HomeMy WebLinkAboutAgenda - 11-10-1998 - Attachment #10/�cr e(rt +�
CHAPEL HILL - CARRBORO CITY SCHOOLS
Lincoln Center, Merritt Mill Road
Chapel Hill, North Carolina 27516 -2881
Telephone: (919) 967 -8211
Neil G. Pedersen
Superintendent
Ann Y. Hart, Assistant Superintendent
of Instructional Services
Chester F. Proyar, Assistant Superintendent
of Support Services
TO: Board of Education
FROM: Neil G. Pedersen
Superintendent
RE: Strategic Planning Task Force Report
DATE: June 11, 1997
The Strategic Planning Task Force Report was discussed on work
session by the Board of Education at its February 20, 1997 and June 5, 1997
Board meetings. SGCs and principals have had multiple opportunities to
provide feedback to the contents of this document. It is presented for Board
approval as the strategic plan for the next five years for the Chapel Hill - Carrboro
City School District.
RESOLUTION: Be it, therefore, resolved that the Chapel Hill - Carrboro
City Board of Education approves the Strategic Planning
Task Force Report.
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ro
A Vision for Education in the 21st Century
in the Chapel Hill - Carrboro City Schools
Prepared by:
The Strategic Planning Task Force
Revised by
The Board of Education
June 5, 1997
Approved by
The Board of Education
June 19, 1997
A Vision for Education in the 21st Century
Table of Contents
Introduction ..................................... ..............................1
Report Development Process ................ ..............................2
Strengths, Weaknesses, Opportunities, and Threats ................ 2
Strengths...................................................... ..............................2
Weaknesses.................................................. ..............................3
Opportunities............................................... ..............................3
Challenges and Threats .................................. ..............................3
The Mission, Beliefs, and Core Values of the District .............4
MissionStatement ......................................... ..............................4
Beliefs About How We Educate Our Students .. ..............................4
Values......................................................... ..............................4
Vision of a Graduate of the School District .......................... 5
EssentialSkills .............................................. ..............................5
AcademicContent ......................................... ..............................5
Character and Behavior Traits ....................... ..............................5
Goals............................................. ............................:.. 6
Major Strategies ................................ ..............................8
Implementation ................................ ..............................1 5
Conclusion....................................... .............................16
Appendices
Strategic Planning Task Force Members ......... .............................17
Strategic Planning Task Force Meeting Calendar ..........................19
A Vision for Education in the 21st Century
Executive Summary
One of the first steps of the Strategic Planning Task Force was to launch a comprehensive
effort to obtain the community's perspective or vision for local education. Through public
hearings, numerous meetings in housing neighborhoods and multiple other channels for
responses, the community identified strengths, weaknesses, opportunities and threats facing
our schools. In addition, respondents suggested new strategies for the schools and reinforced
some existing initiatives.
Strengths, Weaknesses, Opportunities and Threats
The community feedback indicated that the schools' strengths are high student achievement and
expectations; strong community support and involvement; and a high quality staff.
The underachievement of African- American students continues as the most pervasive weakness
of the schools along with the lack of services for average students. Overcrowding, large class
sizes, and inadequate career planning and students' lack of respect are also considered
weaknesses.
Opportunities are identified largely in terms of community resources: volunteers, community
diversity, partnerships, recruitment of staff, empowerment, collaboration and charter schools.
The list of potential threats is lengthy and includes the concern that educational resources may
not keep up with needs, disparity in family incomes, retention of staff, low expectations for
some students, lack of students' accepting responsibility, and charter schools, vouchers, and
tuition tax credits.
Beliefs
The strategic plan is built on beliefs about the conditions needed for the most effective
education. These beliefs include high academic and behavioral expectations; a consistent and
articulated core curriculum; parents who function as active partners in their children's
education; a nurturing environment where diversity is respected; adults who serve as good role
models; learning that is related to real world experiences; and instruction that is active and
attuned to the learning styles of students. The task force believes that all students are capable
of high achievement with consistent, effective effort.
Values
Related to beliefs, the task force identified six values: respect, responsibility, excellence, equal
opportunity, teamwork, and shared decision making.
Vision of a High School Graduate
The task force also developed a vision of the skills a graduate should possess. The task force
believes that schools should take responsibility for developing students in three major areas:
(1) essential skills, (2) academic knowledge and (3) character and behavior.
Mission and Goals
The mission and goals of the district remain largely unchanged. The mission is to enable all
students to acquire, through programs of excellence and fairness, the knowledge, skills and
insights necessary to live rewarding, productive lives in an ever - changing society.
The district's goals are:
1. All students will achieve mastery in reading, math and oral and written communication.
2. All students will think critically; use appropriate strategies and technologies to solve
problems.
3. All students will graduate from high school or receive an equivalency degree.
4. All graduates will exit school with the skills and knowledge for another degree or a career.
5. All high school students will participate in at least one extra - curricular activity.
6. All middle and high school students will provide service to the community.
7. Parents, students and staff will be increasingly satisfied with the schools.
8. Schools will have the highest quality teaching, administrative and support staff.
9. Schools will provide safe, comfortable and healthy environments conducive to learning.
Strategies
The feedback from community meetings, the task force's public hearing last spring and
discussions among the task force are reflected most heavily in the strategy's section. The
major proposed strategies of the district are captured in nine statements:
1. Set high standards and expectations for students and staff.
The task force believes that all members of the school community should work to ensure that
all students achieve at the highest possible level. These expectations should be clearly
communicated to each student in the form of a defined, coordinated curriculum with specific
standards. Each student should-be supported by the teachers' active belief in the capabilities of
the student. Students must receive a high level of support in order to be successful and should
be motivated by teachers who reach out to students and do not wait for them to ask for help.
2. Meet the diversity of individual student needs.
The wide diversity of students is considered both a strength and a challenge. The task force
believes this diversity requires greater individual attention and support, particularly for low -
achieving students and those who have problems which complicate their education. Staff
members should use their unique perspectives to identify and obtain assistance for students
who have educational, physical and mental health problems. The schools need to establish
high expectations for all students, reduce class size and reach out to involve parents of low
socio- economic families.
