Standard 1. Vision & Purpose
STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.
Impact Statement: A system is successful in meeting this standard when it commits to a purpose and direction that is shared system-wide. The leadership establishes expectations for student learning aligned with the system's vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and district effectiveness. The system's vision guides allocations of time and human, material, and fiscal resources.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions.
Definitions of Indicators Rubric
Not Evident: Little or no evidence exists
Emerging: Evidence indicates early or preliminary stages of implementation of practice Operational: Evidence indicates practices and procedures are actively implemented
Highly Functional: Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
INDICATORS: In fulfillment of this standard, the system:
1.1 Establishes a vision and purpose for the system in collaboration with its stakeholders:
Operational
Evidence Provided: Vision/Mission Statement visible throughout the district; Policies/procedures, manuals/handbooks demonstrating stakeholder involvement in devlopment of mission/vision; Stakeholder perception data used to develop vision, mission; District Strategic Improvement Plan includes vision, mission; Strategic planning meeting members involved in the Strategic Improvement Planning process;
1.2 Communicates the system's vision and purpose to build stakeholder understanding and support:
Operational
Evidence Provided: Brochures, handbooks include vision, mission; Newsletters include vision, mission; Stakeholders are knowledgeable of vision, mission; Website/page includes vision, mission; Other: Posters
1.3 Identifies system-wide goals and measures to advance the vision:
Operational
Evidence Provided: District and school improvement planning incorporates vision, mission; District Strategic Improvement Plan includes vision, mission; Goals distributed through publications and communication; Goals that are data-driven and measurable and included in School Improvement Plans; Stakeholders demonstrate involvement in and knowledge of goal setting; Strategic plan includes vision, mission; SWAT visits & SWAT notebooks
1.4 Develops and continuously maintains a profile of the system, its students, and the community :
Operational
Evidence Provided: Annual Report; District Strategic Improvement Plan; Newsletters, articles, brochures, handbooks, publications; Stakeholders demonstrate knowledge of District profile
1.5 Ensures that the system's vision and purpose guide the teaching and learning process and the strategic direction of schools, departments, and services:
Operational
Evidence Provided: District and school improvement planning demonstrates alignment with vision, mission; District curriculum demonstrates alignment with vision, mission; Policies on instructional practices demonstrate alignment with vision, mission; Policies on lesson plan development and deployment demonstrate alignment with vision, mission; Staff and Parent Handbooks demonstrate alignment of vision, mission with teaching and learning; District Strategic Improvement Plan demonstrates alignment of vision, mission with teaching and learning; Student report cards demonstrate alignment with vision, mission
1.6 Reviews its vision and purpose systematically and revises them when appropriate:
Operational
Evidence Provided: District Improvement Strategic planning process demonstrates review; Agendas, minutes for strategic planning demonstrate review by stakeholders;
District Improvement Strategic planning process demonstrates review by stakeholders
Focus Questions:
1. What is the process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders?
The vision of the Haralson County School System, “Haralson County Schools will be recognized as a leader in improving student achievement for ALL students,” demonstrates the belief that all children can learn and succeed. The process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders began with the initial draft of a vision statement developed through the Strategic Improvement Planning process. All stakeholder groups were represented in various planning meetings including system and school leadership, teachers, and staff; school board members, community, religious and business members; and parents. After several discussions with these various groups, the draft version of the vision was disseminated by the superintendent at a county-wide stakeholder meeting and input was solicited. Staff members dissected the meaning of the vision and were asked to consider whether it represented their vision for the future of the system. After receiving no negative feedback, the vision was approved by the board.
Visual dissemination of the vision has been done in numerous ways. The vision is used on the web site as well as on correspondence that go home to families. The vision is included in any official student and faculty handbooks and is visible in common areas within schools as well as within individual classrooms.
The vision has been shared with parents and stakeholders at school council meetings, board meetings, school-wide faculty meetings, as well as at community round table and advisory board meetings. The desire to have all stakeholders understand the vision and willingly share ownership and assume accountability for the success of students has been discussed in these forums.
