GCSC Strategic Plan

Gary Community School Corporation Public Information Office 620 E. 10th Place |Gary, IN 46402

A Courageous Plan to Transform Gary Community Schools Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012

Research suggest that Great Schools Share a Set of Core Conditions that Enable Them to Help All Students Achieve

v Schools have the freedom to build and manage their own teams, create their own culture, focus resources on student needs, and empower teachers to innovate in the classroom.

v Schools are accountable for results. If they don’t perform, they are closed.

v As schools of choice, they empower parents and therefore have to effectively meet families’ needs to stay open.

But GCSC Doesn’t Create These Conditions For Its Schools:

1. Most principals have little say over who is on their team, limiting their ability to build the right school culture.

2. Most teachers are fed a top-‐down, standardized curriculum.

3. Most schools aren’t held meaningfully accountable by the district for improving student achievement

4. Most students are stuck going to poor-‐performing schools, with few high-‐quality transfer options. We must confront the truth: The system is broken. Much of the best work happens only when talented educators find a way to work around the bureaucracy. “Public education in the large urban areas in the united States has failed. This is a somewhat heretical thing for a schools Chancellor to say. But if we are not going to be candid, I don’t think we can take the kind of steps we need to make the necessary changes.”

-‐Former NYC Schools Chancellor Joel Klein


What We Know Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012

Generations of skilled leaders and educators have done their best to fix broken urban school systems in Indiana and around the country. Gary Community School Corporation has invested tens of millions of dollars in “reform.” Yet our kids are still stuck in a system that produces appalling results. GCSC has made some recent progress in the past few years, a National Blue Ribbon School, Gender-‐Based Academies, New Tech High School, more course offerings at Career Center and early Childhood Development, but it still has not come close to meeting its 2010 goals. Even if GCSC could sustain this progress, it would take many years — and in some cases decades — for the district to reach those benchmarks. It would be one thing if it were impossible to deliver excellent education to urban, high-‐poverty students. But a growing number of schools — in around the country — are achieving remarkable success with students just like ours. GCSC is making progress, but still falls well short of its goals and state average.

Metric Jurisdiction Starting Benchmark (2004|2005)

2009|2010 Goal

2010|2011 Result

Graduation Rates

GCSC Not known 66.8% 66.8% IPS 51% 95% 58%

Indiana 77% 84.1% 85% Academic Honors Diploma (% of grads)

GCSC Not known 5% 3% IPS 10% 25% 12%

Indiana 31% 29% 31%


Overview & Summary

Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012

OVERVIEW: The Gary Community School Corporation (GCSC) is committed to its vision and mission to become the highest performing urban district in the country. It is proposed that GCSC adopt a strategy to cluster and transform the twelve schools that are currently Focus and Priority Schools per 2012-‐2013 PL221 designations. This cluster of schools (COS) would be vertically aligned academically through school levels. Working collaboratively to develop and to work within a 21st century educational structure, GCSC intends to design and implement “Schools of Excellence Evolution Zone” (EZ) for the COS and a strategy to build upon this framework and accelerate student achievement gains across the school corporation. Under the direction of the Superintendent, this project will create the conditions to expand the principles of the EZ framework in a sustainable and scalable fashion, promoting system-‐wide improvement while providing targeted support for the lowest-‐achieving schools in the COS. SUMMARY: As a newly created division of GCSC central office, the Office of Innovation and Improvement will design and deliver innovative, flexible structures and services that are responsive to school-‐site needs in order to drive dramatic, transformational improvement in student achievement. This group is tasked with developing the strategic plans for COS schools as it relates to instruction and data while also developing the capacity of the school corporation’s COS principals in these functional areas.


Title I Funding


GARY COMMUNITY SCHOOL GRADE School 2012 2011 2010 2009

Benjamin Banneker Achievement Center A B A A Frankie W. McCullough Elementary School C A A D New Tech High School NA NA NA NA Glen Park Academy For Excellence In Learning C C C F Jacques Marquette Elementary School F A A D Daniel Webster Elementary School F A A D Bailly Middle School (SIG improving) D C F CLOSED Beveridge Elementary School (***) F F C F Brunswick Elementary School (****) F D A F Jefferson Elementary School (*****) F D F F Williams Elementary School (******) D D F F William A. Wirt/Emerson V.P.A. Academy (new principal) D D F C Dr. Bernard C. Watson Elementary School (*) F F F C Dunbar-‐Pulaski Middle School (**) F -‐ -‐ F Lew Wallace High School (*) F F F F West Side Leadership Academy (**) F F F C Mary McLeod Bethune Early Childhood Development Center NA NA NA NA Gary Area Career Center NA NA NA NA Transformation (4) | Lew Wallace, West Side, Williams, Jefferson, Beverage, Brunswick, Bernard Watson, Dunbar-‐Pulaski Secondary | combine the following schools: West Side, Lew Wallace, New Tech and Roosevelt in Roosevelt (9-‐12); West Side convert to middle school (6-‐9) Elementary | combine the following schools: Boys Academy and Baily; combine Jefferson and Beveridge move to Ernie Pyle; close Webster – move to Glen Park or Bailley, Open Ivanhoe – move Brunswick Close 3 elementary, 2 high schools K-‐5 = 4,142 /700 = 6 buildings 6-‐8 = 1,448 9-‐12 = 1,534 + 588 (Velt) = 2,122 10 – 12 buildings Currently 17 buildings | Including Velt


