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TABLEOFCONTENTS
Overview 3
I.DeepenOurCommitmenttoOurSchoolPhilosophyandCulture 4
II.PrepareStudentsforthe21st
Century 7
III.DevelopaPlanfortheIntegrationandUseofEducationalTechnology 11
IV.DefineOurIdentityandImagetoBetterCommunicateWhoWeAre 14
AndWhatDifferentiatesUs
V.ContinuetoSupportandAttractGreatFacultyandStaff 18
VI.ImproveFacilitiesbyAddressingDeferredMaintenanceNeedsand 22
MajorImprovementstotheBirminghamCampus
VII.ContinuetoStrengthenOurFinancialModel 26
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Overview
Nearlytwoyearsago,TheBoardwiththehelpofalargenumberoffaculty,staff,students,
administrators,andparentsbegantheprocessofdevelopingaStrategicPlanfortheperiodof
2012-2015.TheprocesswaspromptedbytheISACSself-evaluationprocess,theobviousanddramaticchangestothelocalSoutheastMichiganeconomysincethelastplanwaswrittenand
adopted,andthedesireoftheBoardtotackletheissueofstrategicdirectioninamoreholistic,
rigorous,inclusiveanddocumentedmanner.
Astheprocessbegan,theschoolwasfacingachallengingcombinationofcircumstances.While
thepubliceducationsystemexperienceditsworsteverresourcecrunchandarisingwaveof
parentdissatisfaction,insidethewallsofRoeper,theinternalfeedbackfromstudentsand
parentsatRoeper,suggestedthatthephilosophyestablishedbyGeorgeandAnnemarieRoeper
wasasrelevant,ormorerelevantthanever.Ontheotherhand,wenavigatedthroughthe
GreatRecessionandtheNewNormal.Thecombinedimperativesofmaintainingand
replacingagingfacilities,continuingtofairlycompensateourfacultyandstaff(aswellas
providinghealthandretirementsecurity),andkeepingRoepertuitionwithintherangeof
affordability,posedaseriouschallenge,onethatwouldclearlynecessitateanumberof
significantchanges.
Clearly,theStrategicPlanningProcesswasgoingtohingeonstrikingacareful,conscious
balancebetweenoldandnew,betweenconsistencyandchange.
Astheseventeamsofstudents,faculty,administration,Board,andparentsreportedtheir
findingsandrecommendations,thatbalancebegantoemerge.Somethingswouldnotchange
atall,otherswouldneedtochangesignificantly.Notsurprisingly(giventhatweretalkingabout
education)wevecometocallthesethefourRs:
Reaffirm DeepenourcommitmenttoourSchoolphilosophyandculture.
Continuetosupportandattractgreatfacultyandstaff.
Rebuild ImprovefacilitiesbyaddressingdeferredmaintenanceneedsandmajorimprovementstothephysicalcampusatBirmingham.
Continuetostrengthenourfinancialmodel.
Reimagine Defineouridentityandimagetobettercommunicatewhoweareandwhatdifferentiatesus.
Preparestudentsforthe21 stcentury.
Reinvent
Developashortandlong-rangeplanforintegrationanduseofeducationaltechnology.
Inthebalanceofthisreport,youwillfindadetailedexplanationoftheactionsweare
committedtotakingandtheresultsweareseekingineachoftheseareas.
Ourdeepthankstoeveryonewhohelpedtodevelopthisplan,whowillrefineand
refreshitoverthenextthreeyears,andwhowillcontributetoitsimplementation
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I.OURSCHOOLPHILOSOPHY
I. DEEPENOURCOMMITMENTTOOURSCHOOLPHILOSOPHYANDCULTURE
Background
FromtheverybeginningGeorgeandIwereawarehowdifferentourapproachwasfromthe
traditionalideasofeducation.Wehadavisionandthisvisionistheframeworkforallwedid.
(AnnemarieRoeper,1998)
TheRoeperSchoolisfoundedonavisionofeducationforlifeinitstotality.(AMR,1998)
GeorgeandAnnemariewovetheirvaluesintoallaspectsoftheschool,includingrelationships,
institutionalstructureandpolicies,methodsofteaching,andcurriculum:Itisaphilosophyonly
ifitsimplementationbecomesthefirstpriorityforeverydecisionwemake,eitherlargeor
small(GAR&AMR,PhilosophyoftheSchool,c.1978).
Associetyandtheschoolchangedovertheyears,GeorgeandAnnemariemadeitahabitfrom
timetotime,tore-evaluatetowhatextentwehadbeenfaithfultoourownphilosophy(AMR,
1998).Theschoolhascontinuedthathabit,devotingconsiderableresourcesovertheyearsto
discussinganddebatingthePhilosophy.ItisrevisitedateachISACSevaluationandreferenced
regularlyindecision-making.
Giventhevastness,though,ofaPhilosophythataspirestoencompasslifeinitstotality,and
doessothroughprinciplesratherthanrules,itisunderstandablethatthePhilosophycanhold
differentmeaningsindifferentpeoplesminds.Thiscanmakeitchallengingtoincorporatethe
Philosophyasconsistentlyandcomprehensivelyasitshouldbe.Thechargetothiscommittee
wastodeepenourcommitmenttoourschoolphilosophyandculture.
Thiscommitteevaluesandrecognizestheopinionsandviewpointsofindividuals.Wealsobelievethatthoseopinionsmustbegroundedincertaincoredocuments.Documentstowhich
allmembersofthecommunitymusthaveequalaccess.Inorderforourcommunitytodeepen
ourcommitmenttotheschoolphilosophyandculture,wemustcontinuetoclarifyanddeepen
ourunderstandingofthecoreprinciplesofourPhilosophyareandcontinuetoaskhowweare
implementingthesetenets.
Documents
WehaveincludedasattachmentstothePlanthreedocumentsthatarefoundationalto
understandingtheschoolsPhilosophy.Werecommendthatthesedocumentsbeaccessible
throughtheschoolwebsiteinaneasilyaccessibleandobviousplace.
The1981Philosophy,whichwaswrittenbyGeorgeandAnnemariejustaftertheyretired
asanattempttoputtheirideasinonedocumentascompletelyaspossibleandwas
adoptedbytheBoardofTrusteesin1981.
