SECTION I: Strategic Planning Background and Approach

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1 JOHNS CREEK HIGH SCHOOL STRATEGIC PLAN SY 2014/15 SY 2016/17 APPROVED AUGUST 2014

2 SECTION I: Strategic Planning Background and Approach In May 2012, the Georgia Board of Education voted to make Fulton County Schools the state s largest charter system. The Charter System Model offers freedom and flexibility, both at the school level and system-wide, to employ research-based methods to improve student achievement, even if such innovations would require exemptions to current state laws and regulations. Given the new Charter System framework, individual schools within Fulton County have the ability to work in dramatically new ways. We are asking our communities to help drive change and to get involved in our schools. Our collective vision is that every Fulton County school will have a principal and local School Governance Council equipped to effectively lead in a charter system environment to improve student achievement through innovation and flexibility. Schools will be empowered to consider the best uses of resources at the local level and design innovative practices that align with school needs. Johns Creek High School began the strategic planning process in the spring of In order to plan our strategic direction forward, we first had to engage with our community to understand our specific challenges and consider a path to collectively address them. Every member of the School Governance Council ("SGC") participated in each phase of the planning process taking responsibility for individual tasks as well as joining in the full Council work sessions. Our process included five distinct phases: (1) a needs assessment; (2) the identification of priority issues; (3) the establishment of long-term outcomes, focus areas, and short-term goals; (4) the formulation of strategic initiatives; and (5) the development of a monitoring plan. Developed over a period of several months and designed collaboratively with input and guidance from many stakeholders, the strategic plan represents our deliberate approach to shape and guide what Johns Creek High School is, what we do, and why. Our students deserve the best educational experience we can provide, and this plan sets our vision and direction for making that happen. 2 P a g e

3 SECTION II: Context for the Strategic Plan: The School s Needs Assessment For every school, the strategic planning process must begin with a thorough consideration of the questions Where are we as a school? and With what do we have to work? By identifying strengths and weaknesses within the school and examining opportunities and challenges within the external environment, schools lay the foundation for building a strategic plan that builds on their positive attributes while overcoming any weaknesses or areas for improvement. Johns Creek High School ("JCHS") began the strategic planning process by conducting a needs assessment. Through a close analysis of the internal and external environments, we sought to identify stakeholders perceptions of our school and enhance our understanding of the political, socio-economic, and demographic environment in which the school operates. By analyzing a comprehensive set of school data and reviewing school-based surveys and external school reviews, the leaders of JCHS clarified performance trends and identified the school s most critical areas for improvement. Needs Assessment Process & Summary of Findings Below is a summary of the process used for conducting the needs assessment, including (i) who was involved, (ii) the participant groups, and (iii) the methods used to gather information. The findings are represented in two categories: external environment and internal environment. 1. Internal Environment - School Structure and Resource Use Using the School Check Self-Assessment tool, SGC members Stephanie Clower and Caren Hudson analyzed the internal environment by assessing the needs of the school structure and resource use. During a departmental retreat, the School Check tool was given to department chairs and various teachers who represented each department at JCHS. This included new teachers, veteran teachers, coaches, Immediate Reinforcement and Remediation ("IRR") teachers and Talented and Gifted ("TAG") teachers. The School Check tool was then put into Google Docs which allowed the SGC members to see graphs and pie charts to assess the impressions of the survey. The most important data findings showed that teachers would like to obtain more professional development in instructional strategies for using rigor in the classroom. In addition, the data revealed that teachers would like to be able to meet the needs of on level students by receiving more training in the various needs of those students to become successful. More extensive and effective use of technology in learning delivery and communications was another significant need identified. 2. Internal Environment - Student Need JCHS Guidance Counselor and SGC member, Jay Mercer, gathered data to assess the needs of students. Student achievement data was analyzed using the Fulton County database where school information is housed. We obtained information on testing, graduation rate, and demographic breakdown. We found our graduation rate to be 98%, college acceptance rate at 89% to four year schools and 7% to two year schools for the 2013 school year. These percentages represent a slight rise from the 2012 school year. The data also indicated a rate of consistent progress over the years for the JCHS students on the End of Course Tests and various standardized tests (SAT/ACT). These results are representative of the hard work of the students and the commitment of the staff at JCHS. Overall, the data revealed that we are performing at a very high level, but there are a small 3 P a g e

