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					     1.1 Senior Leadership - Senior leadership for ISS is                Figure 1.1-1. The senior leadership system is deployed
     defined as the superintendent and his direct reports. While         through the various leadership groups and methods defined
     ISS leadership has been in place since 1992, ISS began the          in Figure 1.1-2. Senior leadership utilizes Executive
     journey to performance excellence in the fall of 2002 by            Cabinet (EC), Cabinet (C), and Admin Team (AT) meetings
     establishing the district’s Baldrige-based leadership system.       to develop, deploy, monitor, and improve a systems based
     The key functions of the leadership system are shown in             approach to reach performance excellence.

      Figure 1.1-1 – ISS Senior Leadership System
                                                             (Senior Leadership)
                                                      Mission: Lead ISS to “Top Ten” in
                                                               NC using MPE.

              Stakeholder Focus                             Set and Deploy Direction
              Two-way Communication                             ISS Strategic Plan
              Board Policy 7421 – Duties                     Superintendent’s Goals
              Federal/State Regulations                         Key Action Steps                         Results:
              Admin Expectations                                                                         Strategic
              Legal, ethical, risk/compliance                                                    Results of Strategic Plan
                                                                   Processes:                     Results of Supt. Goals
                                                            Community Involvement                         Process
                                                            Deployment Plans for key              Communication survey
                                                                   action steps                  Deployment Plan results
                          Training                             Executive Cabinet
                        ISS Triangle                                                            Community boards/groups
                                                                     Cabinet                   Process checks from meetings
                      DPI/SBE meetings                            Admin Team
                           NCASA                               Principal Meetings
                           AASA                                 Communication

                               Data and Knowledge Systems: Systems Check III, CO Survey, Board Evaluation,
                              360 Evaluation, Plus/Delta Meetings, MBWA Visits, Mid/end year reviews, Web page

                                                          Core Values of ISS

A1. In 2002-2003, the senior leaders used a shared vision and          that in order to achieve our vision to be a “top-ten” district in
values process to set the longer-term direction of the district        North Carolina, the district would require higher levels of
by developing the vision, mission, and strategic priorities and        employee engagement. To engage employees means
values (Fig. P.1-1). The vision and strategic priorities               motivating employees to contribute to the success of the
established the foundation upon which the senior leaders could         district. As a result, the statement focus on motivated faculty
identify short- and longer-term strategic objectives through the       and staff was added to our core values. Since the results of the
use of the strategic planning process (Fig. 2.1-2). The values         consensograms demonstrated a 90% agreement with the other
set expectations for how all employees should behave in                elements of the vision, values, and strategic priorities, those
achieving the vision. The development of vision, values and            statements remained the same.
strategic priorities was informed through input from the board                 The vision, values, and strategic priorities are deployed
of education (BOE) and all key stakeholders, including our             by senior leaders through the ISS Leadership System (Fig. 1.1-
partners and suppliers. The input took the form of a dialogue          1). This system model embodies the key leadership processes
between all parties. The dialogue focused on key questions             that keep the deployment of the vision and the strategic plan
about how we want the district to look in the future, what are         focused on results and aligned to our core values. The model
the priorities that should drive our planning and decision-            is used by senior leaders to communicate leadership’s role and
making, and how should we work as a team to make it happen.            responsibilities in enabling the district to meet our student and
The two-way flow of communication that occurred in setting             stakeholders requirements, comply with legal and regulatory
our vision and values is illustrated in Figure 5.1-2. Upon             mandates, develop a highly ethical workforce that has the
completion of our dialogues, the Cabinet drafted a vision,             capability and capacity to deliver against our strategic
values, and strategic priorities statements and in June 2003,          challenges and to ensure ISS is a good partner to our
these were reviewed and approved by the board. In the winter           community. The Senior Leadership System has gone through
of 2005, senior leaders started up the dialogue again to ensure        3 cycles of revision based on semi-annual use of Systems
that the vision, values, and strategic priorities reflected the        Check 3 and subsequent action steps dedicated to improving
current expectations of the workforce and our stakeholders.            the leadership system. Also, the key processes within the
The approach to eliciting input was refined using the PDSA             leadership system model, such as strategic planning,
improvement methodology described in 6.2b(1). The new                  performance reviews, and communication, have undergone
process introduced the use of consensograms and opinion                cycles of refinement as a result of using the PDSA continuous
polling through electronic methods to make it easier for our           improvement methodology. Examples of these improvements
stakeholders to provide input. 2005 input highlighted the fact         are discussed throughout our application within the respective