A1998statementfromAnnemariedoneinpreparationforanISACSself-studythat
outlinestheprinciplesshesawascentraltothevisionsheandGeorgeheldfortheschool.
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ThecurrentphilosophystatementadoptedbytheBoardofTrusteesinJune2010.Likethe
otherphilosophystatements,itisnotintendedtosupersedetheearlierphilosophiesbut
isacontemporarysummaryoftheideasattheheartoftheschool.
ActionsandInitiatives
I.1 Createacommitteeandprocesstoclarifythecentralthemesandvalues(tenets)ofthe
philosophy.
I.2 Applythesetenetswhencreatingorreflectingoncurriculum(whatistaught)and
pedagogy(howsomethingistaught).Forexample,includeareferencetophilosophyin
theyearlydiscussionsaboutadoptingnewcoursesanddeterminingwhatwillbeoffered.
Askquestionssuchas:Howdothetenetsofthephilosophyshowupinthisparticular
unit?Areweprovidingstudentswithcourseofferingsthatallowthemexposureto
importanttenetsofthephilosophy?Howarewemeetingthesocial-emotionalneedsof
studentsthatthephilosophyasksfor?
I.3 Activelyconsiderthetenetsofthephilosophyasapartofdevelopingandimplementingschoolpolicyatalllevels.Forexample,askquestionssuchas:Haveappropriate
stakeholdersbeenincludedinameaningfulway?Haveavarietyofopinionsbeen
consideredandintegrated?Dothedecisionsandpoliciesadheretothephilosophy?
I.4 Visitschoolsand/ormeetwithfacultyfromotherlike-mindedschoolstoexplorehowthey
tiecurriculumtotheirschoolmissionsand/orphilosophies.
I.5 Createandimplementahistory,culture,andphilosophycurriculumforallconstituencies
thatcanbetaughtbyavarietyoffacilitators.
I.6 FinalizetheEducationalStatementofPurpose.(TheEducationCommitteeoftheBoard
askedforsuchadocumenttobedraftedin2009-2010.Ithasbeendraftedandreviewed
byBirminghamFacultyandStaff.)
I.7 DevelopspecificoutreachtonewfamiliesastheytransitiontoRoeper.(RPCmightsupportthisinitiative)
I.8 DevelopinitialtrainingaswellasongoingProfessionalDevelopmentrelatedtoteachinggiftedstudentsforfacultyandadministratorsatalllevels.Considerationshouldbegiven
toinvolvingformerorcurrenteditorsoftheRoeperReviewaswellasmembersofSENG
inthisdesign.(Atalaterdatethistrainingmightbeutilizedwithoutsideteacherswho
wouldpayforthetraining.
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I.9 Assessandadjustthecurrenttrainingandmentoringthatexistsfornewfacultyandstaff
toensurealignmentwith1.2.
I.10 Developcommunicationmethodsthateducateinternalcommunitymembers(students,
alumni,parents)andtheexternalcommunityaboutwhatishappeningwithinthe
classroomsandhowitrelatestoourphilosophy.Identifykeymessagesforeach
constituencygroupaswellaswhoisresponsibleforsendingthecommunication
I.11 CreateandimplementahealthcheckbasedonthetenetsidentifiedinAction1.2that
canbeusedperiodicallyasatoolforfeedbackandimprovement.Thisshouldinclude
specificquestionsre:schoolpoliciesandtheimplementationofthosepoliciesaswellas
questionsregardingtheoverallschoolprogram(academicaswellassocial/emotional)
OutcomesandResults
1. IncreasedunderstandingoftheRoeperphilosophy,itshistoricalevolution,itsroleintheschool'slife,andhowourfocusongiftednessalignswiththePhilosophy.
2. ImprovedclarityregardingthecoretenetsofthePhilosophythatdriveRoepersexistenceandwhatweareattemptingtodo.
3. GreateralignmentwiththecoretenetsofthePhilosophyinboththeacademicprogramsandtheadministrationoftheschool.
4. IncreasedunderstandingofhowandwhyweapproacheducationatRoeperthewaythatwedo(essentiallyreaffirmingandmakingtangibleourhistoricalandphilosophicalroots)throughimprovedcommunicationoftheongoingactivitiesoftheschool.
5. EstablishedmeasuresforcontinuousimprovementthroughimplementationofahealthcheckvisavisthePhilosophy.
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II.PREPARESTUDENTSFORTHE21 STCENTURY
II.PREPARESTUDENTSFORTHE21STCENTURY
Background
Theemergingpictureofwhatconstitutesasuccessfulschoolforthefuturesuggeststhatmany
oftheexistingeducationalvaluesatRoeper,foundedbytheprogressiveandhumanistic
philosophyofGeorgeandAnnemarieRoeper,arepreciselythosethatnurtureandcreate
individualswhocanthriveinthedynamiccircumstancesofthe21stcentury.Manyofour
findingsonandrecommendationsforcreatingaschoolforthefuturehavebeenanintegralpart
oftheeducationalmodelofferedatRoeperfordecades.Ourteachersareorientedtoawhole--
childapproachatalllevels:theyarekeenlyattunedtothedevelopmentalneedsofchildren
(social,emotional,intellectual),andperhapsmoresothanotherteachersbecauseofourgifted
population.Theconceptsofchoiceandownershipofoneslearningarehighlyprevalentasis
thedeliberatefocusonnon-hierarchicalrelationships.Wepurposelyworktomaintaina
collaborativeculturethatupholdsnotableprinciplesofdiversity,equity,andjustice.Wedoall
ofthesethingsbecauseweareconvinced,justasGeorgeandAnnemariehavebeen,thatthey
providethebestpossiblelearningenvironmentforchildren,andthelandscapeofscholarshipon
21stcenturylearningisnowofferingconfirmationthatweshouldbeconfidentinour
convictions.Forourstrategicplanningpurposes,webelieveweneedtore-focusonthebest
waystoenhanceandadvancetheeducationalmodelwealreadyprovide.
However,whenconsideringhowtoestablishfeasiblegoalsforensuringthatRoeperthat
remainsaschoolforthefutureonemustnotestructuralvoidsintheRoeperinstitution.Several
ofthesevoidsthathavebeenpreviouslyidentifiedinSWOTanalysisandISACS
recommendationsarepreventingusfromfullyrealizingourpotentialtopreparethisfuture
generationtodealwiththeunknown.(1981RoeperPhilosophy).Asaresult,ourreportfocuses
initiallyonidentifyingthosestructuresandneedsthatweseeasthepremiseforupgradingourabilitytoprovideaneducationforanunknownfuture.