4 percentage of students that repeatedly get overlooked. One of our initiatives is to target those particular students to increase their performance levels even higher. Another area of need is the enhanced use of technology for guidance and instruction. 3. External Environment - Community Conditions SGC members Jordan Smith and Kenny Walker conducted telephone interviews and surveys of various leaders of local businesses, Gladiator Athletic Association ("GAA") sponsors and advertisers, community groups and religious organizations. Questions asked related to potential partnership opportunities with JCHS, communication with local businesses, opportunities to change the organizations' relationship with JCHS, the expectation of a relationship with JCHS and how the school can strengthen its business connections. Responses included the businesses desire to use and promote products and services, increase business awareness, stay informed of opportunities to support the school and have students and school personnel visit their business. Religious organizations surveyed indicated concern for student stress caused by parental expectations, competitive environment and pressures to use illegal substances. 4. External Environment - Stakeholders SGC members Kim Poole and Denise Abramow conducted a needs assessment of external stakeholders including surveys to parents of current students at JCHS, parents of former students, and alumni of JCHS. In addition, we held a parent focus group to answer questions about the strengths, weaknesses and direction of JCHS. We received over 140 responses to the parent and alumni surveys. A majority of respondents indicated a need to improve in the areas of guidance and math. In addition, stakeholders expressed a desire for more diverse and flexible elective courses, including critical "life skills" seminars in business, college advising, college entrance examination preparatory classes, computer skills and software knowledge, personal finance and study skills. In addition, the surveys indicated a strong desire for more internship opportunities during school for all students, not only advanced or honors students. Respondents indicated a need to improve teacher quality, passion and motivation. The need for improved communication across departments, including but not limited toadministration, GAA, Parent Teacher and Student Association ("PTSA") and the Arts departments and the opportunity to provide more feedback to administration, teachers and athletic department and coaches was also a trend. Respondents noted that student well-being and stress reduction are necessary. In addition, the school's culture and perception in the community needs to be more positive. Better use of technology throughout the learning process was also noted as an area for focus. SGC members Jordan Smith and student representative Bailey Shey Morris conducted a student focus group composed of alumni and current students. The results yielded a need for more programs to promote career readiness and more personalized career counseling. A desire for a career fair for freshman and college fairs for other students would better inform students for their college and career planning. Student achievement could improve with study hall time, as well as student advisors for stress and mental health. A desire for Advanced Placement ("AP") classes that are not STEM focused was also expressed. 4 P a g e

5 SECTION III: Long-term Outcomes LONG-TERM OUTCOME 1. Prepare every student to excel in college and career JCHS will provide in classroom and out of classroom opportunities for students to acquire and develop skills and perspective in a variety of experiences, preparing students for college and career. Effective guidance will be provided by counselors, teachers, community partners and mentors. Measures: Increase students' exposure to career opportunities across all grades and early in their High School career by providing internships, shadowing opportunities, career fairs and college fairs Create new elective courses that prepare students for post High School, including but not limited to ACT/SAT preparatory classes, business communications, business software, college application/essay preparation, college preparation, job application and interview skills, and study skills Create seminars that teach and enforce life skills, including but not limited to ethics, interpersonal communications, nutrition, personal finance,, personal presentation and time management Improve graduate performance as measured by the national clearing house and school surveys of JCHS graduates in the Spring of their Freshman year of college. Publish report and findings every June. Utilize perceptual data by conducting surveys of current JCHS seniors in beginning of school year and again in May of the following year after implementation of some of strategic initiatives. Publish report and findings every July. LONG-TERM OUTCOME 2. Enhance individualized learning and guidance for all students Recognizing that personalized learning and guidance are critical elements of exceptional instruction, JCHS believes we must develop a variety of learning environments, tools and guidance checkpoints for all students. The intent is to develop and implement personalized programs to enable students, teachers, guidance and/or staff to maximize individual achievement. Measures: Evolve and enhance the guidance process to provide more checkpoints and student ownership with appropriate school support Develop, implement and sustain personalized guidance opportunities in the guidance office and in the classroom Increase opportunities for internships for all students, not only TAG students Increase partnerships with local professionals to create shadowing opportunities, career field trips, or new academic classesspecify, institute and monitor goals for learning and using technology for each department/professional Learning Community ("PLC"). Verify use of technology with a designated technology coach for teacher support -- Recognize and reward teachers who utilize technology in instruction in innovative and effective ways. 5 P a g e

6 LONG-TERM OUTCOME 3. Improve organizational effectiveness and efficiency Implement a clear, uniform instructional process improving communication between teachers and students, including but not limited to uniform syllabus, unit plans and lesson plans. This will ensure that communication among students, parents, and teachers is consistent throughout the school. Ongoing consideration of these processes will further allow for revision. Measures: Utilize an effective digital platform for communication and establish a communication protocol Establish teacher blogs Ensure similar opportunities for students across the same courses and consistent grading within departments Establish clear and consistent standards based grading assessment and reporting practices, including recovery options Provide opportunity for increased vertical and horizontal alignment among teachers Increased teacher PLC opportunities LONG-TERM OUTCOME 4. Foster a supportive and inclusive culture JCHS will foster a supportive and inclusive culture for all students, teachers and staff in recognition of the need for each member of the school to have ownership in the success of its students. Supportive cultures should enable students to freely explore their academic and extracurricular opportunities, allowing them to work with teachers and staff to set and follow a path that enables them to be responsible for their academic and personal growth. Supportive environments for teachers and staff allow school personnel to explore teaching methodologies, professionally develop, take personal initiatives and increase positive student interaction. An inclusive environment should allow all school members to be respected and to have reasonable opportunities to pursue their academic, professional and personal interests as they pertain to the preparation of students for post-secondary opportunities. Measures: 1. Establish schedule flexibility for students and teachers 2. Incorporate the values of integrity, service and excellence into every aspect of school sponsored activities 3. Recognize accomplishments (academic and extracurricular) 4. Increase positive student-teacher and teacher-parent communication 5. Implement an effective freshman transition program 6. Provide team building opportunities between teachers, students and staff that further a culture of support, inclusion, integrity, service and excellence 6 P a g e