Gary Community School Corporation

Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012 GCSC MISSION Doing what is best for students – today, tomorrow and everyday! GCSC VISION To ensure that the Gary Community School Corporation becomes the premiere educational system competitively preparing our youth for ventures in higher education and employment opportunities; with necessary life skills in a uniformed, safe, secure, orderly, modern and state-‐of-‐the-‐art learning environment. WHAT WE BELIEVE

• Every student can learn at his/her own rate/ability. • Schools have the responsibility to create an environment where teaching and learning is fun for

students and teachers. • High expectations for staff, students, parents and community yield positive results. • A quality education is every child's right. • Parents, teachers, and students share a common desire and expectation for educational

excellence. • Educational excellence and opportunity require the responsible participation of committed

students, teachers and parents. • The Corporation has the human and fiscal resources necessary to provide a quality education

for all students. • Change in educational practice is necessary in order for our students to be able to compete in a

changing technological society.


Creating The Conditions For Success


To create the conditions for great schools to thrive, we must reinvent how GCSC operates. Instead of the central administration making all the important decisions from the top down, we recommend that GCSC:

• Pay for all 4-‐year-‐olds to attend a quality pre-‐kindergarten program so they can start building the skills they need to be successful students.

• Give schools with skilled leadership teams control over staffing, budgets, culture, curriculum, and

services — as long as their schools meet and sustain high performance goals.

• Invest up to $1 million a year to attract and train the next generation of great principals and teachers ... and start great new schools.

• Empower parents with many more good choices—in neighborhood schools or across the city if

that’s what would best serve the individual needs of their children.

• Give great teachers more say in what gets taught and how—and pay them more for achieving great results.

• Invest in a major effort to turn around struggling schools—and replace chronically failing

programs with schools we know can succeed.

• Unite all public schools (traditional district, and public charters) under a single banner of quality: Schools of Excellence.

We call them SCHOOLS OF EXCELLENCE because that’s exactly what they offer: a unique opportunity to transform GCSC, the lives of our children, and our city’s future.

WE COULD DO ALL OF THIS WITH CURRENT FUNDING … WITHOUT RAISING TAXES ONE CENT


What Are Schools Of Excellence?


Today’s public school landscape is confusing; the labels “traditional district,” “magnet,” and “charter” schools don’t mean much to the public and none suggests quality. They are legal designations. By creating a unified designation for all high-‐ quality public schools within the GCSC boundaries, we would be sending a strong signal that the only thing that matters is educational excellence — no matter what kind of school it is. Schools of Excellence would be given freedom over staffing, budgets, culture, and curriculum, as long as they continue to meet very high standards. Over time, all schools in GCSC would become Schools of Excellence. Excellent existing schools would become Schools of Excellence immediately following a planning year. Poor performing schools would be given support to improve and seek Opportunity status. And new leadership and new school models would replace persistently failing programs.

Everyone Benefits Students: Better prepared for college, careers, life ... with higher earnings, lower incarceration rates, better health, and more voting and volunteering. Teachers: More say on instruction, more opportunities to start their own schools, and potential for higher pay. Principals: Much less red tape and the freedom to lead their schools. Parents: Many more quality school choices. All Citizens: Stronger community, higher property values, and more taxpayer accountability.


The Transformational Transition Plan

Sweeping changes such as these will not and do not happen overnight. We believe GCSC can open about 3 great new Schools of Excellence a year to replace failing programs. Many likely will be originally. But our reforms also will make GCSC a national magnet for the most talented teachers, principals, and programs in the nation, which will accelerate our progress. PLANNING YEAR TRANSITION YEAR 1 TRANSITION YEARS 2+

• Get the leadership team in place. • Hire eight “transformation consultants” to help turn around low-‐performing schools. The team will include a RTI specialists for the high schools. • Audit all GCSC operations to uncover more savings. • Set standards for becoming Schools of Excellence. • Start downsizing central office. • Create a New School Incubation Fund and a Talent Development Fund.

Dividing Responsibilities Strategically

• Open the first School of Excellence. • Start shifting funds to schools. • Incubate new schools. • Start phasing in universal pre-K. • Recruit top talent.

• Open more Schools of Excellence. • Replace more low-performing programs. • Shift more funds from central office to schools. • Incubate more schools. • Additional talented educators flock to GCSC.

SCHOOLS OF EXCELLENCE ❋ Establish a clear, focused mission. ❋ Create a culture of excellence. ❋ Hire and fire staff. ❋ Pay excellent teachers more to attract and retain them. ❋ Control budgets. ❋ Customize curriculum and instruction to meet students' needs. ❋ Add extra learning time, if needed. ❋ Select programs and partners. ❋ Keep students safe. ❋ Involve families and communities. ❋ Decide how to handle key operations (HR, IT, food service, etc.): in house, buy from central administration, or buy from outside suppliers.

