IHC Strategic Plan 2013-2013 - A Vision for the Future
Transcript of IHC Strategic Plan 2013-2013 - A Vision for the Future
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IMMACULATE HEART CENTRAL SCHOOLS
__________________________________
WATERTOWN, NEW YORK
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A LETTER FROM THE EDUCATION COUNCIL CHAIR
Dear Immaculate Heart Central School Community,
On behalf of the Immaculate Heart Central Schools Education Council, I am pleased to
present Immaculate Heart Central Schools Strategic Plan 2013-2018: A Vision for the Future.
I would like to acknowledge the efforts of the many participants who worked diligently
to produce IHCs first strategic plan. Parents, teachers, staff, administrators,
community members, Pastors, Sisters, and Education Council members contributed
their time, passion, and collective wisdom to this project.
This plan does not change who we are. Rather, it reinforces our enduring identity,
while offering a path to continue reaching our full potential for years to come. We seek
not only to navigate an uncertain future, but to shape the future. This strategy
represents our resolve that IHC Schools continue to offer a high-quality Catholic
education to the families of Greater Watertown.
We know that this strategy cannot offer answers to all the situations IHC will face over
the coming years, but we trust that the strategic decisions we encounter will be
considered within the strategys vision and framework.
We are confident that our administrators, with the support of the Education Council,
faculty, families and our many friends within the community will help achieve this
vision for the future of Immaculate Heart Central Schools.
Sincerely,
Kathy Moran 78
Chairperson
Immaculate Heart Central Schools Education Council
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A LETTER FROM THE IHC ADMINISTRATORS
Dear Friends,
We would like to dedicate IHCs first strategic plan to the Sisters of St. Joseph, who
founded Catholic education in Watertown 132 years ago.
The Sisters overcame daunting challenges when they arrived during the bitter winter of
1881, and yet despite limited finances and other adversities, they secured a small
wooden schoolhouse within little time. When finances forced the closure of the school
in 1896, the Sisters moved to a new building, continuing the school as a private
academy known as Immaculate Heart Academy. Under the Sisters stewardship, the
Academy became a landmark Watertown institution, a status it retains today as
Immaculate Heart Central Schools.
Over the years, the Sisters have been steadfast in overcoming challenges big and small.
This strategy reflects our determination to uphold that tradition, and our unwavering
faith in the future of IHC Schools. Through their continued commitment to IHC, the
Sisters of St. Joseph have indeed furthered their purpose to express their love of God
through the pursuit of a closer union with God and the dear neighbor.
Thank you and God Bless!
Chris Hornbarger Lisa Parsons Gary West
Executive System Principal PrincipalAdministrator IHC Junior/Senior IHC Elementary School
IHC Schools High School
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INTRODUCTION
Immaculate Heart Central (IHC) is a Pre-Kindergarten to 12th grade Catholic school
system and a ministry of the Sisters of Saint Joseph, who founded the school in 1881.
IHC is the largest and most prominent non-public educational alternative in the Greater
Watertown, NY area. IHC schools include over 700 students in grades Pre-K to 12. IHC
Junior/Senior High School is fully accredited by the prestigious Commission on
Secondary Education of the Middle States Association of Colleges and Schools. The
High School enrolls over thirty international exchange students from eight to ten
countries per year, bringing cultural diversity and universality that is an essential part
of Catholicism. IHC Elementary School is thriving, nine years after a necessaryconsolidation of Watertowns four traditional parish elementary schools. IHCs highly
respected St. John Bosco Pre-School program, celebrating its thirtieth year, educates
three and four-year old students in a variety of two, three, and five-day per week
programs. IHCs student body is predominately from the Watertown Central School
District, but includes students from about fourteen local school districts, depending on
the year. Nearly thirty percent of IHCs students are from families of active-duty
soldiers stationed at nearby Fort Drum.
IHC has a reputation for exceptional academics. It continues to maintain the highestaverage New York State standardized test scores among all districts in the local area
(these tests include annual Math and English Language Arts tests for grades 3 to 8, and
the New York State Regents Exams for grades 9 to 12). IHC Junior/Senior High School
has a nearly 100% graduation and college matriculation rate. The Junior/Senior High
School teaches a college-preparatory curriculum combined with the daily study and
practice of the Catholic faith. The curriculum includes a number of Honors, Advanced
Placement, and college EDGE courses in all core areas, a variety of electives, and
musical, visual, and performing arts programs.
IHCs students are extremely active in community service projects throughout the local
area. The Junior/Senior High School also has a highly respected athletic program
which, despite the schools relatively small size, has garnered numerous Section,
League, and State Championship titles over the years.
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IHC is truly a tight-knit faith community of students, parents, grandparents, teachers,
thousands of alumni, local parishioners and other community members committed to
quality Catholic education. The spirit of community, and the small school feel, is one
of the school systems great strengths.
IHC schools are chartered under the authority of the Bishop of Ogdensburg. The school
system is governed by a twenty-person Education Council of limited jurisdiction,
consisting of Watertowns Pastors, local parishioners, school community members, and
the school system administrators.
IHC has a committed and quality faculty of 54 teachers in Kindergarten through 12th
grade, which enables the school to maintain class sizes of approximately 20:1. High
quality faculty combined with small class sizes promotes individual attention,
participation, and the opportunity for group work.
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STRATEGIC PLANNING BACKGROUND
This is Immaculate Heart Central Schools first strategic plan. Why now? An
organization needs a strategic plan when: (1) it has a vital mission; (2) it faces significant
challenges that are different in some way than those of the past; (3) resources are
constrained; or (4) it faces significant uncertainty. IHC meets all these criteria.
In recent years, the Diocese of Ogdensburg, the IHC Education Council and the IHC
Administration have identified challenges that warrant a comprehensive strategic
response. Four years ago, the Diocese teamed with Partners-in-Mission, an
organization which advises Catholic schools in strategic planning, advancement, and
enrollment management. The partnership has helped IHC take necessary andimportant steps. About two years ago, the Education Council created the position of
IHC Executive System Administrator, with broad responsibilities including but not
limited to finance, strategic planning, and school advancement.
Beginning in school year 2011, IHC convened a formal strategic planning process,
including parents, faculty, administrators, Pastors, Council members, and other
community members. Subject-specific committees, and an overall Steering Group, met
to assess the situation facing the school and make recommendations. School year 2011
ended with a Findings Colloquium that presented this work to the Steering Group.