7 Focus Areas, Short-Term Goals, and Strategic Initiatives FOCUS AREA 1. Comprehensive Guidance In order to prepare students for success both during and post high school we must offer personalized guidance and learning opportunities that ensures college and career readiness. As measures of progress, we will: 1. Document an enhanced process for Guidance by September 1, 2014 and begin phased rollout by October 1, Seek approval for seat time waivers during the Request For Flexibility ("RFF") process 3. Create and implement additional college preparatory and life skills courses/seminars by 2 nd semester and 1 st semester school years Summary of Strategic Initiatives: Allow for seat time waivers in specific courses so that students have more schedule flexibility to take additional life skill/college preparatory electives Establish partnerships between specific career path professionals, teachers and students to collaboratively learn Create elective courses for topics including but not limited to college preparation, job application and interview, personal finance, SAT/ACT preparation, technology/software skills development and, resume preparation, time management Establish freshman transition (study skills) program through summer bridge program Establish seminars on life skills, including but not limited to interpersonal communication, interview and presentation skills, nutrition and personal finance, Develop process for student, parent, and counselors to collaboratively manage high school and post high school planning of career development FOCUS AREA 2. Instructional Practices and Resources Teachers have many methods to deliver content, some of which may be well suited to all styles and subjects while others may not. Realizing that students learn in many diverse ways, a culture of differentiation should be established. That culture will be supported with an environment rich in collaboration and opportunities to learn, grow and develop. 7 P a g e

8 As measures of progress, we will: 1. Increase opportunities for core instructional support 2. Increase vertical alignment in core content areas 3. Provide additional professional development and cross curricular collaborative planning Increase diversity of course catalog Increase application of technology as part of the curriculum Provide more real world based instructional opportunities Provide opportunities for exposure to career options Summary of Strategic Initiatives: Establish teacher blogs Establish clear consistent standards based grading, assessment and reporting practices. Establish a partnership between career paths and teachers and students to collaboratively learn Specify technology goals by PLC Establish opportunities for weekly extra academic help and enrichment classes, outside education, internships or employment Establish comprehensive technology plan for JCHS to include a. Digital platform for instructional support b. Digital platform for communication and information c. Skills development and enhancement for teachers and students d. Provide a technology coach to assist both teachers and students FOCUS AREA 3. Enhance Use of Technology We will improve teacher usage of technology within the classroom to create a blended environment and personalize learning. As measures of progress, we will: 1. Establish an effective digital platform for communication and information by September 1, 2014 and update as necessary 2. Establish an effective protocol for usage of the digital platform by September 1, 2014 and update as necessary 3. Five (5) documented hours per year of digital instructional training for all teachers through PLCs 4. JCHS to be a leading participant in all Fulton County Schools digital learning initiatives 8 P a g e

9 Summary of Strategic Initiatives: Establish comprehensive technology plan to include: a. Digital platform for instructional support; b. Digital platform for communication and information, c. Skills development and enhancement for teachers and students, and d. Technology coach lead this effort Establish communication protocols to enhance communications across the JCHS community Establish teacher blogs FOCUS AREA 4. Cultural and Organizational Practices In conjunction with our goal to promote integrity, service and excellence, we will establish cultural and organizational norms that support students and promote life skills to ensure readiness for college and career choices. Lacking a documented mission statement and vision statement to align with our current values of "Integrity, Service and Excellence", the SGC will undertake a process to adopt formal mission and vision statements. As measures of progress, we will: 1. Enhance vertical alignment in core content areas 2. Provide real world based instructional opportunities 3. Develop, implement, and sustain a process for all students to manage their career development 4. Provide avenues for students to have exposure to career opportunities 5. Formulate and adopt both mission and vision statements by February 2015 Summary of Strategic Initiatives: Introduce a regular (at least monthly) segment in school news to highlight a student who exemplifies integrity, service and excellence Establish a committee to design and implement school-wide positive culture building activities based upon principles of integrity, service and excellence Establish a partnership between specific career paths, teachers and students to collaboratively learn Establish communication protocols to enhance communication across JCHS community Incorporate ISE in every aspect of JCHS instruction and operation Recognize accomplishments to encourage a balanced high school experience 9 P a g e

10 SECTION V: Next Steps Implementation of this strategic plan will be the shared responsibility of the principal, administrative team, counselors, teachers and students Appropriate oversight and monitoring will be the responsibility of the SGC. At regularly scheduled SGC meetings, updates on progress against the objectives and measures of this strategic plan will be formulated jointly by the principal and the SGC. These updates will be posted on the SGC page of the school web site and shared through communication vehicles with the school community. The strategic plan will be regularly revisited at each SGC meeting to assess progress and initiate further actions. The plan will be formally updated according to Fulton County Schools mandates and protocols. Any necessary Requests for Flexibility will be pursued through the prescribed Fulton County Schools' process. 10 P a g e