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Category. Finally, underlying the key leadership processes are          Figure 1.1-3 Senior Leaders methods to create and sustain
the core values, which include the value for continuous                 a high performing organization
improvement.                                                            Attributes of a        Method to        Target                 Senior leader

       Each and every one of the senior leaders is personally                high               promote,        faculty                and personal
committed to making our vision happen. Figure 1.1-2                      performance         create and/or        and                  participation
identifies the many ways leaders are involved in                         organization         sustain high        staff
                                                                                             performance         group
communicating with, engaging, and recognizing the workforce
                                                                        Legal/ethical       Internal audits     All       Q           All - Perform
 Personal action to                                    Senior leader                                                                  audits
                                                                        behavior (i.e.,     Training            All       Ad

       deploy                   Audience                 involved

                                                                        ADA, EEOC,          Goals/measures      All       hoc         All - Conduct
 vision/values and                                                                                                                    training
                                                                        and other           in strategic plan   All       Y
    demonstrate                                                                                                                       Cabinet -
                                                                        regulatory          Background                    Ad          Monitors
                                                                        requirements at     checks                        hoc         HR A.S. -
  (Method type)
                                                       Superintendent   local, state, and                                             Reviews
Board Meetings        VI,VA     All        M
                                                       Reports          federal levels)
                                                                        Performance         Baldrige            All       Ad          Supt -Conducts
Executive/Cabinet/A   VI,VA     FS         W           Central Office                                                                 training
                                                                        improvement         Training            All       hoc
T Meetings (All)      ,C                               Admin                                                                          Cabinet –
                                                                                            PDSA Use                      Ad
Curriculum and        VI,VA     FS         W           Central Office                                                                 Reviews/monitors
Operations Teams      ,C                               Admin
                                                                        Accomplishme        SWOT                All       A           Cabinet –
(All)                                                                                                                                 Develops/reviews
                                                                        nt of strategic     Leadership          All       A
Two-way               VI,VA     All        M,Q,A       Executive                                                                      Supt, Ex Dir -
                                                                        objectives,         Performance
Communication         ,C                               Cabinet                                                                        Completes
                                                                        mission, and        Reviews             All       A
Groups (All)                                                                                                                          reviews
                                                                        vision              Balanced            All       A           CATO/C -
Speeches (TW,FTF)     VI,VA     All        As          Superintendent
                                                                                            Scorecard                                 Develops/reviews
                      ,C                   needed                                           Strategic                                 Cabinet -
Training/Workshops    VI,VA     FS         M           Executive                            Planning                                  Implements/monit
(TW,FTF,PA)           ,C                               Cabinet                                                                        ors