After assessing the school systems financial performance and other data at the end of
school year 2011, as well as recruitment and retention data at the start of school year
2012, the strategic planning process reconvened to determinedly complete the process.
A smaller core group of participants continued to meet throughout the fall and early
winter, a variety of discussions were convened with faculty, and surveys of students,
parents, and faculty were administered to better inform the strategy. Finally, our five-
year fiscal and enrollment projections were updated.
This document was drafted, reviewed and refined by the strategic planning
participants, and the final document approved by the Education council in April 2013.
The IHC Executive System Administrator and Principals are responsible to implement
this plan, under the oversight of the IHC Education Council.
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THE SITUATION FACING IHCSCHOOLS:
CHALLENGE AND OPPORTUNITY
The next five years represent a critical juncture in the 132 year history of Immaculate
Heart Central Schools. Key challenges, as well as important opportunities, are coming
together in a way that demands that the school system make prudent choices and take
decisive actions in a coherent manner.
Strengths and positive trends:
IHCs New York State standardized test scores for both passing and mastery(ELA and Math for grades 3 to 8, and Regents exams for grades 9 to 12) remainthe highest on average of any school in the local area.
IHCs graduation and college matriculation rates remain nearly 100%, thehighest in the local area.
IHC Junior/Senior High School is by-far the largest and most prestigious non-public educational alternative in the Greater Watertown area.
IHC Elementary is the largest of only three non-public educational alternatives inthe Greater Watertown area.
Extremely committed and qualified faculty and staff. A venerable history and an enormous wellspring of alumni goodwill. A culture of IHC Pride, athletic excellence, and stalwart family commitment. Over the last two years, IHCs system-wide enrollment has stabilized (even in
spite of abnormally high military attrition last year), after eight years of
enrollment that declined by an average of 35 students per year.
Over the last year, IHC has increased its operating reserves by 21% and itsmodest endowment by 11%, which represents substantial progress in preparing
for a fiscally challenging period over the next several years
Within the last two years, IHC has significantly improved financial managementpractices, including system-wide planning, cash-flow budgeting, multi-year
forecasting, and what-if analysis.
IHCs immature advancement program is producing results, buildingcompetency, and slowly expanding capacity. Results include:
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o A viable and growing Annual Fund.o Improved coherence in marketing and branding.o A more deliberate but new planned-giving program.o A rapidly expanding and improving constituent database.o Improved gift stewardship.
An improving community and constituent relations program:o A well-received constituent magazine.o Several promising special events.o Steady efforts to improve IHCs ties and partnerships within the local
community.
Current and persistent challenges (some of which the school system can affect, and
others to which the school system must adapt):
Progression of smaller class cohorts from the Elementary School into theJunior/Senior High School for the next several years, as a result of the
consolidation of Watertowns four parish elementary schools nine years ago.
This creates a tuition revenue challenge that requires creative and holistic
solutions.
A decline in the school age population in Watertown and Jefferson County. Lost connections with alumni and other key constituents. A constituency that poses a unique fundraising challenge, with supporters who
are divided into two distinct populations: (1) those within the local area who
have been asked far too often to give to the school; and (2) those outside the local
area who have been asked infrequently, if ever.
Inconsistent business practices and policies between the Elementary and HighSchool, causing inefficiency (example: enrollment management) or parental
confusion (example: multiple-student discount policy).
Aging infrastructure, with students dispersed in four buildings ranging in agefrom the 19th century, to 1952, to 1965, to 1982. While our buildings are well-
maintained, repair, capital, and operating expenses will continue to rise, and
maintaining and operating four separate structures is increasingly inefficient.
Changing attitudes regarding religion and the role of the Church reflected, forexample, in such statistics as declining baptism rates.
Declining family size, a trend projected to continue for several decades.
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Increasing labor mobility of graduates, which means that the children of loyal,multi-generation IHC families are less likely to remain in Watertown to raise
families and send their own children to IHC. This trend is likely to continue.
While military families make up a large proportion of both the local populationand the IHC student body, the relatively high turnover creates a year-to-year
challenge in projecting enrollment and budgeting.
Fewer Priests and Sisters available to serve as faculty, resulting in much highersalary and benefit costs. This trend is likely to continue.
Health insurance costs rising by 9 to 12% per year. This trend is likely tocontinue.
A local economic recovery that is lagging the state and national recovery.Emerging issues, which present opportunities as well as challenges:
Implementation of the Common Core Standards for States. The prospect that ongoing reforms will result in rising student achievement
within the public schools, strengthening the imperative that IHC embraces
decisively a culture of continuous improvement.
Accelerating integration of technology in instructional practices. The continuing proliferation of social media, which presents an enormous
opportunity for advancement, but tends to remove the school as a locus for class
coordination regarding reunions and so forth. Parents who increasingly expect the type of transparency and accountability
being implemented within the public schools.
Uncertainty regarding the population and deployment cycle of Fort Drum. The rise in the state minimum wage within the next several years.
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BELIEFS
We believe in God, the traditions of the Holy Catholic Church, and Catholiceducation founded on the love and teachings of Jesus Christ.
We believe in welcoming students and families of all faiths and backgrounds. We believe in a safe, nurturing environment. We believe in the dignity, potential, and individual gifts of every student. We believe in excellence in academics, athletics, the arts, and service. We believe in cultivating leaders and good citizens of our community, country,
and world.
We believe in mutually-supportive relationships through a faith community ofstudents, parents, faculty, alumni and friends.
We believe in lifelong learning and service to others. We believe in accountability to those we serve and always striving to improve.
VISION
To be a premier Pre-Kindergarten to 12th grade Catholic school system, welcome to all,
which provides a unique educational alternative to the families of Greater Watertown,
and which fosters academic excellence, Christian virtues, leadership, and a lifelong
commitment to family, community, country, and God.
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MISSION
IHC is a faith community whose mission is to provide a quality Catholic and secular
education, to cultivate holiness based on the love and imitation of Christ, and to form
responsible citizens whose Christian values will transform the world.
STRATEGIC APPROACH
Why do parents send their children to Catholic school when public schools are free?
They do so for three reasons: (1) because the school offers something that others do not;
(2) because they believe the value exceeds the cost; and (3) because the education is
affordable and accessible. These simple but powerful answers frame the method of our
strategic approach:
Identity. IHCs identity must remain unique, distinct, relevant and well-known.IHC must offer a clear educational alternative.
Value. Parents, students, teachers and the community must believe in the valueof an IHC education.