3. Ensure a high quality teaching staff.
The task force recognizes the importance of having the best possible teachers and a favorable
student- to-teacher ratio. The members recommend: that teacher salaries should be raised and
class size should be lowered; that all members of the school community, including students,
need to create a supportive environment for teaching and learning; and that teachers who are not
satisfactory should be assisted to succeed and relieved of their positions if not successful.
4. Emphasize the community's responsibility to all schools and all students.
In the current environment of school choice, charter schools and vouchers, the task force views
charter schools as an opportunity and a threat. The district should support charter schools
when they test an innovative program that addresses an important concern or interest of the
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schools or provide an alternative to students not being served effectively. Limited school
choice should be allowed within space and racial balance constraints. The system should
establish one or more year -round schools.
5. Strengthen home - school partnerships.
The task force highly values mutual respect and responsibility among teachers, parents and
students. They recommend renewed efforts to involve parents more deeply in their schools;
parent encouragement of their children to meet all expectations and maintain high standards; to
provide opportunities for interaction with staff in the community; and parental contributions to
the schools' resources through the tax structure.
6. Expect and maintain a wholesome learning environment.
Task force members are concerned about the erosion of basic values of respect, honesty,
compassion, perseverance and responsibility. The task force believes those values are so basic
that they pervade the community. Each school should state clearly its expectations for behavior
and not tolerate violence, vandalism and disrespect. Good character can best be taught through
models at home and at school; however, individual schools/SGCs may wish to incorporate
character education in school improvement plans.
7. Continue the construction of new facilities and maintenance of existing
ones.
Overcrowding and anticipating enrollment growth were major concerns of the task force. The
members suggest the construction by the year 2001 of an eighth elementary school, a fourth
middle school, an addition at East Chapel Hill High School. The school system should
continue to collaborate with the county and towns to plan for and share new facilities.
8. Provide schools with modern computing and communications technologies.
The task force views technology as a tool to enhance the productivity of students and the
effectiveness of staff. The district and individual schools should: develop, annually update
and fund a plan for the use of technology for students and staff, network all schools and
provide access to the Internet from all work stations; create access to administrative files at
Lincoln Center to improve efficiency; and support efforts to make technology available in
homes and the community.
9. Support and strengthen site -based management.
School Governance Committees are critical to the implementation of the strategic plan. SGCs
are expected to use the plan as a blueprint for future initiatives. The school board should
conduct a comprehensive evaluation of site -based management, support and train SGC
members and ensure that they are representative of the school community.
Implementation
The strategic plan is consistent with recent school district initiatives. It is expected to be used
as a document by SGCs in the development and revision of School Improvement Plans and by
the school board in reviewing new proposals.
The implementation of the plan at both the district and school levels will be reviewed by the
year 2000.
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Chapel Hill - Carrboro City Schools
Strategic Planning Task Force
A Vision for Education in the 21st Century
Introduction
In the Spring of 1996 the Chapel Hill- Carrboro City Schools' Board of Education
approved a plan to create a Strategic Planning Task Force to make recommendations for directions
and priorities for the upcoming five year period. The Task Force included representatives and
leaders from the schools and the community. It was charged with producing a report by the Spring
of 1997 offering a vision for education in the district as it moves into the 21 st century. The Task
Force was to solicit broad input from the community through public meetings to ensure that the
report had maximum support. The Board did not express explicit concerns that the Task Force
was to address nor was the Task Force convened to address any particular problems. The Task
Force was seen as a means to engage the broader community in the continuing process of making
our good school system even better.
In recent years, major reports have been written by task forces relating to the achievement
of academically gifted and African- American students, inclusion of students with disabilities, as
well as the capital needs of the district. The Strategic Planning Task Force reviewed these reports
and other recent initiatives so that its report could build upon their work.
During the last five years, the school system has addressed many crucial issues. The
school system continues to face the challenge of identifying more effective strategies to support
underachieving student populations, especially African Americans. Meeting the diversity of
students' needs by strengthening the educational program to ensure the highest possible
achievement for a'students remains the highest priority of the school district. Simultaneously, the
district has dealt with the rapid growth of the student population and the consequent need to build
new schools and expand programs and services. Site -based management, including the expanding
role of school governance committees, has been strengthened at each of the district's schools
On the state and national scene, several trends in public education have dominated the
headlines. Current reform in public education places greater emphasis on addressing the needs of
the individual student and providing greater freedom for parents and students to control the
direction of their education. Advocates of school voucher systems propose to divert public
education funds to privately controlled schools. Others are advocating for the creation of charter
schools to provide an alternative setting for students who might benefit from them. Another trend
is public school choice which allows parents to select the district school for their child to attend.
Year -round schools are also being promoted in many districts. Schools are becoming more
inclusive in an effort to meet better the needs of students with disabilities. The technological
advances of the last decade have encouraged some systems to invest heavily in new technologies to
prepare students to take full advantage of computers and electronic resources. Another educational
initiative is character education which is being promoted through a wide variety of formal programs
to address concerns about disrespect, intolerance and violence in the school setting. Variations on
these trends are emerging as hot issues in our local district.
Report Development Process
The Task Force held its initial meeting in May, 1996. In addition to receiving its charge,
the Task Force was informed of the current status of the school district, the performance of the
students, and the recent initiatives and priorities of the School Board. Public meetings were held in
May and June to solicit input from the community and to generate ideas for the Task Force.
During meetings over the summer and early fall, the Task Force reviewed the input from the public
meetings. The group developed lists of strengths, weaknesses, opportunities and threats that
currently face the school system. The school district's mission statement was reviewed and
affirmed. The group developed a list of beliefs and values considered of highest importance. A
vision for the graduate of the Chapel Hill- Carrboro school system was developed. Finally, goals
and strategies were identified for inclusion in the report.
Upon completion of the report, the Task Force will present its findings and
recommendations to the Board of Education at the Board's annual February planning conference.
After the public has had additional opportunities to comment, the Board is expected to adopt a final
draft of the report later in the spring. Plans for using and disseminating the information in the
report are outlined at the end of this document.
Strengths, Weaknesses, Opportunities, and Threats
Strengths: Through the Task Force discussions and public meetings, a number of
strengths were identified in our school system. Interestingly, several of these strengths also are
identified as weaknesses because they do not always permeate the district and benefit all students
equally.
• High student achievement: On almost every measure of student academic achievement,
the district leads the state or is very close to the top.
