Plan life cycle | Madison County Schools

Who are we?

Where are we now?

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Beliefs

In the 2010-11 school year, a committee of stakeholders worked to develop a single, unifying mission and vision statement for the school district. Those statements were developed based on the district's statement of philosophy:

The basic premise of the philosophy of the Madison County School District is putting children first. Each student possesses those qualities and characteristics necessary to become a productive and successful individual. It is the goal of the school district to provide each student with the maximum opportunity to realize his/her full potential.

A second premise upon which our philosophy is based in the need to relate to the whole student. While academics and intellectual development of the student are our primary concerns, social and emotional development cannot be ignored. All areas of growth must be stimulated and guided to reach mature levels of development.

It is also the belief of the school district that to reach the highest level of achievement in these areas, the commitment and close cooperation of the school, the student, and the parent is required.

StakeHolder Input

Madison County Strategic Planning Committee Meeting
May 17, 2016 from 8:30 to 12:30
Jackson EMC Community Room

Presentation, including the agenda, is attached.

Attachment

Strategic Plan 2016-17.pptx

SWOT

Each year, we engage in a comprehensive review of data at the district level and at each school as part of our needs assessment process. During this comprehensive review, we identify strengths and weaknesses revealed by the data, as well as common threads and themes across data sets. We discuss potential root causes and develop action plans to sustain strengths and address weaknesses. These action steps eventually form our strategic plan at the district level and our school improvement plans at the school level.

Strategic Goals, Strategic Priority

Goal I-Improved Student Achievement
Goal II-Recruitment, Support, and Retention of Excellent Personnel
Goal III-Efficient Operations and Use of Resources
Goal IV-Effective Communication, Climate, and Relationships with Stakeholders

Performance Objectives, Measure and Targets

- Objective I-To ensure mastery of the curriculum
- Objective II-To provide academic support
- Objective III-To ensure college and career readiness
- Objective IV-To increase graduation rate
- Objective I-To recruit highly qualified faculty and staff
- Objective II-To retain highly qualified faculty and staff
- Objective III-To provide research-based professional learning, foster continuous improvement and build professional capacity.
- Objective I-To promote student safety and health
- Objective II-To ensure adequate funding and business services
- Objective III-To promote well-maintained facilities
- Objective IV-To promote and maintain the highest quality technology possible
- Objective V-To maximize resources
- Objective I-To improve climate and culture
- Objective II-To promote communication
- Objective III-To increase stakeholder involvement