Affordability and Accessibility. An IHC education must be affordable andaccessible to families of all faiths and backgrounds.
Continuous Awareness. Students, parents, prospective families and thecommunity at large must be continuously aware of all of the above.
Identity. IHCs identity mustremainunique, distinct, relevant and well-known. IHC
must offer a clear educational alternative. We must stand apart in who we are, whatwe teach, and how we teach it. Of course, our schools are unique because they are
Catholic, offering an education based on the life of the worlds greatest teacher, Jesus.
Our mission is fundamentally about inviting young people to build or deepen their
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relationship with Jesus Christ, and help them understand the role of faith in their daily
lives and the world.
As an independent school, we also have the opportunity to create focused areas of
excellence that accentuate the alternative we provide to families. As an example, overthe next several years we will build on our core excellence in the humanities. We will
focus concerted effort to enhance our existing programs to build a STEM (Science,
Technology, Engineering, and Math) program of excellence, focused at the
Junior/Senior High School but with a coordinated, supporting curriculum at the
Elementary School. At the Elementary School, we will continue our efforts to be a local
leader by embracing programs and practices that are proven to increase student
achievement. Such programs include a Junior Kindergarten that helps mature four-year
olds and younger five-year olds build basic skills that will enhance their achievement
throughout their elementary experience. In 2013, IHC Elementary will pilot a Foreign
Language Early Start (FLES) Spanish program, initially in Kindergarten and first grade,
with the goal of progressively extending the program to higher grades. FLES programs
improve student achievement overall, and embrace the diversity of our Catholic
identity. They acknowledge that bilingual students are more competitive academically
and economically, and embrace the responsibility that students who can speak more
than one language add value to their communities in an increasingly global and
interconnected world. The Hispanic population will be the fastest growing
demographic in the North Country and the United States over the next 50 years.
Programs such as these are unique, add real educational value, and are directly related
to our mission as a Catholic school.
Creating these programs will require resources which are not fully available under our
current business model. Accordingly, IHCs efforts to procure programmatic resources
will proceed on three paths: (1) maturing our advancement program, as discussed
below; (2) the pursuit of grants tied to planned programmatic improvements; and (3) a
Capital Campaign, to begin not earlier than Fiscal Year 2014 (i.e. July 2014).
Value. Parents, students, teachers and the community must believe in the value of an
IHC education. As discussed earlier, continuing IHCs 132 year tradition of excellence
will grow ever more challenging. Our actions and strategies for ensuring student
achievement, and for everything we do as a school, must be deliberate, data-driven, and
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well-executed. We must not only rely on comfortable methods, but be willing to
implement new ways of doing things when they are proven to boost student
achievement. When we ask others to consider the value of an IHC education, we must
be mindful that value has several dimensions.
Value is intrinsic. What we provide has inherent worth authentic learning,faith, safety, dignity, respect, responsibility.
Value is measurable. Data should inform our strategies to improve studentachievement, and achievement should be demonstrable with data at the
student, classroom, grade, subject area, and school levels. Todays parents are
increasingly provided with, expect, and understand how to interpret and
compare such data. Moreover, all of the action plans and program development
needed to implement this strategy should include deliberate program evaluationstrategies that include the collection and analysis of data.
Value is in the eyes of the perceiver. The beliefs and views of students, parentsand teachers matter. IHC must foster a climate and implement practices to
ensure it regularly receives candid feedback on their perceptions and
experiences.
Value is based on expectations. Parents have expectations that are real,legitimate, and always evolving. IHC also creates expectations from what wepromise, claim, and deliver.
Affordability and Accessibility. An IHC education must be affordable and accessible
to families of all faiths and backgrounds. Catholic education was created to serve
societys most vulnerable. Catholic education in the North Country was created in 1881
to fill the spiritual needs of Watertowns poor immigrant communities. In spite of
many financial challenges, the Watertown Pastors and the Sisters of St. Joseph were able
to keep tuition within reach of these families. Over time, the cost of educating students
has risen as Sisters have been replaced with lay faculty, health insurance costs have
spiraled, and classroom technology has become more ubiquitous. Tuition has risen to
keep pace with these changes. As we take steps to ensure the best possible educational
programs, we must also take every step to keep tuition affordable, and to increase the
availability and awareness of financial aid and scholarships. This requires creativity
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and initiative to develop new revenue streams, to reduce operation and maintenance
costs, and to develop an advancement program and culture of philanthropy that builds
a rich relationship between the school and those who care about our vital mission.
Continuous Awareness. Students, parents, prospective families and the community atlarge must be continuously aware of all of the above. The community must be well-
informed and have accurate perceptions about IHCs distinct identity, value,
affordability and accessibility. We will undertake a deliberate and continuous effort to
ensure that we communicate these truths proactively, effectively, continuously, and
accurately, through all available methods. This includes:
General and targeted marketing. Micro-marketing. Effective and strategic use of social media. Positive and constructive relationships with local media, and many other
community institutions
The active, visible presence and consistent communication by school leadership. A vibrant and energetic role of the school within the lives of our local parishes,
and vice versa.
A pattern of regular communication with alumni. Special events that celebrate and highlight our history, identity and traditions,
and that provide opportunities to tell our story. Most importantly, students and parents who are IHCs most enthusiastic
advocates, and ardently communicate by word of mouth their belief, pride, and
satisfaction in Immaculate Heart Central Schools.
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DESIRED RESULTS
Within five years, Immaculate Heart Central Schools will be characterized by:
1. A stronger, more widely known, and more accurate reputation as a premierCatholic school, noted for academic excellence, welcome to all, and which offers
a unique, high- quality educational alternative to the families of Greater
Watertown.
2. Increasing or optimum enrollment in all schools.3. An increasingly solid financial position and future.4.
A strengthened relationship with core stakeholders.
OBJECTIVES
1. ReinforceIHCs tradition of academic excellence and spiritual development,instilling a culture and practice of continuous improvement.
2.Aggressively improve recruitment and retention, increasing total systemenrollment.
3. Rapidly matureIHCs advancement program, creating a culture of philanthropyand celebration that embraces all who believe in IHCs mission.
