoesnottakeattritionintoconsideration.Withoutadditionalactionsrelated

tosalariesandbenefits,itmaybemoredifficulttofillopenpositionswiththesamecaliberof

employeeRoepercurrentlyhasinplace.

Basedontheseconcerns,thefollowingrecommendationsaremadeinordertoattractgreat

employeesandtomaintainandsupportourcurrentfacultyandstaff:


V.1 ThetwoseparateRoeperStaffGuidebooksshallbeupdatedandincorporatedintoone

livingdocumentreflectingcurrentpoliciesandprocedures.

Informemployeesandfullyimplementthecurrentpoliciesforeveryemployee. DistributeGuidebook,andannualupdatesasneeded,toeveryemployee.

V.2 Fullyimplementaconsistentprocessforprofessionalassessmentandreviewofall

employees,includinginterventionsforthoseatrisk(ReviewforConcern).

Educateemployeesandfullyimplementthecurrentassessmentprocessforeveryemployee.(SeePeriodicTeacherReviewdocument)

Continuetoimprove,reviewandstrengthenthePeriodicTeacherReviewandReviewforConcernprocesses.

V.3 Planandsupportfacultyinpursuitofprofessionaldevelopmentthatwillstrengthen

knowledgeofteachingthegiftedchild,relevantaspectofclassroominstructionandthedevelopmentofcurriculum.

Review,educateandarticulatehowtheprofessionaldevelopmentfundsaredistributedandtheresponsibilitiesoffacultyafterreceivingthem.

Leveragetheprofessionalskillsetsofstaffbyencouragingcross-trainingwheneverpossible.

V.4 Increasesalaryandbenefitsforfacultyandstaffcreatingparitywithotherindependent

schoolsandmakingtheschoolmoreattractivetopotentialnewhires.

Implementanon-goingreviewofsalarybandsandbenefitsforthenext3to5years. Implementaformalprogramtocommunicateandeducateemployeesaboutcurrent

salaryandbenefits.

Implementauniform(acrossalldivisions)andmoreconciseprocedureforhiringnewemployees.


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OutcomesandResults

1. TheStaffGuidebookisupdatedanddistributedtoallemployees. Allpoliciesarefullyimplemented. Annualupdatesoccurandaresharedwiththeentirecommunity. Everyemployeeiseducatedregardingcurrentpolicies.

2. TheDivisionHeadscreateadocumentthatclearlystatesthestandardsforbeingasuccessfulRoeperteacher.Acopyisgiventoeveryemployee.

3. EveryemployeereceivesacopyofandiseducatedaboutthePeriodicTeacherReviewProcess.

Everyemployeeknowswhenhe/sheistobeassessedandtheassessmentisheldinatimelyfashion.

Everyemployeehasameeting(s)heldtodiscusshis/herPeriodicTeacherReview. AwrittensummaryreportgeneratedbytheDivisionHeadsisplacedinthe

employeespersonnelfileinatimelyfashion.

Acopyofthewrittensummaryreportisgiventotheemployeeinatimelyfashion.

4. TheDivisionHeadsformallyreviewthepreviousyearsTeacherReviewandReviewforConcernprocesses.

TheDivisionHeadsprovideanyrequiredchangesorupdatestothePeriodicTeacherReviewand/orReviewforConcerndocumentstotheHumanResourcesAssociate.

TheDivisionHeadsand/ortheHumanResourcesAssociatecommunicatethechangesorupdatestoallemployees.

5. Alivingdocumentwillexplaintheprofessionaldevelopmentprocess. Thedocumentwillbedistributededucatingallmembersofthecommunityaboutthe

process.Updateswilloccurannually,orasneeded,andthesewillbesharedwiththeentirecommunity.

Howdecisionsaremade,astowhichprofessionaldevelopmentpossibilitiesarefunded,willbedefined.

AprocesswillbeestablishedastohowbesttheemployeewillsharewiththeDirector(s)andstaff;whatwaslearned,theeffectivenessandbenefits.

Consistentanddedicatedtime/opportunitywillbeprovidedtowork/sharewithpeers. Professionalskillsetsofstaffwillbeleveragedbyencouragingcross-trainingofstaff

wheneverpossible.

6. Ifenrollmentprojectionslooksustainable,alongtermplantocreatesalaryparitywithotherindependentschools,andrestorethe403(b)match,willdeterminethemost

appropriateplacetoraisesalaries.

7. Annualfinancialandbenefitseducationseminarswillbeavailableforfacultyandstaff.

8. EveryemployeewillbeeducateannuallyonRoeperspaybandsandhowtheyaredefined.


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9. Thecurrenthiringprocesswillbemodifiedtoincludecollaborativedecisionmakingwhileenablingdecisionmakingtobecompletedinatimelymanner.