Initiatives, Action Steps

- - - Action Step I-Data teams at each grade level/subject area will revise curriculum maps and pacing guides annually to align to Georgia State Standards (TAPS Standards 1, 2).
    - Action Step II-Data Teams at each grade level/subject area will annually identify power standards aligned to the Georgia State Standards. (TAPS Standards 1, 2, 6)
    - Action Step III-Data Teams at each grade level/subject area will incorporate research-based teaching strategies that promote student engagement into lesson plans based on pre-test data to differentiate instruction for students. (TAPS Standards 1, 2, 3, 4, 5, 6)
    - Action Step IV-Data Teams at each grade level/subject area will collaborate to implement common instructional strategies, differentiated based on the needs of students as identified from formative assessment data. (TAPS Standards 1, 2, 3, 4, 5, 6, 8, 10)
    - Action Step V-Data teams at each grade level/subject area will regularly review assessment data (e.g. common formative assessments, benchmark assessments, universal screening assessments, and state assessments) to inform instruction and to make plans for remediation, reteaching, and enrichment. (TAPS Standards 1, 2, 3, 4, 5, 6)
  - - Action Step I-Data teams at each grade level/subject area will collaborate to develop common formative assessments aligned to the Georgia State Standards, and aligned to the rigor of the new Georgia Milestones assessments, to assess for learning. (TAPS Standards 5, 6)
    - Action Step II-Data Teams at each grade level/subject area will implement regular pre- and post-tests of power standards to inform collaborative decision-making. (TAPS Standards 2, 3, 4, 5, 6, 10)
    - Action Step III-Assessment maps will be revised at all levels to align with new assessment requirements, and to ensure that assessment of student mastery of content and development of skills occurs at critical points (benchmarking). (TAPS Standards 5, 6)
    - Action Step IV-Universal screening measures, including earlyReading in K-1st, CBMReading in 1st-5th, and ISIP broad reading measure in K-8, will be implemented as a means to screen students early and identify academic risk in the area of reading. (TAPS 5, 6)
    - Action Step V-A diagnostic reading screening protocol will be sustained at the secondary level, using standardized, criterion-referenced assessments and norm-referenced reading assessments such as the 3-minute reading screener. (TAPS 2, 5, 6)
    - Action Step VI-Teachers will have access to a robust assessment platform/LMS to facilitate the process of evaluating student data and monitoring student progress from frequent formative assessments. (TAPS 5, 6)
    - Action Step VII-All teachers will be tied to student achievement/growth data. (TAPS Standards 5, 6)
  - - Action Step I-Employ a K-6 literacy specialist.
    - Action Step II-Establish K-5 and 6-12 ELA action teams.
    - Action Step III-Implement consistent vertically-aligned, research-based best practices for ELA instruction.
    - Action Step IV-Provide high-quality, research-based professional learning related to ELA instruction, and prioritized by ELA action teams based on data/needs.
- - - Action Step I-Data Teams will follow the Data Team Process (a continuous improvement, problem-solving cycle) and use pre- and post-assessment data to provide remediation and differentiated support for students based on need and not label at Tier I. (TAPS Standards 2, 3, 4, 5, 6, 8)
    - Action Step II-Each school will define Tier II supports available to students (based on need vs. label) and a method for identifying and collecting data on students in Tier II. (TAPS Standards 1, 2, 3, 4, 5, 6, 8)
    - Action Step III-Each school will define Tier III supports available (based on need vs. label) and develop a method for identifying and collecting data on students at Tier III (SST-driven intervention). (TAPS Standards 1, 2, 3, 4, 5, 6, 8)
    - Action Step IV-A core team from all schools will receive refresher training in using a problem-solving, data-informed process to make decisions regarding appropriate interventions for students, based on need and not label. (TAPS Standards 2, 3, 4, 5, 6)
    - Action Step V-Continue to problem-solve and create an action plan to address the needs of students with disabilities through the Comprehensive Needs Assessment (CNA) process. (TAPS Standards 2, 3, 4, 5, 6, 8, 9, 10)
    - Action Step VI-Building-level RTI teams will meet four times per year at secondary level to problem-solve around school level academic, behavior, and attendance issues. (TAPS Standards 2, 3, 4, 5, 6, 8, 9, 10)
    - Action Step VII-Positive Behavior Intervention and Support systems will be sustained, including tiers II and III, to ensure that school climate is conducive to student learning. (TAPS Standard 7)
    - Action Step VIII-Create a research-based strategies resource for teachers to access. (TAPS Standards 1, 2, 3, 4)
    - Action Step IX-Continue to develop procedures to track intervention effectiveness and refine the pyramid of interventions at all levels. (TAPS Standards 1, 2, 3, 4)
    - Action Step X-Transition from paper RTI documents to electronic documents via the use of the Infinite Campus RTI Module.
    - Action Step XI-Establish and utilize an inter-agency Risk Reduction Team to problem-solve and develop intervention plans for high-risk students.
  - - Action Step I-Continue to implement training for co-teaching teams, including differentiated training for new and veteran teams focused on teaming as well as best-practices for instruction in the co-taught classroom. (TAPS Standards 1, 2, 3, 4, 7, 8, 9, 10)