AlthoughatRoeperweaimtoprovidepersonalized,interest-basedlearningenvironment,we
areconstrainedinmanyareasbyacommonarchaicmodelforschooling.Forthemostpart,
Americanschoolswerebornofthefactorymodeloforganizationonanagrariancalendarwith
six-hourdaysandeightsubjectperiodsinthelate19thandearly20thcenturies,andthis
organizationremainslargelyintacttoday (Jacobs2010).Morethanahundredyearslater,wefind
ourselvesatapointofanunprecedentedtechnologicalrevolutionandglobalcommunication
whenwecanconsiderradicallyneworganizationalstructuresthatareappropriateforaschool
forthefuture.Ourchildrensworldsarechangingrapidlyandinordertopreparethemforthe
unknownsthatwillgoverntheirfutures,weneedtoconsidermodifyingandevenreplacing-existing19thcenturysystemsand20
thcenturycurriculumforwardtoserveour21
stcentury
learners.Movingforwardiscriticalatthistime.
Becauseresearchandpracticesinthisareaarecontinuallyevolving,weneednotjustonetime
changes,butachangemanagementprocessforcontinuingtolearn,adaptandimprove.While
werecognizethatinsomeareasofourschoolwesimplyneedtoidentify,celebrate,andmarket
oursuccessesinprovidingfor21stcenturylearning,inothers,tousethemetaphorusedbyHeidi
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HayesJacobsinCurriculum21,weneedversioning:weneedtobuildanewplatformforour
software.Wethereforerecommendseveralpreliminaryactionstepsandmanyinterrelated
initiativesoverthenextthreeyearsthatfocuseffortsonenrichingoureducationalvisionand
upgradingourinstitutionalstructures.
ActionsandInitiatives
II.1 Developasustainablemodelforteacherandadministrativefocusoncurriculum
development,implementation,andreview.
II.2 YearOne:EstablishSchoolfortheFuturevisioningforumswithandamongdifferent
constituenciestogatherdataonperceptionsandrealitiesof21stcenturylearninginand
outsideofRoeper.Researchrelevanttopics. YearTwo:Analyzedatafromvisioning
forumsandresearchtopicswithininitiativestoformulaterecommendations.Bring
findingsbacktoforumsforadditionalreviewandreviseasnecessary.Begintoestablish
pilotprogramsthatwilleasetransitiontoconsensusbuiltgoals(whileconsistently
connectingwithotherstrategicplanninginitiatives). YearThree:Re-evaluatemodelfor
curriculumreview.Continuetosupportpilotprogramstobuildinstitutionalmomentum.
II.3 Develop21stCenturyStudentCapabilities.
Focusontheskillsthatourstudentswillneedtonegotiatetheirunknownfuturesbyfosteringpedagogicalandcurricularemphasisonthe5C's:criticalthinking,
communication,collaboration,creativity,andcharacter.
Designsystemsthat:Clearlydefinestudentoutcomesaroundthe5Cs(howaretheydemonstratinglearning);Integratethe5csthroughoutcurricula;Provideopportunities
forregularcommunicationabout5Cs;Provideworkandcollaborationopportunities
betweenallcommunitymembersandlocalstakeholders;Developmethodsfor
sustaininggrowthandunderstanding(capacitybuilding)amongstfaculty,staff,and
ourextendedcommunity. Identifyandsupportstrategicinternationalexchanges(bothphysicalandvirtual)to
strengthenoureducationalmodel,practices,andsenseofglobalcitizenship.
II.4 Implementformalandcontinuouscurriculumplanning,development,andreview.
InadditiontoaddressingtwoofthekeyrecommendationsfromourmostrecentISACSreview,thisinitiativeisvitaltoensuringthatrelevant21
stcenturyskillsand
effectivepedagogyarebeingincorporatedintooureducationpracticesandprogram.
Developandacculturatesystemstocoordinateandfacilitatecollaborationandcurriculardevelopmentandreview.Dedicatetimeandresourcestosupportingteachersinthis
criticalarea.
Continuetonurtureandstrengthencoreacademicareas:Reading,Writing,Mathematics.
Seekwaystouseourcollaborativeworkaroundcurriculuminmarketingandidentity. Incorporatethe5Csintoprogramandassessmentschool-wide.
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II.5 Engageandsupportteachersinconversationsabouttheirpracticearound21stcenturyskills.
Ensuringthatourfacultyisin-stepwithresearch,trends,technologyinrelevantfields-fosteringandprovidingstructuresforteacher-learners.
Increaseunderstandingandpracticesof:Project-BasedLearning,Inquiry-BasedEducation,UbD,ReggioEmilia,andotherforward-thinkingpracticesthatarealigned
withourgoals. Encouragedevelopmentofteachersteachingteacherspracticesandculture. Begindiscussionsaroundenhancingauthenticassessmentstrategies(ie:rubrics,
digitalportfolios,project-basedartifacts/summaries,capstoneprojects).
II.6. Identifyareasofstrengthandchallengeinourlearningspaces.
IdentifythephysicallimitationswefaceintheLSandMS/USinrelationshipto21 stcenturylearning.
Identifytheimplicationsandopportunitiesfordigitallearningspaces. Identifyandstrengthenmakerspacestoadvanceproject-basedandhands-on
programs.
II.7 Identifykeystrengthsandchallengesinoursystemsofscheduling,courseofferings,and
otherkeystructuralelements
Analyzewhetherorourprogramsaredrivingourschedulesorviceversa. Identifyexistingopportunitieswithinourschedulethatsupport21 stcenturylearning. Identifythebalancebetweenrequiredandelectivecoursesschool-wide.How
individualizedcanoneseducationactuallybeatRoeper?
Identifyhowourscheduleandprogramsupportourmissiondrivenneedforoutreachandservicelearningopportunities.Whatopportunitiesexistandwhatarewe
missing?
OutcomesandResults
1. Developedastructureandmodelforschool-widefocusoncurriculumdevelopment,
implementation,andreview.Theplanincludesdedicatedtime,funds,andprofessional
developmentforongoingtrainingforcurriculummapping.