4. Build focused areas of excellence that reinforce IHC as a unique educationalchoice for families.
5. Strengthen IHCs financial viability and sustainability.
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Objective 1: ReinforceIHCs Tradition of Academic
Excellence and Spiritual Development, Instilling a
Culture and Practice of Continuous Improvement
IHC has long enjoyed a well-deserved tradition of academic excellence, however, like
all great schools, IHC must cultivate a culture of continuous improvement and an
openness to new practices, while retaining enduring IHC fundamentals: the primacy of
Christ, integration of faith throughout our curriculum, challenge, rigor, individualized
attention, and the development and expectation from our students of personal
responsibility, hard work, and solid organizational habits. IHCs comparative
scholastic excellence is not guaranteed. Some of the initiatives below require resourcesnot currently available. Therefore, we will align these initiatives with our philanthropic
and grant-seeking strategies as described in Objectives 3 and 5.
Initiative 1.1. Continuously strengthen and enrich the spiritual experience of students,
faculty, staff, and parents.
Increase and/or achieve greater participation in opportunities for spiritualgrowth.
Involve students in the planning and facilitating of faith-based opportunitiessuch as Retreats, Catholic Schools Week, Chrism Mass, Public Policy Day, and
offering daily morning prayer.
Seek and create opportunities to more actively invite and involve our localparishes, parents and other adults, and community partners in IHCs faith
mission and the spiritual life o f our schools.
Continue to uphold the primacy of IHCs responsibility to instill each generationwith the faith.
Initiative 1.2. Implement the Common Core Standards for States, simultaneouslybuilding curriculum development competencies throughout the Pre-K to 12 system.
Remain on pace with NY State Education Department public school timelines.
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Provide the necessary teacher professional development and support to ensurethat IHC curriculum planning, professional collaboration, and instructional
practices are up-to-date and continuously improving.
Continue to implement IHCs Pre-K to 12 professional development plan withcollaboration among Principals and the Diocese Department of Education.
Ensure professional development is directly and demonstrably tied to studentachievement and needs assessment.
Annually administer a feedback survey for professional development toregularly revise and tailor professional development to the needs of teachers.
Integrate the resources and tools of the Common Core Catholic IdentityInitiative.
Initiative 1.3. Establish and enhance quality literacy and math programs at the Pre-K
and Elementary levels.
Ensure alignment with New York State guidance on the Common CoreStandards for States.
Continue to develop and design grade-level and subject-area curriculum mapsaligned with the Common Core Standards for States, while ensuring vertically
aligned curriculum within the Elementary school, and Junior/Senior High
School.
Develop parallel formative assessments in the classroom. Provide teachers with ongoing professional development to enhance their
instructional skills and strategies in teaching reading and mathematics.
Initiative 1.4. Improve the recruitment and retention of quality faculty.
Progressively optimize faculty pay tables to improve the retention of faculty. Broadly consider additional or alternative incentives to enhance retention. Enhance our high-quality training, assimilation, and welcome program for new
teachers. Enrich opportunities for professional development of developing teachers. Continue to improve non-evaluative mentor programs between highly effective
and developing teachers.
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Continue to develop ways to appropriately recognize among the faculty thosewhose students demonstrate significant progress and achievement in their
overall educational program.
Deliberately encourage current students, and actively recruit recent studentsapproaching college graduation, to consider obtaining certifications and teaching
at IHC.
Initiative 1.5. Implement strategies to improve achievement of students with unique
learning needs and interests, including but not limited to at-risk students.
Provide teachers with ongoing professional development in the areas of diverselearning styles and multiple intelligences.
Review and revise our academic intervention plan, specifically focusing onindictors, strategies and resources.
Utilize grade-level teams and department meetings to look for additionalacademic support activities.
Develop a study-skills course and curriculum for students entering 9th grade toprovide the tools and skills to help them transition from the Junior High School
to the more independent learner orientation emphasized at the High School.
Enhance and expand the peer tutoring program to include mentoringopportunities.
Initiative 1.6. Provide additional academic and extracurricular activities for students.
Consider summer enrichment programs and camps for multiple purposes. Forexample, a camp may be geared to students seeking to better prepare for the
SATs; art, science, and other camps would offer fun and enriching experiences
for students. Consider how to make such programs generate revenue.
Identify unfunded programs that can be the source of grant requests. Initiative 1.7. Pursue focused grant requests to establish additional electives, AP, and
EDGE courses, as well as additional offerings or enriched instruction in Spanish and
Computer Literacy, both at the Junior/Senior High School and, as appropriate, the
Elementary School
See Initiative 5.5.
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Ensure program evaluation of new courses includes measurement of studentachievement, engagement, recruitment, retention.
Initiative 1.8. Improve the maintenance, analysis, and use of achievement data to inform
instruction.
Develop an IHC School System Report Card, similar to those used by publicschools, available to parents and formally reported to the Education Council.
Use Pre-K to 12 assessment data and analysis to inform teaching and thecurriculum review process to address areas of identified or potential weakness.
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Objective 2: Aggressively Improve Recruitment and
Retention, Increasing Total System Enrollment
IHCs recruitment and retention strategy rests on the fundamental premise that the only
way to boost enrollment in a lasting manner is to consistently provide real educational
value. Healthy enrollment is essential to IHCs mission, not because it creates revenue
(it does), but because our mission is impossible without students to educate and
develop. Healthy enrollment also enables a diverse range of quality academic, athletic,
and extracurricular offerings. While many of the initiatives below focus on
marketing, they are intended to work hand-in-hand with the initiatives in the other
objectives to enhance educational value.
Initiative 2.1. Develop and maintain a first-class IHC website that is attractive and
intuitively informative to prospective students and families.
Provides all the information and tools to easily apply/enroll. Clearly and consistently conveys IHCs identity. Makes the strongest objective case for IHC as the premier educational choice in
the local area.
Is updated and maintained in a disciplined, systemic, and rhythmic manner byappropriate staff, faculty, and volunteers.
Serves all stakeholders students, parents, prospective parents, faculty, alumni,community members, and benefactors.
Initiative 2.2. Form a Recruitment and Retention Team to coordinate a system-wide
effort toward enrollment management.
Regularly gather, assess, and use market research and other relevant data. Annually gather, assess, and use student, faculty, and parent survey data. Evaluate existing enrollment management practices, including the
admissions/enrollment process, publications, and other materials.
Evaluate internal statistics on a periodic basis to discern trends, issues, and theefficacy of practices.
Assist the ESA in developing the implementation plan for this objective.
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Initiative 2.3. Evaluate tuition rates to ensure they achieve the optimum balance of
enrollment and revenue.
Conduct analysis of whether tuition is priced to optimize total revenue vs.optimize revenue per transaction.