NEW GCSC CENTRAL Administration ❋ Authorize new Schools of Excellence. ❋ Monitor and hold all schools accountable. ❋ Hire transformation directors to help turn around struggling schools. ❋ Conduct citywide choice/enrollment process and expand parent outreach. ❋ Manage funds to start new schools, attract new talent, and pay for prekindergarten. ❋ Oversee special education. ❋ Fulfill obligations (debt and bond payments, etc.). ❋ Manage transportation and facilities during transition; after transition, schools control.


Strategic Goals 2012-‐2014| Superintendent’s Priorities Accomplishment

Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012 GOAL ONE | Enhance and Improve Educational Programming Priorities

• Data Driven Decision Making for school improvement Increased IRead-‐3 Scores As Follows:


ISTEP Algebra ECA Improvements

The Gary Community Schools can celebrate an overall 13% increase in End of the Course Assessment passage rate for Algebra I. According to teachers and administrators in the buildings where test scores increased, technology integrations and effective teaching impacted scores at Banneker, Lew Wallace and West Side.

The passage rate for first time test takers at Lew Wallace increased by 15% from 34 to 49 percent. At Banneker, first time takers increased from 92% to 96%. West Side saw the most significant increase. With a passage rate of only 4% in the 2012-‐2013 school year, 56% of the students at West Side were successful this year. That represents over a 52% increase in students that are proficient in Algebra I.


ISTEP Algebra ECA Improvements (continued)

Aligned curriculum, instruction, and assessment processes district-‐wide in collaboration with Region 1 by implementing PLAN, EXPLORE, ACT. Develop a working knowledge of the Common Core State Standards and Next Generation Assessment through professional development for administration and teachers. Increased enrollment in AP classes, dual credit and career center by scheduling and the development of high school career paths by establishing MOU’s with IUN, Valpo University and IvyTech. Developed partnership with DeVry University and Fisk University. Developed a growth model to track student process by cohorts to increase graduation rate. Planned and executed the first ever 2013 Summer Virtual High School program initiative. Orchestrated the 2013-‐14 Virtual Credit Recovery and Remediation Program for 2013-‐14. Established (first ever), summer 2013 GED program at Gary Work-‐One and the Gary Career Center. Provided general leadership and oversight of the Edmentum (AKA PLATO) program, with respect to Credit Recovery and Remediation.

Active membership in the Indiana Association of Career and Technical Education (IACTE), the National Association of Career and Technical Education (ACTE) the Indiana Association of Career and Technical Education Directors (IACTED), and the Indiana Association of Adult and Continuing Education (IAACE), leadership organizations.


Increased Graduation Rate (continued)

Formed relationships with Geminus Head Start Vice President to offer class at Banneker Achievement Center.

• Significantly, increased inclusion (least restrictive environment-‐LRE) opportunities. Last year

65% of students in self-‐contained, isolated classroom, This year only 40%. Students with increased general education opportunities went from 15% to 34%.

• Significant reduction in suspensions and expulsions of student with special needs. Zero expulsions.

• Revised procedures and processes to address areas of concern (LRE, discipline, timeliness of initial evaluations).

• Employed special education case managers to oversee the special education processes and IEP meeting of all schools.

• Instituted Response to Intervention (RTI) in all school to address students academic and behavioral needs without referring to special education as the only means of intervention.

• Participation with Tri-‐City Special Games increasing student’s exposure to peers. • Increased professional development opportunities for special education staff, service personnel

( social workers, speech therapists, school psychologists), case managers and RTI facilitators to ensure best practice implementation.

• Increased Child Find opportunities, especially for students ages 3-‐5 years, to ensure early interventions.

• Instituted early intervention literacy development for K, 1st, 2nd grade students. • In the process of revising all district policies to reflect most recent IDEA re-‐authorization and

best practice implementation.


Specific Career Center Accomplishments In Collaboration With The Director

1. Orchestrated the ACT Prep Program and Facilitated the Career Center Coverage Schedule.

2. Provided SunGard Action Team leadership and technical assistance for system integration and for all live and virtual professional development.

3. Developed partnerships with the Center for Workforce Innovation, Ivy Tech, and the Indiana Department of Workforce Development.

4. Evaluated existing CTE and Adult Education programs for programmatic, financial, and instructional structure and fidelity. Reconfigured tuitions and programs to ensure resiliency and financial accountability.

5. Added additional GED program sites at Miller and Work-‐One for 2012-‐13 and 2014.

6. Evaluated and restructured all Adult Continuing Evening (CTE) Education programs for programmatic, financial, and instructional structure and fidelity.

7. Established Bi-‐Annual Consortium Meetings for Operating Agreement Participants.

8. Established Business and Industry Council for Gary Area Career Center, utilizing Work-‐Based-‐Learning program – first meeting September 2013.