2. Byyearthreewehavetrainedteachersinself,peer,anddepartmentcurricularreviewpractices.
3. Established21stcenturyvisioningforumstogatherdataonperceptionsandrealitiesof21stcenturylearninginsideandoutsideofRoeper.
4. Byyeartwoinitiativesandpilotprogramsaimedatfurtheringthisstrategicthreadareunderway.Communicationabouttheseprogramsisregularlyfedtoourcommunityandmarketingefforts.
5. Wehavedeveloped21stcenturystudentcapabilities(5Cs)thankstocommunityfeedbackfromvisioningforumsandaschool-widededicationtoimbeddingthecapabilities.
6. Wehaveengagedandsupportedteachersinactiveconversationsaroundtheirpracticesarounddevelopinganddeliveringthe21
stcenturyskills.
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7. Identifiedkeyopportunitiesandlimitationstocreating21stcenturylearningspaces.8. Identifiedkeystrengthsandchallengesinoursystemsofscheduling,courseofferings,and
otherkeystructuralelements.Identifiedthebalancebetweenrequiredandelectivecourses
school-wide.
9. Aligned21stcenturygoalswitheducationaltechnologyconsiderations.10. Identifiedandimprovedourmission-criticaloutreachandservice-learningefforts.
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IV. EDUCATIONALTECHNOLOGY
III.DEVELOPAPLANFORTHEINTEGRATIONANDUSEOFEDUCATIONAL
TECHNOLOGY
Background
TechnologypresentsimportantandattractiveopportunitiestoRoeper.Therearea
numberofdifferentelementsoftheRoeperphilosophythattechnologycanhelp
enhance,executeandsupport.Technologicaladvanceshaveemergedsinceourlast
Planthatcanimproveourcommitmenttopersonalizationoftheeducational
experience,nurturecreativity,fostercollaboration,andstrengthenour
environmentalresponsibilityandglobalawarenessandparticipation.
Atthesametime,technologyisafieldofsignificantbreadth,complexityandfluidity.
Peerinstitutionshaveexperiencedmanyfailuresalongwiththeirsuccessesinthisarea.
Withthoseconsiderationsinmind,theSchoolneedstoestablishprioritiesforwhat
wedoandhowwedoit,tofocusoureffortsandresources.
Theneedforintelligent,activeandongoingincorporationoftechnologyispressing.
Butitshouldbeunderstoodthattechnologyincorporationforitsownsakeisnota
prudentorrewardingpath.Roeperalreadypossessestechnologicalresourcesthat
areunderutilizedduetolackoftraining,lackofsupportpersonnel,lackofincentive
totransformunitsofinstructionandcoursedesign,aswellaslogisticaland
installationissues.Extensivetrainingofthefaculty,administrationandstaffwill
resultinmoreeffectiveimplementationofnewandexistingtechnology.Toquote
JaredKennweandLongyAnyanwu,Facultyandnotcomputertechnologies,are
responsibleforensuringthatstudentslearnwellwithtechnology;onlyfacultywho
arewillingandabletousetechnologycaneffectivelyintegratecomputersintotheir
courses,aswellassupportstudentstodothesame.Similarly,isolatedtechnology
classessuchasA+certificationcoursesarenotthemosteffectivemethodfor
helpingourgiftedpopulationofstudentstolearnandapplytechnologyskills.
Learningtoapplytechnologyinacontextthatrequiresnewskillstosupporta
broadergoalorprojectprovidesthemostmeaningfulandlastinglearning
experience.
ActionsandInitiatives
III.1Committosubstantiallong-termtrainingandprofessionaldevelopmentof
administrators,supportstaffandfaculty;proficiencyisessentialforany
educationaltechnologyplantobesuccessful.Individualswillincorporate
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technologyindependentlyoncetheyaretrainedinitsuse,andcanseethe
possibilitiesthatitprovides.
III.2Makeourcurrenttechnologyeasiertouse.Significantinvestmentsinthetechnology
infrastructure(Wi-fibroadcasting,increasingbandwith,andboostingserverand
storagespace)willberequiredformanyofthefollowinginitiativestobesuccessful.
III.3Usetechnologytoimprovecollaboration,botheducationallyandprofessionally.The
Schoolmayconsidertheestablishmentofaninternalsocialnetworkingsiteforthe
communitytouseinordertoshareresourcesandcollaboratebeyondtheendofthe
schooldayandoutsideofourtwocampuses.
III.4Usetechnologytoimprovecommunicationbothwithinandbetweenvarious
constituenciesincludingstudents,teachers,administrators,parents,andtrustees.
III.5ReducetheSchoolsconsumptionofpaperbyusingelectronicmeansofdocument
handlingsuchascloudcomputing,theSchoolwebsite,and/orothersharednetwork
resources.
III.6Investigateand/orestablishpilotprogramsfor1:1ratiosofstudentstodevices.This
canbetestedusingclasssetsoflightweightlaptops/notebooks,iPads/tablets,or
handhelddevices.Testingwhetherthismethodwouldserveourpopulationof
studentsandfacultyisvitalbeforealargeradoptionisconsidered.Individuals
selectedtopilottheprogramsintheirclassroomsshouldbegivenfinancial.technical
andprofessionalsupport,aswellastheresponsibilitytoreportontheefficacyofthe
programandtohelptrainothers.
III.7Investigateoptionsforimprovingpersonalizationofinstructionthroughstudent-
pacedlearningopportunitiesaswellasprovidetimeandsupportforfacultytobuild
digitallibrariesofresourcesrelevanttotheirunitsofinstructionthatwillallow
enrichmentforstudentswhoarereadytojumpaheadandsupportforstudentsthat
needadditionalinstruction.
III.8Tracktechnologyinvestmentsinseparatebudgetlineitemsinordertocomparethe
leveloftechnologyintegrationassignificantinfrastructureandhardware/software
investmentsoccur.Trackthepercentageoftheprofessionaldevelopmentbudget
thatisallocatedtosupportfacultywhoareinterestedandwillingtodeveloptechnology-relatedprojectsdesignedtoenhancestudentlearningandknowledge.
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OutcomesandResults
1. Conductbaselineassessmentofcurrentunderstanding,skills,usageandunmetneedsintheuseoftechnology.
2. Increasedtrainingforfacultyandstaffontheuseofcurrenttechnology
3. Increasedunderstandingandusageoftechnologybyfaculty,supportstaffandadministrationforinstructionandcollaboration.
4. Faster,easier,morefrequentandmoreeffectiveinternalandexternalcommunicationamongstudents,faculty,administration,parentsandstaff.