10.Theprocessforconsideringinternalcandidatesforvacantpositionwillbeclearlydelineated.


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VI. IMPROVEFACILITIES________________________________________________

VI.IMPROVEFACILITIESBYADDRESSINGDEFERREDMAINTENANCENEEDSAND

MAJORIMPROVEMENTSTOTHEBIRMINGHAMCAMPUS.

Background

After the 1993 Strategic Plan, between 1994 and 2005, the School began to

methodically pursue its priority list of deferred maintenance items, from roofs,

mechanicalsystemsandinternetaccesstotheremodelingofsciencelaboratoriesand

theAchesonTheater.Inaddition,theSchooladdedover47,000SFoffacilitiesincluding

the StewardBuilding, SwimmingPools, and the Community Center all locatedonthe

Bloomfield Hills Campus. This work has continued to the present; witness the

tuckpointingoftheBirminghambuildingandopeningofthenewLowerSchoolLibraryin

early2012.

Althoughsignificantfacilitiesimprovementshavebeenachieved,theessentialfacilities

challenges are declining older infrastructure that faces significant and expensive

deferredmaintenancecombinedwiththeneedformoreand/orbetterspacesinwhich

tofacilitatethelifeoftheschoolinarapidlychangingenvironment.Consistentwiththe

Roeper Philosophy,Mission of the School, 21st Century Education Strategy, and the

Environmental Sustainability Policy, the overarching goal is through maintenance,

designstrategiesandbuildingtechnologiestohavefacilitiesthat:

Provideahealthyandcomfortableenvironmentforlearning; Conserveenergy,resources,andwater; Provideflexiblespacesthatfunctionasateachingtool; Incorporatetechnologytoenhanceeducation; Serveasacommunityresourceformeetingsandfunctions; Ensureeasymaintenanceandoperation;and Createasafeandasecureeducationalatmosphere.


VI.1 Incorporateenhancedtransparencyintotheselectionandprioritizationofmajor

maintenancemeasures,newconstructionandfacilityacquisitionsthroughpreparingandimplementing:

Aprotocolforcommunityinputintheselectionandprioritizationofmajormaintenancework,newconstructionandfacilityacquisitions;and

Acommunitycommunicationsplanpriortotheinitiationofmajorfacilitiesprojectsincludingfundraising.

VI.2Strivetoavoiddebtformajormaintenance,renovationsandnewfacilitiesby:


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Developingalong-termscheduleformajormaintenance,renovations andnewfacilitiesandincorporatingintotheschedulebenchmarksfor fundraising; Increasingtheendowmenttocovermajormaintenanceonexistingfacilities; Adoptingapolicytorequireendowmentforoperationandmaintenancecosts

fornewconstructionpriortoinitiationofconstruction; Seekinggrantsanddonationsformajormaintenance,renovations andnewfacilities;and Implementingsustainablefinanceactionsandinitiatives.

VI.3 Implement the three major deferred maintenance items at the Birmingham

Campus (roof, windows and finish tuckpointing) as funding permits, and, if

feasible,implementothersignificantmaintenanceitemsontheBirminghamand

Bloomfieldcampuses.

VI.4Preparefora75thAnniversaryCapitalCampaignincludingidentifyingthefacility

projectsandendowmentneedstobeincludedinthecampaign.Thepreparation

toinclude,amongotherthings:

Retainingaspecialistincreativemasterplanningforindependentschools; Performinganeedsanalysisforbothcampusesincludingcurrentspace

utilizationandspaceassessmentandanalternativesanalysis;

Reviewingandmodifying,asappropriate,thecurrentmasterplansforeachcampus;

ReviewingneedsforfieldspacefortheRoeperathleticprogram,thecurrentsystemforsecuringleasedspace,theoptionsandcostsforlongtermleasesor

thepurchaseoflandandconstructionofimprovementsforaRoeperoutdoor

athleticcampus,andremainingopentoenteringintolongtermleasesoracquiringlandforfieldspacefortheathleticprogramshouldcost-effectiveand

viablelandbecomeavailablepriortothe75thAnniversaryCapitalCampaign

Establishingfacilitiesprioritiesandfundingneedstobeincludedinthe75thAnniversaryCapitalCampaign.

OutcomesandResults

Theultimateoutcomeofthisthreeyearplanwillbe:

1.Improvementstoexistingfacilitiesandtheconstructionofnewfacilitiestoenhance21stCenturyEducation.