Consider non-supporting tuition rates to determine whether they: (1) arepurposeful, based on logical criteria, and fair; (2) establish a barrier to
enrollment, particularly at the higher grades, depriving the system of revenue
and creating upward pressure on tuition for all families.
Initiative 2.4. Continue to improve the coherence and effectiveness of IHC marketing.
Implement and sustain a deliberate branding strategy. Steadily increase competence in and use of targeted and micro-marketing. Steadily increase competence in and use of social media, hand-in-hand with
initiatives under the advancement objective.
Initiative 2.5. Explore in-house and community partnership programs that may expand
the enrollment pool.
Increased current parent participation in the enrollment process. Implement summer enrichment programs as described in Initiative 1.6. Explore opportunities for partnerships (consistent with initiative 2.6 below) that
introduce IHC more broadly to school-age children and families in the local
community.
Initiative 2.6. Continue to increase IHCs visibility and activity in the local community.
Increase and strengthen IHCs ties with the broader community to includethrough special events, media exposure, participation in community events and
organizations, and so forth.
Explore opportunities for partnerships with organizations that havecomplimentary missions.
Improve outreach to the outlying parishes, and ensure that marketing andoutreach efforts specifically address those communities.
Find new ways to intensify outreach to the Fort Drum community.
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Objective3: Rapidly Mature IHCs Advancement
Program, Creating a Culture of Philanthropy and
Celebration that Embraces All Who Believe in IHCs
Mission.
A flourishing advancement program is critical to IHCs future. For many decades,
colleges, private schools, parochial schools, and non-profit organizations have honed
tools and best-practices to advance their missions by engaging their stakeholders in a
strategic, rhythmic, and positive manner that reflects pride in the institution and a belief
in its mission. IHC must do the same. We need not re-invent the wheel, though must
take care to develop a program that fits the schools history and traditions, the unique
character of its alumni, and the community as a whole. The overall concept of
advancement holds that the highest destiny of a school can be realized only when a
compelling mission is experienced; a shared vision is established; and clearly articulated
priorities are embraced by individuals willing to sacrifice and invest to ensure priorities
become realities. Indeed, that is the purpose of this strategy and the process that
produced it.
Initiative 3.1. Invest now to build the systems, core competencies, and capacity for a
productive advancement program.
Immediately increase the manpower (with employees, volunteers, interns,and/or new solutions such as unbudgeted positions) devoted to critical
advancement functions.
Increase advancement investment from current rates of 1.2% to the best-practicebenchmark of 2% of the operating budget.
Focus near-term effort at improving the quality and fidelity of our constituentdatabase, using all available resources to locate lost alumni and constituents
and improve the accuracy and richness of data.
Become experts at maintaining constituent data tools. Become experts at planning and executing special events. Rapidly develop competency and a disciplined system for stewardship (the
thanking and maintenance of relationships with donors and supporters).
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Develop competency, capacity, and implement programs for the effective use ofsocial media and e-philanthropy.
Develop competency and capacity in graphic production.Initiative 3.2. Reinvigorate IHCs relationship with Immaculate Heart Academy andIHC alumni.
Broaden ownership, contributions, production, and distribution (paper andelectronic) of the IHA/IHC Echo.
Improve the coordination and support between the school and alumni regardingreunions. Help alumni classes stay in touch with classmates.
Publish a new alumni directory in 2014 or 2015. Develop methods to strengthen the affinity and connection of young alumni with
the school and other alumni.
Initiative 3.3. Continue to successively master best-practices in managing The Fund for
Immaculate Heart to achieve a target of $150,000 per year within five years.
Annually establish a Fund for Immaculate Heart Committee, consisting of alumni,parents, Education Council members, and others, to serve as the face of the Fund
and enrich the connection with constituents.
Progressively improve the planning, preparation, sophistication and sequencingof Fund actions.
Involve alumni class representatives throughout the process. Achieve a greater than 90% participation rate among Education Council
members, faculty, and staff.
Initiative 3.4. Progressively develop competency in donor prospect research,
identifying those who are both compelled and able to provide financial support to
IHCs mission.
Scrupulously cultivate genuine relationships before and after major gifts suchthat giving to IHC is an experience, not a transaction.
Leverage as much as possible the knowledge of alumni and communitymembers.
Develop competency in using tools and services to identify prospects.
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Develop proficiency and savoir faire in approaching major donor prospects.Initiative 3.5. Ensure that all IHC fundraising is strategic and mission-focused.
Reduce the number and frequency of smaller fundraising activities that are notdirectly mission-focused or which have a low marginal rate of return per unit of
labor invested.
Reduce the number of asks within the broader IHC community to six or lessper year.
Ensure the ESA office acts as the central point-of-contact for approving and de-conflicting fundraising activities, to ensure a deliberate and sustainable rhythm
and strategy of asks to our diverse constituencies and benefactors.
Initiative 3.6. Manage volunteer efforts more effectively, in a manner that enriches the
community spirit of the school, and that aligns with priorities.
Create a centralized, prioritized listing of system-wide volunteer servicerequirements on the IHC website.
Ensure that all volunteers are recognized and thanked. Explore an initiative to establish a discreet number of unbudgeted positions.
These are defined positions which the school would fill with paid personnel if
funds were available. These positions require special qualifications or
certifications (for example, a librarian), and have a specific job description.Parents who qualify for these positions could perform them in exchange for
tuition discounts. While this would reduce tuition revenue, it would provide for
a more efficient and effective distribution of manpower in a way that adds
educational value, and hence future revenue, to the school system.
Initiative 3.7. Effectively communicate with stakeholders and the community to ensure
awareness of IHCs identity, value, affordability and accessibility, as well as build
community support for this plan.
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Objective 4: Build Focused Areas of Excellence that
Reinforce IHC as a Unique Educational Choice for
Families
IHC is unique. It is a Catholic school. It is independent. It is characterized by a culture
of achievement. It achieves exceptional results. But successful Catholic schools in
similar socioeconomic and demographic situations have found that they must
increasingly differentiate themselves in ways that are relevant to the current generation
of parents. These steps are positive. They include building focused areas of excellence
that are relevant to skills needed in todays world, and within the local community.
They include becoming a leader in adopting novel programs that increase student
achievement. They include tying together the threads of a system-wide curriculum,through practices such as project-based learning, in ways that are effective, engaging to
students, lend themselves to partnerships with local institutions, and are compelling to
grant-giving organizations. More directly aligning students primary, secondary, and
post-secondary education with the requirements of the workplace will become a
dominant element of change in the educational field over the next decade. Some of the
initiatives below require resources not currently available. Therefore, we will align
these initiatives with our grant-seeking strategy as described in Initiative 5.5.