9. Re-‐Evaluated all CTE Programs for Coherent Sequence and IDOE Inventory Additional Pupil Count (APC) funding.


New And Course Changes

1. Added District-‐Wide Advanced Manufacturing and Logistics Program 2013-‐14.

2. Added District –Wide Law Enforcement Program for 2013-‐14.

3. Modified existing CTE Programs, ultimately leading to fifteen (15) inventory changes in

the fall of 2012.

4. Revised Business Program District-‐Wide to ensure maximum APC funding.

5. Offered first ever CTE Program (Radio and TV) at Wirt Emerson.

6. Reconfigured all Business Programs to ensure maximum APC funding available.

7. Established (first ever), summer 2013 GED program at Gary Work-‐One and the Gary Career Center.

8. Received approval as a provider of technical training for the Indiana Department of Workforce Development. Programs officially or pending final approved for Work Indiana and Workforce Investment programs as follows: Certified Nursing Assistant (105 hour course with Indiana), Welding (120 hour course with American Welding Society Certification), and IC3 Microsoft Office Skills (48 hour course with MS National Certification).

9. Developed and Executed seven (7), Area Operating Agreements (for the Gary area Career Center), with existing and potential partners; including: Merrillville CSC (Existing Partner); River Forest CSC (Existing Partner); 21st Century (Existing Partner); Thea Bowman (Existing Partner); Gary Middle College (Potential Partner); Ambassador Christian Academy (Potential Partner); and Calumet High School (Potential Partner).

10. Established process for summer school virtual curriculum

11. Established proposal for virtual curriculum for alternative programming and/or homebound students

12. Recommended district to become an authorizer of charter schools



Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012 GOAL TWO | Address Human Resource Needs & Sustain Organizational Infrastructure Priorities

• Ensure that critical positions are filled. • Right-‐size organization and implement consistent hiring practices. • Address contract negotiations through the negotiation of the teacher evaluation process and

insurance. • Ensure that teachers are highly qualified.



Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012 GOAL THREE | Improve Fiscal Management Priorities

• Prepared and presented a balanced budget recommendation to the Board of Trustees that, if approved, will help the school corporation maintain financial solvency.

• Worked with bond counsel and the financial advisory firm to secure two loans that allowed the School Corporation to release over $14 mil of vendor payments that had been held for nearly 6 months due to a severe cash flow shortage.

• Developed a listing of all contractual relationships held by the School Corporation in order to assess the need for renegotiation, re-‐bid, or cancellation. Significant financial savings have resulted from this effort.

• Worked with Regional Data Systems (RDS), to clean up the School Corporation’s chart of accounts that reflected inaccurate budget and roll-‐over dollars.

• Assisted the State Board of Accounts with the School Corporation’s bi-‐annual audit and has taken steps to successfully correct all financial findings.

• Successfully negotiated a reduction in overtime payouts with the custodial staff union. • Developed an employee count tracking system to accurately account for all school corporation

employees. • Recommended the Procurement Card (P-‐Card) program to the Board of Trustees for approval.

The card will allow for reduced purchase orders, reduced petty cash usage, and greater efficiency.

• The Indiana Department of Education (IDOE) identified several mandated onsite fiscal and program compliance visits. Those visits included the following entitlement programs; Title I, Improving The Academic Achievement of The Disadvantaged, Title II, Part A, Improving Teachers and Principal Quality, and The School Improvement Grant 1003(g). There were several findings that related to overall internal processes and procedures for accounting and fiscal integrity. Two of the required reports have been submitted, and returned back to the IDOE. The written responses for the Title I report conducted by Crowe Horwath (a contractor of the Indiana Department of Education) will be submitted on May 9, 2013. In addition, the relationships with IDOE program representatives have greatly improved. It appears that the State has an honest willingness to work much more cooperatively with the Gary Community School Corporation.


Measures taken to realize a balanced budget by closing 5 buildings (this dollar amount is flexible due to the maintenance costs -‐ ~ $8,500,000); reducing staff by attrition (additional revenues of ~$15,000,000); moved to a community eligibility plan for food and nutrition (additional revenues of ~$1,350,000); implement new Medicaid reimbursement process (additional $1,500,000); change in insurance to be in compliance with state (~$4,800,000); increase enrollment at the career center (~$1,000,000); additional costs savings measures focus on efficiency, security, zero budget restart (use only dollars expected to receive) and building insurance. Working with legislatures for forgiveness on all debt. Worked with city to locate additional revenue. Partnered with Katherine Jackson for Michael Jackson naming rights; Magic Johnson and Pathways to College (Oprah and StarBucks).

Internal Accountability The Office of Innovation and Improvements developed internal monitoring procedures that meet federal requirements for accountability reporting. Building principals are required to review and submit monthly documentations for internal reporting.



