Vidalia City Schools

Strategic Improvement

Planning Report

February 10, 2015

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TABLE OF CONTENTS:

Strategic Improvement Planning Executive Summary 3

Proposed Mission, Vision & Beliefs 6

Proposed Strategic Goal Areas & Performance Objectives 7

Strategy Visual & Statement 8

Proposed Strategic Improvement Plan Detail

Student Achievement 9

Quality Learning Environment 11

Engagement 13

Operational Effectiveness 15

Appendices

I. Planning and Action Team Members 17

II. Community Engagement Report 18

III. Stakeholder Wants and Expectations Summary 23

IV. SWOT Analysis 25

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Strategic Improvement Planning Executive Summary

The Vidalia City Board of Education of the Vidalia City School District voted to use a process developed by the Georgia School Boards Association (GSBA) and Georgia Leadership Institute for School Improvement (GLISI) to develop an updated strategic improvement plan for the school district. This comprehensive process engaged the community and all stakeholder groups to create universal ownership and support for district and school improvement. Highlights of the process include:

A comprehensive community engagement component to allow stakeholders to have a voice in the strategic improvement planning process

A diverse planning team that represented stakeholder groups to develop the plan

A facilitated planning process that assisted the planning and action teams in analyzing the strengths, weaknesses, opportunities and threats of the school district and developing/defining the mission, vision, beliefs, goal areas and elements of the strategic improvement plan

A facilitated process to work with experts within the district and community on developing initiatives and action steps to implement the plan

The strategic improvement planning process follows a continuous improvement cycle designed around the five questions listed in the visual above. This process begins with a community engagement session and survey of stakeholders. The entire process usually takes 8-10 months to complete and is divided into the following phases.

Continuous Improvement

Model

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PHASE 1 Community Engagement: In September 2014, the strategic improvement planning process began with a community engagement session, involving representatives from all stakeholder groups and a stakeholder survey to gather vital input from the community. Planning Team: In October 2014 a group of 25 people representing stakeholder groups from the school board, central office, schools, parents, students, business 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 include a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis, developing beliefs, mission and vision for the district, and developing strategic goal areas and priorities for the strategic improvement plan. Action Teams: In October 2014, four smaller teams totaling 27 people were assembled to answer the question “How will we know when we have arrived?” The action teams looked at each proposed strategic goal area and identified the performance objectives, measures and targets to answer this question. Additionally, the action teams began to look at the initiatives and action steps that might be needed to answer the fourth question of the GSBA Strategic Improvement Planning Process, “How do we plan to get there?” Action Team Report to Planning Team: In December 2014, the Action Teams delivered a report of their work back to the Planning Team. The planning team reviewed the action team’s work, discussed priorities, implications and made recommendations for additions or changes that might be needed. PHASE II GSBA/GLISI Report to the Board of Education: In February 2015, the report of the strategic improvement plan will be presented to the board. The board will review the report, offer input and consider approval of the plan for 2015 – 2020. PHASE III Alignment: The plan initiatives and action steps will be aligned to the districts and school budgets, as well as board, superintendent and leader evaluations. Additionally, school improvement plans and other system action plans will be aligned with the new strategic improvement plan. PHASE IV Execution, Monitoring and Reporting: After alignment of the plan, district and school staff in conjunction with the board will execute, monitor, and report on the plan as well as ensure an ongoing process to review and update the plan as needed.

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Vidalia City Schools’ Commitment to Ongoing Process: Action Team performance measures and suggested initiatives/action steps have been documented for follow-up. These suggested initiatives/action steps are not inclusive of school-based initiatives that may be developed to support and meet specific established goals. In keeping with the school district’s philosophy, there will be continued focus on systemic processes and goals to improve the district, but differentiated models are encouraged at the local school levels. Where needed, a task force will be created to further explore suggested system level strategies and initiatives. School-based governance and leadership teams are in place to foster the development of appropriate action items in support of school-based initiatives to support and meet specific established goals, performance measures and strategic priorities.

eBOARD Strategic Plan Software: One of the most important aspects of the Strategic Improvement Planning Process is the ability of the school district to use GSBA’s eBOARD Strategic Plan Software to assist with the execution, monitoring, and reporting of the plan. GSBA’s eBOARD Strategic Plan Module makes the process easy for district staff and the school board. Plan items can be easily updated by staff allowing users to filter the plan by staff, department, status, priority, date, etc. As the plan is updated, results are reported on through the Strategic Dashboard, Balanced Scorecard and Goal Alignment report. eBOARD helps to keep everyone informed and provides real-time status updates of the plan in a transparent fashion.