5. Reductioninpaperconsumptionafterimplementationofpaper-savingmethodssuchascloudcomputing.
6. Design,implementationandcompletionofonepilotprogramfor1:1ratioofstudentstodevices,includingareporttotheBoardregardingfacultyand
administrationoverallimpressions,successes,challenges,improvement
opportunities,andareasforfurtherconsideration.
7. Increasedlevelsofpersonalizationininstructionandlearningspecificallyenabledbytechnology.
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IV. DEFINEOURIDENTITYANDIMAGE
IV.DEFINEOURIDENTITYANDIMAGETOBETTERCOMMUNICATEWHOWEARE
ANDWHATDIFFERENTIATESUS.
Background
AstheschoolhasevaluatedandadjusteditsMarketingapproachoverthepast
severalyears,wehavecometorecognizethatsomeofthelowestcostapproaches,
forexamplereferralsandword-of-mouthadvertising,mayofferthemostpotential.
ForRoeperasformanyschools,Ordinarypeoplecanspreadgoodinformation
fasterthanmarketers.
Yetwehaventbeenreadytotakemaximumadvantageoflowcostchannelssuchas
word-of-mouthadvertising.Theschoolhasmanyelementstoitsimageandidentity
-words,colors,ads,photography,logos-manyofwhichhavebeenindependentlydevelopedovertime,andtheydonotreflectoramplifyacoherentandunified
message.The2010ISACSreportidentifiedthatTheRoeperSchooldefieseasy
categorization.Wecanandwemustdoabetterjobofcommunicatingwhoweare,
whatwedo,andwhyitmatters.
Beforeweaddressactionitemsaroundstudentrecruitment/enrollment/retention
wemustdevelopconciseyetcomprehensivelanguagethatquicklyconveysthe
RoeperexperienceandhelpsoneunderstandtheuniquevalueofaRoeper
education.
AspartoftheStrategicPlanningProcess,theIdentityandImageworkinggroup
developedandtestedseveraldifferentmessages.Whilethetestingmaycontinue,
andwemayultimatelydeployseveralmessages,theonebelowgeneratedthemost
positiveinitialresponse:
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FromthatstatementwederiveourMarketingActionPlan(MAP)
ActionsandInitiatives
IV.1HoneouruseofPAIDMEDIAtohelpincreaseenrollmentby8%,using
enrollmentfiguresfrom2011-2012asabaseline.
Ensurethatinternalandexternalcommunicationsareconcrete,consistent,andsufficientlycompellingtoraisethevisibilityofTheRoeperSchooland
enhanceitsreputation
Driveinquiriesandinterestthroughtargetedmarketingandpromotion(e.g.evaluatenewmoversandrelocationactivity)
Attempttoquantifythesizeofthemarket?Findourtargetaudience,wherevertheymightbe.
AssesstheroleofeachMediaType
Messagethatgoesalongwitheach,i.e.roleofradio,print,billboards,
OpenHouses,database-drivendirectmail,email,SEM,digitaldisplay
advertising
IV.2 MaximizeourOWNEDMEDIAproperties
Completethere-designed,moreengagingRoeperwebsitetoimprovevisualidentity,accesstoinformationandconsistency:thereisqualityevidencetosupportthedirectcorrelationbetweenaschoolswebsiteand
thelevelofinterest/activity
Increasesocialmediauseamongfaculty,administration,students,parents,
ImprovethequalityandfrequencyoftheseinteractionstoincreasevisibilityandenhancethereputationofRoeper(e.g.Have20%ofthe
contentfortheRoeperwebsitecomefromusers)
ARoepereducationdeliversvalue-basedoutcomes
Studentsexplore,discoverandreceiveanoutstandingeducation.
Theyareintellectuallycurious.
Theyareknowledgeableandprepared.
Theyhaveastrongsenseofselfknowwhotheyareandwhattheyhavetooffer.
Theyfeelempowered,butnotentitled.
Theyaregloballyawareandcommunity-minded.
Theyhonorandembracediversity(ethnicdiversity,socioeconomicdiversityand
diversityofviewpoints)
Theyareacceptingandrespectful.
Theypursuetheirpassionsacademically,artisticallyandphysically.
Andtheyarelifelonglearners.
TheRoeperSchool-aneducationforlife.
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Auditthecurrentvisualidentitycues:logo,colors,fonts,allprintedpiecesisthereopportunitytoboost/enhance/improve/updateRoeper's
imagewiththesematerials?
IV.3 SupportactivitieswithEARNEDMEDIA
ContinueworktodeveloppositiveandprovocativestoriesaboutwhatshappeningattheRoeperSchool
PublicizewhatourstudentsdowhentheyleaveRoeper,documenthowwellpreparedRoeperstudentsareforlifeafterRoeper,publishoursuccess
atacceptanceatstudentsfirstchoiceschools
DevelopmediaopportunitiesforthenewHeadtopositiontheschool
IV.4 SystematizeREFERRALandWORD-OF-MOUTH
Helpfamilieswithwaystorespondtowhytheysendtheirchildtoaschoolforgiftedstudents
OutcomesandResults
1. Weseea16%uptickinqualifiedinquiries.
2. Wetrackariseinword-of-mouthreferrals.
3. GoogleAnalyticsshowthatuniquewebvisitsareupby15%andtimespentinteractingwithRoeperonlineexceedstwominutesatavisit.
4. TheRoepermodel,faculty,studentsandinnovationsreceivelocal,regionalandnationalmediacoveragetotaling100mentions.
5. Wewitnessagreaterdegreeofrecognitionbykeyinfluencers.
6. And,Roeperisunderstoodandadmiredforitsuniqueandprovenapproachtoeducation
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APPENDIX:OTHERCONCEPTSTATEMENTSWEWERECONSIDERINGASABOARD
Daretodiffer
ThatswhatwedoatTheRoeperSchool.Wechallengethestatusquo.Wechallengeeach
other.
Webelievethatastudentwithquestionsisbetterthanastudentwithalltheanswers.Forover
70yearsRoeperhasdeliveredanationallyadmiredapproachtoeducation.Onethatisdriven
bytheindividualstudent.Students(ofeveryage)balancechoiceandfreedomwith
responsibility.
