district strategic plan · 2019-05-28 · strategic planning team: in april 2016, a group of...

HANCOCK COUNTY

SCHOOL DISTRICT

STRATEGIC PLAN

FY2018

The Hancock County Board of Eduation is committeed to developing a comprehensive

strategic plan that is a living document, constantly evolving to meet the 21st Century needs

of its learners, educators, and community.

Hancock County Board of Education

11311 Highway 15 N Sparta, Georgia 31087

PHONE No. (706) 444-5775

FAX No. (706) 444-7026

Website: http:/www.hancock.k12.ga.us

TABLE OF CONTENTS

Table of Contents

Stakeholder Participation in the Strategic Planning Process ____________________________________ 1

Executive Summary ____________________________________________________________________________________ 3

Mission, Vision, & Goals _______________________________________________________________________________ 6

Core Beliefs & District Priorities _____________________________________________________________________ 7

Current State of the District___________________________________________________________________________ 8

Snapshot of Student Enrollment _______________________________________________________________________ 16

Overarching Goals and Performance Objectives ______________________________________________________ 17

Overarching Goal Initiatives- Continued ___________________________________________________________ 23

Strategic Planning Team Contributors _____________________________________________________________ 24

Contact Information: __________________________________________________________________________________ 25

FY18 HCBOE STRATEGIC PLAN

Page 1

Stakeholder Participation in the Strategic Planning Process

THE NEED FOR DEVELOPING A NEW STRATEGIC PLAN

As the 2015 school year came to an end, the Hancock County Board of Education identified an overwhelming need to adjust the direction it was taking to reach the pinnacle of student achievement necessary to make the Hancock County School District stand out among quality school districts throughout the state of Georgia. Student enrollment was steadily declining and staff turnover was at an all-time high. To help strategically move the district from its state of unrest and downward decline, the Hancock County Board of Education sought to develop a new, 5-year strategic plan to outline a path for taking the Hancock County School District to new heights of success in student achievement, teacher quality, community satisfaction, and positive, parental engagement. We hope to accomplish this goal in three Phases. Each phase is described below:

PHASE I

COMMUNITY ENGAGEMENT: In October 2014, stakeholders representing each district located within the LEA and a representative representing the county were invited to take place in the revision of the district’s vision, mission, and beliefs. STRATEGIC PLANNING TEAM: In April 2016, a group of approximately 36 individuals representing all stakeholder groups from each school within the LEA, central office, parents, local businesses, and other community representatives were assembled to answer the questions: “Who are we?”, “Where are we now?”, and “Where do we want to go?” Specific outcomes included the development of a mission, vision, and beliefs for the district, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis, and the identification of four priority areas for the strategic improvement plan.

PHASE II DRAFTING: After meeting with representatives from all stakeholder groups to discuss the weaknesses identified in the district and the areas for improvement, the Superintendent of Schools met with the Leadership Team to draft an outline of the district’s Strategic Plan. ADDITIONAL INPUT: Once Draft 1 of Hancock County Schools’ Strategic Plan was developed, and the overarching goals and objectives identified, the Strategic Planning Team was provided an opportunity to review DRAFT 1 and identify strategies for reaching the identified goals/objectives. BOE ADOPTION: With the update of the given draft, the 2017 District Strategic Plan was presented to the Hancock County Board of Education for adoption prior to June 30, 2016.


Page 2

PHASE III

ALIGNMENT: Once the Board of Education had adopted the 2017 Strategic Plan, the goals and objectives of the Strategic Plan were cascaded through all schools and departments within the Hancock County School District. After discussion and review in monthly Leadership Team Meetings, specific initiatives and action steps necessary to execute the district Strategic plan were designed and added as appropriate to the 2017 Strategic Plan. The initiatives and action steps outlined in the Strategic Plan were also considered during the annual revision of each school’s School Improvement Plan, the development of the district’s Comprehensive Needs Assessment, the development of the District Improvement Plan, the Superintendent and Principal’s evaluations, and school and district budgets. COMMITMENT TO ONGOING REVIEW/UPDATES: In keeping with the school district’s goals and vision, there will be a consistent focus on systemic processes and goals to improve the district, with monthly reports at each regular Board of Education Meeting. When needed, a task force will be created to further explore suggested system/school level strategies and initiatives.


Page 3

Executive Summary

With the Georgia Department of Education’s push to reform educational efforts throughout

the state of Georgia and the recent reauthorization of the No Child Left Behind Act of 2001,

the Hancock County Board of Education found this as the opportune time to re-evaluate its

goals and initiatives with the development of a new strategic plan.

Under the direction of the Superintendent of Schools, the Hancock County Board of

Education (HCBOE) embarked on a journey to design a comprehensive plan for district

level and school level improvement by engaging all stakeholder groups. By ensuring that all

stakeholders had an opportunity to provide input, the HCBOE endeavored to create a sense

of widespread ownership and support for the school district and community. The highlights

of this process included:

• Requesting the assistance of the Georgia Department of Education’s School

Improvement Division and the local Oconee RESA to guide and support the district

in drafting a new strategic plan that identified the strengths, weaknesses, and goals

of the district.

• Drafting representatives from all stakeholder groups to serve as volunteers in the

strategic improvement planning process.

• Hosting multiple work sessions with representatives from all stakeholder groups to

analyze the strengths, weaknesses, opportunities, and threats of the school district

and assist in defining the mission, vision, beliefs, goals, and elements of the strategic

improvement plan.

• Relying on a facilitated process to work with the administrators, directors, and

coordinators within the district and community on developing initiatives and

identifying action steps to implement the Strategic Plan.

