www.iss.k12.nc.us student, stakeholder & market focus dawn k. creason, director, public...
TRANSCRIPT
www.iss.k12.nc.us
Student, Stakeholder & Market Focus
Dawn K. Creason, Director, Public Relations
Kelly Marcy, Director, Student Services
www.iss.k12.nc.
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It’s All About Our Key Stakeholders…
•Community
•Business and other partners
•Parents
•Employees
•Students!!!
www.iss.k12.nc.
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Swimming in a Sea of Mandates
•Many student segments identified through legal and/or regulatory requirements
•Exceptional children
•Economically disadvantaged
•Limited English proficiency
•Other AYP subgroups as identified by NCLB
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Additional identified student segments
•Current students
•Academic program
•School level (elem, middle, high)
•Grade level
•Geographic location
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Additional identified student segments
•Former students
•Graduates/alumni
•Prospective students
•Mooresville Graded Schools
•Charter school students
•Other non-public school students
•Pre-K students
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How Do We Listen and Learn?
•I-SS Two-Way Communication Model
Senior Leadership
&
Board of Education
Staff, Students
&
Stakeholders
Two-way, symmetrical communication
*Rev. 02/09. Based on Grunig’s (1992) Two-WaySymmetrical Communication Model. See page 29 of handouts for additional details
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Addressing the Needs of Non-ISS Students
•School choice program, a derivative of feedback
from current parents and prospective parents
•Also addresses facilities needs and market share
•Developed a comprehensive marketing plan
to address the requirements of students and
parents:
See pages 32-33 of handout for additional details
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We Learn A Lot By Listening…
•Family Resource Center
•PDSA
•Issue bins
•Partnerships
•Surveys
•Conferences
•Area advisories
•Focus groups
•Task forces
•Meetings
Our listening and learning methods include:
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Key Examples of the Partnerships Process
•Involvement in key local/regional/state agencies
•Golden Opportunities Partners Program
•Strategic, mutually-beneficial partnerships
•Learn & Earn Early College High Schools
•Barium Springs Home for Children
•Boys & Girls Club of the Piedmont
•City of Statesville
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Evidence the Partnership Program Works
•More than $17 million in grants for community programs aimed at dropout prevention
•Community survey data indicates partners are supportive of I-SS
•Continued trend of growth of partnership program
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Partnership Growth Trend
0
50
100
150
200
250
300
2003-04 2004-05 2005-06 2006-07 2007-08
School Year
Nu
mb
er
of
Pa
rtn
ers
hip
s
Goal
Actual
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Complaint Management Process
•Identify isolated areas for improvement
•Identify overarching issues for total school, district improvement
•Regular reviews of data to determine action steps
•Two methods of access
•Electronically or by phone
•Family Resource Center (pages 30-31 of handout)
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Complaint Management Process
ComplaintInternal External
Send to process owner
Valid or invalid?
If valid, address complaint If invalid, contact customer with response/explanation
If you can’t address, bring to CT/OT/EC
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Complaint Management Process
• Three customer service requirements
1) 24-hour initial response time
2) Accurate response
3) Polite/pleasant response
• Includes a feedback loop to ensure requirements are being met (a process improvement since original deployment)
• For additional information, see page 20 of handout
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Complaint Management Process Improvement & Results: Using Data to Improve Processes
• Example: Large numbers of parent complaints indicating displeasure at eliminating recess as a form of discipline
• Reviewed policy
• Re-educated staff on policy expectations and requirements
• Monitor the implementation of the policy
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Current Complaint Management Data
• The overall trend is that the number of complaints is going down
• Begin in March 2007 with an average of 15-20 district-level complaints per month
• Now seeing 3-5 district-level complaints per month
• Indicates two things:
• Individuals are handling issues at the appropriate level as directed by the process
• Stakeholders are more satisfied
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Area Advisory Meeting Process
• Example: Parent meetings to examine the preference for changing student bell times
• Started based on feedback regarding traffic issues and the instructional benefits to lengthening the school day
• Topic was the center of fall and spring area advisory meetings
• Feedback gathered and shared at cabinet meetings; recommendation sent to the board of education
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Area Advisory Meeting Process
• Based on area advisory feedback, as well as survey data, recommendation to the board was to keep bell times as is
• No change to bell times, but a number of schools identified ways to get more out of the instructional day, as well as alleviate traffic in problem areas
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Student Focus Group Process
• Example: Student focus group data indicated that students felt drugs and alcohol were a problem at their school; students also stated that the district’s policies were too punitive and provided little in the way of helping students receive treatment
• Crime and violence data supported and validated the students’ concerns
• The policy was revised by a group of counselors and other stakeholders to include a process for dealing with violations
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Student Focus Group Process
• Senior leaders agreed with recommendations made by counselors; recommended a policy change to the board of education
• Board of education approved the revision to include therapeutic components as opposed to only punitive
• Marketing campaign was launched to inform parents, students, and staff of the program
• District has seen a significant drop in the number of drug and alcohol related offenses
• See page 21 of handout
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What Does Our Community Think? Community Survey Results
0
20
40
60
80
100
2007 2008 2009
School Year
Pe
rce
nt
of
Re
sp
on
de
nts
G
ivin
g 'B
' or
Be
tte
r I-SS
BNQP Winners
Regional ComparisonDistrict
National Comparison
2010 Goal
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Contact Information
•Dawn Creason, Director of Public Relations
•Kelly Marcy, Director of Student Services