Articles (P,E)        VI,VA     All        M           Superintendent   Innovation and      PDSA Pilot          All       Ad          Cabinet –
                      ,C                                                Competitive/        Program             F,S       hoc         Reviews/monitors
Recognitions          VI,VA     All        M           BOE,             Role Model          Research/Best                 W           Cabinet - Provides
(FTF,E,PA)            ,C                               Superintendent   Performance         practice
Baldrige Examiner     C         FS         A           Executive        Organizational      Leadership          SL        W           See Figure 1.1-2
Training (PA)                                          Cabinet          agility             Deployment          All       Ad          PDSA Champion
Partnership Boards    VI,VA     All        M           Executive                            Systemic Use                  hoc
(All)                 ,C                               Cabinet                              of PDSA
PDSA Champion         VI,VA     All        As          Cabinet          Organizational      SEA                 Sl,F,S    Ad          CQO - Monitors
(All)                 ,C                   needed                       learning            Web page            All       hoc         CQO - Monitors
Category Champion     VI,VA     All        As          Executive                            Continuous          All       D           Supt - Delivers
(All)                 ,C                   needed      Cabinet                                                                        Cabinet -
                                                                                            Improvement                   Ad
Performance           VI,VA     FS         A           Cabinet                              Training            All       hoc         Cabinet-Monitors
Reviews (All)         ,C                                                                    PDSA shared                               and reviews
to ensure alignment to our goals and values. For example, the                                                             Ad
superintendent and all of his direct reports communicate and                                                              hoc
expand upon the meaning of the vision and value statements at           Workforce           SEA                 SL,F,S    Ad          CQO - Monitors
                                                                        learning            CI and PLC          All       hoc         All - Deliver
meetings, through newspaper articles, district quarterly                                                                              CQO - Monitors
                                                                                            training            All       Ad
reports, recognition program, in training workshops, and
                                                                                            Web page                      hoc
during performance reviews. Senior leaders also demonstrate                                                               D
the values through role model behavior. For example, all                Succession          Exec Cabinet        SL        W           Supt - sets agenda
senior leaders serve as champions on PDSA and Baldrige                  planning            Job                 F,S       Ad          HR A.S. –
Category Teams and participate on Partnership boards,                                       descriptions        F,S       hoc         Monitors/Reviews
demonstrating their commitment to teamwork and partnership.                                                                           HR A.S. –
                                                                                            Job                           Ad
Figure 1.1-2 Senior Leadership Commitment to and                                            requirements                  hoc
Deployment of Vision/Values                                             Leadership          Leadership          SL,S      M           COO- Develops
                                                                        development         Academy                                   agenda/trains
Method type: TW=Two-way communication; FTF=face-to-                                                                                   Supt,COO,CAO,
face; P=print; E=electronic; PA=personal action. Purpose:                                                       F,S       Ad
                                                                                                                                      Exec Dir -
                                                                                            Lead Teacher                  hoc
VI=vision; VA=values; C=commitment to values.                                                                                         Delivers training
Frequency: D=daily; W=weekly; M=monthly; Q=quarterly;
                                                                        Target group=SL=senior leaders; F=faculty; S=staff;
A=annually; Audience: St=students; FS=Faculty and staff;
                                                                        S=suppliers; P=partners. Frequency: D=daily; W=weekly;
Su=suppliers; P=partners
                                                                        M=monthly; Q=quarterly; A=annually; AH=ad hoc)