Under the guidance and facilitation of Dr. Charles R. Culver, the Hancock County School

District is determined to reach new heights and involve its community to the fullest

extent possible with real-time accountability in a transparent fashion.


Page 4

Hancock County School District’s strategic improvement planning process was developed

based on the refined school improvement model developed by the Georgia Department of

Education’s District and School Effectiveness Division.

This process of school and district effectiveness requires continuous repetition of the

following cycle: Assessment, Planning, Implementation, and Monitoring. Considering the

cyclical process identified by the Division of School Improvement, the Hancock County

Board of Education’s Strategic Planning Team also felt it important to ensure that the 2017-

2022 Strategic Plan align with the foundation on which the Georgia Department of

Education developed its most recent State Strategic Plan. As a result, the Strategic Planning

Team sought to develop its plan on the following tenets:

a. High Quality Service and Support

b. Technology Integration

c. Fiscal Responsibility and Effectiveness

d. Collaboration, Cooperation, and Communication


Page 5

By strengthening its current practices in each area, the Hancock County School District’s

Strategic Planning Team felt confident that its newly developed plan would address its

weaknesses and threats.


Page 6

Mission, Vision, & Goals

VISION

The Hancock County School District is committed to providing each student with a well-

rounded educational program leading to college entrance and/or career pathways which

will foster economic independence and social responsibility in the twenty-first century. In

addition to this, the district is committed to a partnership among staff, parents and

community stakeholders who pledge to prepare students to become responsible citizens

and productive members of the communities in which they live.

MISSION

To create a learning community that will prepare students to be respectful contributing and

responsible citizens in a multi-cultural and ever-advancing technological society.

GOALS

1. To ensure high levels of performance to increase achievement, wellness, health and

safety of all students in Hancock County.

2. To ensure fiscal responsibility and resource stewardship.

3. To promote partnerships that will increase parents, families and stakeholders’

involvement toward the development of lifelong learners.

4. To establish an environment that encourages collaboration and shared decision

making involving administrators, teachers, support staff, parents and community

members.

5. To recruit and retain highly qualified staff in the Hancock County School District.

6. To maximize organizational effectiveness.


Page 7

Core Beliefs & District Priorities

CORE BELIEFS We, the Hancock County School District, believe that:

• All students have the potential to learn and excel. • Teacher and leader quality have the single greatest impact on student achievement

and district success. • The most important thing a teacher can do is teach students HOW to learn. • Parents and the community play an integral role in creating a well-rounded,

informed, productive citizen. DISTRICT PRIORITIES

• To ensure high levels of performance resulting in increased achievement, wellness, health, and safety for all students attending Hancock County Schools

• To ensure fiscal responsibility and resource stewardship • To promote partnerships that will increase the involvement of all stakeholder

groups, including parents and families, to develop lifelong learners. • To establish an environment that encourages collaboration and shared decision-

making among administrators, teachers, support staff, parents, and community members.

• To recruit and retain highly qualified teachers, leaders, and staff in the Hancock County School District.

• To maximize organizational effectiveness.


Page 8

Current State of the District To evaluate where we are as a district and where we need to go, the Hancock County School

District’s leadership team first sought to analyze current performance data before

determining the root cause of identified weaknesses. From this information, the Strategic

Planning Committee was charged with the task of establishing SMART goals, identifying

appropriate actions, and monitoring or adjusting the plan of action as necessary to reach

the level of success expected.


Page 9

Academic Performance

During the 2014-2015 school term, M. E. Lewis Elementary School made significant

improvements in reading/ELA by implementing a prescribed, research-based reading

program that focused on implementing the seven components of reading with

fidelity. Despite this improvement, M.E. Lewis continued to lag in performance in the areas of mathematics, science, and social studies.

A review of the College & Career Readiness Performance Index (CCRPI) scores over the last

four years show little improvement when compared with the average performance of other elementary schools throughout the state of Georgia. The CCRPI scores were:

School Year

MEL CCRPI Score

GA Avg. CCRPI Score

Achievement Points

Progress Points

Achievement Gap Points

Challenge Points

Star Climate Rating

2011-2012 45.4 74.5 28.9 13.5 3 0 N/A

2012-2013 45.8 77.8 28.9 10.9 5 1 N/A

2013-2014 66.4 72.7 36.6 18.8 11 0 3 stars

2014-2015 54.4 76 15 32.2 6.7 0.5 1 star

2015-2016

2016-2017

63.2

49.2

71.7 21.6

20

36.6

25.9

5

3.3

0

0

1 star

N/A

Performance on the state mandated assessments also revealed that M.E. Lewis Elementary

School had the following academic performance over the past four years:

School Year

ELA Reading Mathematics Science Social Studies

5th Grade Writing

2011-2012 69% 73.0% 50.8% 47.5% 51.7% 64.6%

2012-2013 62.6% 72.6% 55.1% 40.7% 43.7% 48.8%

2013-2014 68.8% 83.5% 64.0% 60.8% 59.3% 70.7%

2014-2015 25.5% N/A 32.9% 28.2% 28.1% N/A

2015-2016

2016-2017

34.0

29.4%

N/A

N/A

37.0%

31.5%

35.3%

43.4%

40.3%

36.7%

N/A

N/A

The percentages provided in the charts above indicates the percentage of all test takers

meeting or exceeding proficiency on the given state-mandated Standardized Assessment. It

is important to note the scores for the 2011-2012, 2012-2013, and 2013-2014 school terms

assessed student proficiency on multiple choice Criterion Referenced Competency Tests

(CRCT) while the 2014-2015 administration reflects student performance on the Georgia

Milestones Assessment.