Initiative 4.1. Enhance IHC Junior/Senior High Schools literacy and fine arts programs.
Strengthen our ELA program through the integration of the Common CoreStandards for States.
Develop additional ELA learning opportunities, such as the addition of ajournalism class or a Composition class.
Continue to provide authentic ELA learning experiences, such as oratorical andessay contests; articles for local media; submissions to IHCs constituent
magazine, the Echo; submissions to IHC Junior/Senior High Schools monthlynewsletter, the Cavalier Connect; and publication on various online resources.
Expand our arts program with additional visual and performing artsopportunities for our students.
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Initiative 4.2. Build a STEM (Science, Technology, Engineering and Math) program of
excellence within the Junior/Senior High School.
Form a K-12 STEM Team, including partner representatives, to identify keycomponents already in place, research, plan, develop and monitorimplementation of the STEM program.
Use an incremental pilot-program approach to carefully evaluateimplementation, and develop a program evaluation strategy, using rubrics and
various assessment strategies, tied to student achievement.
Identify North Country socio-economic needs, and engage in effective dialog tobuild community understanding and support for education innovations that
support North Country socio-economic needs.
Seek partnerships with Catholic and other schools that have successfullyimplemented STEM programs to share curriculum, projects, and on-site and/or
distance learning training.
Enhance and create local partnerships with SUNY-Jefferson, other regionalcolleges, local businesses, and non-profit organizations which rely on employees
with STEM skills.
Develop STEM curriculum aligned with state, national, international andindustry standards. Research STEM standards and benchmarks established by
such organizations as the National Research Council, the National Council of
Teachers of Math. Ensure the curriculum is rigorous and focused on mastery of
foundational skills and concepts associated with the STEM fields.
Explore online and distance learning opportunities that can be accessed as part ofthe IHC educational program.
Seek Federal, State and private grants for such key components as curriculummaterials, technology (including robotics, computers, LCD projectors, scientific
calculators and other devices), and teacher professional development.
Focus on projects and material that integrate STEM learning into social studies,language arts, fine arts, and other courses.
Explore a project-based learning approach that focuses on working with partnersto engage students by identifying real-world problems and developing solutions.
Initiative 4.3. Explore and create an entrepreneurial program that would develop
students 21st century skills in the areas of business and economics.
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Engage students in the process of developing a business plan to create a foodservice program serving the needs of all IHC students and staff and capitalizing
on the abundant resources in the food service industry within the school
community.
Develop a classroom based program with integrated content areas, such as ELA,Math, Business and Economics, ethics and career exploration.
Explore educational, community, and grant resources. Encourage and enable students to enter the entrepreneurial competition hosted
by SUNY-Jefferson.
Initiative 4.4. Reinforce IHCs reputation as a local leader by continuing to strengthen
the St. John Bosco Pre-School and its reputation as the areas premier Pre-K program.
Continuously seek to provide local families with a range of high-quality Pre-K educational options that prepare children for increased student
achievement in Elementary school and beyond.
Establish a Junior Kindergarten for families with young 5-year olds andmature 4-year olds, with a curriculum aligned to New York States Pre-
Kindergarten Foundation for the Common Core.
When possible, expand the flexibility, times, and options for Pre-K families. Take actions to attract new families to the St. John Bosco Pre-School, and to
increase the rate of matriculation from Pre-K into Kindergarten.
Initiative 4.5. Establish a pilot Foreign Language Early Start (FLES) program in grades
K-1, with the goal of extending the program to higher grades.
Develop a well-designed Spanish curriculum for grades K-6. Closely align the curriculum with the Common Core Standards for States and
continuing curriculum initiatives within IHC Elementary and IHC Junior/Senior
High School.
Continually monitor and evaluate the pilot Spanish program to determine itseffectiveness and to make decisions regarding its expansion to successive grades
in school year 2014-2015 and beyond.
Explore and study the inclusion of Latin and French instruction at the upperintermediate grades.
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Initiative 4.6. Ensure the long-term health of strategic partnerships with international
student companies with appropriate investment in programs that ensure the
educational and cultural value of such programs to both domestic and international
students.
Continuously explore ways to enrich the cultural and educational experience ofinternational students, as well as all IHC students.
Strengthen the communication between the school and international studentparents (through their exchange company).
Improve the quality and currency of marketing materials to international studentcompanies.
Actively recruit host families who will provide the richest and most positiveexperience possible for international students.
Find ways to integrate and celebrate the value that international students bringto our Catholic educational mission.
Initiative 4.7. Maintain IHCs strong tradition of competitive athletics.
Ensure that the IHC athletic program is always regarded as a supporting pillar ofIHCs spiritual and academic mission, through the promotion of hard work,
personal responsibility, integrity, sportsmanship, and an unwavering
commitment to excellence.
Take actions to ensure continuity within our athletic programs. Continue to strengthen and broaden the membership of the IHC Athletic Booster
Club, as well as encourage parental volunteer involvement and support across
the athletic program.
Explore ways to more frequently involve alumni athletes into the life of theschool; for example, establishing a Cavalier Hall of Fame, conducting
appropriate activities and providing representation at reunions, and so forth.
Continue to communicate and support the philosophy and goals of the athleticprogram and provide mentoring support for junior coaches.
Initiative 4.8. Continue to integrate our athletic programs with our academic program.
Continue to offer and enhance the Sports management curriculum.
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Offer opportunities for authentic learning experiences through the media literacycourse through the development of sportsfolios and art portfolios.
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Objective 5: StrengthenIHCs Financial Viability and
Sustainability
The next five years are uniquely challenging. While several years of increasedKindergarten enrollment provide strong indicators of long-term strategic health, in the
mid-term, the revenue impact of smaller elementary classes matriculating into the
Junior/Senior High School creates a revenue decrease that will require drawing on
IHCs operational reserves. While the school has been successful in building those
reserves in recent years, careful management and difficult choices will be required to
balance current needs and future risk, particularly given areas of uncertainty such as
the economy and Fort Drum manning decisions. Because of this liquidity challenge,
growth of IHCs modest endowment will not be a priority during this strategy period,
but will emerge as a priority near the end of this strategy window. A multi-faceted
approach to financial management is necessary during this timeframe, including a
robust advancement program (objective 2), disciplined financial management controls
and oversight, creativity in raising capital for projects that add real educational value
and that bolster the strategic positioning of the school, and novel efforts to add new
revenue streams while taking concerted steps to reduce operating costs.