                                                                                                                                            Page 2
                                                                    processes that focus on the values of management-by-fact and
           A2. Senior leaders foster an environment that            a focus on results. Senior leaders have presented at the
requires legal and ethical behavior based on methods listed in      Georgia Oglethorpe, Florida Sterling, North Carolina Awards
Figure 1.1-3. The Environmental Scan process is utilized by         for Excellence, and National Quality Education Conferences.
Cabinet to monitor all federal, state, and local changes in legal   Senior leaders are often consulted by other school systems
and ethical requirements. Refinement cycles of policy and           across the nation and state who are utilizing a systems
procedures are reflected in numerous Board policy changes.          approach for leadership and management. ISS is recognized as
Senior leaders lead internal audits for compliance with these       an innovator and role model district due to innovations such as
legal and ethical requirements. The Executive Cabinet with          Learn and Earn Early College, Energy Education, federal
Superintendent as chair, monitors ethics compliance, training,      grants, alternative learning programs, child care programs,
violations, and improvements.                                       virtual delivery, technology use, data warehouse development,
        A3. Numerous methods (Fig. 1.1-3) are used by senior        and other projects that are the result of the ISS Innovation
leaders to create a sustainable organization including using the    Pilot process. The pilot process was developed to identify
Baldrige Criteria as a systems approach to leadership and           promising innovations that could be funded with existing
management. Senior leaders utilize the semi-annual                  funds or grant funds. The pilot programs utilize the ISS PDSA
performance review (4.1-1) and System Check 3 review                template and successes are shared through organizational
process to plan, track, analyze and improve the effectiveness       learning processes. ISS also encourages innovation in
of the leadership system (Figure 1.1-1). This system serves as      classrooms through the Educational Foundation Endowment
the overall approach to create and sustain a high performing        fund that provides small grants to teachers for innovative
organization. These reviews result in revisions to the Baldrige     proposals.
deployment plan, strategic plan, and department plans to                    Given the rapid growth of our community and the
deploy and integrate improvements identified. The systems           strategic challenge presented by the increase in the
check review process has been utilized since 2003-04 school         disadvantaged student segment, ISS must remain agile. Senior
year and has resulted in improvements to every category of the      leaders ensure organizational agility in several ways. Senior
Baldrige approach in ISS.                                           leaders are involved in the environmental scan process and
        Senior leaders create an environment for organizational     closely monitor internal and external threats and challenges to
performance improvement by sponsoring and participating in          the school system. Once threats are identified, senior leaders
training that focuses on Baldrige, continuous improvement,          decide on an approach to address the threats and lead the
and the PDSA methodology. In fact, the superintendent               appropriate department in changes to the appropriate
personally delivers Baldrige and PDSA training throughout           department or school level plan.
the district. Senior leaders serve as PDSA champions for                    A high performance organization engages its employees
process improvements within their department or division.           in achieving the vision and goals. Senior leaders enable and
Senior leaders also review the semi-annual PDSA priority            empower employees to successfully participate in our success
matrix to determine which district processes will receive           by ensuring opportunities are available for all types of
priority and resources for improvement. The Executive               employees to develop the knowledge, skills, and competencies
Cabinet dedicated resources to establish a Quality Team             required to accomplish the work of the district. Senior leaders
(2005-06) and a CQO, which reports directly to the                  enable individual and organizational learning to occur through
superintendent. The purpose of the Quality Department is to         the deployment of Professional Learning Communities (PLCs)
track and report district-wide progress against the Baldrige        and their personal participation in PLCs. Senior leaders train
Deployment Plan (BDP), the district strategic plan, department      department and building level leaders on the best practices for
improvement plans (DIPs), school improvement plans (SIPs)           deploying PLCs.
and professional development and education plans. For                       Succession planning is a monthly discussion in
example, the Quality Team tracks professional development           Executive Cabinet. Senior leaders closely monitor quarterly
and education to monitor progress in developing a high quality      reviews of all department and building leaders (administrative,
teaching staff and employees who possess knowledge and              classified, and lead teacher). Plans for succession and transfer
skills to contribute to achieving the goals of the district.        of organizational knowledge for retirements, transfers, and
        Senior leaders create an environment to accomplish the      non-renewals are discussed and plans are developed. A key
mission and strategic objectives through the use of the             component of succession planning is leadership development.
strategic planning process (Fig. 2.1-2) in the development and      Senior leaders are personally involved in the training and
deployment of district strategic plans, department                  development of administrative, classified, and lead teacher
improvement plans (DIPs), and school improvement plans              leadership through workshops and coaching. ISS has
(SIPs). Senior leaders are involved in conducting performance       developed a Leadership Academy led by the Chief Operations
reviews (Fig. 4.1-1) against the plans.                             Officer that develops potential administrative leaders and the
Senior leaders train, coach, and monitor building and               Chief Quality Office oversees the Lead Teacher Academy
department use of professional learning communities to              program that develops lead teachers.
accomplish the work of the strategic plan.                                  B1. Senior leaders are involved in numerous methods
        To achieve our vision to be a top-ten school district in    to communicate with, empower, and motivate all faculty and
N.C., senior leadership participates in leadership system           staff. Figure 1.1-2 describes the communication methods used