M.E. Lewis Elementary School's improved CCRPI score between the FY13 and FY14 has

been credited to the implementation of the following strategies:


Page 10

• assignment of two instructional specialists to assist teachers in developing

performance-based lessons that appealed to the weaknesses and strengths of all

students;

• use of class size reduction teachers in Kindergarten and 4th/5th grade ELA/reading

courses;

• greater emphasis on phonemic awareness, phonics, comprehension, and narrative

writing;

• mandatory teacher participation in weekly professional learning communities;

• and the adoption of a school culture of high expectations for all learners as outlined

in Franklin Covey's the Leader in Me whole school transformation process. Covey

outlines the 7 habits of highly effective people in The Leader in Me, a practice that became mainstream for the students, teachers, and parents of M. E. Lewis.

Hancock Central Middle School (HCMS) was designated as a Focus School for the 2015-

2016 school year. This designation resulted from the school's inability to successfully close

the achievement gap between its highest achieving subgroup and its lowest achieving

subgroup over the last three school terms. As a result, teachers, parents, and other

stakeholder groups worked together to develop and implement a Flexible Learning Plan (FLP) to address student weaknesses in mathematics.

A review of the trend performance on the College & Career Readiness Performance Index

(CCRPI) for Hancock Central Middle School revealed:

School Year

CCRPI Score

Achievement Points

Progress Points


Challenge Points

School Climate Rating

2011-2012 59.9 36.1 14.8 8 1 N/A

2012-2013 52.9 35.4 14.5 3 0 N/A

2013-2014 57.3 35.9 18.4 3 0 5 stars

2014-2015 62.5 16.9 38.9 6.7 0 2 stars

2015-2016

2016-2017

63.7

54.8

22.1

21.3

34.9

30.2

6.7

3.3

0

0

3 stars

N/A

Performance on the state mandated assessments also revealed that Hancock Central Middle

had the following academic performance over the past four years:

School Year ELA Reading Mathematics Science Social Studies

2011-2012 88% 90.2% 68% 50.2% 39.7%

2012-2013 81.2% 87.4% 63.2% 50.4% 48.9%

2013-2014 75.4% 84.4% 56.4% 55.9% 61.2%

2014-2015 35.2% N/A 31.1% 32.4% 31.6%

2015-2016

2016-2017

42.5%

40.4%

N/A

N/A

32.4%

31.4%

32%

25.9%

41.4%

43.9%


Page 11




assessed student proficiency on multiple choice Criterion Referenced Competency Tests

(CRCT) while the 2014-2015 administration reflects student performance on the Georgia

Milestones Assessment.

At the start of the 2015-2016 school term, Hancock Central High School (HCHS) ranked

in the lowest 5% of all Title I schools in the state of Georgia in content mastery of category

performance in all core subject areas based upon the average CCRPI data for over a 3-year

period. As such, the Georgia Department of Education designated HCHS as a Priority School

for the 2105-2016 school year. After reviewing the achievement data, specifically for the

2014-2015 school year, it was noted that HCHS students did not meet proficiency in any of

the End of Course Test (EOCT) areas. After consulting with administrators, teachers,

parents, and students, the HCHS faculty and staff agreed that a Flexible Learning Plan (FLP)

should be developed to address students' individual needs in mathematics due to the low

percentage of students meeting proficiency on the Georgia Standards of Excellence. It was

also decided that the remaining content areas would be addressed in subsequent years. As

required by federal regulations, a FLP was developed and implemented beginning in

January 2016 to address the areas of weakness identified for focus. The program ran into

the summer, although student participation was limited.

Hancock Central High School's College & Career Readiness Performance Index (CCRPI) scores were:

School Year

CCRPI Score

Achievement Points

Progress Points


Challenge Points

School Climate Rating

2011-2012 49.6 36.9 11.6 0 1.1 N/A

2012-2013 65.9 38 13.9 12.5 1.5 N/A

2013-2014 63.2 38.2 15.2 8.7 1.1 3 stars

2014-2015 64.3 26.6 30.6 5.8 1.3 1 star

2015-2016

2016-2017

51

61.7

22.6

23.9

23.1

31.7

4.2

5

1.1

1.1

3 stars

N/A

The academic content areas in order of greatest concern are: 1. Coordinate Algebra/ Math I 2. Analytic Geometry/ Mathematics II 3. Biology 4. US History 5. Economics 6. Physical Science


Page 12

7. Ninth Grade Literature 8. American Literature

School Year 9th Grade Literat

ure

American Literature

Coordinate Algebra

Analytic Geometry

Physical Science

Biology US History

Economics

2011-2012 74.0% 73.9% 28.0% 14.9% 65.1% 51.8% 31.1% 60.5%

2012-2013 74.3% 80.8% 6.8% 56.8% 70.5% 51.9% 19.0% 66.1%

2013-2014 72.7% 80% 5.2% 13.2% 68.4% 40.8% 45.5% 62.8%

2014-2015

2015-2016

2016-2017

39.8%

33.8%

57.9%

33.1%

18.7%

30.9%

35.4%

16%

24.8%

22.8%

18.4%

13.7%

31%

20.5%

41.0%

18.8%

20.4%

26.3%

N/A

6.6%

11.2%

36.4%

23.2%

12.0%




assessed student proficiency on multiple choice End-of-Course tests while the 2014-2015

administration reflects student performance on the Georgia Milestones Assessment.

It is important to note that the state of Georgia transitioned from its traditional

standardized assessment system to the Georgia Milestones Assessment System during the

2014-2015 school year.

Because this is not the same standardized assessment traditionally used throughout the

state of Georgia over the last three decades with the Criterion Referenced Competency Test

(CRCT) or the Iowa Test of Basic Skills (ITBS), the Georgia Department of Education

provided parents, educators, and other stakeholders with this detailed information

regarding how the new assessment system differed from the traditional assessments used.