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Proposed Mission, Vision & Beliefs

Mission

Our mission is to prepare all students to be college and career ready. Vision Our children will become productive leaders in a global society.

Beliefs

In Vidalia City, we believe:

1. High academic and behavioral expectations are essential to develop college and/or career ready students.

2. The home, school, community partnership is vital to academic success and community economic growth.

3. Every student has the opportunity and responsibility to learn. 4. Student achievement is maximized when all environments are conducive to

learning. 5. Effective teaching practices optimize students’ opportunities to learn. 6. All adults in the home, school and community have the responsibility to serve as

positive role models. 7. Parental involvement, encouragement, and accountability are vital to student

achievement/success and educational well-being. 8. All extra-curricular activities are an enhancing/integral component of the overall

educational program. 9. Education is a life-long process that is ever-changing.

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Outline of Proposed Strategic Goal Areas and Performance Objectives

I. Student Achievement

I.A To graduate all students from high school

I.B To provide diverse curriculum that exceeds state and national standards

I.C To equip students to be successful after high school in academic and career pursuits

II. Quality Learning Environment

II.A To provide a safe environment

II.B To recruit and maintain a qualified, compassionate, and diverse staff

II.C To effectively evaluate and train staff

III. Engagement

III.A To promote student and staff achievement

III.B To promote the engagement of parents and community

III.C To promote positive public relations

IV. Operational Effectiveness

IV.A To ensure effective and reliable technology

IV.B To ensure effective resource stewardship

IV.C To maintain clean, safe, and structurally sound facilities and grounds

IV.D To ensure student health, safety, and well-being

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Vidalia City Schools Cause and Effect Strategy Statement

If we provide an effective operational environment, actively engage all stakeholders, provide a safe environment with a qualified and trained staff, then

we will graduate all students fully prepared to be successful.

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Strategic Goal I: STUDENT ACHIEVEMENT

Performance Objective I.A: To graduate all students from high school

Initiatives Possible Action Steps

I.A.1Curriculum Initiative Schedule planning days among the schools to revise benchmarks and units

Revise and monitor units annually

Systematically and annually ensure the vertical alignment of the curriculum

Ensure availability of curriculum resources

Implement district writing initiative

Provide new teachers with a mentor and new teacher training

Ensure all standards are implemented with fidelity at the school level

Continue the implementation and monitoring of the established protocol for RTI

I.A.2 Instruction Initiative

Monitor the implementation of effective teaching strategies

Continue differentiation for all students

Establish or create common assessments and benchmarks

Increase rigor to enhance student performance

Examine alternate education programs and look for ways to increase student performance on state and national assessments.

I.A.3 Assessment Initiative Establish baselines and set three-year targets for all state assessments

Implement a plan to roll out the Formative Instructional Practices (FIP) Modules

Ensure that common assessments are given in each grade/subject area

Ensure all common assessment results are analyzed for instructional adjustments

Ensure that all staff receive training on state and local assessments

Continue to emphasize the use of SRI Lexile scores to monitor students’ literacy growth

Utilize Design Teams, Leadership Teams, and Professional Learning Communities to analyze data, including CCRPI scores

I.A.4 Graduation Initiative Implement Teachers As Advisors Program in grades 9-12

Co-ordinate with local agencies and service organizations to establish a Mentoring Program

Provide opportunities for students to participate in Credit Recovery, Accel, Dual Enrollment, and Advanced Placement classes

Continue Graduation Plans for student in grades 6-12

Ensure parent notification of Graduation Plans

Continue to develop the K-5 Reading Initiative

Continue to increase student awareness of college and career opportunities

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Performance Objective I.B: To provide diverse curriculum that exceeds state and national expectations

