The Planning Process

Belief Statements

Parameters

WSR4 Mission

Internal Analysis

External Analysis

Objectives

The Planning Process
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The Comprehensive School Improvement Plan for the Willow Springs School District was developed by a School Improvement Team.  This team consisted of twenty members who were selected in an effort to develop a microcosm of the district.  The team members represented the various roles within the organization, the various communities within our large school district, and attention was given to age and gender distribution.  The planning committee consisted of an equal number of males and females, which is representative of the district.  The various roles represented by the team are as follows:

Superintendent of schools, elementary principal, middle school principal, high school principal, two board members, two high school teachers, two middle school teachers, two elementary teachers, two high school students, one high school parent, one middle school parent, one elementary parent, a business leader, a community leader, and a member of the clergy.

The Strategic Planning process was used as a model to guide the activities of the School Improvement Team.  Group processes employed throughout the development of the plan included; individual to group to team consensus, synthesis, and group to team awareness.  Decision making processes employed included; brainstorming, analysis synthesis, visualization, divergent and lateral thinking, assimilation, analysis induction, and convergent thinking.  Consensus was achieved throughout the process with the components of the plan being developed in the following order: Beliefs, Mission, Parameters, Internal Analysis, External Analysis, Objectives, Strategies, and Action Plans.  The team will continue to meet to review and revise the plan annually.

1. A quality school system is a reflection of a community, parents, and students that value education.
2. Learning is a natural and continuous process that has no known limits. 
3. An ideal learning environment is stimulating and challenging, where everyone is emotionally and physically safe, and treated with respect.
4. A quality system of education is built on the foundational attributes of self-discipline, responsibility and trustworthiness.

1. We will never compromise the dignity and honor of any person. 
2. We will practice participatory decision making throughout the system. 
3. We will not tolerate ineffective employees. 
4. Nothing will take precedence over the Pre K-12 instructional program. 
5. All decisions will be made based strictly on what is best for the student.

Validity Points: Indicators of a successful mission will include:

• increased individualization of instruction;
• enhanced career and growth opportunities for students;
• increased internal and external collaboration;
• improved curricular articulation between grade levels and school building units.

Evaluation of the success of the mission will employ the following criteria:Follow-up studies of graduates will monitor their:

• entry level into the work force;
• the percentage entering institutions of higher education, technical school, or military service;
• individual satisfaction related to quality of life;
• motivation to be lifelong learners. 

Assessment of instructional programs will indicate:

• increased evidence of higher levels of learning, i.e., understanding, application, synthesis, analysis;
• increased progress toward personal goals;
• reduction in student failure and behavioral problems;
• improved MAP test performance.

 Evaluation of personnel will indicate:

• an increase in collaboration and communication within and between units;
• greater curriculum articulation;
• increased involvement with parents and community.

Continuous improvement will be monitored by the school improvement team, board of education, administration, faculty, staff, parents, and the community.  Monthly evaluations among the units and an annual evaluation by the board of education and administrative team will facilitate adjustment of the focus of programs and services offered by the school district.

The Willow Springs R-IV School District possesses unique strengths which enhance the quality of educational services and unique weaknesses which limit or inhibit educational quality.  An analysis of these yields strengths and weaknesses of both an internal and an external nature.  Specific internal and external strengths and weaknesses are listed below.

Strengths:

• Faculty and staff that are dedicated to the nurturing of children
• Close knit supportive community
• Board of education that is unified and committed to educational excellence
• Professional growth is encouraged through professional development opportunities and implementation of innovative programs
• Encouragement of innovation and change
• Movement toward curriculum continuity
• Supportive administration/school board
• Movement toward participatory management
• Recent improvements to the physical and technological environment
• Variety of extra-curricular activities
• Commitment to mission statement
• Encouragement of parental participation
• Positive Role Models

Weaknesses:

• Some staff members are resistant to change
• Insufficient involvement of parents and students at meetings and on committees
• Classroom space is limited due to insufficient local funding
• Insufficient career guidance and planning
• An inability to offer a broader range of subjects
• Lack of continuity in At-Risk services
• Too much emphasis on grades rather than learning
• Inconsistent recognition of student’s and staff’s accomplishments
• Inadequate level of reading and writing skills
• No school-wide activity calendar
• Low performance on problem solving and performance tasks
• Limited emphasis on health awareness and practices
• Traditional promotion practices
EXTERNAL ANALYSIS:  
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Factor		Prediction	Impact
I.	Large District - 310 miles
		A. Large amount of time on bus	1. Fatigue 2. Limits participation in extra-curricular activities
		B. Lower parental involvement	1. Decentralized communities
II.	Low Socio-economic Level
		A. Parental ambivalence	1. Lack of emphasis on education.
		B. Lack of transportation	1. Lack of participation in pre-school activities and other school activities.
		C. Physical deprivation	1. Physiological needs take precedence.
		D. Low tax base	1. Lack of financial support for education.
		E. Increase in transient students	1. Interrupted learning process.
III.	Conservative View of Education
		A. Political shift could occur.	1. Reduce or divert funding available. 2. Program cutbacks.
IV.	Population Growth in District
		A. May see large growth in student population due to local industry.	1. Physical space. 2. Teachers. 3. Buses. 4. Materials
		B. May see group of students requiring special services (ESOL Services).	1. Teachers. 2. Materials. 3. Physical space
V.	Technology
		A. Need for more technology to be infused into school and homes.	1. Find funds for more technology. 2. Provide training. 3. Maintenance of equipment. 4. Need more space (facilities).
		B. Virtual schools	1. Increase technology staff. 2. Increased training. 3 Increased maintenance.
VI.	Dependence on Outside Funding
		A. Legislative changes may affect planning	1. Hard to make long range plans. 2. Hard to maintain consistent programs.
VII.	Public School Revenue
		A. Capital projects fund limited by State Legislative mandates.	1. Reduces Building maintenance. 2. Limits expansion of technology. 3. Impacts renewal of bus fleet.
		B. Board choice to hold bond election.	1. Revenues are not guaranteed. 2. Polarizes the community.
VIII.	Teacher Shortage in all Areas
		A. Fewer applicants/ Non-certified teachers.	1. Limited range of class choices. 2. Lower quality teachers. 3. High pupil/teacher ratio. 4. Diminished quality education.


Objectives
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Based upon the stated Beliefs, Parameters, and the Internal/External Analysis, four specific measurable outcomes have been established for the Willow Springs R-IV School District.  These objectives are listed below:

• To have 100% of our students graduate or successfully complete their individual achievement programs;
• To maintain 95% attendance at all grade levels;
• To have each student achieve positive and continuous growth;
• To have 100% of our students meet or exceed the performance standards for local, state, and national measures of achievement.