Taken in part from Mind Trust and Chicago Public Schools Transformation Models | Created Fall 2012 GOAL FOUR | Improve School Climate Both Internally and Externally Priorities

• Athletics o State Track Champions (First time in 23 years for the city, 35 for West Side) o Regional Football Champions o Girls Basketball Sectional Champions

• Student Achievement and Supplemental Services o Student Achievement remains the hallmark of the Gary Community School District. All

supplemental instructional programs are required to develop and provide formative and summative reports at the end of their contractual services. Partners include; Cambridge, Carnegie Learning, Imagine Learning, Pearson, Renaissance Learning, and others. All providers are required to provide updates of their services throughout the school year, during bi-‐weekly Curriculum, Instruction, and Technology Committee Meetings. Review and analysis of all purchased book adoptions, equipment, etc – this is still a work in progress because a number of items from several vendors were purchased.

• Advanced Technology For Data-‐Driven All GCSC Schools • This school year our students will witness a major transformation, updated technology for all

schools. This huge accomplishment is being funded with primarily Title I and SIG 1003(g) funds.


Here’s A Quick Summary Of Upgraded Technology

For The District Within One Year

• 3,700 desktop computers, running Windows 8 Operating system • 30 Microsoft Surface Pro2 Systems • 111 Apple iPads (4th Generation) • 37 Interactive SmartBoards • 185 Dell Laptops • 400 Lenovo Laptops (New Tech HS) • Wireless access installation • 25 Apple iMacs • Microsoft Office 2013 – Word, PowerPoint, Excel, Access, Outlook, Publisher • Microsoft Home Use Program (August 2014), Office 2013 for staff $9.99 • Microsoft online eLearning (August 2014)


Here’s A Quick Summary Of Upgraded Technology For The District Within One Year | Network Servers

Server upgrades from Microsoft Server 2000/2003 to Microsoft Server 2008 and Microsoft Server 2012

• District Network Active Directory upgrade • District Application server upgrades • Implementation of District “Private Cloud” services: GCSC-‐CLOUD • Two (2) new IBM iSeries Servers, live & backup for RDS • Career Center Wireless installation • Food Service Network – Sodexo Magic server and wired/wireless network • Email Server upgrade from Microsoft Exchange Server 2003 to Microsoft Exchange Server 2010 • Voice Over Internet Protocol (VoIP) implementation (new phone system) – Service Center &

Career Center; all schools will transition to VoIP beginning July 2014


Here’s A Quick Summary Of Upgraded Technology For The District Within One Year | Infrastructure

District Infrastructure Backbone upgrade

• Central Switch upgrade: from 10/100MB to 1000/10000MB (1 – 10 Gigabit) • School data connections from 100MB to Fiber Optic 1000MB (1 Gigabit) installing now, service

begins 1 July 2014 • Two (2) independent Internet connections for the district running 1000MB (1 Gigabit) each

o Schools will be divided between each § One leaving the Service Center § One leaving the Career Center § Backup Data Center (July – August 2014) § New copier and printer installed at each school

• Two (2) Copier/Scanners • Up to Three (3) Multifunction Printers (MFP-‐printer, copier, scanner) • Professional Development training classes in Using Technology


Community And Family Engagement

2013 Several meetings have been conducted with the parents. Hosted the 2013 Title I Regional V Parent Conference. Serve as one of the three executive board members for Communities that Care along with the Mayor and hospital administrator. Hosted seven community meetings for parents and community to discuss the state of the district. Hosted 1st Annual Family and Community Engagement (FACE) Summit –Ensuring the Promise (300 parents registered). Hosted eight Special Education meetings. Presented 1st Annual Gary Promise with Magic Johnson South Shore Dance Alliance back to being a partner with GCSC. Hosted Stellar “Back to School Parade”. Computer Give-‐Away to close digital divide in the district.


District Wide Parent Policies

District continues to cultivate relationships with community liaisons, as well as, continue to strengthen and enhance core strategies to improve, and ensure stronger family involvement activities and services for the students of the Gary Community School Corporation. Parent groups, parent assistants, and other community stakeholders will provide the Superintendent recommendations for consideration to ensure a much more inclusive district wide parent policies.

City Of Gary, Indiana Some of the new partnerships include Department of Public Parks, Green Urbanism and Environmental Affairs, and Youth Job Fair. Worked on the University Park project and served on other city committees including those with the University Chancellors.

Indiana University Bloomington

The Gary Community School Corporation and the Indiana University Bloomington have secured several grants for this school year. The grants span from Science, Technology, Engineering, and Mathematics for all grade levels.

University Of Notre Dame Formed a new alliance this school year with the University of Notre Dame to increase professional development opportunities for Science, Biology, Chemistry, and Physics Teachers in Northwest Indiana.

Calumet College

Working to form dual credits and opportunities for students.


Strategic Planning

The first plan was rejected by the board. Board recommended using Worked with University personnel to create a format for the district strategic planning. Letters to internal and external stakeholders will begin summer 2013. Strategic plan from internal and external stakeholders will be submitted prior to the 2014-‐15 school year.

Career And Technical Education

Increased student enrollment by 600%. Increased revenue by $1,000,000.