The process for maintaining an understanding of the system’s vision was developed through the System Strategic Improvement Planning process and alignment with the individual school improvement plans. The System Strategic Improvement Plan goals were developed with representatives of all stakeholder groups. Each goal contains Performance Measures and Initiatives that contain SMART targets that are specific, measurable, attainable, relevant, and time-oriented. These targets and initiatives were developed by dynamic teams of stakeholders that examined data, strengths and needs and identified common themes and priorities. The five system goals aligned to the vision, along with the performance objectives, are:
1. Student Achievement
· Ensure mastery of the curriculum
· Reduce achievement gaps between identified subgroups
· Improve graduation rate
· Ensure nationally competitive students
2. Student Support
· Establish timely and effective procedures to monitor student success
· Develop strategies to address symptoms of poverty
· Develop a positive culture and a safe and orderly environment
3. Teaching & Learning
· Improve implementation of standards-based best practices
· Deliver needs based, relevant professional learning
· Ensure accountability for performance
4. Student, Staff, Parent and Community, Engagement
· Increase student, staff, parent, and community engagement
· Improve stakeholder perception of school system
· Improve student and staff attendance
5. Operational Support
· Ensure effective and efficient operational processes
· Ensure continuous improvement processes
2. What is the system's process for maintaining and using information that describes the school system, its programs, services, and schools and their performance?
The system’s process for maintaining and using information that describes the school system, its programs, services, and schools and their performance is multifaceted. A primary tool used for maintaining information regarding programs, services, demographics, academic progress, grades, attendance, special services received by students, Individual Educational Plans (IEPs), scheduling, transcripts, discipline referrals, and counseling referrals is PowerSchool. Additionally, PowerSchool (an integrated student information system) allows parents immediate access to grades, attendance, and discipline data through use of an online login through the system’s website. Performance Matters, a web-based test data management system, which allows system personnel to analyze standardized assessment data and benchmark assessment data in order to monitor student and school performance is another important tool used within the system. EasyIEP is also a tool utilized by system personnel to manage and monitor IEPs for students with disabilities. Student data in Performance Matters and EasyIEP are uploaded from PowerSchool to ensure that the data are consistent and current.
Another tool the school system uses for maintaining and using information is the use of a Balanced Scorecard (BSC) which is available to the public through eBoard on the system website. The BSC identifies trend and baseline data across the five goal areas from the System Strategic Improvement Plan including student achievement, student support, operational support, teaching and learning, and stakeholder engagement. After establishing baseline data, performance measures are set and projected goals are determined. These data are used to prioritize systemic initiatives, and each school uses these goals to revise specific school improvement plans.
The system website is used to share information about the system’s programs, services, current projects, and school activities and achievements. The website maintains a profile that describes the structure of the system, student and community demographics, and assessment data. The information on the website is in a constant state of revision to ensure that parents, students, and the community have up-to-date information regarding the system and schools. Schools also maintain local websites linked to the system website.
All departments in the system maintain a web page on the system website. For example: the Teaching and Learning Department maintains web pages for School Improvement, Professional Learning, Special Education, and Student Support. These various web pages provide links and resources that pertain to that particular area of education. Resources for students and parents include links to websites on parent involvement and student resources related to testing and academic achievement.
Dissemination of information to all stakeholders is crucial for the successful operation of the system. Multiple communication strategies are currently being utilized. Periodic newsletters are distributed by individual schools, and the Rebel Report, a current review of school happenings and celebrations, is published semi-annually in the local newspaper. The Rebel Review is published weekly and emailed to all faculty, staff, and board members. This Rebel Review contains weekly information on school co-curricular and extra-curricular activities, as well as state and local test days to keep stakeholders informed about programs, events, and services throughout the system. Student agendas/student handbooks and a system-wide student code of conduct, which includes system and school visions, missions, and policies and information for students and parents, are distributed to each student at the beginning of the year. This information is provided to each new student as they enroll throughout the school year. These items are also available on the system and schools’ websites. Classroom information is provided at open house, parent/teacher conferences, school council, and PTO meetings. Communication is facilitated between the system, schools, and community stakeholders through surveys, community advisory boards, school board meetings, school council meetings, and teacher and student roundtable discussions. Board meetings are held twice monthly and are open to the public. Board meeting agendas and minutes are available for public viewing through eBoard on the system website. Board News is a monthly newsletter of happenings at the school board meetings and is emailed to system faculty, staff, and school board members and is posted on the website. The system personnel handbook is updated annually and made available to all system employees. System and school leaders receive an administrator’s handbook which is updated periodically to assist leadership in dealing with policies and procedures.
The Georgia Department of Education and the Governor’s Office of Student Achievement provide public access to a plethora of school and system level information including awards the system or school might receive, AYP status, overall and subgroup test scores, demographic information, graduation rates, attendance rates, and the ability to make comparisons with similar systems. A link to these websites is made available to parents from the system’s website.
