Iredell-Statesville Schools Academically gifted, EC and ESL teachers support Organizational Profile classroom teachers for differentiation at the K-8 P.1 Organizational Description levels. Community partners sponsor instruction for such programs as Junior Achievement, DARE, P.1.-Organizational Description swimming, fire safety, health related issues and KIDS Iredell-Statesville Schools, referred to in this Count. Before and after school care is provided application as ISS, is a kindergarten through grade 12 through Prime Time. public school system located in the southwestern piedmont region of North Carolina. There is A concerted, comprehensive effort has been made to considerable diversity present in the communities that align and integrate the curriculum for all academic make up this school district, with expensive homes areas K-12 consistent with the NCSCOS. on Lake Norman to high-density rental properties housing federally subsidized housing clients in P.1.a(2) Organizational Culture Statesville, the county seat. There is also diversity in ISS has committed itself to the principles and the economy of the region where business and practices of performance excellence. industry characterize the southern part of the county Consequentially, it has an operational Strategic Plan and rural farmland prevailing in the northern section, linked to the State Board of Education’s Five with the intersection of Interstates 40 and 77 boding Strategic Priorities. Twenty one (21) measurable well for future economic development. The county objectives are included under these five priority goal population in 2002 was130, 178 and a close areas. Strategies are also provided that are aligned to proximity to the “business engine” of the Charlotte action steps in departmental and school improvement Metro Region ensures that this population will plans. The strategic plan and the aligned operational continue to increase rapidly. Currently, Iredell plans provide clear direction and vision to the entire County is one of the top five population growth school system. counties in the state. Figure P.1-1 ISS Vision, Mission, Values and Mitchell Community College is also located in the Strategic Priorities county, with Central Piedmont Community College, Vision – To become a “top ten” performing school Queens College, Belmont-Abbey College, Johnson C. system in North Carolina Smith University and the University of North Mission – “rigorously challenge all students to Carolina-Charlotte lying within 20 miles of the achieve their academic potential and to lead school district. productive and rewarding lives.” Values P.1a (1) Main Educational Programs, Offerings,  Student and learning focus and Services: Delivery System  Results focus ISS is one of 115 public school systems in the state.  Continuous improvement focus Students are heterogeneously grouped and taught  Management by fact through state curriculum standards nested in the  Partnerships and Teamwork North Carolina Standard Course of Study for Grades Strategic Priorities K-12 (NCSCOS). ISS must meet or exceed high  High Student Performance student achievement standards of the state’s Accountability, Basic Skills and Local Control Plan  Healthy, Safe, Orderly and Caring Schools (ABCs) as well as the standards of the federally  Quality Teachers-Administrators-Staff mandated No Child Left Behind (NCLB) Act. The  Strong Family-Community-Business school system offers challenging academic and Support career/technical courses of study, as well as  Effective-Efficient Operations. programs, activities and services in the area of Exceptional Children. Regular academic programs P.1a(3) Faculty and Staff Profile include elementary (K-5), middle (6-8), and high ISS is staffed by 1331 certified employees (i.e., school (9-12), which include math, language arts, teachers, administrators and support personnel) and science and social studies curriculum strands. 1159 classified employees (i.e., teacher aides, Exceptional Children, English as a Second Language secretaries, bus drivers, school food service) for a (ESL), Tech Prep, dropout prevention and other such total of 2490 employees. Administrators represent programs address the diverse, special learning needs 4% of staff, instructional personnel represent 62% of of students. Pacing guides and quarterly benchmark staff, and support positions represent 34% of staff. assessments, as well as the Vocational Competency The minority percentage for staff is 12%. Of the Achievement Tracking System (VoCATS) provide certified staff, 36% have master’s degrees and 78 leading indicators for the system in math, reading and hold National Board Certification. The average specialty areas. Balanced literacy is used for the teaching experience for ISS is 15 years. In addition teaching of reading and writing. Specialists in art, to teachers and administrators, there are guidance music, physical education, and vocational-technical counselors, speech and hearing therapists, librarians, education deliver instruction in these key areas. media/technology specialists, health professionals, psychologists, and attendance counselors providing Department of Public Education, which are direct, instructionally supportive programs and responsible for state and federal funding as well as services to students. In addition, communications, providing a statewide Standard Course of Study to facilities management and security, finance, human which local school systems must adhere. resource, child nutrition, transportation and clerical Assessments include state mandated end-of-grade services are provided to support the operations of the tests in grades 3-8, end-of-course tests in 11 high school district. ISS school personnel hold active school subjects, a 10th grade comprehensive test, and memberships in the North Carolina Association of 8th grade technology and basic skills tests required for Educators (NCAE), the National Education graduation. Students have the option to participate in Association (NEA) and the North Carolina SAT, PSAT and Advanced Placement testing. The Association of School Administrators (NCASA) and U.S. Congress also mandates certain laws to govern other professional associations (e.g., American federal expenditures for public education, such as the Society for Curriculum Development –ASCD, comprehensive No Child Left Behind Act. Federal American Association of School Administrators, and state legislative requirements also exist for such AASA, etc.). programs as Exceptional Children and Career- Vocational/Technical Education. Of course, ISS is P.1a (4) Major Technologies, Equipment and also subject to such federal and state mandates for Facilities environmental protection, disabilities legislation, Currently, there are nineteen (19) elementary schools, equal employment laws and occupational safety and seven (7) middle schools, five (5) high schools, one health legislation. (1) alternative school in the district, and 4 support facilities. School facilities range from the most The state also requires that Safe School Plans be modern to those in dire need of renovation or developed and implemented. School Improvement replacement. Many of the classrooms, laboratories Planning (SIPs) is also a state requirement. ISS has and other school facilities have modern, computer- mandated systemic and systematic use of