2. Enhancedopenness and transparency in the selection and prioritizationofmajorfacilities projects resulting in building community support for the projects and

enhancedparticipationinanynecessarycapitalcampaign.


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3. Majordeferredmaintenanceitemswillbeaddressedandthegroundworkforfutureimprovementswillbelaid.

4. The sustainability of the school and its principal facilities is enhanced bysystematicallyaddressingtheneedsforfundingandendowmentofoperationand

maintenancecostsofcurrentandfuturefacilities.


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VII. OURFINANCIALMODEL

VII.CONTINUETOSTRENGTHENOURFINANCIALMODEL

Background

Alongwithourphilosophy,thefinancialmodeloftheschoolisoneofthefoundational

elementsofourlongtermstrategyandhowtheschooloperatesday-to-day.Itenables

everythingwevalueandrecognizeasimportantfromkeepingtuitionaffordableto

maintainingarich,evolvingandcustomizedcurriculumandsetofoutsidetheclassroom

learningopportunities,toprovidingincome,healthandretirementsecuritytoourfaculty

andstaff.

Theoperatingbudgetoftheschoolisprimarilydrivenbythetuitionreceivedeachyear.

Inthelasttenyears,Roeperhasbeenabletoeliminatepreviouscapitaldeficitsandincrease

workingcapitalanddebtservicereserves.However,theschoolhasalsoseenincreased

stressontheannualbudgetsduetotherecenteconomicdownturninthelocalSoutheast

Michiganeconomy.Asaresult,ithasbeennecessarytodecreasefundingforimperative

itemssuchasdeferredmaintenance,salaryincreasesandbenefitsmatchprogramsforstaff

andadministrationandotherimportantexpenses.

Aswelookforwardattheefforttosupportthegoalsofthestrategicplan,thissectionofthe

planseekstobalancetheobjectivesofhowtoattainincreased,andmorebalancedfunding

sources,withtheneedtoalsosupporttheimperativesofreplacingagingfacilitiesand

improvingthecompensationofthefacultyandstaff.

ThefollowingactionsandinitiativesarenecessarytoinsurethatRoeperhasthefundsand

sourcesoffundingtosupportandsustaintheschooloverthenextseveralyears.ActionsandInitiatives

VII.1Determinetheoptimumsizeoftheschool,withaspecificfocusonincreasing

retentionrates.Enrollment,withanemphasisonretentionrates,isandshould

remainakeyfocusfortheschool.

VII.2Utilizetheupcoming75 thanniversaryoftheschoolasanopportunitytoinitiateacapitalcampaignthatwilltargetinvestmentinthestrategicobjectivesasprioritized

bytheschoolandBoardofTrustees.Theseprioritiesmayincludefacilities,

endowment,increasingstaffandfacultybenefits,etc.

VII.3DecreasetherelianceontuitionbyincreasingtheEndowmentthroughspecifictargetedinitiatives.

VII.4IncreasetheAnnualFundwithspecificdollarandparticipationgoalsthatare

madepublicandtrackedthroughouttheyear.Thisincludessettinggoalsfor

constituencygroups(suchasalumni,students,parents,etc.).


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VII.5Developastaffingmodeltosupportstrategicresourcingdecisionsandto

enhancechoice.Thiswouldincludereviewofstudent/teacherratiosand

student/administrationratios.

VII.6Implementanorganizationalspendingassessment.

VII.7Investigateotherpossiblesourcesoffundingoptions.

OutcomesandResults

8. Conductanindepthlookatthefactorsthatarelimitingenrollment,aswellaslookingatfactorsthatcouldincreaseenrollment.Measurementofretentionrates,withspecific

goalsforincreasingtherateofretentionshouldbeimplemented.

9. Conductanassessmentofcapitalcampaignneedsanddevelopastrategyin2012thatwillallowtheschooltotakeadvantageofthisopportunity.

10.Developspecifictargetstoincreasetheendowmentoftheschoolinthenextthreeyearswithnewcontributionstotalingatleast$450,000.

11. IncreasedAnnualFundtargetsshouldbedeterminedwithincreasesofanappropriateleveloverthenextthreeyears.Thegoalsshouldincreaseinbothdollargivingandalso

inparticipationforallconstituencies.

12.Thestaffingmodelandimplementationareownedbytheadministration.Allfinancialmodelingshouldcoverathreeyearperiod(rollingforward).

13.Theorganizationalspendingassessmentshouldincludemetricstoensure

performance.

14.Otherpossiblefundingsourcesmayincludeareassuchasincreasedsummeropportunitiesforclasses,otherschoolprograms,etc.