The Georgia Milestones Assessment System is a comprehensive summative assessment

program spanning grades 3 through 12. The new Georgia Milestones Assessment System

was created to measure how well students learned the knowledge and skills outlined in the

state-adopted content standards in language arts, mathematics, science, and social

studies. Students in grades 3 through 8 are required to complete an end-of-grade

assessment in each content area, while high school students take an end-of-course

assessment for each of the ten courses designated by the State Board of Education. Among

the most prominent features of the GA Milestones Assessment are:

• open-ended (constructed-response) items in language arts and mathematics (all grades and courses);


Page 13

• a writing component (in response to passages read by students) at every grade level and course within the language arts assessment;

• norm-referenced items in all content areas and courses, to complement the criterion-referenced information and to provide a national comparison; and

• a transition to online administration over time, with online administration considered the primary mode of administration and paper-pencil as back-up until the transition is complete.

Considering the new assessment system, many students, parents, and school districts found

themselves in an uproar over student performance results and did not understand how the

assessment’s achievement levels corresponded to that of former standardized assessments.

The Georgia Milestones reports student achievement in four levels – Distinguished Learner,

Proficient Learner, Developing Learner, and Beginning Learner.

• Beginning Learners: These students do not yet demonstrate proficiency in the

knowledge and skills necessary at this course of learning, as specified in Georgia’s

content standards. The students need substantial academic support to be prepared

for the next grade level or course and to be on track for college and career readiness.

• Developing Learners: These students demonstrate partial proficiency in the

knowledge and skills necessary at this course of learning, as specified by Georgia’s

content standards. The students need additional academic support to ensure

success in the next grade level or course and to be on track for college and career

readiness.

• Proficient Learners: These students demonstrate proficiency in the knowledge

and skills necessary at this course of learning, as specified in Georgia’s content

standards. The students are prepared for the next grade level or course and are on

track for college and career readiness.

• Distinguished Learners: These students demonstrate advanced proficiency in the

knowledge and skills necessary at this course of learning, as specified in Georgia’s

content standards. The students are well prepared for the next grade level or course

and are prepared for college and career readiness.

Now that we have examined student performance data over the last four school years, we should consider a few other factors which directly impact student achievement, including teacher quality, teacher attendance, teacher assignments in areas in which he/she is considered Highly Qualified, the rate at which teachers are retained in the Hancock County School District, as well as the overall graduation rate of students.


Page 14

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Hancock County

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Hancock Central Middle

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M.E. Lewis Elementary

School

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Page 15

The Hancock County School District receives an annual report of student achievement of graduates on the ACT over time and indication of the extent to which those graduates are prepared for college-level work. The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for success in first


Page 16

Snapshot of Student Enrollment

Georgia’s Longitudinal Data System (LDS) is used by teachers, administrators, parents, and

students to access the data they need to personalize the instructional education provided to

students, enabling Hancock County’s students to learn at their own pace and in the learning

style that results in the most success for the student. Georgia’s LDS system has been used

more than 50,000,000 times and dramatically improves the ability of teachers to meet

students where they are.

Refer to the following chart for student enrollment trends for Hancock County Schools

which provides a snapshot of the enrollment data for Hancock County Schools over the

course of the last six school terms.

• Enrollment: Displays the school level enrollment of students in raw numbers as

reported by each school in the LEA.

ENROLLMENT TRENDS

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

PK 81 78 76 60 55 76 63

MEL 487 479 450 406 409 405 438

HCMS 269 236 227 229 221 205 225

HCHS 375 355 338 301 277 299 283

TOTALS 1212 1148 1091 996 962 985 1009


Page 17

Overarching Goals and Performance Objectives GOAL AREA 1: STUDENT ACHIEVEMENT

DISTRICT GOALS OVERARCHING GOALS

GOAL 1: IMPROVE ACADEMIC

ACHIEVEMENT

The Hancock County School District will improve academic achievement in all core content areas by implementing effective interventions, employing research-based content specific strategies, and enforcing the 6 + 1 writing technique across the curriculum.

GOAL 2: INCREASE

TECHNOLOGY

The Hancock County School District will use current and emerging technology resources to improve instruction and communication, assess student learning, and support the academic achievement of its scholars.

GOAL 3: RETENTION OF

EFFECTIVE TEACHERS &

LEADERS

The Hancock County School District will provide on-going, imbedded professional learning to attract and retain highly effective teachers and leaders.

GOAL 4: MAXIMIZE

ORGANIZATIONAL EFFECTIVENESS

The Hancock County School District will work to maximize organizational effectiveness by developing and implementing procedures and policies that promote a positive, productive work environment.

Performance Objectives:

I. STRATEGIC GOAL I: IMPROVE ACADEMIC ACHIEVEMENT

The Hancock County School District will improve academic achievement in

all core content areas by implementing effective interventions, employing

research based content specific strategies, and enforcing the 6 + 1 writing

technique across the curriculum.

o Performance Standard 1.1: Students in grades 3-12 will demonstrate a 3%

annual increase in the percent of students meeting or exceeding proficiency

in all content areas on the Georgia Milestones Assessment System.

o Performance Standard 1.2: The Hancock County School District will increase

the percent of graduates deemed college and/or career ready upon

graduation by 3% annually.


Page 18

o Performance Standard 1.3: The Hancock County School District will

implement an effective Response to Intervention plan to support students at

risk of academic failure.

o Performance Standard 1.4: The Hancock County School District will

implement the 6 +1 writing technique across the curriculum to increase

writing proficiency.

o Performance Standard 1.5: The Hancock County School District will reduce

the gaps in student achievement among students with disabilities and regular

education students by 3% each year.