Initiative 5.1. Implement disciplined financial management practices and controls.
Evaluate the school systems financial and enrollment health from a system-wide, vs. school by school, perspective.
Identify optimum (right-sized) enrollment targets in each school. Continue to implement and refine multi-year forecasting. Continue to employ benchmarking for critical activities and funds, such as the
size of IHCs operational reserve.
Continue to use cash-flow budgeting and quarterly financial reporting to informadministrative and Council decision-making.
Continue to improve the Education Councils capacity and involvement inexercising appropriate financial oversight.
Adopt an Education Council-approved IHC financial management policygoverning such items as budget amendments, procurement, and other key
issues.
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Periodically provide the Education Council and Finance Committee, particularlynew members, with professional development in financial oversight and
advancement.
Publish an Annual Report.Initiative 5.2. Progressively increase transparency of financial information (open book
management) to ensure that everyones best efforts are fully vested in IHCs success.
Stakeholders can see and understand financial and performance measures,particularly regarding new programs, philanthropy, fundraising, enrollment and
benchmarking of key areas such as per-pupil costs, optimal savings, and so forth.
Broaden who sees the big picture, helping convey trust and creating incentivesto contribute.
Encourage all stakeholders to think like owners, doing everything they can toboost performance and success.
Ensure every stakeholder benefits from success, including students, parents, andteachers.
Initiative 5.3. Explore alternatives to consolidate and/or modernize infrastructure to
reduce operations and maintenance costs.
Conduct a complete study and thoroughly investigate various options toconsolidate infrastructure, to include but not limited to a single Pre-School/Elementary School site, an interim solution of a Middle-School/High-
School model while smaller classes continue to matriculate through the High
School over the next five years, and other options.
Consider the initial capital costs and the suitability of consolidating and/ormodernizing infrastructure as a Capital Campaign goal.
Consider collateral benefits of improved and modernized facilities, includingenrollment, information technology, and potential cost savings through energy
efficiencies (including grants). Evaluate long-term operations and maintenance savings.
Initiative 5.4. Execute a five-year Capital Campaign tied to this strategy.
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Ensure IHCs readiness to initiate a Capital Campaign that would begin not laterthan the start of school year 2014-2015. Such efforts would include a case
statement tied to this strategy, full feasibility studies, data gathering, the
continued building of internal competencies, and the evaluation of vendors to
assist with execution.
Form an exploratory Capital Campaign committee not later than the start ofschool year 2013-2014.
Establish Campaign goals and milestones not later than January 2014.Initiate 5.5. Improve targeted grant seeking.
Develop detailed, prioritized requirements statements and on-the-shelf grantproposals, tied to this strategy, that can be readily deployed as grant
opportunities are identified. Ensure the involvement, from beginning to end, of Principals and faculty,
supported and enabled by the ESA office.
Develop a continuously maintained inventory of grant initiatives, includingthose in this strategy as well as new initiatives, and potential grant opportunities.
Make effective use of outside expertise and volunteers to maximize our grantproposal throughput.
Initiative 5.6. Develop new sources of revenue.
Explore opportunities for Pre-K revenue while still ensuring affordability andaccessibility.
Consider creative ways to gain revenue through use of IHCs facilities. Maximize the profitability of summer sports camps. Implement summer enrichment programs as described in Initiative 1.6. Establish an online presence as part of the IHC website for the Cavalier Store,
shaping an inventory that attracts current students, parents, alumni and other
supporters.
Initiative 5.7. Evaluate and when feasible implement other potential cost-savings
measures.
Improve the energy-efficiency of all IHC facilities.
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Periodically seek more cost-effective alternatives regarding services, advertising,sources of material, and so forth.
Analyze multiple options and obtain multiple bids for expenditures above anamount to be established by the Education Council Finance Committee.
Ensure that major capital expenditures (for example, information technology) aretied to this strategy and to an implementation plan with clearly articulated goals,
priorities, and evaluation criteria.
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ENABLING CAPABILITIES
In addition to the objectives and initiatives above, IHC must strengthen its
competencies and practices in the following critical enabling capabilities. These
capabilities are mutually supportive. At the foundation is effectivegovernance, which is
the means by which IHC ensures that the sum of our actions follows the path laid out in
this strategy, while ensuring the inherent Catholic identity of our school system.
Effectivegovernance requires steady leadership. Leadership is essential to both guide and
fulfill ongoing strategic planning. Strategic planning requires the essential tools of
effective knowledge management and technology management. Together, these tools
provide the depth, timeliness, and accuracy needed for meaningful assessment. And
fundamentally, operating a school requires aphysical infrastructure that is safe, secure,
and well-maintained.
1. Leadership IHC leaders working together with faculty, staff, parents andothers to bring together diverse perspectives, and discuss issues openly and
supportively to solve problems and achieve common goals.
Continuous, rhythmic coordination among administrators. Pushing information rather than pulling. Eliminate barriers to different groups of employees, administrators, and
all stakeholders interacting with one another. We are one team.
Foster self-managing teams to implement the initiatives in this strategy,and carry on the day-to-day business of the school system.
2. Strategic planning a deliberate rhythm of assessment, program evaluation,situation analysis, forecasting, and adjustment of plans and objectives.
Strategic planning is comprehensive. It ties together all of the subordinateplanning processes of the school system, to include budgeting, long-range
financial planning, technology planning, program implementation, grant
development, advancement planning, and so forth.
Strategic planning is continuous. The process of strategic planning is as important as the plan itself.
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IHC must retain and evolve many of the mechanisms, relationships andcompetencies established in developing this plan.
3. Knowledge management practices to ensure that IHC gathers, organizes,shares, analyzes, and maintains its knowledge (which includes but is broader
than information) to best accomplish its mission. For example:
Conducting a comprehensive information inventory to identify whokeeps what information, where, why, when, shared with whom, etc.
Ensuring curriculum, lesson, and project materials (critical institutionalknowledge) are stored in an organized fashion and accessible to all
teachers (particularly new teachers) to strengthen the quality of
instruction.
Ensuring a single student management and enrollment system to avoidduplication of effort.
4. Technology management the strategic planning and use of technology toprepare students by developing technological literacy, enriching instruction, and
serving as an integral part of the school systems operation.