• High academic expectations: The high school curriculum is perceived as rigorous, at least
for students in honors and advanced placement courses.
• Community's commitment and financial support: The district benefits from the
largest local per -pupil expenditure in the state and one of the highest total per -pupil
expenditures. The community has passed two bond referenda during the last ten years.
• Parent and community involvement: Parent participation is extremely high at school
functions. Parents and members of the community are actively involved in the schools as
volunteers. Many parents provide a high level of support at home for their children's
education. The PTA is extremely active, with the Thrift Shops raising approximately $350,000
annually to support school programs.
• High quality staff Located in a growing, prosperous,. and university-based community,
the district attracts well prepared teachers and supports them through a variety of professional
development programs and one of the highest local salary supplements in the state.
• Facilities and instructional resources: Although some facilities are aging and
overcrowded, most schools provide an attractive and comfortable environment for staff and
students and are relatively well equipped and supplied
• Diverse community and student body: The community values and takes pride in its
diversity and respect for cultural differences although there is a growing concern that the rising
cost of living is reducing the economic diversity.
Weaknesses: A number of weaknesses emerged from the public meetings and from the
Task Force discussion. They have been collapsed into the following categories:
• Under- achievement of African- American students: In. several different ways, concerns were
expressed for students from low income families in the community, many of whom are
African- American. Intolerance, racism, lower standards for these students and lack of parental
involvement were high among the concerns identified. There are too few African- American
students taking rigorous courses and participating in extra - curricular activities and too many
dropping out of school after they turn sixteen. It is perceived that lower standards in terms of
behavior and academic achievement exist for African- American students.
• Lack of attention to students in the middle: There is a perception that the "average" student gets
overlooked.
• Inadequate attention to career planning for students entering the workforce after leaving high
school
• Overcrowding and large class sizes: It is feared that more of our schools will become
overcrowded in the near future. Many class sizes are too large today:
• Lack of respect and concerns about discipline and safety: Teachers are concerned about a
growing lack of respect from students and an overall decline in discipline.
Opportunities: The Triangle abounds with resources and opportunities that could lead
to educational enhancements. Some of those identified by the Task Force include the following:
• Large and talented volunteer pool including parents, retirees, and university students
• Diversity of community including cultural offerings
• University, business, non - profit, and community resources and partnerships
• Partnerships with parents
• Development of quality relationships between students and teachers
• Recruitment, support, and retention of the best teachers
• Empowerment of parents, staff, and students through site -based management
• Access to technology
• Collaboration with other school districts
• Charter Schools
Challenges and Threats: A considerable list of threats was developed. Keeping
up with the demands caused by growth heads the list. Disparities between high and low income
families, changing family structures, and a growing expectation for the schools to take on more
responsibilities for children with seemingly growing personal needs ranked high among the
perceived threats. A declining interest in teaching as a profession and an inability to reward
adequately and retain teachers were also seen as major threats to our system. The most serious
threats in priority order were as follows:
• Facilities and resources not keeping pace with enrollment increases
• Increasing disparity in resources between high and low socio - economic status families:
Changes in family structure and economic pressures are making it more difficult for parents to
become involved in children's education and to provide necessary support.
• Inability to adequately reward and retain teachers and administrators. There is a declining
interest in the teaching profession, especially among minorities, due to low salaries and
teaching conditions
• Low expectations set for some students
• Decline in students' willingness to accept responsibility and be held accountable for their
actions and decisions
• Expectation by society that schools take on more and more responsibilities, some of which are
beyond their control
• Frequently changing directions and educational initiatives at the state level by the General
Assembly and Department of Public Instruction
• Charter schools, vouchers, tuition tax credits, privatization
• Crime, drugs, gangs, loss of values in society
• Students' perception that school is boring and unrelated to their lives.
• Lack of businesses in Orange County to support schools resulting in higher taxes
• Politically divisive special interest groups
• Inappropriate and ineffective communication between parents and teachers
• Loss of district level direction and perspective due to site -based management
• Community becoming increasingly intolerant, less diverse, and elitist: Cost of living is
threatening student diversity and opportunity for educators to live in community
• Possible merger of Orange County school districts
• Increasing tendency of parents to litigate disputes with the school system
• Loss of funds due to suit filed by low wealth school districts challenging state's formula for
funding schools
• Inadequate resources and support for students and teaching staff to responsibly include special
needs students.
The Mission, Beliefs, and Core Values of the District
Mission Statement
The mission of the Chapel Hill- Carrboro City School System is to enable all students to
acquire, through programs of excellence and fairness, the knowledge, skills, and insights
necessary to live rewarding, productive lives in an ever - changing society.
Beliefs About How We Educate Our Students
The following beliefs describe the conditions under which learning can most effectively
occur. It should be apparent to visitors to our schools that these beliefs are reflected in the
instructional program.
• High academic and behavioral expectations should be clearly communicated to students and
they should be held responsible for attaining them.
• The core curriculum in all schools should be consistent across grade levels and be articulated
clearly between grade levels
• Parents should be active partners in the educational process both at home and at school.
• Students deserve to be educated in a safe, clean, inviting, stimulating, and caring school
environment where diversity is respected and all stakeholders are valued as contributors to the
school community.
• Adults should be good role models who are motivating, nurturing, accepting, respectful,
committed to children, principled, and understanding of children's needs.
• Students should be active participants in the instructional process and learning should be related
to their real world experiences through integrated instruction.
• Students should be provided with a variety of educational experiences that recognize their
individual learning styles and developmental needs.
• The curriculum should emphasize essential skills and content that all students should acquire,
as well as critical thinking, problem solving, and information acquisition.
• Students should be educated in the least restrictive and most heterogeneous setting in which
they can be successful learners.
• All students are capable of high achievement and intelligence is developed from consistent and
effective effort.
• Every student should be supported by at least one adult who can advocate for his or her
educational needs.
Values
Values permeate the organization, governance and day - today operations of the school
district. These are the values that we believe should guide the district into the next century.
• Respect: Respect is to be given to every student, parent, and staff member in all decisions
and interactions at all times.
• Responsibility: All members of the school community accept responsibility for their own
actions and decisions, refraining from placing blame on others.
• Excellence: All members of the school community strive for excellence in everything they
do, never being satisfied with an effort less than their best.