Roeperisengaging,highlycollaborative,andbringsteamstogethertosolverealproblems.Asa
resultnewideasarecreatedhere.
Howelsedowedaretodiffer?Askyourself,whatifaschoolcouldhaveasoul?
Whatifthatschoolwasourschool?
TheRoeperSchool
Roeperisselfdiscoveryateveryage
Roeperpreparesstudentsforlifelonglearningbygivingeverystudentastakeintheireducationfrompre-schooltohighschool.
Ratherthanforcingaone-size-fits-all,weknowwhatsbestforyoucurriculum,Roeperoffers
uniqueand,often,moresophisticatedchoicesthanmostschoolsettingswhilebeingmindful
ofrealworldexpectationsandareaswherestudentsmayneedextraattention.
Lowerschoolkidsaretrustedtochooseandmaketheirwaytospecialinterestclassesevery
day,whileupperschoolstudentscandesigntheirownindependentstudies.
Collegesappreciateandvaluetheself-directionthatresultsfromaRoepereducationand
reportamuchhigherthanaveragesuccessrate.
Accordingly,alumshavetheconfidencetopursueawidevarietyofareasthataremost
fulfillingtothem.
DiscoverRoeper.
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V. GREATFACULTYANDSTAFF
V.CONTINUETOSUPPORTANDATTRACTGREATFACULTYANDSTAFF
Background
AtRoeper,thefacultyandstaffaretheheartoftheinstitution.Itistheirknowledgeandskills,
theirextraordinaryeffort,andtheirdecisionsandactionsinandaroundtheclassroomthat
ensuretheuniquelyhappyandeffectiveRoepereducationalexperienceforeverystudent.
WithoutthesegreatpeoplewhohavemadeRoeperanintegralpartoftheirlives,theschool
wouldnotbetheviableandthrivingeducationalinstitutionitistoday.Astheschoolmoves
forward,itmaybecomemoredifficulttoattractandretainthesamequalityoffacultyandstaff
unlesscertainissuesareaddressed.Theseissuesincludethelackofschoolwidepoliciesand
procedures,aninconsistentevaluationprocess,afailuretofullyuseprofessionaldevelopment
tostrengthentheschoolcommunity,andthelackofsalaryparitywithotherindependent
schools.
ThefirstconcernwasraisedduringRoepers2008ISACSSelf-Study.ThePersonnelCommittee
examinedthestateoftheRoeperStaffGuidebook(adocumentdescribingRoeperspoliciesand
procedures).Itlearnedthateachcampushasitsownguidebook,thatbothdocumentswerein
needofrevisionandthatbecauseofobsolescence,werenolongerbeingdistributedto
employees.Subsequently,theSchoolcreatedanewEmployeeHandbookandPolicyReference
guideincorporatingtheHRrelateditemswhichthatwasdistributedintheSpringof2011toall
employees.
ThesecondissuewasraisedbyfacultyandstafftotheAccreditationVisitingTeamduringits
2009visit.FormostcurrentRoeperemployees,thereislittle,ifany,writtendocumentationin
theirpermanentrecord.Accordingly,theVisitingTeamrecommendedthatRoeperfinalize
andimplementaconsistentprocessforprofessionalassessmentandreviewofallemployees,includinginterventionsforthoseatrisk(ReviewforConcern).Althoughallthreedivisionsare
movingtowardaformalandconsistentevaluationprocess,thereismuchtobedoneinorderto
fullyachievethisgoal.
ThethirdissuewasalsoraisedbytheVisitingTeam.Althoughwecontinuetosupportandfund
professionaldevelopment,thereisnoformalwayofeducatingemployeesaboutprofessional
developmentopportunitiesandhowthefundsareallocated.Manyemployeesfailtotake
advantageofopportunitiesbecausetheyarenotawareofthemanypotentialoptionsavailable.
Further,forthosewhodotakeadvantageofprofessionaldevelopment,thereisnosystemin
placetoencouragethesharingofknowledgethroughpeercross-training.
Thelastissueisbasedonsalarydataforlocal,regionalandnationalindependentschoolsand
therecommendationtotheBoardbytheCompensationandBenefitsCommitteeinMarch,
2011.(Attachment10.7)Duringtherecentrecession,theschoolwasforcedtotakeanumber
oftemporaryactionsrelatedtostaffing,salariesandbenefits.Althoughourretentionratefor
currentemployeesisgood,someapplicantswithdrawfromtheemploymentprocessbecauseof
thesalariesandthelackofretirementbenefits.
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Theissueofsalaryandbenefitparitymaybecomemoreurgentinthenearfuture.Becauseof
thepotentialhiringthatmightoccuroverthenext3years,itisimportanttobeabletorecruit
qualitystafftoreplaceretirees.Itisalsoimportanttoreviewthecurrentprocessforthe
movementofinternalcandidates,becauseitmayplacecurrentemployeesatadisadvantage
despitetheirRoeperteachingexperience.Basedonpotentialretirements,therecouldbeas
manyas14facultyandstaffretiringin2012-13,7in2013-14,and10in2014-15.(Attachment
10.3)Thisestimatedoesnottakeattritionintoconsideration.Withoutadditionalactionsrelated
tosalariesandbenefits,itmaybemoredifficulttofillopenpositionswiththesamecaliberof
employeeRoepercurrentlyhasinplace.
Basedontheseconcerns,thefollowingrecommendationsaremadeinordertoattractgreat
employeesandtomaintainandsupportourcurrentfacultyandstaff:
ActionsandInitiatives
V.1 ThetwoseparateRoeperStaffGuidebooksshallbeupdatedandincorporatedintoone
livingdocumentreflectingcurrentpoliciesandprocedures.
Informemployeesandfullyimplementthecurrentpoliciesforeveryemployee. DistributeGuidebook,andannualupdatesasneeded,toeveryemployee.
V.2 Fullyimplementaconsistentprocessforprofessionalassessmentandreviewofall
employees,includinginterventionsforthoseatrisk(ReviewforConcern).
Educateemployeesandfullyimplementthecurrentassessmentprocessforeveryemployee.(SeePeriodicTeacherReviewdocument)
Continuetoimprove,reviewandstrengthenthePeriodicTeacherReviewandReviewforConcernprocesses.