Effective strategic planning to ensure cost-effective technology solutions. Disciplined requirements-based procurement of equipment and services,
with purposeful grant-seeking and philanthropic elements. Purposeful application of technology to enhance the instructional
environment, increase student engagement, and extend learning
capabilities.
Ensuring that technology solutions support data-driven assessment andeffective knowledge management.
5. Physical Infrastructure Safe, secure, well-maintained facilities that provide thebest possible learning environment, are welcoming and attractive, and are cost-
effective
Deliberate, scheduled preventive maintenance. Regular facilities inspections, assessments, and appropriate action to
ensure legal, regulatory, safety, security, and environmental compliance.
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Up-to-date, prioritized inventory of maintenance and capital projects,with cost data, integrated into budget and programming, and tied to grant
and philanthropic priorities as appropriate.
6. Assessment the ongoing use of data to determine whether important actionsare being accomplished, and whether they are producing desired results.
Occurs at all levels, from the most specific (individual studentachievement) to the broadest (performance of the school system).
Ensures that decisions are informed by objective data. Requires competence and habits to build programs that include from the
outset the methods for assessment and measurement.
Requires the routine, and sometimes formal, review of progress andresults by teachers, staff, administrators, and the Education Council.
Provides a means of accountability.7. Governance the power and capability of the Education Council to provide
competent leadership and oversight, develop appropriate policy, prudently
allocate resources, enable philanthropic success, and provide transparent
accountability to the school community.
Provide appropriate professional development of Council members toeffectively carry out their responsibilities.
Increase the transparency of Council activities. Ensure Council membership is broadly representative of the entire school
community, and includes essential expertise (for example, law, education,
technology, fundraising, finance, and so forth).
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Enabling Capabilities
Assessment
TechnologyManagement
KnowledgeManagement
StrategicPlanning
LeadershipPhysicalInfrastructure
Strategic Planning a deliberate rhythmof assessment,
program evaluation,situation analysis,forecasting, visioning
and adjustment ofIHCs plans andobjectives.
Knowledge Management practicesto ensure that IHC gathers, organizes,shares, analyzes, and maintains itsknowledge to best accomplish itsmission.
Assessment theongoing use of dataand evaluation todetermine whetherimportant actions are
being accomplished,and whether they are
producing desiredresults, particularlywith respect tostudent achievement.
Technology Management thestrategic planning and use of technology toprepare students by developing technologicalliteracy, enriching instruction, and serving as anintegral part of the school systems operation.
Leadership IHC leaders working together with faculty,staff, parents and others to bring together diverseperspectives, and discuss issues openly and supportively
to solve problems and achieve common goals.
Physical Infrastructure Safe, secure,well-maintained facilities that providethe best possible learning environment,
are welcoming and attractive, and arecost-effective.
Governance the power and capability of the IHC Education Council, incollaboration with administrators, to provide competent leadership andoversight, develop appropriate policy, prudently allocate resources, enablephilanthropic success, and provide accountability to the IHC community.
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IMPLEMENTATION AND ASSESSMENT
A strategy is just a blueprint. For an architect, a blueprint is the tool for converting a
clients vision into an actual plan that can be built. But a blueprint is not enough. Thosewho do the tangible work (the engineers, electricians, plumbers, and so forth) need
more specific plans drawings and diagrams that convert ideas into action.
Similarly, IHCs strategy needs implementation plans, developed by IHCs experts and
key stakeholders (Principals, teachers, staff, parents with relevant skills, and when
appropriate, mature and thoughtful students), that provide the details of howIHCs
strategic objectives and initiatives will be accomplished.
Finally, constructing a building requires a schedule, quality control measures, andinevitable adjustments. Similarly, our implementation plans need to be supported with
assessment and evaluation tools to ensure that actions are done on time, to standard, and
that they are producing the desired results.
IHC Strategic Plan
Architectural blueprint
Developed by all stakeholders
Converts a vision into a coherent design
Provides a framework for implementationConveys key ideas and concepts to turn vision into reality
Implementation Plans
Architectural working drawings program designs
Developed by experts & key stakeholders (Principals,faculty, parents, selected students)
Howwill we achieve the objectives & initiatives?
Comprehensive. Logically subdivide the work to beaccomplished. Are additional initiatives needed?
Tasks, responsibility, outcomes, milestones, benchmarks
Assessment and Evaluation Tools
Are things getting done on time?
Are they producing the desired results?
What adjustments are needed?
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Oversight. The IHC Education Council will oversee implementation of the IHC
Strategic Plan. Oversight includes routine, ongoing updates by administrators.
Oversight also includes periodic, formal updates or reports by administrators to the
IHC Education Council and/or to the entire IHC community.
Implementation Plans
The first formal update shall be a briefing, to occur not later than August 2013, by
administrators to the IHC Education Council on the status of their coordinated
implementation plans:
Objective
Lead
Responsibility
Supporting
Responsibility
1. ReinforceIHCs tradition of academic excellence
and spiritual development, instilling a culture and
practice of continuous improvement.Principals ESA
2.Aggressively improve recruitment and retention,
increasing total system enrollment. ESA Principals
3. Rapidly matureIHCs advancement program,
creating a culture of philanthropy and celebration
that embraces all who believe in IHCs mission.ESA Principals
4. Build focused areas of excellence that reinforce
IHC as a unique educational choice for families. Principals ESA
5. Strengthen IHCs financial viability and
sustainability.ESA Principals
Implementation plans for each objective and for major initiatives as appropriate (for
example, the STEM initiative in objective 4) shall include the following elements:
An overall concept of implementation. For each initiative:
o Overall responsibility (lead responsibility; supporting responsibility).o Subordinate tasks (responsibility, action, result, milestones; deadline).
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o Performance measures, including measures of performance (are thingsgetting done?) and measure of effectiveness (are they working?).
o A self- assessment and evaluation plan, to include frequency of progressreports, diagnostic instruments, and data collection, reporting, and
analysis strategies at all relevant levels.
Administrators shall coordinate their respective implementation plans prior tobriefing the Education Council.
In addition to the existing, adjusted, or new initiatives tied to each of the fiveobjectives, implementation plans will include initiatives designed to build and/or
sustain the enabling capabilities in the previous section.
Administrators shall periodically provide updates on selected initiatives to the IHC
Education Council, with formal, comprehensive updates no less than annually.
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Immaculate Heart Central Schools
1 Sterling Place
Watertown, NY 13601
(315) 221-3785
www.ihcschools.org