Media

Created a new look for GCSC on the Web, Facebook, Twitter and Google+. Updated logos and enhanced communication with parents using social media. Worked with external media to form positive relationships for news reporting. Editorial interview by the editors of NWI Times and Post Tribune.


Strategic Communications Plan | 2012-‐2013

INTRODUCTION Open and transparent communications is vital to create a better-‐informed public and form a fundamental appreciation of the value the district has to its residents and the student populous future. The following strategic communications plan will act as a foundation on which to build GCSC internal and external communications strategies. The plan aligns itself with the Superintendent’s Plan as well as the following mandates and School Board policies that address:

• Communicating with the Public • Media Relations • Parental Involvement • Advertising and Promotion

SITUATIONAL ANALYSIS The development of this plan recognizes the evolution of district communications from a service to a strategic function. This plan will create the framework to assess and create goals for internal and external district communications. The plan is created as a starting point and serves as a living document that will change and adapt to meet the diverse needs of the school district, as a result of ongoing assessment and evaluation; benchmarking, focus groups, surveys, e-‐mail and interpersonal contact. The conditions are in place for the GCSC to charter new waters in effective ongoing communication with families and the community. In order to make a meaningful impact, the goals of strategic communication must become embedded throughout the organization. Together the efforts outlined in this plan set the stage for a profound shift in GCSC communications and represent a better approach to engaging stakeholders. VISION It is the vision of the Public Information Department to develop a high level of support from the community for Gary Community Schools through proactive, as well as timely reactive, communications with stakeholders. GCSC communications’ efforts will showcase the educational excellence and community leadership of our GCSC students. In addition, the district will be known for its community learning centers, and its dedicated and professional staff and teachers who provide a quality 21st century education for all students. In addition the district will be recognized as a good steward of taxpayer investment.


VISION (continued) GCSC Communications will help our employees be knowledgeable ambassadors for the district by conveying key messages to the community about the GCSC. Communication efforts will be an ongoing effort that is continuously evaluated and improved upon. MISSION GCSC Communications exists to help the district communicate with both internal and external stakeholders. Our mission is to establish positive relationships and credibility between the district and its stakeholders through the timely and accurate dissemination of information. The department also serves as a crucial link between the media and the district in both proactive and reactive news situations. TARGET AUDIENCES

INTERNAL STAKEHOLDERS EXTERNAL STAKEHOLDERS Administrators GCSC parents and students Teachers Business partners Support Staff City of Gary Councils (DPAC, PTA) Gary Common Council School volunteers Elected City Officials School Board of Trustees Elected County Officials

Elected State Officials General Public Media Partners Nonprofit Community Groups Parent Organizations Partners in Higher Education


GOALS | DISTRICT LEVEL GOAL ONE Create an assessment system that will address communication with the following stakeholders and determine attitudes toward the District:

• Board • Families • Employees • Political and Funding Partners • Students and Student Leaders • Community Leaders • Nonprofit Organizations • Business Leaders • General Public (including constitutes without children in the District)

Objective: The Public Information Office (PIO) will create the methodology, execution and evaluation components to create an overall strategic assessment system.

STRATEGIES The Public Information Office researches with NSPRA and other school districts. The Public Information Office creates an assessment system that includes the methodology, execution and evaluation. The Public Information Office presents the system to Superintendent for final approval. The Public Information Office identifies all constitute groups to take part. The Public Information Office creates a timeline for implementation. The Public Information Office implements the plan and gives updates to the Superintendent. The Public Information Office creates and implements a system of evaluation of the assessment. Results are compiled in a report and submitted to the Superintendent for review.


GOALS | DISTRICT LEVEL

GOAL TWO Launch a Communication Advisory Group and establish routine meetings. Objective: A cross representative group of key District constitutes will serve in an advisory capacity to the Public Information Office.

STRATEGIES The Public Information Office identifies key constitutes. The Public Information Office researches best practices in formation, guidelines and procedures of other School District Communications Advisory Groups. The Public Information Office gathers names of potential members and creates the group in collaboration with the Superintendent or Superintendent’s designee. The new District Communications Advisory Group meets and formulates final strategies, meeting structure and timeline for the year. The last meeting of the year will be held as focus group discussion, strategy and planning to assess the year’s activities and revise the following year’s protocol.



GOAL THREE Create four clear consistent key message statements. Objective: Based upon the annual assessment of communications along with stated district-‐wide goals, four key messages will be structured to address the top district-‐level communication priorities. Key messages allow for clear communication across the district at all levels.

STRATEGIES PIO will evaluate the District’s Strategic Plans, District-‐wide goals and communication assessments. PIO will determine key messaging points. PIO will test draft messages and talking points with key audiences and further refine as needed. PIO will develop an ongoing study of issues facing education. Develop information sheets and draft responses. PIO will include statements in all communications including news releases, employee newsletter, district newsletters, website and “on-‐hold” messages for phone system.



GOAL FOUR Utilize the District website and social media to provide powerful online tools that encourage increased parent, student, employee and public interaction with the District. Objective: Assess and determine the effectiveness of the website to further refine the final new design.