    - Action Step II-Staff will continue to use progress monitoring data to determine needs of students more carefully in order to provide accommodations/modifications and strategies for specific needs. (TAPS Standards 2, 3, 4, 5, 6)
    - Action Step III-Staff will continue to use work sampling with preschool special education students to improve outcomes in positive social/emotional skills, acquisitions and use of knowledge and skills, and use of appropriate behaviors. (TAPS Standards 2, 3, 4, 5, 6, 7, 8)
    - Action Step IV-Special education teachers and case managers will regularly review progress monitoring results for students and adjust instruction based on data. (TAPS Standards 1, 2, 3, 4, 5, 6, 7, 8)
    - Action Step V-Case managers will focus on skill deficits when writing the IEP and ensure that, in addition to accommodations, services and goals are written to address skill deficits. (TAPS Standards 1, 2, 3, 4, 5, 6, 8)
    - Action Step VI-Implement the Academic Preparation Program (APP) at the 8th grade level.
    - Action Step VII-FBA and BIP training will be provided to targeted staff, and SAMS model will be implemented in ISI classrooms at elementary, EBD classroom at middle, and APP classroom at high school.
- - - Action Step I-Increase "Pathway" offerings at the high school level, and promote pathway completion by giving students opportunities to review for and take end of pathway assessments. (LAPS Standards 1, 3, 4, 5)
    - Action Step II-Four high school level CTAE courses (gateway courses for several pathways) will be offered at Madison County Middle School. (LAPS Standards 1, 3, 4, 5)
    - Action Step III-Expand existing partnerships and develop new partnerships with businesses, post-secondary institutions, and other school districts in the region. (LAPS Standards 1, 2, 4, 8)
    - Action Step IV-Realign the work-based learning opportunities to reflect and support the pathways offered at the Broad River College and Career Academy and use community/business partners to increase work-based learning opportunities. (LAPS Standards 1, 3, 4, 8)
    - Action Step V-High school students will have access to Accuplacer test preparation and Accuplacer testing on the high school campus. (LAPS Standards 1, 3, 4, 8)
    - Action Step VI-Stay current with components of the BRIDGE Act (Building Resourceful Individuals to Develop Georgia's Economy) to include individual graduation plans and career interest inventories for all students. (LAPS Standards 1, 3, 4)
    - Action Step VII-Continue to work on articulation agreements and Move on When Ready (MOWR) with Athens Technical College for Broad River College and Career Academy (BRCCA). (LAPS Standards 1, 3, 4, 8)
  - - Action Step I-Advanced Placement Collaborative will use AP Potential and other data sources to recruit students (including recruiting a more diverse student population) and will work to support students in rigorous coursework. (LAPS Standards 1, 3, 4)
    - Action Step II-Continue to explore cost-effective ways to sustain the provision of SAT Preparatory classes and ACT Preparatory classes on campus. (LAPS 1, 3, 4)
    - Action Step III-Promote the Early College Essentials pathway and increase completers. (LAPS Standards 1, 3, 4, 8)
    - Action Step IV-Increase number of students participating in Move On When Ready (MOWR) by promoting the multiple opportunities available. (LAPS Standards 1, 3, 4, 8)
    - Action Step V-Explore the possibility of offering Spanish I for high school course credit at the middle school.
    - Action Step VI-Ensure that advanced courses, including advanced content K-8 and honors/AP 9-12, are differentiated to engage students by providing increased rigor and critical thinking opportunities.
  - - Action Step I-Increase access to technology devices for instruction through BYOT (Bring Your Own Technology) implementation in 6-12 and through supplemental school-owned devices in K-12. (LAPS Standards 1, 2, 3, 4)
    - Action Step II-Teachers will engage students by embedding technology applications for students in their lessons as guided by the Georgia state literacy standards.
    - Action Step III-Teach digital literacy, and ensure that students are informed digital consumers who can critically consume information, print and digital, and discern between reputable sources. (LAPS Standards 1, 3)
    - Action Step IV-Teachers will embed STEM activities and lessons in grades K-12. (LAPS 1, 3, 4)
    - Action Step V-Explore options for increasing age-appropriate opportunities for students to improve computer skills (i.e. keyboarding).
- - - Action Step I-Communicate graduation options, such as Foothills, to eligible students.
    - Action Step II-Staff will use data (such as AP Potential Report) to identify students for Advanced Placement programs and Move On When Ready (MOWR).
    - Action Step III-Continue to refine partnership with Foothills High School to ensure maximized resources for student learning (e.g. refine summer options, explore the use of GradPoint seats during the day). (LAPS 1, 3, 4, 8)
  - - Action Step I-Continue to offer credit recovery/restoration opportunities during the school day and evaluate the effectiveness of this program by monitoring course completion and pass rates. (LAPS Standards 1, 3, 4)
    - Action Step II-Teachers as Advisors Program at Madison County High School and Madison County Middle School will be sustained, monitored, and potential to offer additional training for advisors will be explored. (LAPS Standards 1, 2, 3, 4)
    - Action Step III-Purposeful remediation opportunities will be provided for students who fail standardized tests, and effectiveness of remediation will be evaluated. (LAPS Standards 1, 3, 4)
    - Action Step IV-Students who are on-track in regard to behavior, academics, and attendance will be rewarded and recognized, and school will survey students to offer incentives that better motivate students.