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by senior leadership. The superintendent meets with every                   B2. Senior leaders create a focus on action to attain
school and department twice each year to discuss the progress       objectives and improve performance through steps listed in
of the school system and how the staff members are involved         Figures 1.1-2 and 1.1-3, and the strategic planning process
in reaching the vision and mission of the school system.            (Figure 2.1-2). Specific performance measures are monitored
Senior leaders encourage frank, two-way communication               through the Balanced Scorecard (BSC) and the leading
through the two-way communication model and steps                   indicators identified for each strategic measure in the BSC.
described in Figure 1.1-2. Also, senior leaders utilize issue       Actions are prioritized based on recommendations from PDSA
bins, plus/deltas, open door policy, and e-mail to encourage        cycles at weekly Cabinet meetings and monthly Admin Team
communication. Senior leaders work with staff advisory              meetings.
groups to communicate key decisions and to involve staff in                 Senior leaders create and balance value for students and
making decisions. Senior leaders also communicate key               stakeholders through the systemic use of questions in the
decisions by providing meeting notes in a standardized format       district PDSA process (Figure 4.1-3). The two-way
to staff that document decisions made by the EC, C, AT, CT,         communication model also ensures that all stakeholders are
OT, and QT. Board decisions are communicated through the            involved and informed about performance expectations. The
meeting notes posted on the web. The superintendent also            School and Department Improvement Plan process requires
communicates decisions through the daily blog postings. ISS         the involvement of stakeholders in establishing goals,
utilizes electronic surveys to gain feedback and empower staff      measures, and action strategies (Figure 2.1-2). Finally, the
in decision-making. Recently staff advisory groups utilized         involvement of partners and suppliers in district-wide advisory
electronic polling of staff to provide feedback to senior leaders   councils to develop feedback to leadership for the
for key decisions about school calendar, payroll, budget            development of policies, goals, measures, and actions steps
priorities, and individual growth plan procedures                   enables a focus on balance of all stakeholder interests.
        Senior leaders monitor the level of communication and
engagement of staff through the annual Climate Survey,              1.2 Governance and Social Responsibilities
Teacher Working Conditions Survey, and Classified Working           A1. ISS is governed by a seven member elected board. The
Conditions Survey. Improvements are implemented through             Board of Education has established policies and procedures to
the district PDSA process.                                          address governance and social responsibilities. These policies
        Senior leaders take an active role in reward and            and procedures are deployed, monitored, and reviewed by
recognition and reinforce high performance focus through            senior leadership through the environmental scan process,
steps described in Figure 1.1-2. During every school board          strategic planning, and semi-annual performance reviews.
meeting, an agenda item is dedicated to faculty and staff,                 Management accountability is achieved through the
student, and stakeholder recognition. Additionally, the board       leadership evaluation process. This process ensures alignment
agenda is developed in alignment with the district strategic        of management with the strategic plan and BOE policies. The
priorities and mission statement. All senior leadership directed    Executive Cabinet reviews and monitors this process through
meetings are driven by alignment with the district mission,         the Systems Check 3 review and semi-annual leadership
vision, values, and strategic priorities by the use of a common     evaluation process. Fiscal accountability is achieved through
agenda template. Also, all agendas and notes from senior            the annual budget process, internal audit process, external
leadership meetings are posted in shared folders for review by      audit process and the bond referendum process. The Board of
all leadership who then cascade information to all levels. The      Education has a recurring agenda item to review financial
active leadership role taken by senior leaders during semi-         reports and receives the annual external financial audit for
annual performance reviews also provides evidence of                review. The annual budget process is managed by the
commitment to high performance. Senior leaders also attend          leadership budget committee that utilizes a zero based budget
numerous school level and department level recognition and          process which has been refined each of the last 3 years. The
reward events throughout the school year.                           Board reviews the recommendations from the committee and
        During the 2003-04 school year, senior leadership           makes final decisions regarding the budget. During the 2005-
developed a plan for a district-wide reward and recognition         06 school year, the internal audit process was improved to
program for staff. In August 2004, the first Back to School         more closely align with state auditing procedures. The bond
Rally was held. The superintendent reviewed the current             referendum process is managed by a citizen’s committee and
performance of the school system and individual schools on          was improved in 2005 and led to passage of a bond
all strategic objectives. All district employees were in            referendum that required a slight tax increase (first bond
attendance. Schools and departments were recognized for             passed since 1947). The Board addresses transparency in
meeting and exceeding objectives. Also, every department            operations through public participation at board meetings, the
recognized outstanding employees. Inherent within the               two-way communication process and public participation in
recognition is the balance of student, stakeholder, and staff       task forces and advisory groups. The two-way communication
groups within the strategic priorities of the district strategic    model is managed by the Director of Public Relations and
plan (High Student Performance, Healthy/Safe/Orderly/Caring         Coordinator of Partnerships. Several improvement cycles have
Schools, Quality Staff, Partnerships, and Effective Efficient       resulted in additional communication methods with suppliers,
Operations).                                                        partners, classified staff, and students. The Board addresses
                                                                    selection and disclosure policies through the election process