STRATEGIES Create an online survey to assess website effectiveness. Assess the branding effectiveness of the website by contacting partnering school district communication officials for third party assessment. Revise website as necessary based upon the assessment and survey results.



GOAL FIVE Create a district-‐wide system for story and photo submission. Objective: Create a system that unifies District strategies to promote and inform the public about each community school equally.

STRATEGIES Review the system currently in place and revise as necessary based upon the results of assessment.


GOALS | INTERNAL COMMUNICATION

GOAL ONE Establish an effective employee communications plan that supports district-‐wide information sharing, increases knowledge and awareness of district level strategies, and improves district level understanding of the individual needs of each community school. An informed and involved staff member is the best ambassador a District could have. Objective: Create a quarterly employee newsletter

STRATEGIES Establish a list of regular and special issue articles. Assess the best distribution system for the newsletter by gathering input from district staff. Launch marketing rollout of the newsletter to employees. Add a short survey each final quarter to assess and gauge its effectiveness. Objective: Throughout the year recognize days/weeks that have been set aside for special recognition of professions.

STRATEGIES Research national recognition days already recognized at the District. Create an annual calendar and strategy to recognize these days throughout the year.



GOAL TWO Create a system of recognition for staff to be recognized at a district level for their accomplishments in order to facilitate good relations between the district office and employees. Objective: A system of staff recognition at the district level creates an opportunity to formally recognize outstanding staff members.

STRATEGIES Research best practices and programs in other school districts. Present and research proposed plan to the Superintendent for final approval. Create a committee to create the program. Create marking campaign to rollout the program internally.



GOAL THREE Establish a system to create and maintain regular contact with student leadership organizations. Objective: Student leaders in the district who are knowledgeable of GCSC serve as Ambassadors in the community.

STRATEGIES Work with Intra-‐City Student Council, counselors and principals to identify student leaders. Create a system of regular communication messages. Survey the students regarding distribution of messages and create a system to disseminate the messages accordingly.


GOALS | EXTERNAL COMMUNICATION

GOAL ONE Establish an effective community relation’s network of key constitutes to build collaborative relationships and strengthen and support for and confidence in the District. Objective: Create a key communicator list of persons representing key strategic audiences throughout the District.

STRATEGIES Create a key communicator list of persons representing key strategic audiences throughout the District. Develop a plan to establish routine communication protocol with these groups. Develop a routine assessment tool to gauge progress and on target messages with these groups.



GOAL TWO Create individualized plans that support and strengthen each department’s communications with its major constitutes. Objective: Department level communication plans support and strengthens the district level communication goals while addressing the individual communication strategies of each department.

STRATEGIES Research department level marketing plans with other school districts. Meet with department directors and present a proposed communication project list. Work with department directors to create the final annual department communication plan. Present all final department communication plans to the Superintendent for review and final approval.



GOAL THREE Create a system to support and strengthen the connection between individual schools and their communities. Objective: Develop tools and resources to help Principals and Assistant Principals to become more effective in their roles as communicators for the District.

STRATEGIES PIO will evaluate the community and individual school data to serve as the background for individual school communications issues. PIO will review each school’s current communications methods and tools. Conduct interviews with Principals on key issues as needed. PIO will create and execute an assessment of our communications with parents. PIO will provide media training that will help all Principals understand how to work with the media and develop skills to communicate appropriate messages for their schools. PIO will write and distribute district level communication articles for school newsletters. PIO will develop a marketing brochure template so that schools can publish a professionally designed brochure with a consistent brand. PIO will update individual school web pages. PIO will evaluate feasibility of school level key communicator program. PIO assess the current level of communication with community groups who partner and utilize school facilities on a regular basis.



GOAL FOUR Establish an effective media relations program that enhances the district’s image in the community. Objective: Proactive media relations create a partnership to ensure the district can provide accurate and timely dissemination of information to district constitutes.

STRATEGIES PIO will create annual packets for all media outlets that provide contacts, fast facts, district history and background, bios, and protocol to involve the Spokesperson in all media stories. PIO will conduct bi-‐annual editorial visits with key media outlets to develop relationships with editorial staff and discuss in-‐depth district issues. PIO will maintain regular contact with reporters who cover education stories for newspapers, television, and radio. PIO will develop a district wide experts list that can provide interviews and background information to the media about important education related topics. PIO will create a system to follow district related media stories through social media monitoring. PIO will develop a system to record all media stories for future reference and research.


GOALS | EXTERNAL COMMUNICATION GOAL FIVE Leverage external communications through existing community and civic publications such as chamber newsletters, e-‐mail, list services and other targeted community publications. Objective: Proactive media relations create a partnership to ensure the district can provide accurate and timely dissemination of information to district constitutes.

STRATEGIES PIO will create a list of possible publications. PIO will assess which publications would strategically promote the district’s key messages. PIO will create a protocol to share stories on a regular basis. PIO will create a long-‐term plan of stories to be shared.