- - Initiative I-Increase the use of TalentEd for building better applicant pools. (LAPS Standards 2, 5)
  - Initiative II-Collect and analyze data from exit surveys for classified staff and certified staff. (LAPS Standards 5)
  - Initiative III-Complete a classified salary study. (LAPS Standards 4, 5)
  - Initiative IV-Continue to advertise positions in a variety of ways to recruit diverse, qualified staff. (LAPS Standards 4, 5)
  - Initiative V-Explore the option of giving letters of intent at job fairs or earlier in the hiring process when needed.
  - Initiative VI-Create multi-media platforms to promote "why you want to work in Madison County."
- - Initiative I-Continue to utilize Georgia's Teacher Keys Effectiveness System (TKES) and Leader Keys Effectiveness System (LKES), including growth measure components, as applicable and required by the state. (LAPS Standards 1, 2, 3, 4, 5, 6, 7, 8)
  - Initiative II-Revise classified evaluations to match job descriptions. (LAPS Standards 5, 6)
  - Initiative III-Provide environment conducive to high levels of performance and satisfaction.
  - Initiative IV-Investigate increasing the mentoring program for multiple years.
  - Initiative V-Explore tiering the salary schedules for classified personnel based on achieving a defined certification plan.
- - - Action Step I-All staff will have the opportunity to participate in job-embedded professional learning. (LAPS Standards 1, 2, 4, 5)
    - Action Step II-Training and support will be available for staff related to all aspects of technology.
    - Action Step III-Explore the feasibility of offering online professional learning for all staff.
  - - Action Step I-Ongoing training for the integration of technology into instructional practices for faculty.
  - - Action Step I-Participate in the RESA Leadership Development Program by identifying and recommending potential leaders for program.
    - Action Step II-Identify teacher leaders to serve as mentor teachers and to model research-based teaching strategies.
- - - Action Step I-The school-level safety team process will be reviewed and enhanced as needed, including a review of the use of CrisisGo. (LAPS Standards 2, 4)
    - Action Step II-Safety budget items will be spotlighted at least twice annually at monthly board of education meetings. (LAPS Standards 2, 4, 8)
    - Action Step III-Review and implement, where possible, safety recommendations from workmen's compensation insurance walk through. (LAPS Standards 4)
    - Action Step IV-Focus on communication plan (including use of CrisisGo for employees), understanding that we don't want the details of safety plans to be publicly available. (LAPS Standards 4, 8)
  - - Action Step I-Administrators will meet quarterly with school nurses to support their needs related to student safety and health. (LAPS Standards 4, 8)
    - Action Step II-Physical education teachers will continue to assess students using Fitness Gram at all levels and will use data to promote health goals for students. (TAPS Standards 2, 3, 4, 5, 6)
    - Action Step III-Health survey data will be used to assess health needs of the student body at the secondary level, and action plans will be developed to address these needs (i.e. through PBIS team or advisement program). (LAPS Standards 1, 2, 3, 4)
    - Action Step IV-Investigate and implement, if feasible, mandated new Healthy United States School Challenge (HUSSC). (LAPS Standards 3, 4)
    - Action Step VI-Work with Medlink to explore the feasibility of a school-based health clinic to address health needs of students.
- - - Action Step I-Highlight student workforce development opportunities available through the BRCCA.
  - - Action Step I-Explore funding opportunities for fine arts/community center, including the possible employment of a professional grant writer.
    - Action Step II-Increase collaboration with community governments in a partnership to pursue funding opportunities for a fine arts/community center.
  - Initiative III-Maintain ties with state legislators, Charter System Foundation, and budget personnel to promote education initiatives and adequate funding (LAPS Standards 4, 8)
  - - Action Step I-Establish communication with all government entities in our county, developers who have approved projects, and realtors.
    - Action Step II-Educate stakeholders on the impact of growth and utilization of resources.
    - Action Step III-Increase the fund balance to cover various costs associated with student growth before receiving additional sources of revenue like FTE funds, capital outlay, or property taxes.
    - Action Step IV-Develop a plan for additional students at each school, to include projected areas for brick/mortar additions or mobile units.
- - - Action Step I-Receive booster club input.
    - Action Step II-Have coaching staff place needs in priority order.
    - Action Step III-Athletic director will submit prioritized, long-range (3-5 years) athletic facilities goals.
  - Initiative II-Renovate Freshman wing, sell Mary Ellen Court property, and sell old SPED office in Colbert.
  - - Action Step I-Create and implement a roofing repair and maintenance priority plan (LAPS Standard 4)
    - Action Step II-Continually monitor facilities for safety hazards (LAPS Standard 4)
    - Action Step III-Report quarterly on outsourced custodial services (LAPS Standards 4, 5, 8)
- - - Action Step I-Current access to hardware and infrastructure to support technology (high speed access, anti-virus protections, filters) will be maintained. (LAPS Standards 4)
    - Action Step II-Follow replacement plan for non-computer technology items. (LAPS Standards 4)