• Equal Opportunity: Opportunities available to some students and staff are available to all.
• Teamwork: Success is achieved through teamwork and collaboration among students,
parents, staff, and the community.
• Shared Decisionmaking: Those most affected by decisions and most responsible for
carrying them out are included in the decisionmaking process.
Vision of a Graduate of the School District
We believe that the schools should take responsibility for developing in students:
(1) essential skills required to be life -long learners and productive citizens; (2) academic excellence;
and (3) character and behavior traits indicative of healthy development as an individual and member
of a community.
Essential Skills
• Mathematical, logical, and statistical skills
• Comprehensive reading skills
• Interpersonal skills, including speaking, listening, and working as a member of a team
• Writing skills to promote effective communication
• Effective information accessing, processing, and analysis skills using technology when
appropriate
• Critical thinking, reasoning, and problem - solving skills
• Conflict resolution and negotiation skills
Academic Content
Academic content should not be taught in isolation but rather in an integrated fashion which
teaches students about the nature of inquiry and the structure of disciplines. Concepts and
principles should be stressed rather than the mere acquisition of factual knowledge. A well
rounded high school graduate should have a knowledge and understanding of scientific principles,
including applied science; mathematics; American history, government, and economics; world
history, geography and cultures; at least one foreign language; and literature, the 4rts and the
humanities.
Character and Behavior Traits
• Being honest and having integrity
• Valuing effort, specifically the work ethic, and self- discipline
• Showing understanding and respect for differences among people -- an appreciation of
diversity
• Taking responsibility for one's own actions
• Showing respect for others and for authority
• Knowing and fulfilling the responsibilities of U.S. citizenship and having a sense of
responsibility for being a member of a global community
• Being able to civilly resolve disagreements
• Being adaptable and flexible
• Living a healthy lifestyle
• Setting goals for lifelong learning and personal development
Goals
1. All students will achieve mastery in reading, mathematics, and oral and
written communication.
Qbjectives•
• All schools will make at least "reasonable gains" each year as defined by the State's ABC Plan
on End -of -Grade Tests (EOG), the state writing test, and the achievement criteria identified for
high schools. (Note: A reasonable gain, as defined by the state, typically is a one year gain for
each year of instruction.)
• The percentage of students demonstrating proficiency on EOG tests in reading and mathematics
at each grade level in grades 3 -8 will increase to at least 95 percent. (Note: By June, 1999 fifth
and eighth grade students who do not demonstrate proficiency in reading and mathematics will
not be promoted to middle and high school.)
• The percentage of students demonstrating proficiency on the state writing examination in
grades four and seven will increase to at least 95 percent of all students. (Note: By June, 1999
fifth and eighth grade students who do not demonstrate proficiency in writing will not be
promoted to middle and high school.)
• Students in grades 3, 6, and 9, on the average, will perform, at least, at the 80th percentile on
the Metropolitan Achievement Test in reading, language arts, and mathematics.
2. All students will think critically and use appropriate strategies and
technologies to acquire and analyze information to solve problems.
Objectives:
• The percentage of secondary students demonstrating proficiency on End of Course tests will
increase to 75 percent on each examination.
• The SAT. participation rate will increase to 90 percent or higher and the average total score will
be 1150.
• The number of AP test scores at 3 or above will increase to an average of 0.75 per junior and
senior.
• The percentage of eighth graders demonstrating competency on the State technology exam will
increase to at least 90 percent of eighth graders and all high school seniors. (Successful
completion of the technology exam is a requirement for graduation by the year 2001).
• Secondary students will continue to excel in state and national level competitions in the
academics, the arts, and vocational education.
3. All students will graduate from high school or receive a graduation
equivalency degree from a community college.
Objective.
•
The dropout rate for students in grades 9 -12 will not exceed 2.0 percent as measured by the
State. All students leaving school early will complete an exit interview which documents the
reason for their decision.
• 90 percent of 9th graders will meet high academic standards and will be promoted to 10th
grade.
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4. All high school graduates will exit school with the skills and knowledge
to pursue a post - secondary degree or a job that leads to a career.
Objectives.
• All high school graduates will receive admission to an institution of higher education or will
have a commitment for full time employment by the end of the summer.
• All students not immediately pursuing higher education will have successfully completed
vocational courses which provide them with an employable skill.
S. All high school students will participate in at least one school -
sponsored co- curricular or extra - curricular program.
Objective:
• During their high school career, all students will participate in at least one school- sponsored co-
curricular or extra - curricular program.
6. All middle and high school students will provide service to the
community.
Objectives.
• All middle school students will complete 25 hours of service learning by the end of eighth
grade. (Note: This is an expectation, however, students are not denied promotion to high
school if it is not met. This expectation is prorated for students entering our middle schools
after the sixth grade.)
• All students will complete 50 hours of service learning by the end of their senior year. (Note:
This is a requirement for graduation. This requirement is prorated for students entering our
high schools after the ninth grade.)
7. Parents, students, and staff will be increasingly satisfied with the
public schools.
• The percentage of parents, students, and staff who give their school a grade of A or B on the
Gordon Black survey will increase to 90 percent.
• Exit interviews for teachers will indicate that at least 80 percent of those who resign or retire
have a positive attitude about their experiences in the CHCCS.
• The number of students who drop -out of school or withdraw to attend home, private, or
charter schools due to dissatisfaction with the public school system will decrease.
8. Schools will have the highest quality teaching, administrative, and
support staff.
- W'ectives:
• At least 50 percent of all teachers, and 75 percent of teachers with ten or more years of
experience, will hold a master's degree.
• At least 50 percent of the Teaching Fellows recruited to the district will still be employed in the
district after five years.
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• The number of nationally board certified teachers will increase each year.
• The percentage of minority and African- American teachers on our faculties will be within five
percentage points of the percentage of minority and African- American students in the district.
• The percentage of teachers who resign each year will not exceed ten percent of the total faculty.
• Teachers' and administrators' local salary supplements, on the average, will be the highest in
the state.
• The percentage of parents and students who give their teachers a grade of A or B on the
Gordon Black survey will increase to 90 percent.
• The percentage of parents, students, and staff who give the school board superintendent, and
central office administration a grade of A or B on the Gordon Black survey will increase to 90
percent.