                                                                                                                             Page 4
and ethics process. The Board election process is an external     opportunities for improvement, and the focus of the next
process managed by the local Board of Elections. The              meeting. The evaluation summary is placed in the leaders
superintendent manages the Board’s ethics process which was       personnel file and contract decisions are made based on how
improved in 2005-06 by adding a goal related to ethics in the     well the leader has enabled the school or department to
Board improvement plan. The Board has numerous processes          achieve the goals in the improvement plan. The review results
for internal and external audits of programs. The Quality         become the basis for improving individual effectiveness and
Assurance audit is integrated with the annual accreditation       effectiveness of the school or department. All district and
review by the Southern Association of Colleges and Schools.       building administrators receive a performance ABC bonus
ISS was one of the first school systems in North Carolina to      based on achievement of student learning goals. The
become a district accredited school system. The quality           leadership evaluation system has now cascaded to the teacher
assurance process is managed by the Chief Quality Officer and     evaluation level. Classroom teachers are evaluated using the
is integrated with the leadership evaluation process. Other       Systems Check III and the Individual Growth Plans for each
internal audits include the Safety Audit process which is         teacher are based on the systemic PDSA process of continuous
managed by the Safety Officer. This process ensures               classroom improvement of the learning system in each
compliance with all local, state, and federal requirements for    classroom
safety and handicap access. This process is integrated with the           In addition to the above process, the superintendent is
workplace safety committee and the workmen’s compensation         evaluated annually by the Board of Education. The evaluation
evaluation measure. Recent improvements include annual            instrument was altered in 2003-04 to align with the Baldrige
audits of school safety measures. Other internal audits include   criteria. During the 2003-04 school year, the superintendent
Title I, Title II, Title III, and Title V audits process that     implemented a 360 feedback process to gain expectations and
ensures ISS compliance with all regulations related to state      evaluation feedback from leadership and faculty/staff
and federal management of Elementary and Secondary                concerning expectations for the superintendent and actual
Education Act (ESEA). A recent internal audit procedure           performance on expectations. Also, an annual electronic
added was the quarterly energy inspections. These inspections     survey completed by teachers/staff was added to measure
are managed by the Director of Energy Education and have          effectiveness of all central office departments in meeting
resulted in over $3 million in cost avoidance and energy          stakeholder expectations. For the 2004-05 superintendent
savings over the last 3 years. External audits are managed by     evaluation, a results section was added and aligned to a
the appropriate program director or specialist. These audits      performance bonus. The Board of Education has established a
include ESEA audits, alternative schools audits, and reviews      Board self-evaluation process that is completed semi-annually.
by the Southern Association of Colleges and Schools for           The process uses the Board Systems Check III and specific
accreditation purposes. Finally, the Board has established the    results as measured against Board goals. The Board evaluation
strategic planning process and two-way communication              process has served as a model for other school systems across
process to ensure alignment of strategic objectives with          the nation.
stakeholder requirements and the protection of stakeholder                The leadership evaluation for senior leaders and
interests. Through the two-way communication process,             principals has gone through several cycles of improvement.
feedback and involvement of stakeholders is ensured. The          ISS developed a leadership evaluation system in 2000 that was
refinements to both processes are available in the appropriate    a goals-based instrument. The evaluation process required an
category responses.                                               Individual Growth Plan and a semi-annual review of progress
        A2. All ISS leadership performance and evaluation         on reaching goals in the plan. During the 2003-04 school year,
procedures are in alignment with the ISS values of continuous     the leadership evaluation system was changed to reflect a
improvement, management by fact, and results focus. The key       greater emphasis on the system value of results focus. At the
components of the evaluation system are the Systems Check         end of each leadership system evaluation cycle, the
III and the SWOT analysis which is based on the use of the        superintendent works with senior leadership to identify
district systemic PDSA process. These components are              possible improvements in leadership preparation, leadership
completed at all levels of the school system. The Systems         training, and leadership deployment of district processes. Once
Check III is a tool that utilizes feedback on how well            identified, senior leadership incorporates these improvements
leadership is leading an aligned and integrated system as well    into the leadership system and the leadership development
as how the components of the system are working together to       process. The Board of Education utilizes a similar approach to
achieve continuous improvement and outstanding results.           add specific action steps and deployment plans for
During the first and third quarter of each school year, the       improvement to the annual Board of Education Improvement
superintendent coaches senior leadership and executive            Plan.
directors coach principals on the use of the instrument to                B1. The Superintendent’s Cabinet reviews all
improve leadership actions in an integrated and aligned           regulatory, legal, and accreditation requirements (i.e., FERPA,
management system. The senior leaders and principals then         EEO, ADA, IDEA) quarterly and serves as the ISS Risk and
have a semi-annual evaluation with their respective               Compliance Management Committee. The strategic planning
supervisor. During this evaluation, the Systems Check 3 and       process (Figure 2.1-2) ensures that environmental scans are
SWOT analysis are reviewed. Each evaluation meeting ends          done to address any adverse impacts of ISS programs or
with an evaluation summary that lists the strengths,              offerings. The environmental scan process (Figure 2.1-3)