GOAL SIX Establish a visible presence in the community. Objective: Give the GCSC a proactive voice through active community involvement.

STRATEGIES PIO will attend community organization’s meetings. PIO will create an internal communications campaign that encourages participation in local service clubs and organizations. PIO will utilize ongoing communication supports to encourage school staff to talk positively about GCSC to friends, neighbors, and community acquaintances. PIO will utilize district communications to highlight school district involvement in the community. PIO will seek new business partnerships through contacts in local groups. PIO will create a system for staff to submit information about their community involvement to be highlighted in the district communications. PIO will create a system to recognize staff efforts.



GOAL SEVEN Establish a long-‐term ongoing plan for community engagement for the Board of School Trustees. Objective Research and develop a strategy for effective community engagement for the Board of School Trustees in order to advance district initiatives.

STRATEGIES PIO will investigate best practices for Board community engagement. PIO will identify key community groups with which to meet. PIO will develop key messaging for Board. PIO will develop and promote a calendar for community engagements. PIO will conduct media training for the Board.



GOAL EIGHT Create a culture of customer service district-‐wide. Objective Give staff the training tools and resources to provide superior customer service experiences for all district constitutes.

STRATEGIES PIO will research best practices in school customer service. PIO will create a system of key customer service principles. PIO will develop and implement district-‐wide training. PIO will continue on-‐going communication follow-‐up on principles. PIO will create and implement a “Star of Customer Service” recognition program.



GOAL NINE Create a system of recognition for volunteers as well as community and business partners. Objective GCSC’s recognition of volunteers, community and business partners underscore the importance of community involvement in schools.

STRATEGIES PIO will research best practices and programs in other school district. PIO will present the research and proposed plan to Superintendent for final approval. PIO will create a committee to develop the new program. PIO will create a marketing campaign to rollout the program both internally and externally.


Reconfiguration Of Schools

8 Elementary Schools: 4 on the East Side and 4 on the West Side. Wirt Emerson Visual and Performing Arts High Ability Academy | School of the Performing Arts Optional Program West Side High School | "Education through Occupations focus." This program emphasize broad occupational areas, elastic enough to encompass standard academic subjects and to integrate occupational content as well. The "college and careers" approach, as the University of California, Berkeley, professor David Stern calls it, can prepare students in the same program for college and for employment and future work responsibilities. Academic learning and school experiences can also be connected to life outside the school—through student projects, service learning, environmental protection, work-‐based internships, and co-‐op placements. These are hard to establish and harder to maintain at a high level of learning aligned with in-‐school instruction. But the alternative is to continue the high school as an institution cloistered from political, economic, and community life, to the detriment of students looking for something real to do. The list of possibilities that flow from these approaches is substantial—improved guidance to clarify students’ future options and their relationships to both secondary and postsecondary education, a dismantling of the inequities of the formal and informal tracking system, the integration of nontraditional teachers into secondary education. Reconstructing the high school requires giving it some meaning of its own. If the curriculum is important only in instrumental ways, as preparation for college or later employment, then it is simply something to endure while waiting for something else. If the curriculum has no intrinsic value, calls to learn will continue to fall by the wayside, and threats to enforce learning through high-‐stakes tests are unlikely to do much good. The real challenge is to tie educational standards to the world around us in ways that recast academic disciplines and vocational education. Only then will young people understand the world’s richness and start formulating roles in it for themselves. Only then will the high school save itself.


Reconfiguration Of Schools (continued)

Gary Community School 9th Grade Academy | housed at West Side The transition into high school is a volatile time for adolescents and a precarious point in the educational pipeline. Evidence shows ninth grade to be one of the leakiest junctures in this pipeline. MDRC’s research in four urban districts suggests that as many as 40 percent of students fail to get promoted from ninth to tenth grade on time, and fewer than 20 percent of those students recover from failure and go on to graduate.

The current high school reform movement has drawn attention to practices, like Ninth Grade Academies (NGAs), that are designed to support the transition to high school. NGAs are self-‐contained units located in a designated area of the school. Each academy has its own dedicated teaching faculty, guidance staff, and social services, creating a complete community for this transition year. These NGAs are organized around interdisciplinary teacher teams that have students and planning times in common. NGAs support personal relationships among students, among teachers, and between students and teachers. The teaming of teachers and students supports more consistent classroom composition and student peer groups while decreasing anonymity and increasing students’ sense of community. Students have a consistent group of teachers who are accountable for their success, and teachers have a chance to coordinate their course work to better meet the needs of their students.

Little is known about the extent to which NGAs are being used or about their impact on student engagement and achievement in school, although the available evidence is promising. MDRC’s comprehensive study, conducted in partnership with Johns Hopkins University and Broward County Public Schools, represents the first investigation of the large-‐scale implementation and effectiveness of NGAs as a strategy to improve students’ successful transition into and through high school. New Tech | housed at West Side Steel City Middle School | (7th & 8th grade) – housed at Lew Wallace Alternative Center District-‐wide Career Center

Documents

GCSC Strategic Plan