the Model based technologies, while others need their for Performance Excellence and PDSA cycles for technology infrastructure updated considerably. For planning purposes at the school and district example, there is a centralized staff development lab department levels. ISS has linked its SIP goals and with 25 Internet-connected computer workstations objectives to its Strategic Plan. The school district is available. All ISS staff members have e-mail also subject to local fire and building codes. accounts through Novell GroupWise and many faculty and staff members have their own web-pages. The accrediting bodies for ISS schools include the The district has implemented e-learning solutions for Southern Association of Accreditation and the State high school curricula and Advanced Placement Board of Education. Teachers and administrators are courses. certified by the NC Department of Public Instruction, under policies and processes established by the State The school system and all of its schools use a PC Board of Education. platform for its computer technology and are connected to the Internet. A facilities improvement The 2003-04 ISS budget is $ 132, 910, 513, with 63 and maintenance plan is in place and funding for it is % coming from state funding, 6 % federal 19 % from a major priority during annual budgeting processes. local resources and 13 % from other sources. Capital A major focus is on enhancing the science and outlay resources vary over time. ISS operates its own career-vocational education laboratories. transportation, child nutrition, custodial, Maintaining and expanding the school transportation maintenance, technology, and before/after school day fleet is also a top budgetary priority due to the rapidly care departments. Local funding is provided through expanding student population and the need to the Iredell County Commission. Other federal, state transport students to and from school, as well as and local grants comprise the funding for this public to/from athletic events, field trips, etc. safely and on- school system. Financial regulations are provided time. Meeting special education requirements (e.g., through state mandated systems and external mobility equipment, alternative keyboards, speech auditors. The school system provides internal and recognition equipment, etc.) also presents a external audits in compliance with the American continuing challenge to both the facilities and School Business Officials standards. technology budgets. Technology staffing for the district includes 2 senior network engineers, 3 P.1b(1) Structure, Governance, and Reporting network technicians, 2 hardware technicians, 1 audio- Relationships visual technician, and 4 instructional technology specialists. ISS is governed by a seven-member elected board of education, with alternating four-year terms by P.1a(5) Regulatory Environment district. The school board meets monthly, and as North Carolina operates a highly centralized public otherwise needed, to set overall direction and policy education system. Local education agencies are for the district, ensure appropriate management and governed by a State Board of Education and its State fiscal responsibility, and the protection of stakeholders’ interests. The board appoints a P.1b(3) Suppliers and Partners superintendent as its secretary and chief executive officer. The superintendent hires the required finance ISS has identified key partners and their role in the officer and other central office administrative, key learning-centered processes. supervisory and administrative support personnel upon the approval of the local board of education. Figure P.1-2 ISS Strategic Partners The superintendent and school-based teams interview Partner Role and recommend the hiring of school principals to the Chamber of Education Foundation, local board of education. The governance parameters Commerce workforce development, of the district are contiguous with the county line, recognition of staff, funding with the exclusion of the boundaries of the support, and business partner Mooresville Graded School District. development Big Brothers/Big Mentors and tutors Dr. Terry Holliday, Superintendent, is responsible for Sisters implementing policy, establishing administrative Mitchell Early College, Tech Prep procedures, and maintaining district operations. He Community articulation, teacher assistant and the Board have established a strategic plan to set College preparation, South Statesville direction for the district. The superintendent and his Gardner Webb Skills Center, teacher training, staff have developed operational plans and policies to UNCC administrative training ensure effective and efficient operations within the Statesville Housing Statesville Skills Center, school district and its thirty-one schools. Instructing Authority extended learning students has been established as the “core work opportunities process” of the school system, with supportive work Smart Start Alignment of pre school processes in curriculum, finance, facility programs construction/maintenance, human resources, food PTA’s Resources and support service and transportation making up the operational Faith Based Tutors, mentors, school structure of the district. The administrators over Community supplies, resources these departments make up the leadership team (i.e. Cabinet) of the school system and report directly to ISS has over 3,000 suppliers. Key suppliers have the superintendent. been identified as those suppliers from whom ISS purchases over $10,000 per year. Key supplier P.1b(2) Student and Stakeholder Groups requirements are clear communication of purchasing Key current student segments include regular, special requirements, clear communication of bid procedures education (12.5%), economically disadvantaged (state mandated), and timely delivery and payment. (37%), academically gifted (8%), and ESL (6%) students. The current student population is 19,070 P.1b(4) Key Supplier/Partner/Stakeholder (Average Daily Membership)- with the following Relationships and Communication Mechanisms racial breakdown: 72.8% white, 16.7 % black, 6.5 % Latino, 2.6 % Asian and 1.4% other. Other key ISS has established through the two-way student groups include those students who desire to communication model the key stakeholder go directly to postsecondary education (one year, two groups and their requirements. year or four year education/training) immediately after high school graduation, those wishing to go Figure P.1-3 ISS Two-Way Communication Model directly into the workforce (full time or part time) or to the military after graduation, as well as those who will pursue some other direction (e.g., dropout, Superintendent’s become a homemaker, etc.). These groups require Cabinet different preparation and guidance, thus they need weekly special attention from the school system. The school Student District Focus Groups Leadership system has implemented a classroom support and quarterly monthly accountability model that provides for differentiation in learning styles and assessment. Staff development Area Advisory quarterly District Improvement Team is provided to support staff in meeting the needs of Building and District Leadership different student segments. Principals monthly Community Meetings tba Assistant Staff Principals Advisory monthly 5 times/year