9. Schools will be safe, comfortable, and healthy environments for
students and staff that are conducive to teaching and learning.
Objectives:
• The number of violent incidents and injuries per 1000 students, due to fights, will be reduced.
• No schools will have enrollments above their capacity when adjusted to include the capacity of
mobile classrooms that are in good condition.
• The percentage of parents, students, and staff who give their school facilities and equipment a
grade of A or B on the Gordon Black survey will increase to 90 percent.
• The percentage of parents, students, and staff who give their school atmosFhere a grade of A
or B on the Gordon Black survey will increase to 90 percent.
All schools will have local area networks (LAN) and have access to the Internet through a district
Wide Area Network (WAN) and the ratio of students to computers will be no greater than 5:1.
Major Strategies
After processing feedback from the community and comments from Task Force members,
nine major themes emerged as requiring attention as the district moves into the 21st Century.
These issues are addressed in the strategies identified below:
1. Set high standards and expectations for students and staff
During the community forums and Task Force discussions, a high priority was placed on
setting high standards and high expectations for the Chapel Hill- Carrboro City schools' students,
teachers and administrators. Standards and expectations should not be lowered for any student
based on assumptions of his/her ability to perform. Each student should be expected to achieve at
the highest possible level and the teachers and staff should be committed to and held accountable
for facilitating and assisting each student to meet that expectation.
There are significant variations in what is being taught among the various schools across
the district. These inconsistencies can create problems when students from different schools
converge in the middle or high schools, presenting teachers with a mix of students with different
educational backgrounds and preparation. Frequent redistricting of students exacerbates this
problem as students and teachers from different schools are combined. To reduce this problem,
there should be a system -wide effort to coordinate curricula, expectations and standards across all
schools at each grade level and sequentially from kindergarten through high school.
The process of establishing high and coordinated standards and expectations begins with
the Board and administration. Board members, the superintendent, and each principal should
articulate the system's commitment to ensuring that all students achieve at a high level of
proficiency. Teachers, students and parents should work together to ensure that each student
reaches the highest possible level of achievement. Each student needs to understand what, indeed,
is expected of him/her. This is communicated to each student in the form of a well defined, highly
challenging curriculum with expectations and outcomes of achievement clearly identified and by the
teacher's active belief in and support of that student. Parents need to ensure that their students
fulfill their obligations to achieve. Principals need to ensure that each teacher receives support in
maintaining the high standards that have been set.
A high level of support for students must accompany high expectations if students are
expected to be successful in meeting these standards. Students achieving below their potential
must be motivated by teachers who are perceived by the students as caring about them and their
personal success. Counseling and advising services must be provided to students who need more
direction in their studies. Teachers and support staff must reach out to students and not simply
wait for them to ask for help. Students "in the middle" are particularly vulnerable to being
overlooked and allowed to move through the system without being adequately challenged.
Classrooms must be stocked with the necessary instructional materials and equipment. Class sizes
should allow for meeting a diversity of needs in the same classroom. Teachers need to be provided
with an effective staff development program, adequate compensation, and administrative support.
Summary
• High standards and high expectations should be established for each grade level, course,
and student.
• There should be a system -wide effort to coordinate curricula, expectations and standards
across all schools at each grade level and sequentially from kindergarten through high
school
• High standards and high expectations require commitment from administrators, parents,
staff, teachers and students.
• Standards are best communicated through curricula that clearly specify expected outcomes.
• A high level of support must accompany high expectations if students are to meet with
success.
2. Meet the diversity of individual student needs
The wide diversity of students in the district is both a strength and a challenge to the
schools' programs. There is a general concern that the schools are not fully meeting the needs of s
wide range of students with special academic, social, developmental, linguistic, behavioral or
health problems that complicate their education. There also is a specific concern that the schools
are not providing an optimal setting for educating African- American students. Among the
weaknesses identified by committee members was the perception of lower academic and behavior
expectations for African- American students and students from lower socio- economic status (SES)
households. While some parents from low socio- economic families make great efforts in support
of their children and their schools, the participation by many of these families is very limited or
non - existent. In some cases, parents perceive that teachers are intolerant of personal and cultural
differences. However, the diversity of the community and student body and the commitment to
provide educational services that meet the needs of a diverse student body, were considered by all
to be important. Perceived threats included, low expectations for some students and increasing
disparity in resources between high and low SES families and homes.
High on the list of beliefs for the education system were tailoring learning opportunities to
the individual's developmental needs and recognizing that children learn best when students',
teachers' and parents' beliefs, feelings and differences are valued and respected. Both equity of
opportunity and diversity of the student body were considered important values for the system to
maintain. Highly ranked among the strategies to be pursued were programs that enhance the
individual attention received by students and their families. This includes students who are high
achieving, differently - abled, and those who have not demonstrated grade level proficiency.
All public schools have limited resources and, within those resources, must delicately
balance their desire to meet both the individual needs of each student as well as the basic needs of
all students. No school system is wealthy enough to succeed completely at the former challenge
and none is satisfied to address only the latter. The low- achieving child may not receive the same
academic support and role models for academic achievement that are a part of the home life of the
more successful student. The school setting of six hours a day, nine months a year, beginning at
age five may not be able to compensate fully for the social differences. Pre- school, after - school
and community based mentoring programs, however, may enhance the efforts that are structured
into the school day.
Unrecognized physical and mental health problems may significantly interfere with the
education process for many students. The signs of such problems are often first recognized by
teachers and school staff due to their extended contact with students and extensive experience with
children of the same age. Studies have demonstrated that student achievement can be significantly
improved when the schools are able to assess such signs of physical and mental health problems
and, when indicated, pursue, in conjunction with the family, appropriate further medical evaluation
and treatment. This capacity is an important dimension of meeting the needs of all students.
In our efforts to maximize student achievement as measured by standardized achievement
tests, it is essential that our definition of excellence embrace a wider range of measures. Excellence
in the arts, leadership, interpersonal skills, and athletics should be valued by the community and
educators alike.
For the schools to enjoy the full support of the entire community requires that each family
feel that its children's needs are being met. The perception that the schools are failing to meet the
needs of any group of students will undermine this support and fuel sentiments for vouchers,
charter schools and school choice. Efforts, therefore, must be made to personalize the education
process for each student as much as possible to ensure that each student is being fully challenged
and receiving all the resources needed to achieve at his or her best. This requires a great deal of
support from parents as well as teachers and school administrators.