V.3 Planandsupportfacultyinpursuitofprofessionaldevelopmentthatwillstrengthen
knowledgeofteachingthegiftedchild,relevantaspectofclassroominstructionandthedevelopmentofcurriculum.
Review,educateandarticulatehowtheprofessionaldevelopmentfundsaredistributedandtheresponsibilitiesoffacultyafterreceivingthem.
Leveragetheprofessionalskillsetsofstaffbyencouragingcross-trainingwheneverpossible.
V.4 Increasesalaryandbenefitsforfacultyandstaffcreatingparitywithotherindependent
schoolsandmakingtheschoolmoreattractivetopotentialnewhires.
Implementanon-goingreviewofsalarybandsandbenefitsforthenext3to5years. Implementaformalprogramtocommunicateandeducateemployeesaboutcurrent
salaryandbenefits.
Implementauniform(acrossalldivisions)andmoreconciseprocedureforhiringnewemployees.
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OutcomesandResults
1. TheStaffGuidebookisupdatedanddistributedtoallemployees. Allpoliciesarefullyimplemented. Annualupdatesoccurandaresharedwiththeentirecommunity. Everyemployeeiseducatedregardingcurrentpolicies.
2. TheDivisionHeadscreateadocumentthatclearlystatesthestandardsforbeingasuccessfulRoeperteacher.Acopyisgiventoeveryemployee.
3. EveryemployeereceivesacopyofandiseducatedaboutthePeriodicTeacherReviewProcess.
Everyemployeeknowswhenhe/sheistobeassessedandtheassessmentisheldinatimelyfashion.
Everyemployeehasameeting(s)heldtodiscusshis/herPeriodicTeacherReview. AwrittensummaryreportgeneratedbytheDivisionHeadsisplacedinthe
employeespersonnelfileinatimelyfashion.
Acopyofthewrittensummaryreportisgiventotheemployeeinatimelyfashion.
4. TheDivisionHeadsformallyreviewthepreviousyearsTeacherReviewandReviewforConcernprocesses.
TheDivisionHeadsprovideanyrequiredchangesorupdatestothePeriodicTeacherReviewand/orReviewforConcerndocumentstotheHumanResourcesAssociate.
TheDivisionHeadsand/ortheHumanResourcesAssociatecommunicatethechangesorupdatestoallemployees.
5. Alivingdocumentwillexplaintheprofessionaldevelopmentprocess. Thedocumentwillbedistributededucatingallmembersofthecommunityaboutthe
process.Updateswilloccurannually,orasneeded,andthesewillbesharedwiththeentirecommunity.
Howdecisionsaremade,astowhichprofessionaldevelopmentpossibilitiesarefunded,willbedefined.
AprocesswillbeestablishedastohowbesttheemployeewillsharewiththeDirector(s)andstaff;whatwaslearned,theeffectivenessandbenefits.
Consistentanddedicatedtime/opportunitywillbeprovidedtowork/sharewithpeers. Professionalskillsetsofstaffwillbeleveragedbyencouragingcross-trainingofstaff
wheneverpossible.
6. Ifenrollmentprojectionslooksustainable,alongtermplantocreatesalaryparitywithotherindependentschools,andrestorethe403(b)match,willdeterminethemost
appropriateplacetoraisesalaries.
7. Annualfinancialandbenefitseducationseminarswillbeavailableforfacultyandstaff.
8. EveryemployeewillbeeducateannuallyonRoeperspaybandsandhowtheyaredefined.
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9. Thecurrenthiringprocesswillbemodifiedtoincludecollaborativedecisionmakingwhileenablingdecisionmakingtobecompletedinatimelymanner.
10.Theprocessforconsideringinternalcandidatesforvacantpositionwillbeclearlydelineated.
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VI. IMPROVEFACILITIES________________________________________________
VI.IMPROVEFACILITIESBYADDRESSINGDEFERREDMAINTENANCENEEDSAND
MAJORIMPROVEMENTSTOTHEBIRMINGHAMCAMPUS.
Background
After the 1993 Strategic Plan, between 1994 and 2005, the School began to
methodically pursue its priority list of deferred maintenance items, from roofs,
mechanicalsystemsandinternetaccesstotheremodelingofsciencelaboratoriesand
theAchesonTheater.Inaddition,theSchooladdedover47,000SFoffacilitiesincluding
the StewardBuilding, SwimmingPools, and the Community Center all locatedonthe
Bloomfield Hills Campus. This work has continued to the present; witness the
tuckpointingoftheBirminghambuildingandopeningofthenewLowerSchoolLibraryin
early2012.
Althoughsignificantfacilitiesimprovementshavebeenachieved,theessentialfacilities
challenges are declining older infrastructure that faces significant and expensive
deferredmaintenancecombinedwiththeneedformoreand/orbetterspacesinwhich
tofacilitatethelifeoftheschoolinarapidlychangingenvironment.Consistentwiththe
Roeper Philosophy,Mission of the School, 21st Century Education Strategy, and the
Environmental Sustainability Policy, the overarching goal is through maintenance,
designstrategiesandbuildingtechnologiestohavefacilitiesthat:
Provideahealthyandcomfortableenvironmentforlearning; Conserveenergy,resources,andwater; Provideflexiblespacesthatfunctionasateachingtool; Incorporatetechnologytoenhanceeducation; Serveasacommunityresourceformeetingsandfunctions; Ensureeasymaintenanceandoperation;and Createasafeandasecureeducationalatmosphere.
ActionsandInitiatives
VI.1 Incorporateenhancedtransparencyintotheselectionandprioritizationofmajor
maintenancemeasures,newconstructionandfacilityacquisitionsthroughpreparingandimplementing:
Aprotocolforcommunityinputintheselectionandprioritizationofmajormaintenancework,newconstructionandfacilityacquisitions;and
Acommunitycommunicationsplanpriortotheinitiationofmajorfacilitiesprojectsincludingfundraising.
VI.2Strivetoavoiddebtformajormaintenance,renovationsandnewfacilitiesby:
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Developingalong-termscheduleformajormaintenance,renovations andnewfacilitiesandincorporatingintotheschedulebenchmarksfor fundraising; Increasingtheendowmenttocovermajormaintenanceonexistingfacilities; Adoptingapolicytorequireendowmentforoperationandmaintenancecosts
fornewconstructionpriortoinitiationofconstruction; Seekinggrantsanddonationsformajormaintenance,renovations andnewfacilities;and Implementingsustainablefinanceactionsandinitiatives.