Initiatives Possible Action Steps

I.B.1 Career Options Initiative Consider alternative scheduling to provide more opportunities for dual enrollment and exploring electives

Establish a close relationship with the Toombs-Montgomery Chamber of Commerce to assist in acquiring opportunities for job shadowing

Develop strong work-based learning opportunities

I.B.2 Fine Arts Initiative Hire Non-HQ experts to teach art, dance, music, and foreign languages as part of the Vidalia City Schools Charter System approved application

Utilize technology to provide exposure to fine arts and foreign languages

Investigate how to effectively establish a STEAM program Expand foreign language opportunities in grades 6-12 Explore different electives in the elementary/primary grades

Performance Objective I.C: To equip students to be successful after high school in academic and career pursuits

Initiatives Possible Action Steps

I.C.1 Counseling Initiative Develop a system-wide plan to provide training to administration and staff on student career and academic options

Establish a Counselor Consortium for the purpose of providing opportunities for system wide collaboration and training among counselors

Establish a K-12 Counseling Roster that identifies at-risk students

Monitor student support programs and establish strategies to improve effectiveness

I.C.2 Attendance Initiative Ensure that attendance is monitored

Provide system-wide attendance and tardy policies to all stakeholders

Communicate attendance/tardy policy to parents

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Strategic Goal II: QUALITY LEARNING ENVIRONMENT

Performance Objective II.A: To provide a safe environment

Initiatives Possible Action Steps

II.A.1 School Safety Initiative Develop a system-wide safety plan that is annually revised

Ensure that all schools have a school specific safety plan

Coordinate with GEMA for approval of safety plans

Coordinate with local authorities on emergency procedures

Ensure that all staff are trained in appropriate aspects of the safety plans

Ensure a safety coordinator monitors and assists in updating plans

Incorporate a universal alarm system.

II.A.2 Student Discipline Initiative Conduct school-level reviews of referrals to identify common infractions

Develop preventable measures for each identified infraction area

Develop a school level Parent Contact plan related to school discipline

Schedule training on PBIS with GADOE

Provide professional learning support for teachers in behavior management

Performance Objective II.B: To recruit and maintain a qualified, compassionate, and diverse staff

Initiatives Possible Action Steps

II.B.1 Staff Recruitment Initiative Create a Recruitment Packet for Colleges/Universities with Education Programs in Georgia

Target recruitment at regional colleges and universities

Investigate ways to “grow” our own teachers

Investigate ways to offer incentives to future or beginning teachers in high needs areas

Establish close bonds with local colleges of education

II.B.2 Staff Maintenance Initiative Ensure that all schools are participating in the Mentor/Mentee Program for new teachers

Conduct a needs assessment to determine additional ways to increase teacher retention

Investigate opportunities to provide school and local incentives and/or discounts

Performance Objective II.C To effectively evaluate and train staff

Initiatives Possible Action Steps

II.C.1 Staff Evaluation Initiative Compile data on teacher performance (TKES) to guide instructional decisions

Provide teacher feedback on instructional effectiveness including student growth

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Identify exemplary teachers to serve as role models for the implementation of identified instructional strategies

Update the roles and responsibilities of non-certified staff

Update the evaluation process for non-certified staff

II.C.2 Professional Learning Initiative Provide targeted Professional Learning for areas that need improvement

Ensure Professional Learning Communities are in place

Evaluate Professional Learning Communities and their effectiveness

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Strategic Goal III: ENGAGEMENT

Performance Objective III. A. To promote student and staff achievements

Initiatives Possible Action Steps

III A. 1 Student Academic Initiative Schools will establish criteria and rewards for recognizing student academic achievement and improvement

Identify opportunities for district level student recognition

III A. 2 Teacher Recognition Initiative Implement school level teacher recognition

Continue Teacher of the Year program

Implement district level teacher recognition for achievement

Recognize longevity of service

Recognition for non-certified staff, including bus drivers

Performance Objective III. B. To promote the engagement of parents and community

Initiatives: Possible Action Steps

III B. 1 Parent Communication Initiative Ensure regular two way communication with all parents