II. STRATEGIC GOAL II: INCREASE TECHNOLOGY

The Hancock County School District will use current and emerging

technology resources to improve instruction and communication, assess

student learning, and support the academic achievement of its scholars.

o Performance Standard 2.1: The Hancock County School District will integrate

technology into the K-12 curriculum to improve student achievement and

increase student familiarity with computers.


student access to computers by increasing the number of computer labs

available in each school.


the number of technology devices available for student use to ensure that

100% of students are able to complete the Georgia Milestones Assessment

via computer, Chromebook, or iPad.


the percent of students with access to internet both at school and at home.

III. STRATEGIC GOAL III: RETENTION OF EFFFECTIVE TEACHERS & LEADERS

The Hancock County School District will provide on-going, imbedded

professional learning to attract and retain highly effective teachers and

leaders.


Page 19

o Performance Goal 3.1: A minimum of 95% of teachers and leaders (at both

the school and district level) will identify two professional learning goals for

individual growth each year.

o Performance Goal 3.2: 100% of teachers and leaders employed by the

Hancock County School District will be evaluated on an annual basis using

the Teacher Keys Evaluation System (TKES) and/or Leader Keys Evaluation

System (LKES).

o Performance Goal 3.3: The Hancock County School District will provide

opportunities for imbedded professional learning based on individual PL

needs.

IV. STRATEGIC IV: MAXIMIZE ORGANIZATIONAL EFFECTIVENESS

The Hancock County School District will work to maximize organizational

effectiveness by developing and implementing procedures and policies that

promote a positive, productive work environment.

o Performance Goal 4.1: The Hancock County School District will develop

policies for the effective management of operational systems within the

LEA.

o Performance Goal 4.2: The Hancock County School District will establish

policies and procedures that ensure effective administration of the

district and its schools.

o Performance Goal 4.3: The Hancock County School District will maintain

facilities, services, and equipment to ensure a safe, clean, and healthy

environment for all students and staff.


Page 20

District Scoreboard

GOAL AREA 1: Student Achievement FY15 FY16 FY17 FY18 FY19

PM1. % of students in grades 3-8 meeting or exceeding proficiency on End of Grade GA Milestones Assessment (Levels 2-4)

PM1a. ELA 30.4 38.3 34.9

PM1b. Mathematics 32 34.7 31.5

PM1c. Science 30.3 33.7 34.7

PM1d. Social Studies 29.9 40.9 40.3

PM2. % of students in grades 9-12 meeting or exceeding proficiency on End-of-Course GA Milestones Assessment (Levels 2-4)

PM2a. 9th Grade Literature 39.8 33.8 57.9

PM2b. 11th Grade American Literature 33.1 18.7 30.9

PM2c. Coordinate Algebra 35.4 16 24.8

PM2d. Analytical Geometry 22.8 18.4 13.7

PM2e. Biology 18.8 20.4 26.3

PM2f. Physical Science 31 20.5 41

PM2g. U.S. History N/A 6.6 11.2

PM2h. Economics 36.4 23.2 12

PM3. Graduation rate

PM3a. 4-year Cohort Graduation Rate 91% 90.1% 95.2%

PM3b. 5-year Cohort Graduation Rate

PM4. No. of Advanced Placement Courses Offered

0 0 0

PM5. No. of College Preparatory Diplomas Awarded

79 (47)

PM6. No. of Students Passing EOPA 4 of 23 2 of 17 0 of 9

GOAL AREA 1: Student Achievement FY15 FY16 FY17 FY18 FY19

PM7. Student Performance on National Assessments

PM7a. Avg. Student Score on PSAT

PM7b. Avg. Student Score on SAT 1097 832


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PM7c. Avg. Student Score on ACT 16.2

PM8. College and/or Career Readiness

PM8a. Number of Pathways offered by HCSD 4 1.Construction

2.Business Ed.

3. JROTC

4. Agriculture

4 1.Construction

2.Business Ed.

3. JROTC

4.Agriculture

4 1. Agriculture

2. JROTC

3. Business

4. Food & Nutrition

8 1. JROTC

2. Food & Nutrition

3. Business Ed.

4. Computer Science

5. Nursing Aid

6. Cosmetology

7. Welding

8. Criminal Justice

PM8b. Number of students passing COMPASS/ ACCUPLACER

0 0 21 50

PM8c. Percent of students with complete transition plans (Graduation Plans)

0% 97% 97%

PM8d Number of students participating in Dual Enrollment

0 0 19 37

GOAL AREA 2: Technology FY15 FY16 FY17 FY18 FY19

PM9 Increase student access to technology.

PM9a. Number of operable computer labs at each school.

1

1

1

1 3

2

3+ 2 (MEL)

2 +4 M (HCMS)

6 + 4 Mobile (HCHS)

PM9b. Number of science labs in operation at each school.

0 1

PM9c. Percentage of students completing GA Milestones via computer or iPad.

0% 40% 99% 100% (with exception of

Homebound)

PM9d. Percentage of students with access to internet at home.

40% 40% 40% Survey needs to be completed.

PM9e. Hancock County BOE’s broadband width. 3 MG 100 MG

350 MGs

350 MGS


Page 22

GOAL AREA 3: Organizational Effectiveness FY15

FY16

FY17

FY18

FY19

FY20

FY21

PM10 Increase organizational effectiveness within LEA.

PM10a. Process for annual review of all BOE policies and procedures has been developed.

N N Y Y

PM10b. Number of teacher vacancies within LEA 2 2 4

PM10c. Number of leader vacancies within LEA 0 0 0

PM10d. Number of HCBOE policies available via website All All

PM10e. A minimum of 4 safety drills have been conducted at each school.