    - Action Step III-Continue to add and use audiovisual systems in classrooms. (LAPS Standard 1)
  - - Action Step I-Develop and deliver annually (via Compliance Director) staff training on data privacy.
    - Action Step II-Develop and maintain a system for data notification.
    - Action Step III-Develop and maintain procedures for data breach.
- - Initiative I-Continue to implement a budget process that is transparent (LAPS Standards 4, 8)
  - Initiative II-Review state contracts and billing process as needed (LAPS Standards 4, 8)
  - Initiative III-Continue the pilot and implementation of federal funds consolidation.
- - - Action Step I-All schools will continue to monitor and review PBIS implementation by completing the Benchmarks of Quality (BoQ), the Team Implementation Checklist (TIC), and the Benchmarks for Advanced Tiers (BAT). (LAPS Standards 2, 3)
    - Action Step II-Student Services Director will publish (via website, school Facebook pages, and hard copies available at the school) a PBIS newsletter to parents and staff biannually. (LAPS Standards 2, 8)
    - Action Step III-PBIS teams will receive booster training in a standard problem-solving protocol for using data to inform decisions regarding improvement of school climate and culture. (LAPS Standards 2, 3)
    - Action Step IV-PBIS teams will present information about PBIS to school governance teams and gather information from teams on how to further parent involvement in the PBIS programs. (LAPS Standards 2, 8)
    - Action Step V-All schools will submit documentation to be designated an "Operational" PBIS school each year. (LAPS Standards 2, 3, 8)
    - Action Step VII-Schools will be trained in Tier II PBIS and will begin to implement Tier II supports for behavior.
- - - Action Step I-EBoard will be used to publish public meeting minutes and artifacts. (LAPS Standards 8)
    - Action Step II-EBoard will be used to align the work of the system through connections between agenda items and the strategic plan documents. (LAPS Standards 3, 4, 8)
    - Action Step III-District website will continue to be improved to promote communication with stakeholders and the community, and we will explore ways to provide concise summaries of district news to our stakeholders. (LAPS Standards 4, 8)
    - Action Step IV-Technology staff will seek to increase the number of households who have an Infinite Campus portal account through demonstration of Infinite Campus Portal plus district, school, and teacher web pages at school events at least one time per year. (LAPS Standards 8)
    - Action Step V-Teachers will demonstrate the newest classroom technology at least once per year at a Board of Education meeting. (LAPS Standards 8)
    - Action Step VI-Elementary schools will invite parents and community members to the school and demonstrate the use of technology in the classroom including hands-on demonstrations for parents--students will participate in these demonstrations. (LAPS Standards 8)
    - Action Step VII-Continue to expand the use of social media and other electronic communication tools to communicate efficiently with stakeholders. (LAPS Standards 8)
  - - Action Step I-Schools will communicate with stakeholders via technology and via traditional methods, and will use social media as one method of communication. (LAPS Standards 4, 8)
    - Action Step II-Establish a regular meeting schedule for system-level public relations committee with representatives from each school and from central office. (LAPS Standards 2, 8)
  - - Action Step I-Explore methods for gaining feedback from and providing information to a wide variety of stakeholders at events where they naturally gather.
- - - Action Step I-School governance teams will operate at each school. (LAPS Standards 4, 8)
  - - Action Step I-Madison County School System College and Career Ready Performance Index (CCRPI) reports will be published in the local newspaper and on the system website. (LAPS Standards 3, 8)
    - Action Step II-The school system will solicit feedback from parents regarding the school improvement process via school-based parent focus groups such as school governance teams and PTO's. (LAPS Standards 8)
    - Action Step III-The school system will solicit feedback from teachers regarding the school improvement process via monthly teacher forum meetings led by the Superintendent. (LAPS Standards 8)
    - Action Step IV-The school system will solicit feedback from all stakeholder groups regarding the school improvement process via annual surveys of stakeholder groups. (LAPS Standards 8)
    - Action Step V-Advisory councils will be implemented for all pathways offered at Madison County High School via the College and Career Academy. (LAPS Standards 3, 8)
    - Action Step VI-The school system will solicit feedback from students through the Georgia Climate and Health Survey, as well as through informal surveys throughout the year (i.e. surveys regarding PBIS implementation). (LAPS Standards 8)
    - Action Step VII-Superintendent will solicit feedback from student leaders at the middle and high school level. (LAPS Standards 2, 8)
  - - Action Step I-Generate a map of community resources organized in a tiered fashion (resources for all, some, few).
    - Action Step II-Explore the possibility of hosting a community resources fair for graduating seniors.

Madison County Schools Strategic Plan 2015-2020

INACTIVE PLAN

Map View

Who are we?

Where are we now?

Where do we want to go?

How will we know when we have arrived?

How do we plan to get there?

Beliefs

Mission

Graduating Independent, Productive Citizens

Vision

Performance Data

Financial Data

StakeHolder Input

SWOT

Strategic Goals, Strategic Priority

Performance Objectives, Measure and Targets

Initiatives, Action Steps