Ensure regular and meaningful interactions with parents of students who are at risk

Train and/or update staff on how to use appropriate communication systems

Provide access and passwords to Parent Portal

Ensure all parents are aware of communication opportunities provided at the school and district level

III B. 2 Parent Participation Initiative Hold Open House/Orientations and Awards Day

Develop incentives to encourage parents to attend school sponsored activities

Develop teacher-parent academic team programs

Create opportunities that encourage home support of each child’s academic growth

Continue to strengthen parent volunteer programs

Performance Objective III. C To promote positive public relations

Initiatives Action Steps

III.C.1 Parent Perception Initiative Conduct a parent satisfaction survey annually

Publish the results of the parent survey

Publish a summary of steps taken as a result of the survey

Identify ways to increase parent participation of surveys

III.C.2 Social Media Initiative Actively use social media to engage stakeholders

Ensure that schools provide parents with information on how to link to school social media sites

Develop guidelines for system, school and staff use of social media

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III.C.3 Community Partnership Initiative Establish a list of community and/or business partners

Identify additional potential community/business partners

Attend Family Connections meetings

Identify additional points of contact between schools and community agencies

Develop a formal community partnership program

Maintain close ties with the Chamber of Commerce

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Strategic Goal IV: OPERATIONAL EFFECTIVENESS

Performance Objective IV.A: To ensure effective and reliable technology

Initiatives Possible Action Steps

IV.A.1 Administrative technology Develop an annual system-wide needs assessment survey for improving and sustaining technology

Research ways to use technology to streamline operational processes, including transportation

Analyze the available technology for the rollout of on-line assessments

IV.A.2 Instructional technology Develop a plan to upgrade technology infrastructure including wireless availability

Develop a plan for purchasing and replacing technology

Research BYOT options and create a BYOT for all schools.

Develop plan for communicating the BYOT process to all stakeholders.

Review the internet use policy annually

Performance Objective IV.2B To ensure effective resource stewardship

Initiatives Possible Action Steps

IV.B.1 Budget Initiative Provide BOE with monthly statements of budget expenditures

Annually review school level budgets with governance councils

Ensure that the budget is aligned with the strategic plan and identified needs

IV.B.2 Funding Initiative Ensure that school level funds follow district procedures

Conduct an annual audit of school-level accounts

Provide teachers with appropriate information on school funding

Explore alternative funding options

Performance Objective IV.C To maintain clean and safe facilities and grounds

Initiatives Possible Action Steps

IV.C.1 Facility Initiative Develop a system wide stakeholder perception survey on the quality of grounds and facilities.

Conduct perception survey, analyze results and develop plans as needed.

Annually evaluate effectiveness of outsourced services

IV.C.2 Maintenance Initiative Conduct quarterly maintenance inspections of all facilities and itemize improvement needs

Publish and adhere to established school maintenance schedule

Establish school-level procedures for developing weekly punch list

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Performance Objective IV.D: To ensure student health, safety, and well-being

Initiatives Possible Action Steps

IV,D.1 Transportation Initiative Maintain a high level of bus driver training

Ensure all bus drivers are appropriately trained in safety and discipline strategies

Provide training on effective communication with students and parents

Conduct emergency drills

Conduct monthly bus inspections in addition to the annual inspections

IV.D.2 Health Initiative Annually review cafeteria health inspections

Annually review major health concerns regarding students and staff

Coordinate with community agencies that support student health

Train staff on CPR and use of defibrillators

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Appendix I: Participants

Planning Team Members Action Team Members Board of Education

Tim Truxel, Chairman Doug P. Roper, III, Vice-Chairman Bruce Asberry Hal Chesser Lisa Adams J. Garrett Wilcox, Superintendent Principals

Carol Welch, JDD Principal Ginger Morris, SDM Principal Gwen Warren, JRT Principal John Sharpe, VCHS Principal Educators

Chris Carroll, VCHS Guidance Counselor Carol Hansley, VCHS Guidance Counselor Eddis Kirkland, JRT Media Specialist Erica Palmer, SDM Gifted Teacher Patricia Goethe, JDD Kindergarten Teacher Community