VI.3 Implement the three major deferred maintenance items at the Birmingham
Campus (roof, windows and finish tuckpointing) as funding permits, and, if
feasible,implementothersignificantmaintenanceitemsontheBirminghamand
Bloomfieldcampuses.
VI.4Preparefora75thAnniversaryCapitalCampaignincludingidentifyingthefacility
projectsandendowmentneedstobeincludedinthecampaign.Thepreparation
toinclude,amongotherthings:
Retainingaspecialistincreativemasterplanningforindependentschools; Performinganeedsanalysisforbothcampusesincludingcurrentspace
utilizationandspaceassessmentandanalternativesanalysis;
Reviewingandmodifying,asappropriate,thecurrentmasterplansforeachcampus;
ReviewingneedsforfieldspacefortheRoeperathleticprogram,thecurrentsystemforsecuringleasedspace,theoptionsandcostsforlongtermleasesor
thepurchaseoflandandconstructionofimprovementsforaRoeperoutdoor
athleticcampus,andremainingopentoenteringintolongtermleasesoracquiringlandforfieldspacefortheathleticprogramshouldcost-effectiveand
viablelandbecomeavailablepriortothe75thAnniversaryCapitalCampaign
Establishingfacilitiesprioritiesandfundingneedstobeincludedinthe75thAnniversaryCapitalCampaign.
OutcomesandResults
Theultimateoutcomeofthisthreeyearplanwillbe:
1.Improvementstoexistingfacilitiesandtheconstructionofnewfacilitiestoenhance21stCenturyEducation.
2. Enhancedopenness and transparency in the selection and prioritizationofmajorfacilities projects resulting in building community support for the projects and
enhancedparticipationinanynecessarycapitalcampaign.
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3. Majordeferredmaintenanceitemswillbeaddressedandthegroundworkforfutureimprovementswillbelaid.
4. The sustainability of the school and its principal facilities is enhanced bysystematicallyaddressingtheneedsforfundingandendowmentofoperationand
maintenancecostsofcurrentandfuturefacilities.
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VII. OURFINANCIALMODEL
VII.CONTINUETOSTRENGTHENOURFINANCIALMODEL
Background
Alongwithourphilosophy,thefinancialmodeloftheschoolisoneofthefoundational
elementsofourlongtermstrategyandhowtheschooloperatesday-to-day.Itenables
everythingwevalueandrecognizeasimportantfromkeepingtuitionaffordableto
maintainingarich,evolvingandcustomizedcurriculumandsetofoutsidetheclassroom
learningopportunities,toprovidingincome,healthandretirementsecuritytoourfaculty
andstaff.
Theoperatingbudgetoftheschoolisprimarilydrivenbythetuitionreceivedeachyear.
Inthelasttenyears,Roeperhasbeenabletoeliminatepreviouscapitaldeficitsandincrease
workingcapitalanddebtservicereserves.However,theschoolhasalsoseenincreased
stressontheannualbudgetsduetotherecenteconomicdownturninthelocalSoutheast
Michiganeconomy.Asaresult,ithasbeennecessarytodecreasefundingforimperative
itemssuchasdeferredmaintenance,salaryincreasesandbenefitsmatchprogramsforstaff
andadministrationandotherimportantexpenses.
Aswelookforwardattheefforttosupportthegoalsofthestrategicplan,thissectionofthe
planseekstobalancetheobjectivesofhowtoattainincreased,andmorebalancedfunding
sources,withtheneedtoalsosupporttheimperativesofreplacingagingfacilitiesand
improvingthecompensationofthefacultyandstaff.
ThefollowingactionsandinitiativesarenecessarytoinsurethatRoeperhasthefundsand
sourcesoffundingtosupportandsustaintheschooloverthenextseveralyears.ActionsandInitiatives
VII.1Determinetheoptimumsizeoftheschool,withaspecificfocusonincreasing
retentionrates.Enrollment,withanemphasisonretentionrates,isandshould
remainakeyfocusfortheschool.
VII.2Utilizetheupcoming75 thanniversaryoftheschoolasanopportunitytoinitiateacapitalcampaignthatwilltargetinvestmentinthestrategicobjectivesasprioritized
bytheschoolandBoardofTrustees.Theseprioritiesmayincludefacilities,
endowment,increasingstaffandfacultybenefits,etc.
VII.3DecreasetherelianceontuitionbyincreasingtheEndowmentthroughspecifictargetedinitiatives.
VII.4IncreasetheAnnualFundwithspecificdollarandparticipationgoalsthatare
madepublicandtrackedthroughouttheyear.Thisincludessettinggoalsfor
constituencygroups(suchasalumni,students,parents,etc.).
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VII.5Developastaffingmodeltosupportstrategicresourcingdecisionsandto
enhancechoice.Thiswouldincludereviewofstudent/teacherratiosand
student/administrationratios.
VII.6Implementanorganizationalspendingassessment.
VII.7Investigateotherpossiblesourcesoffundingoptions.
OutcomesandResults
8. Conductanindepthlookatthefactorsthatarelimitingenrollment,aswellaslookingatfactorsthatcouldincreaseenrollment.Measurementofretentionrates,withspecific
goalsforincreasingtherateofretentionshouldbeimplemented.
9. Conductanassessmentofcapitalcampaignneedsanddevelopastrategyin2012thatwillallowtheschooltotakeadvantageofthisopportunity.
10.Developspecifictargetstoincreasetheendowmentoftheschoolinthenextthreeyearswithnewcontributionstotalingatleast$450,000.
11. IncreasedAnnualFundtargetsshouldbedeterminedwithincreasesofanappropriateleveloverthenextthreeyears.Thegoalsshouldincreaseinbothdollargivingandalso
inparticipationforallconstituencies.
12.Thestaffingmodelandimplementationareownedbytheadministration.Allfinancialmodelingshouldcoverathreeyearperiod(rollingforward).
13.Theorganizationalspendingassessmentshouldincludemetricstoensure
performance.
14.Otherpossiblefundingsourcesmayincludeareassuchasincreasedsummeropportunitiesforclasses,otherschoolprograms,etc.
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