N Y

PM10f. Emergency Preparedness Plan has been developed, updated, and shared.

N N N


Page 23

Overarching Goal Initiatives- Continued

GOAL AREA 4: Teacher/Leader Effectiveness FY15

FY16

FY17

FY18

FY19

FY20

FY21

PM11. Improve Teacher Quality

PM11a. Effective Mentor/Mentee program implemented.

PM11b. Number of GaTAPP teachers employed annually.

PM11c. Number of sign-on bonuses offered to teachers in hard-to-staff content areas.

0 0 0 0

PM11d. Implement a summer leadership academy, providing training related to requested PL.

N N N N

PM11e. Number of teachers participating in job-embedded professional learning.

PM11f. District Professional Learning calendar developed.

N Y N Y

PM11g. Percentage of teachers deemed highly qualified/ possessing professional qualifications.

PM12 Improve Leader Quality

PM12a. Leadership academy for in-house lead teachers demonstrating the potential for effective leadership has been developed.

N N

PM12b. District retention rate for all staff.


Page 24

Strategic Planning Team Contributors

The following individuals participated in the FY17 and FY18 Strategic Planning Process:

Name of Committee Participant Role/Organization

1. Bell, Glashandrian District 4- Hancock County Board of Education

2. Bell, Patricia Community- Retired Educator

3. Beckom-Brown, Sharon ELA Teacher- Hancock Central High School

4. Culver, Charles R., Ed.D. Superintendent of Schools, Hancock County BOE

5. Davis, LaTonja Former Inclusion Teacher- Hancock Central Middle

6. Evans, Faith Student Representative- Hancock Central High

7. Gilchrist, Anthony District 1- Hancock County Board of Education

8. Graney, Patrick Physical Ed. Teacher- M. E. Lewis Elementary

9. Gray, Randie University of Georgia- 4-H Instructor

10. Harper, Alma Asst. Principal, M.E. Lewis Elementary School

11. Harper, Elmer Director of Maintenance/Transportation-HCBOE

12. Harris, Adrienne Former Director of SPED, HCBOE FY17

13. Hart, Norman III. Principal- M.E. Lewis Elementary School

14. Horton, Shonquita Inclusion Teacher, Hancock Central Middle School

15. Hosley, Dennis Community Member

16. Hunt, Helen Small Business Owner- H & H Tutorial Services

17. Ingram, Adrick Local Business Owner & Elected Official

18. Ingram, Annie S. Chairperson- Hancock County Board of Education

19. Ingram, Linton Director of Nutrition- Hancock County BOE

20. Jones, Matthias Director of Finance- Hancock County BOE

21. Jones, Zelda Instructional Specialist- Hancock Central High

22. Leslie, Awanna V.L., Ed.D. Principal, Hancock Central High School

23. Luck, Phillip School Improvement Program Manager- GaDOE

24. McCrary, Roshiba Business Education Teacher- Hancock Central High

25. Morris, Nikki Parent

26. Kendricks, Mondrecus Student Representative, Hancock Central High

27. Kennedy, Sr. Sherrod Community Group- Sons of Allen

28. Nelson, Terry Director of Curriculum & Testing, HCBOE

29. Poole, Monica Science Teacher- Hancock Central High School

30. Posley, Catina Parent

31. Posley, Semeiko Community/Parent Involvement Liaison, HCBOE

32. Primus, Angela Director of Early Headstart/Headstart/ Pre-K

33. Ransom, Denise District 2- Hancock County BOE Member

34. Raju, Kalperna Former School Improvement Specialist- GaDOE

35. Reid, Terrell Site Coordinator- Communities in Schools


Page 25

Name of Committee Participant Role/Organization

36. Taylor, Kenneth Jr. Parent

37. Walker, Audrey Paraprofessional- M.E. Lewis Elementary School

38. Walker, Gloridine Director of Student Services- Hancock County BOE

39. Warren, Ernest Director of Technology, HCBOE

40. Watkins, Henry District 3- Hancock County BOE Member

41. Webb, Anthony Principal- Hancock Central Middle School

42. Williams, TeQuilla Business Partner- Funtology

43. Willis, Mayreather District Literacy & RTI Specialist

44. Wilson, Miranda Director of Federal Programs- Hancock County BOE

45. Woods, Davina Special Education Director, HCBOE

Contact Information:


11311 Highway 15 N Sparta, Georgia 31087

Telephone: (706) 444-5775

Fax: (706) 444-7026

Website: http:/www.hancock.k12.ga.us


Page 1

2017-2018


District Strategic Plan Task List


Page 2

AdvancED Performance Standards

Continuous improvement, resulting in success for all learners, is the goal of every institution. While the Improvement Journey for each institution may look different, measures of quality for learning and instruction are ever present. The AdvancED Performance Standards support this cornerstone by providing a set of evaluative criteria that lays the foundation for improvement planning and implementation.

Based on rigorous research and best practices, the Standards are a powerful tool for transcending compliance, driving institutional transformation and accelerating improvement. AdvancED Engagement Review Teams evaluate institutions using the AdvancED Performance Standards. Use of these Standards will help districts convert from an event-driven accreditation process where institutions were held accountable to the same evaluation expectations into a continuous improvement system where each institution can personalize and customize the experience based on their unique vision and long-term strategic goals and objectives.

The AdvancED Performance Standards focus on three primary domains:

1. Leadership Capacity 2. Learning Capacity 3. Resource Capacity

Georgia Department of Education District Performance Standards

Vision and Mission: Purpose and direction for continuous improvement with a commitment to high expectation for learning and teaching. VM1: Creates and communicates a collaboratively-developed district vision, mission, and core beliefs that focus on preparing all students for college and career readiness. VM2: Fosters, within the district and broader community, a culture of trust, collaboration, and joint responsibility for improving learning and teaching. Governance: Policies and procedures that support a shared vision by all stakeholders and promote high expectations for learning and teaching in all schools. G1: Builds support for district and school goals and initiatives by engaging stakeholders, including school board members, to improve learning and teaching. G2: Uses and established process to align policies, procedures, and practices with laws and regulations.