Christine Cato Lisa Chesser Betsy Fabacher Kevin Hicks Wilson Johnson Stephanie McCloud Patricia Melton Rachel Tufts John Tyson Students

Jordan Black Chynna Hodge Camilla Frost Brent Miller Sam Thompson

Student Achievement

Carol Welch, Chair Patricia Goethe Tammy McFadden Emma Salzer Julee Torrance Kristen Palmer Charlene Wood Lucy Claroni Quality Learning Environment

Gwen Warren, Chair Eddis Kirkland Anna Helms Joy Sharpton Chris Clark Engagement

John Sharpe, Chair Chris Carroll Gloria O’Neal Kara Martin Nicole Russell Operational Effectiveness

Ginger Morris, Chair Garrett Wilcox Gary Caraway Sean Sasser Brenda McLain Henry Hankerson William Harn Erica Palmer

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Appendix II: Community Engagement Report

Community Conversation – August 26, 2014 Online Survey – August 27 – September 2,014

Prepared by: Laura D. Reilly, Georgia School Boards Association

To assist the Strategic Planning Team with their work, Vidalia City Schools engaged its community in a process to gauge the thoughts, feelings and perceptions that stakeholders hold regarding the district – before the plan was developed. The engagement initiative, designed and implemented by the Georgia School Boards Association, included a community conversation and an online survey. A genuine effort was made to make the process as inclusive and transparent as possible.

Participants of the community engagement initiative responded to the following questions: 1. To be the best it can be, what should Vidalia City Schools preserve/keep?

2. To be the best it can be, what should Vidalia City Schools change/do differently?

3. What do you think are the top challenges faced by Vidalia City Schools?

4. What do you think are the top challenges faced by the students in Vidalia City Schools?

5. As a community, what do we want our public schools to provide for students?

The intention of this report is to provide a collection of the best thinking of school and community members regarding the five questions presented. The information gathered is qualitative and seeks to focus attention on those areas that generated the most energy. Members of the strategic planning team will use the input to assist them in developing a plan to move the district forward and one that is reflective of its community.

The Format

Community Forum During July and August 2014, the district worked to recruit participants to attend the community engagement session. A great deal of effort went into inviting all segments of the community. Notices were distributed in the paper, on the district’s website, through school announcements and at meetings throughout the district and community.

At the community forum on August 26 at Sally Dailey Meadows Elementary School, about 35 participants heard a presentation on the Georgia School Boards Association (GSBA) strategic planning process and a "State of the District" presentation by Dr. Garrett Wilcox, Vidalia City superintendent. Information included: educational issues, school district achievement data and

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the process to be followed that evening regarding the small group discussions. Participants were randomly divided into smaller groups to hold their conversation. Volunteer facilitators agreed to lead the discussions, clarify issues, keep each group focused, make sure every person had an opportunity to be heard, and ensure that what was said was properly recorded. Facilitators did not ascribe any individual’s name to comments written in the notes of the small group discussions. At the conclusion of the discussion, facilitators asked participants to prioritize their lists of comments by marking the ideas or comments they thought were most important for each question asked. GSBA staff transcribed all of the notes. Laura Reilly compiled the report by sorting the comments and using the results of each group’s prioritizing activity. Results of the community conversation were synthesized with the results of the online survey.

Online Survey An online survey using the same questions offered an additional input opportunity. If they desired to do so, participants could provide additional comments on all questions and on the survey as a whole. The choices listed for questions were used only to add structure to the survey and avoid ending up with lists of comments in no order or context. Survey Monkey was used as the online survey tool. Open-­­ended comments were sorted through a manual process. GSBA administered the survey.

The Response

About 35 community members, parents, teachers, students and staff participated in the community forum. There were 155 full responses to the online survey. The largest percentage of respondents to the online survey identified themselves as parents (55%). The next group with the largest number of participants was the teacher group (24%). Attendees of the community forum were not asked to identify themselves.