Both leading and lagging achievement data are widely used within the system to prioritize needs, establish goals, communicate progress, and adjust instruction. When data indicate that a student is performing below expectations, provisions for individual or group remediation are made. Lagging data sources include results obtained from CRCT, Georgia High School Graduation Test, SAT, Georgia Writing Tests, End of Course Test, Access for ELLs, and the Georgia Alternate Assessment. Georgia Assessment of Performance on School Standards (GAPSS) analyses, benchmark tests, formal and informal classroom assessments, and report card grades are forms of leading data that are used to adjust instructional strategies and offerings throughout the year. Northwest Georgia RESA has been instrumental in assisting the system in conducting voluntary GAPSS analyses at all system schools, disaggregating and analyzing data from multiple sources, and providing job-embedded professional learning and support for identified areas of concern.
3. How does the leadership ensure that the system's vision, purpose, and goals guide the work of the school system and its schools?
Haralson County School System’s leadership ensures that the system’s vision, purpose, and goals guide the work of the school system and its schools by developing and implementing the system’s Strategic Improvement Plan which created an aligned structure to maintain a consistent and pervasive focus for the entire system. Each school’s improvement plan is aligned with the goal areas of the system’s Strategic Improvement Plan. The Balanced Scorecard (BSC) was implemented to provide a tool that would allow leaders to measure, manage, and monitor the work of the system and eliminate the previous method of “solution jumping” or making decisions that were not grounded in data.
The system’s Strategic Improvement Plan was developed after a stringent, multi-layer SWOT process of analyzing Strengths, Weaknesses, Opportunities, and Threats within the system through several discussions and committees made up of internal and external stakeholders. The system’s leadership team was the first to participate in a SWOT analysis. This team included central office administrators, building level administrators, and supporting department heads (i.e. transportation director, school nutrition director). The process was cascaded to the building level as well as to the Board of Education.
After attaining this valuable information from the various dynamic teams and needs-assessment surveys, looking at multiple leading and lagging data sources, and observing classrooms, five goal areas were identified. These goals would provide focus, yet capture the needs of every department, thus allowing each person in the system to understand how their work ultimately impacted student achievement. Alignment was created among system goals and specific action steps were developed to support the work. These five strategic goal areas were captured at the school level in School Improvement Plans. As decisions are made, there is deliberate intent to determine if the decision is aligned to the needs that have been identified on the Strategic Improvement Plan and/or School Improvement Plans. If not, the decision must be discussed to see if indeed there should be an initiative developed to support the decision. If not, the decision is not considered. This creates a constant process of evaluating the needs within the system and ensures that the Strategic Improvement Plan is a living document that can be adjusted to meet the changing needs of the system and schools.
In order to accurately gauge strengths and needs of the instructional environment, each school participated in a voluntary Georgia Assessment of Performance on School Standards (GAPSS) analysis. These analyses, led by Northwest Georgia RESA, consisted of external observers who visited each classroom and evaluated classrooms against the clear and specific criteria found in the Georgia Department of Educations’ Class Keys document. These GAPSS analyses provided further support for system and school initiatives as they mirrored the data that had been collected by internal leadership and observations through Awareness Walks and Core Focus Walks (classroom observations by school and system leadership).
4. What process is used to ensure that the vision and purpose of the school system remain current and aligned with the system's expectations in support of student learning and the effectiveness of the school system and its schools?
The vision and purpose have been revisited by multiple stakeholder groups and input sought. Because a pervasive climate exists within the community where there is a lack of trust (not only for the school system, but for anything that is government or corporately sponsored), it has been critical to maintain honesty and transparency in the process. Leaders capitalize on opportunities to discuss the vision and purpose. This is done in various venues such as at system leadership meetings, school level leadership meetings, faculty meetings, Board of Education meetings, community forums, and school council and PTO meetings.
There is a continuing need to solicit input and buy-in from both internal and external stakeholders. While the system is open to adjust the vision and purpose, should they discover that it is not aligned to the system’s expectations then adjustments can be made through the Strategic Improvement Planning process. The superintendent, Board of Education members, and system leadership feel a need to foster a sense of solidarity, consistency, and predictability within the community in order to build public trust and support through continuous two-way communication. The vision, “Haralson County will be recognized as a leader in student achievement for ALL students,” while broadly stated, can be viewed from multiple perspectives and has been an effective catalyst for conversation. No matter the audience, each stakeholder can see their responsibility for being a member of the team that contributes to providing an education of excellence for each student in Haralson County. Being a leader in student achievement describes the need for high expectations for both students and staff and enables leaders to constantly raise public awareness regarding acceptable levels of student achievement and the level of accountability required to meet state and federal expectations.
Overall Assessment:
Operational: The school district has committed to a shared purpose and direction. The district and its schools have clearly defined expectations for student learning aligned with the district's vision that is supported by district and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, district and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources towards a common goal of high expectations and achievement for all students.
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