Figure P.1-4 ISS Stakeholder Key Requirements Key Requirements S P St C B High Student Performance X X X X X Healthy, Safe, Orderly, and X X X P.2a(3) Comparative and Competitive Data Caring Schools Sources Quality teachers, X X X ISS utilizes the NC Governor’s Report Card, the NC administrators, and staff Department of Public Instruction Rankings, the NC Strong Family, Community, X X X Association of County Commissioners Tax and and Business Support Budget Survey, and the NC ABC’s Rankings for key Effective and Efficient X X X X comparative data with similar and benchmark school Operations systems within the five strategic priorities. National S-students, P-parents and partners, St-staff, C- data are derived from Educational Research Service community, and B-business and Education Counts published by Education Week. The school system utilizes benchmark data from state P.2 Organizational Challenges and national Baldrige applicants both within and outside of education. The school system also has a P.2a(1) Competitive Position comprehensive stakeholder (parent, student, faculty, ISS enrolled 19,070 students in 2002-03, which is staff) survey process that provides longitudinal data about 75.37 % of the K-12 student market in this in the area of satisfaction. service area. Mooresville City Schools (4441 students- 17.55 % of the market) is the other public P.2b Strategic Challenges school system in the county. 11 private/parochial, A cross-functional leadership team has identified the 454 home and 3 charter schools serve the remaining following four major strategic challenges in 7.08 % of the available K-12 county population. maintaining the school system’s capacity to deal with Data indicate that traditional public schools in Iredell the identified success factors above: County have lost 4.58 % of market share to charter, 1. Improving student achievement, especially private and home schools, while the percentage is in relation to “closing achievement gaps” 5.87 statewide. In 1992-93, ISS had 79.67 % of the linked to the requirements of the federal No available student market and in 2002-03 the share Child Left Behind (NCLB) legislation and was 75.37 %. This is a key trend to reverse in the the state’s ABC Plan performance near future. standards; 2. Alleviating the shortage of highly qualified P.2a(2) Principal Success Factors, Changes and certified teachers, as well as developing The success of ISS rests with its ability to faculty and staff focus on instructional meet/exceed the expectations of its stakeholders and excellence through quality recruiting and on its capacity to ensure the long-term success of its training processes; students. The major success factors related to this 3. Enhancing and maintaining excellent, cost goal are imbedded in the five strategic priorities of effective school facilities that are equitable the school district and are indicated as follows: and address the county’s high population  Documented high student achievement over growth areas; and time 4. Obtaining funding for employee benefits  Maintaining safe, orderly, healthy learning (e.g., Hospitalization. Retirement, etc.), environments salary increases, system expansion and improvement needs, and for addressing un-  Recruiting and retaining quality teachers, funded legislative mandates. administrators, and staff  Building strong family, community and These key strategic challenges are the focus of the business partnerships ISS Strategic Plan and its attendant action plans  Operating effectively and efficiently (school improvement and departmental plans). The ability of ISS to excel over its competitors in these areas will determine its long-term system P.2c Performance Improvement System success and sustainability. ISS utilizes the Model for Performance Excellence developed by Jim Shipley and Associates. This model Key changes occurring in the distract that impact the is based on the Baldrige Criteria and was developed system’s ability to respond to these areas include through collaboration with the Baldrige in Education changing demographics (fast population growth, Initiative. The Superintendent’s Cabinet meets increased Latino population, etc.), shrinking state and weekly to guide the system in the implementation of federal funding for public schools, growing federal the Strategic Plan. A mid-year and end-of-year and state mandates that lack adequate funding (e.g., review process lead to the identification of key special education), expanding accountability processes that require improvement cycles. requirements with uncertain educational value. Other changes include the expansion of e-learning systems, charter schools, the uncertain economic outlook facing the county. Figure P.2-1 ISS Performance Excellence Model Employees are the greatest assets for organizational learning for ISS. Schools and departments are organized into cross-functional teams called Communities of Practice. The Communities of