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Reasons to be Proud and Assets to Build Upon

When asked, “To be the best it can be, what should Vidalia City Schools System preserve/keep?” the following represents the areas of greatest agreement among survey respondents and/or community conversation participants:

1) Tradition of high standards and student achievement results of the district – Stakeholders appreciate that the district has kept standards high and that its students are achieving at acceptable levels. On the survey, participants also noted this as one of the top challenges of the district.

2) Quality teachers and staff – Stakeholders view recruiting and retaining highly qualified staff as a priority. This issue comes up in different ways throughout the process indicating that there is recognition of what’s being done in this area, but it still is a challenge.

3) Safety –Stakeholders are concerned about the safety of students and staff. They recognize and appreciate what is being done in this regard. They also view providing a safe and secure environment a top priority for what the district provides students.

4) Small Class Sizes –Although this did not come up in the community meeting, participants of the survey indicated that they want to preserve the small class sizes that exist now.

Possibilities for Change and Growth

When asked, “To be the best it can be, what should Vidalia City Schools change or do differently?” the following represents the areas of greatest agreement among survey respondents and community conversation participants:

1) Curriculum – The curriculum was mentioned in numerous ways on the survey and at the community meeting. Stakeholders seem to understand that the many changes in the curriculum are being driven at the state and federal levels, but are concerned that educators aren’t given a chance to fully implement one curriculum before another is put in place. Common Core was mentioned a number of times in mostly negative ways.

2) Assessment Methods – Survey participants chose this as one of their top choices in terms of what needs to change or be improved. Coupled with the many comments about standardized tests, it seems that is what is driving this feeling. Participants feel students shouldn’t be judged on one test score. Many also commented that

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current high school students shouldn’t be held accountable for whatever assessments come out of Common Core because it came about late in the students’ schooling.

3) Class sizes – While stakeholders appreciate what is being done to keep class sizes small, they voiced concern about keeping the ratio of teacher to student as low as possible.

4) Parental/Community Involvement – This issue appears in a number of ways. Stakeholders want more parental and community involvement, recognize it as a top challenge for the district, and also feel the lack of support negatively affects students.

5) Grouping of students – The phrase “group students by ability” came through at the community meeting. While only two groups chose this as a top category during their prioritizing activity, the phrase appeared in comments in other groups and in the comments section of the survey.

Top Challenges Faced by the School District

The following are issues that surfaced most often through the online survey and the community conversation:

1) Parental/Community Involvement – Stakeholders recognize the challenge the district has in cultivating parental involvement.

2) Funding -­­ Stakeholders recognize the financial and funding challenges the district faces.

3) Poverty/County Demographics – Participants of survey and the community meeting cited the challenge of poverty and the demographics as a top challenge of the district, as well as students.

4) Recruiting and Retaining Highly Qualified Teachers and Staff – Stakeholders identified the challenge the district has in retaining and hiring highly qualified employees.

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Top Challenges Faced by the Students

The following are issues that surfaced most often through the online survey and the community conversation:

1) Safety/Discipline Issues – Stakeholders are concerned about the safety and well-­­ being of students. They feel that disciplinary actions need to be strengthened and enforced consistently. There is great concern about bullying, peer pressure and the use of drugs and alcohol.

2) Parental involvement/community issues – Stakeholders are concerned for students because of the perceived lack of parental involvement, poverty and the “lack of quality homes.”

What the Community Wants the District to Provide Students

Several themes emerged from the respondents of the online survey and the participants at the community conversation:

1) Curriculum – Three curriculum issues emerged as important to stakeholders:

A curriculum that prepares students for college or the workforce, and one that includes a robust technical education program. They also mentioned the need for more pathways programs.

The need for a rigorous curriculum. Participants of the survey, in large numbers, said that they want schools to provide

students a curriculum that includes training on life skills such as personal finance, character education and leadership.

A curriculum that focuses on the basics of math, science and language arts Strengthening of the band and fine arts programs, as well as the number of offerings

of extracurricular activities

2) Highly qualified teachers – Participants of the survey said they want to provide students highly qualified teachers who are held accountable and rewarded accordingly.