Summary
• The schools should support efforts in the community to strengthen pre- school and Head
Start programs as well as early intervention programs in elementary schools for children
who are developmentally delayed or likely to have difficulties later in their academic
careers.
• Greater efforts need to be made to personalize the education of each student, within the
budgetary constraints of the system. Reducing class size will enable teachers to better meet
students' individual needs.
• Teachers, staff and the curricula need to reflect the wide diversity of talents in our students
and cultivate and reward successful accomplishments in those diverse activities. Standards
should be broadened, not lowered, to achieve this appreciation of our diversity.
• The schools should continue with vigor to stamp out intolerance and discrimination at all
levels.
3. Ensure a high quality teaching staff
Inadequate teacher salaries and excessive class sizes were identified as high priority
weaknesses needing to be addressed in our current system. A declining interest in the teaching
profession along with our inability to adequately reward and retain teachers were threats that were
perceived to be of great significance to the Task Force. Among the opportunities and strategies that
were given great importance were taking steps to hire and retain highly qualified and committed
10
teachers through aggressive recruiting, professional development, compensation, working
conditions, rewards, motivation and accountability.
The Task Force recognizes the critical importance of having the best possible teachers in the
system and having a favorable student to teacher ratio. Success at maintaining a high quality pool
of teachers not only requires aggressive recruiting, but also a system that supports the teachers
through professional development, appropriate compensation, supportive working conditions and
appropriate acknowledgment of their success. The district needs to find the resources to expand
the number of teachers and provide levels of compensation sufficient to recruit the best teachers
into the district. However, money alone does not ensure that the working environment is
supportive of the teachers' efforts. School administrators, parents and the students themselves
need to contribute to creating the supportive environment that makes the best use of the available
teachers' skills. At the same time, our district also must effectively address any situations in which
a teacher or staff member is not competently fulfilling his or her professional responsibilities and
contributing to the mission of the schools.
Summary
• Resources need to be identified to hire and retain more, highly qualified and committed
teachers to improve the teaching staff and reduce class size.
• Administrators, staff, parents and the students themselves need to create a supportive,
professional working environment to maximize the talents of our teachers and thus the
accomplishments of our students.
• Teachers and other staff who are found not to be satisfactorily meeting their responsibilities
need to be assisted in succeeding and removed from their positions if these efforts are not
successful.
4. Emphasize the community's responsibility to all schools and all students
In recent times, some parents have suggested that the school system should have open
school choice, allowing each parent to choose which school in the district their child will attend.
Other parents have been advocating to establish charter schools which receive per pupil support
from the district bqt have autonomy to hire teachers and set curriculum with few limits. There also
is some parental interest in having school vouchers which would allow each student to use public
funds for education to pay private school tuition.
All of these efforts derive from a genuine concern of parents to get the very best education
for their children; however, a public school system is more than just a vehicle for a parent to
acquire a quality education for their own children. A community school system is the means
through which the entire community commits itself to achieving excellence in education for all
children. Public schools are a collective effort in which all citizens, whether they have children or
not, contribute according to their means to, support education for all. The successes and failures of
each student should be of concern to all citizens, not just the parents of the respective students.
When citizens lose sight of this basic premise, then the whole system begins to unravel. Schools
are only as strong as the collective support they receive from the citizens.
Vouchers, charter schools and school choice have the potential to undermine this collective
community support and siphon resources away from the system to provide special settings or
privileges for certain students over others who cannot afford to take advantage of these
opportunities. Any considerations of school choice, charter schools or vouchers should weigh
carefully the impact against this important collective community commitment toward maintaining
the highest quality school system committed to achieving the best possible education for all
children. The Task Force finds any form of a voucher system to be unacceptable because it diverts
public funds to private schools and disrupts the diversity of the student body. Similarly, charter
schools, under existing legislation, may divert a disproportionate amount of funding from the
existing schools and also may disrupt the diversity of the student body.
The Legislature has authorized charter schools under the aegis of the local board of
education, the State Board of Education or one of the state universities. Therefore, the Task Force
tt
can only make recommendations for conditions under which the CH -CCS Board of Education
should consider chartering a school. The School Board should consider supporting charter
schools under the following conditions: 1) The proposed charter school would test. an innovative
program that addresses an important concern that is of interest to the local Board of Education but
is unlikely to be implemented within the traditional school structure; or 2) The proposed charter
school would recruit a group of students not currently being served effectively by the system, such
as dropouts; and (3) A charter school should not detract from the education of students who
continue to be enrolled in the district. The School Board should make every possible attempt to
address the perceived needs of dissatisfied groups within the bounds of the existing-school
structure.
School choice within the district's present schools currently is allowed under limited
circumstances and has not been particularly disruptive as long as there is room in the school being
requested and the transfer does not significantly affect racial balance. The Task Force supports
expanding the present restrictions on school choice as long as it does not involve a major
proportion of the student population (e.g. more than 10% of the student body). Requests would
have to be made early enough not to disrupt planning for the upcoming school year and approval is
predicated on the availability of space and the maintenance of racial balance. Restrictions on school
choice would have to be imposed following a major redistricting.
The Task Force was also supportive of establishing one or more year -round schools,
Provisions should be made for families who wish to enroll in a year -round school to choose to
attend the designated school and for others to opt out.
Summary
• School vouchers are not supported because of their potential to undermine the community
commitment to excellence in education for all students.
• The School Board should consider supporting charter schools under the following
conditions: 1) The proposed charter school would test an innovative program that addresses
an important concern that is of interest to the local Board of Education but is unlikely to be
implemented within the traditional school structure; or 2) The proposed charter school
would recruit a group of students not currently being served effectively by the system, such
as dropouts; and (3) A charter school should not detract from the education of students
who continue to be enrolled in the district.
• School choice should be allowed within the limits of space and racial balance
The district should move ahead with establishing one or more year -round schools.