Page 3

G3: Communicates district policies and procedures in a timely manner to relevant audiences. G4: Grants defined flexibility, based on results, to school leaders to address individual school needs to improve learning and teaching. Planning, Organizing, and Monitoring: The data-driven processes, procedures, structures, and products that focus the operations of the district to ensure higher levels of student learning and staff effectiveness. POM 1: Uses a collaborative, data-driven planning process at the district and school levels for improving student learning. POM 2: Uses protocols and processes for problem solving, decision-making, and removing barriers. POM 3: Uses processes to monitor and provide timely guidance, support, and feedback to individual schools as they implement improvement plans and initiatives. Allocation and Management of Resources: The allotment and administration of resources to attain district and school goals for student learning. AMR 1: Administers a clearly defined, collaborative, data-driven budget process that ensures the equitable, efficient, and transparent distribution of resources to support learning and teaching. AMR 2: Allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning teaching. AMR 3: Develops and implements processes to maintain facilities and equipment to ensure an environment, which is safe and conducive to learning. AMR 4: Provides, coordinators, and monitors student support systems and services. Learning and Teaching: District processes for implementing, supporting, and monitoring curriculum, instruction, and assessment systems and their impact on student learning. LT 1: Engages and supports and all schools in systematic processes for curriculum design to align instruction and assessments with the required standards. LT 2: Develops and communicates common expectations for implementing curriculum, instruction, and assessment practices across all schools. LT 3: Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments. LT 4: Ensures that professional learning is relevant and addresses adult and student needs. LT 5: Assesses the impact of professional learning on staff practices and student learning and adjusts as needed. LT 6: Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning. Leader, Teacher, and Staff Effectiveness: The performance management system that maximizes the effectiveness of district leaders, teachers, and other staff to ensure optimal learning for all students.


Page 4

LTSE 1: Develops and implements processes that recruit, hire, and retain highly effective teachers, leaders, and staff. LTSE 2: Establishes and implements processes that increase the effectiveness of teachers, leaders, and staff. LTSE 3: Guides and monitors the use of a state-approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff. LTSE 4: Defines the roles, responsibilities, skill sets, and expectations of leaders at all levels of the district to improve student learning and staff performance. LTSE 5: Organizes and provides personnel, expertise, and services to achieve district and individual school goals. Family and Community Engagement: Processes for engaging families and community members as active participants to helps schools improve learning and teaching. FCE 1: Establishes and communicates district-wide expectations for schools to engage families and community to support learning and teaching. FCE 2: Establishes structures which promote clear and open communication between schools and stakeholders. FCE 3: Ensures that families and community members have feedback and problem-solving opportunities throughout the district.


Page 5

DOMAIN I: LEADERSHIP CAPACITY GaDOE District Standard(s):

G1: Builds support for district and school goals and initiatives by engaging stakeholders, including school board members, to improve learning and teaching. G2: Uses and established process to align policies, procedures, and practices with laws and regulations. LTSE 3: Guides and monitors the use of a state-approved evaluation system to ensure fidelity of implementation and to evaluate accurately the effectiveness of district and school leaders, teachers, and staff. LTSE 4: Defines the roles, responsibilities, skill sets, and expectations of leaders at all levels of the district to improve student learning and staff performance.

SPECIFIC ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/OR

DOCUMENTATION

STATUS

The Hancock County Board of Education, in collaboration with

community partners and other school personnel, will develop a district

Strategic Plan that clearly identifies the district’s mission, vision, beliefs, goals, and performance targets for improving

student achievement and organizational effectiveness.

Annually Superintendent BOE Members

Community Stakeholders District Staff

Student Representatives

Updated district Strategic Plan

District Strategic

Plan Task List

In Progress

In Progress

The district governance board will review and assess the district Strategic

Plan and re-adopt the plan.

December/January (Annually)

Superintendent BOE Members

Annually revised district Strategic

Plan

In Progress

Provide professional learning to assist teachers with developing lessons that appeal to different learning modalities

July 2018- Ongoing

Curriculum Director District Literacy

Specialist

School and district Professional

Learning Plan(s)

Lesson Plans

Unit Plans

In Progress


Page 6

SPECIFIC ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/OR

DOCUMENTATION

STATUS

The Hancock County School District develops a process for the

development of policies and develops a means to communicate all polices to

stakeholders.

Annually Policy Review Team

BOE Members

BOE Administrative Assistant

Adopted district policies

eBoard

Complete

Establish a process for announcing new and potential policies to the

community at large via the district webpage and local newspaper.

January 2018- Ongoing

District Policy Review Committee Chairperson

Technology Director

District Webpage In Progress

Enforce a system of accountability by assigning a mentor to all new teachers

in the LEA with 3 years of less of experience.

Annually

District Professional Learning Director

Principals

Mentor/Mentee

Assignment Logs

In Progress

Provide surveys for teachers to determine deficiencies that contribute

to lack of moral. Surveys should be completed annually by February. An

independent team will review the survey results by March of each year.

February - March

District Professional Learning Director

District Survey results

TBD

Rebrand the name of the school district.

Ongoing Human Resource Director

Climate Survey Results

TBD

Develop Exit Survey for teachers and leaders leaving the district.