3) Safety and Security – Providing a safe and secure learning environment for students and staff is important.

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Appendix III: Planning Team Stakeholder Wants and Expectations Summary During the planning team session participants were asked to summarize the wants and expectations of the students, internal and external stakeholders of Vidalia City Schools based on the focus group and survey results.

Students

Wants and Expectations More challenging environment for every level of the learner

More club involvement

More technology

Comprehensive learning

Be in a challenging environment where the pace is to the students standard

SAT Prep class

To know what it is we need to go to the next stage in our life

An environment where the faculty wants to be there to help

More involved/related/applicable instruction, engaging activities

More one-on one teacher/student interaction

Increase the # of high school credit opportunities

Create more career type electives

Dual educational tracks

Options available to them at an earlier age

A variety of courses

AP courses

An opportunity for extra-curricular activities

*”Never felt unsafe at school”

Internal Stakeholders

Wants and Expectations Want students to learn all they can and be prepared for their future

Expect school to address learning needs of ALL learners

Expect teachers to teach current curriculum with up-to-date methods/strategies

Expect ALL employees to be committed to the mission and do what it takes to achieve it

Want parents and committee members to be active supporters

Expect students to come to school every day to learn and to be motivated to do what it takes

Less Federal and State oversight

Support from parents with academic and behavior issues as needed

Classroom materials to meet needs of students

Student success

Smaller class size

Parent involvement, community support

Students to learn as much as we want them to learn

Shared responsibility between home and school

Updated resources available for education (roll away lunch tables)

Community support and pride in the school system

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External Stakeholders

Wants and Expectations More course and extra-curricular options (arts, music, etc)

Communication system-wide

Cutting edge technology in all classes

Teachers to be actively engaged (not just worksheets)

Think outside the box – No more “We’ve never done it before”

Safety (physical, emotional)

Loving, nurturing environment

Prepare students for success

Accountability – teachers with other duties (coaches, etc) make academics a priority

Comprehensive learning

Qualified teachers

Educated work force

Safe environment

Preparation for college/career

Supportive environment

Successful in activities- *competitive*

Educated community/work force

Develop a community system that helps all student achieve

A safe place

Create productive citizens

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Appendix IV: Planning Team’s Strengths, Weaknesses, Opportunities & Threats (SWOT) Analysis

INTERNAL

Strengths Weaknesses People in leadership (top/down, approachable) Over worked counselors, increased student/counselor

ratio

Culture of commitment (faculty/staff) Technology infrastructure, more instructional technology

Ability to do more with less Lack of parental involvement

Collaboration with other systems (SECCA) Funding

CTAE Program Communication / PR

Outside funding (Striving Readers/21st Century) Lack of student involvement

Data driven decision making, instruction Turnover in Special Education (teacher)

Technology and use of it Meeting needs of our subgroups

Strong, dedicated, quality teaching staff and administration

Lack of fine arts in primary grades

Community Involvement Diversity of certified staff (Be proactive to recruit)

PTO / Boosters Vision (everyone on same page)

Well-rounded students Guidance for students at an earlier age

High expectations Unawareness of domestic environment

Open door policy Graduation rate

Teachers willing to get involved in extra-curricular activities

Economic and social empathy

Teacher/Staff stability Need to remodel high school

Small System

Renovation of 75% of our schools

EXTERNAL Opportunities Threats

Business – School relationships Poverty level

Value-added educational (meet needs..12 to Life) Public Relations

Community involvement Lack of opportunities

Supportive citizens Funding

Local businesses willing to hire high school students Drug Abuse

Opportunity to promote our achievements Use of technology

Charter System Flexibility (non-certified community members teaching classes)

Increased poverty levels

Business Community Involvement (12 for Life) Private schools

Relationship with STC Community perception

State Senator & Representative live in community Limited economics resources

Family Connections / Boys & Girls Club Community members NOT viewing themselves as stakeholders

Better public relations Continually educating public (i.e. SPLOST)

Move involvement from community/churches Ability to align schedules with STC

Increase visibility of faith community Amount of rental property

Negative public relations about public education

Lack of space for commercial expansion in the city limits