5. Strengthen home - school partnerships
Among the weaknesses identified by the Task Force were a lack of respect among students,
teachers and parents toward each other, insufficient communications between the home and the
school, and too little involvement of low SES parents. Perceived threats to the system previously
identified included the following: (1) changes in family structure and economic pressures that
make parental involvement in the schools more difficult; (2) a decline in students' and parents'
willingness to accept responsibility and be held accountable for student performance; and (3)
unreasonable expectations by society that schools take on more and more responsibilities for
children. Opportunities identified included stronger partnerships with parents and homes, a large
pool of potential volunteers and improved empowerment of parents, staff and students through
school -based management.
In articulating the most important beliefs about how we educate, the Task Force repeatedly
identified the important role of parents as partners in the educational process, where teachers and
parents serve as good role models and there is an environment that expects respect between
students, teachers and parents. Respect and responsibility were the values most frequently
identified by Task Force members. Among the strategies given the highest priority were
improving home to school communications and encouraging greater parental involvement and
support in the education of the students. Improved parent - teacher communication would allow for
12
early identification and remediation of problems interfering with academic success. This included
clarifying the roles and responsibilities of parents, teachers, administrators and students. There
was also considerable discussion of character education as a means to re- establish the permeation
of basic values in schools and in relationships between school personnel and students and parents.
These basic values should include responsibility, perseverance, respect, compassion,
trustworthiness and honesty.
The success of the educational enterprise is dependent upon creating a positive relationship
between the student and the teacher that is built upon mutual respect and a commitment to work
hard at teaching and learning. Parents and school administrators play a critical role in creating and
supporting this important educational relationship between student and teacher. For schools to be
successful they must have considerable support from parents and the community. Schools must
demonstrate a commitment to provide opportunities for parent interaction and involvement in the
educational process, both at schools and in the communities served. Parents need to demonstrate
their support through their direct involvement in the school's activities as well as through their
expectations of their children to take responsibility for their own education.
Summary,
• Renewed efforts need to be made to get more parents deeply involved in their school's
activities. Schools must demonstrate creative methods for taking the schools into the
community.
• Parental support for the schools must also be demonstrated through parents' involvement in
their child's learning by encouraging their child to meet all expectations and maintain the
high standards set forth in the curriculum.
• Parental support is also shown through a willingness to contribute to the schools' resources
through the community tax structure.
6. Expect and maintain a wholesome learning environment
Among the weaknesses and threats identified by the community were lack of respect and
concerns about discipline and safety as well as crime, drugs and gangs and a loss of important
values in our society. Respect and responsibility were identified as important values. The Task
Force affirmed the belief that students should be educated in a safe, clean, inviting, stimulating and
caring school environment and adults should be good role models.
Character education has arisen from this growing concern about the apparent erosion of the
basic values of respect, honesty, compassion, perseverance and responsibility. In recent years,
public schools have avoided imposing values on students out of respect for the diversity of values
in the community. However, values such as those listed above are so fundamental that,
essentially, the entire community can agree on their importance and support their inclusion in the
curriculum and in the daily life of each school. These values are an essential part of creating and
maintaining a wholesome environment for learning.
These basic values are learned through role models that we emulate at home and at school
and not simply learned through a curriculum. Character education should be taught, first and
foremost, by example each day. Parents, as well as teachers and administrators, must demonstrate
these same values in their daily lives and in their interactions with each other if the students are
going to be expected to live by these values. Each school should clearly articulate expectations for
behavior in the schools. Violence, vandalism or disrespect will not be tolerated. Parents should be
counted upon to assist the schools in ensuring that their students abide by these standards.
The Task Force reviewed examples of character education curricula and felt that these basic
values were so critical to our system that they need to be reinforced throughout the daily life in each
school rather than added as a new curriculum specifically for this purpose. On the other hand, any
school that wishes to explore incorporating components of character education into the curriculum
should be free to do so.
13
Summary
• Each school should clearly articulate expectations for behavior in the schools. Violence,
vandalism or disrespect will not be tolerated. Parents should ensure that their students abide
by these standards.
• Administrators, teachers, staff and parents should model good character for students.
7. Continue the construction of new facilities and maintenance of existing ones
Overcrowded schools, large class sizes and inadequate funding for facilities were all
identified as major weaknesses of our current system. The most serious threat identified was the
concern that the facilities and resources will not keep pace with enrollment increases. Increasing
the financial support for education was identified as one of the major strategies to be pursued.
Even though the School Board has launched plans for several new building projects, there
is concern that recent trends in area growth will continue at rates not currently predicted and the
district will continue to face overcrowding. The Board of Education must engage in long -range
planning in concert with the County and local municipalities.
Summary
• All existing school facilities should be maintained and upgraded as necessary in a timely
manner.
• All facilities should be brought into compliance with ADA requirements.
• By the year 2001, the Chapel Hill- Cantoro City Schools should construct an eighth
elementary school, a fourth middle school, and an addition to East Chapel Hill High School.
• The school district should continue to collaborate with the County and local municipalities in
acquiring sites for new schools and sharing facilities.
8. Provide schools with modern computing and communications technologies and
the necessary support to enhance school administration and student instruction:
There is no question that technology will greatly impact how schools are administered and
education is provided to students in the 21st Century. Technology must be integrated into the
school community such that it becomes a natural part of daily life for students and staff.
Technology must be perceived, not as an add -on, but rather as a tool to enhance the effectiveness
of school staff members and the productivity of students. It should be recognized that technology
comes with a significant price tag and that it is a recurring, not a one -time, cost for which school
districts must budget.
Teachers should look to technology as a means by which the delivery of instruction will be
significantly transformed. In the not too distant future, it is conceivable that computers linked to
the Internet will be readily accessible to staff and students in schools as well as in their homes. We
can expect home- school communications to be greatly enhanced, thereby allowing parents to play a
more informed role as partners in their children's education. From their homes, students will be
able to access files not only in their schools but on the Internet at any time of the day or night. The
dated term "schools without walls" will take on new meaning in the technologically rich
environment that we envision.
Summary
Specific steps that the school district should take include the following:
• The district should annually update the master strategic plan for the use of technology in the
district and provide the necessary funding and training of classroom teachers to implement it.
• All schools should be networked and tied together through a wide area network, thereby
providing access to the Internet from any work station in any school.
14
• School and department offices should have real time access to administrative files housed at the
school district office to increase administrative efficiency.
• Students should graduate with the technological skills necessary to be successful in higher
education and future careers.