May 2018 District Professional Learning Director

Exit Survey

Survey Results

In Progress


Page 7

DOMAIN II: LEARNING CAPACITY

GaDOE District Standard(s):

POM 1: Uses a collaborative, data-driven planning process at the district and school levels for improving student learning. FCE 1: Establishes and communicates district-wide expectations for schools to engage families and community to support learning and teaching. LTSE 2: Establishes and implements processes that increase the effectiveness of teachers, leaders, and staff. LT 3: Guides, supports, and evaluates the implementation of curriculum, instruction, and assessments. LT 4: Ensures that professional learning is relevant and addresses adult and student needs. LT 5: Assesses the impact of professional learning on staff practices and student learning and adjusts as needed. LT 6: Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning. AMR 2: Allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning teaching.

DESCRIPTION OF ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/ OR

DOCUMENTATION

STATUS

Each school within the LEA will provide teachers with the resources to appeal to the

learning needs of students in each core content area.

January 2018- April 2018

All District Personnel District and School Admin.

Teachers Counselors

Instructional Specialists Oconee RESA

Afterschool Tutorial

Planning

Each school within the LEA will convene pull-out sessions for SWDs (experiencing severe instructional deficits) for at

least 30 minutes per week to provide intense instruction in

ELA and Mathematics.

November 2017- Ongoing

School Administration

SPED Director

Regular Ed. Teachers

SPED Teachers

Pull out schedules

In Progress


Page 8

DESCRIPTION OF ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/ OR

DOCUMENTATION

STATUS

Teachers in grades 3 to 12 will implement the Cross-

Curriculum Writing Plan as part of their daily instructional

lesson plan to improve students’ writing skills by 3%. All core content teachers’ will collect one writing essay that includes students’ rubric and

evidence of 6-1 Traits: Organization, Ideas, and

Coherence and the Writing Process that reveals 25% of

their students increased from 1 point to 2, 15% from 2 points to 3 and 10% from 3 points to

4 by March 23, 2018.

Ongoing

District Curriculum Director

District Literacy Specialist & RTI Coordinator

School Principals

Instructional Specialists

Curriculum Writing Plan

Lesson Plans

Student Writing Portfolios

In Progress

The Hancock County School District will complete district focus walks at least quarterly

to monitor each schools’ implementation of required

non-negotiables.

Quarterly throughout school

year

District Curriculum Director

District Literacy Specialist & RTI Coordinator

School Principals

Instructional Specialists

District Walkthrough Rating Sheets

District

Walkthrough Schedule

In Progress


Page 9

DOMAIN III: RESOURCE CAPACITY

GaDOE District Standard(s):

LTSE 5: Organizes and provides personnel, expertise, and services to achieve district and individual school goals. LT 6: Guides and supports schools in the selection and implementation of effective strategies, programs, and interventions to improve student learning. AMR 2: Allocates and monitors the use of time, materials, equipment, and fiscal resources to support learning teaching. AMR 4: Provides, coordinators, and monitors student support systems and services.

DESCRIPTION OF ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/ OR DOCUMENTATION

STATUS

Teachers will require that students in grades 3-12 complete

weekly technology-based assignments to be completed and submitted via Google classroom.


School Administration Regular Ed. Teachers

SPED Teachers District Technology

Dept.

Lesson Plans

In Progress

The LEA will work with the county library to request that they offer extended offers on specified days each week to

increase student access to the internet. The Journeys curriculum currently includes a Keyboarding

component.

Currently in place at HCMS.

Communities in Schools

Superintendent

Public Library

representatives

Published Library Hours

In Progress

All ELA and Math teachers will require that students download HMH applications to complete

homework assignments.

Ongoing

Regular Ed Teachers SPED Teachers

Technology Director

Lesson Plans

HMH Application Logs

TBD

The district will provide electronic devices with internet

access for use at home.

September 2018- Ongoing

School Administration SPED Director

Regular Ed. Teachers SPED Teachers

Inventory Logs for

Technology

TBD


Page 10

DESCRIPTION OF ACTIVITY TIMELINE RESPONSIBLE PARTY EVIDENCE AND/ OR DOCUMENTATION

STATUS

District directors will develop an implementation plan to increase students’ access to educational

online resources.


School Administration SPED Director

Regular Ed. Teachers SPED Teachers

Technology

Implementation Plan

TBD

ADDITIONAL PRIORITIES TO BE ADDRESSED

GOAL AREA 3: ORGANIZATIONAL EFFECTIVENESS

o To develop a process for the annual review of all HCBOE policies.

o To provide access to all BOE policies and procedures via the district webpage.

o To reduce the number of teacher/leader vacancies within district.

GOAL AREA 4: TEACHER/LEADER EFFECTIVENESS

o To increase the retention of effective teachers annually.

o Offer attendance incentives for teachers.

o Bring in advanced degree cohorts for teachers.

o Organize a teacher council.

o To decrease the number of GaTAPP teachers employed by the district.

o Develop a contract for GaTAPP teachers requiring a 2-3-year commitment or require teachers to pay GaTAPP

fees.

o Begin the hiring process by January/ February of each year.

o Attend job fairs to draw the attention of new staff.

o Begin a process to develop a partnership with surrounding colleges and universities to recruit new hires.

o To offer sign-on bonuses to new teachers in difficult to staff positions.

o To improve the retention of effective principals.


Page 11

o Review salaries and compare with districts with similar demographics.

o LKES evaluations must be done with fidelity.

o Include School Climate surveys in summative evaluations

o Consider ways to increase Teacher Morale

o Consider CCRPI Scores of school and Academic Performance in principal’s annual evaluations.

o Review prior evaluations prior to hiring new administrators.

o Determine ways or build capacity within schools

district strategic plan · 2019-05-28 · strategic planning team: in april 2016, a group of...

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