Leadership Practice are organized around the 5 strategic priorities. Additional individual schools and work units are organized into improvement teams through grade level, department, or work unit assignment. Student/ Strategic Planning Stakeholder Goals & Measures Focus Performance Results Figure P.2-3 ISS Communities of Practice Model Human High Student Process Resource Effective and Efficient Performance Management Focus

Measurement, Analysis & Knowledge Healthy, Safe, Management Orderly and Caring Adapted from BiE IN Grade Level or CORE VALUES Baldrige Model Department

©Jim Shipley & Associates, Inc. 20 June 2003 Partnerships Quality Staff

ISS utilizes a systemic and systematic PDSA to improve key processes identified in the annual strategic plan review. Schools and departments utilize the PDSA process in a similar manner. The PDSA approach is based on a six step improvement model. The PDSA approach utilizes cross-functional teams, a PDSA champion, and clearly established parameters. All district PDSA’s are published on-line for organizational learning and involvement.

Figure P.2-2 ISS Six Step PDSA Process

6 Steps to Improvement • Validate the need for improvement PLAN • Clarify purpose, goals, and measures

• Adopt and deploy an approach to continual improvement DO • Translate the approach to aligned action

STUDY • Analyze results ACT • Make improvements

Repeat the cycle ©Jim Shipley & Associates, Inc. 40 June 2003