• Schools should support efforts to make technology readily accessible to students in their
schools, homes, and community.
Student recordkeeping should be simplified and enhanced by the replacement of the present
antiquated information system with a state -of -the -art system.
9. Support and strengthen site -based management
In implementing this strategic plan, the Board of Education must rely to a great extent on the
support and effectiveness of the School Governance Committees. It is expected that SGCs will
become well versed in the plan and will commit themselves to using the plan as a blueprint for
future SGC initiatives. Some issues, such as the coordination of curricula across the district, may
place some limits on the authority of SGCs while other strategies are almost totally dependent upon
the willingness of SGCs to implement them.
The district is now into its sixth year of implementation of a formal site -based management
model. The effectiveness of this governance strategy is critical to the success of the school district
because the responsibility for making major changes in school -based programs and policies has
been shifted to school governance committees (SGCs) made up of parents, teachers and other
staff, students, and the principal. Some SGCs are operating productively and cooperatively while
others, at times, are still struggling with the concept. Concerns that are most prevalent at this time
relate to the diversity of the members, the preparation of members to be productive contributors,
the degree of interest among constituents to serve on SGCs, and the question of who is ultimately
accountable under a site -based management model. The School Board should review the
implementation of site -based management in all of the schools in an effort to enhance its
effectiveness.
Summary
• The School Board should review the implementation of site -based management in an effort to
enhance its effectiveness
• The district should provide adequate support and training for SGC members
• SGCs should increase their efforts to be representative of and responsive to the total school
community
• SGCs should be held accountable for their operations, the decisions that they-make, and the
results that are achieved
Implementation
It was intended from the outset that this strategic plan would provide the district with a
blueprint for major directions over the next five years. The plan serves as a reference point against
which future, contemplated initiatives may be validated. It is expected that the Board of Education
will adopt the strategic plan in the spring of 1997 after providing additional opportunities for public
comment.
For the most part, the plan developed by the Task Force is consistent with the course which
the Board of Education has set for the past several years. Proficiency standards, differentiated
instruction, new approaches to gifted and special education, recommendations from the Blue
Ribbon Task Force, and personalized education plans are outgrowths of a commitment to high
standards for a students and to meeting the unique needs of AU students. In recent years the
Board has made significant strides with respect to providing adequate facilities and upgrading the
15
technology in our schools. Several of the schools have initiated programs to promote responsible
behavior and the development of sound character. Efforts also are underway to improve the
district's ability to recruit and retain a high quality teaching staff. In many respects, this report
suggests that the district is on the right path; however, several areas need increased emphasis and
resources.
Once the plan is adopted by the Board of Education, it should play a significant role in the
district for many years to come. A major effort should be made to disseminate the results widely in
easy to read formats throughout the schools and in the community. School Governance
Committees should use the document as the basis for the development and refinement of future
school improvement plans. Personalized Education Plans (PEPs) should reflect strategies
consistent with the belief statements and strategies in this document. When new proposals come
before the Board, strongest consideration should be given to those that are consistent with the
strategies found in this report. Finally, the Board of Education should conduct a formal evaluation
within the next three years to determine the degree to which the recommended strategies are being
implemented in each of the schools.
Conclusion
This report is being submitted to the Board of Education for its consideration. It reflects
the views of a diverse group of educators, parents, students, and community leaders. The Task
Force urges the Board of Education to support the recommendations found in the report and to use
them as guidelines for setting priorities which will shape the future of education in the Chapel Hill-
Carrboro City Schools for the next five years. We believe that the Chapel Hill- Carrboro City
Schools is an excellent school district, but it can, and must, undergo renewal if it is to be an
institution that keeps pace with the rapidly changing society that confronts us as we prepare to
move into the 21 st Century.
16
Strategic Planning Task Force Membership -
Hank Anderson
Tai Ayankoya
Sydney Batch
Ed Bedford
Mary Bushnell
Doris Jean Bynum
Angels Caiianan
Alton Cheek
Fred Cook
Alan Cross
Nick Dklow, Chair
Jim Etlerson
Carla Gilchrist
Doug Glasgow
Harvey Goldstein
Mark Hamilton
Jam Hart's
Sandy Hoitft
Dianne Jackson
Judy Jones
Alice Joyce
Marjorie Lancaster
Leticia Lumpkss
Steve Matson
Marilyn Mohler
Neal Norris
Mary Morrison
Mike Nelson
Ron Patrrasi
Barry Patat
Butch Patten
Matthew Perault
Mary Phillips
Michele RK%d
Maryanne Rosenman
Ellen Russell
Mary H. Ruth
Robert Seymour
17
NAACP
Parents
CHHS Students
Ephesus SGC:
Board of Education
Eastern Star
ECHH3 Students
Principals
Teacher
Health Professionals,
Board of Education
ECHHS SGC
Classified StafflBus Driver
Teacher
Professional Personnel Policy Committee
Board of Eder
Chapel HiII- Carrboro Assodation of Educators
Change County Black Caucus
Teadw Assistants
Chapel HIII-Carrboro Federation of Teachers
Teachw
Chapel Hill Mayor's office
Tier
Cvmrnu* Representative
tougie Middle SGC
Public School Foundation
CHHS Stunts
A.P.P.L.E.SJ UNC-CH
Carrboro Mayor
PI KNYUNC -CH
Technology
Principals
ECHHS Students
Frank Porter Graham Elementary SW
Partnership for Young Children
PTA Council
Parents
Arts
Chapel Hill Seniors
Don Stedman UNG School of Education
Sarah Stewart American Federation of TeachenVNorth Carolina
Ken Touw (Alternate) Board of Education
Karen Wallace Orange County Communities In Schools
Terrence Young Principals
Staff Mambo
Neil Q. Pedersen, SuPSfk tendwd
Ann Hart, Assistant Superkrtendefd of instructional Services
Chet Proyar, Assistant S6 perin ertdent of Support Services
Kim Hoke, Assistant to the SWsrk#endenVCommunky Reis
18
S#rata c P rig .Task Fare Meeting. Calendar
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19
Org��tioeeN Msstiny
Town Mm".(fit)
Rswhm PIM Draft
Review Second Draft
Review Feet and Third Draft
Approve " Drat
Bowd of Educsfim MOM Rqwft