                                                                                                                          Page 5
ensures that all concerns are brought to the Cabinet for review     program was added and has resulted in over $3 million in
and appropriate action. The Workplace Safety Committee,             savings and significant energy conservation. ISS has been
which was implemented in 2004 to address excessive                  recognized as being in the top 5% of school systems nationally
Workmen’s Compensation claims, meets on a monthly basis             for energy conservation. Also, ISS prototype for elementary
to proactively address specific safety issues. Additionally, ISS    school facilities has been recognized nationally as one of the
has an on-line concern/complaint management system                  Top Five models for “Green Schools.”
available to all internal and external stakeholders to report              B2. ISS promotes and ensures ethical behavior based on
concerns with violations of legal/ethical behavior and possible     processes listed in Figure 1.1-3. During the 2000-01 school
negative impacts of district programs on the community.             year, the school system endured a very difficult period with
       Internal and external audits of all sites for energy,        the dismissal of a superintendent due to numerous ethical
regulatory, safety, maintenance, fire, electrical and air quality   violations. Also, during that time, there were numerous
provide data for reviews by Cabinet. The District Operations        allegations of unethical behavior related to the management of
Team working under the COO has the major responsibility for         school construction projects. The Board of Education has
development of goals, measures and deployment plans. Each           since implemented specific policies, regulations, and training
school has a Healthy, Safe, Orderly, and Caring Committee           programs to promote ethical behavior. The Human Resource
that addresses school specific issues and recommends school         department monitors the deployment of ethical training
specific goals and measures to the School Improvement Team.         through the on-line complaint management system and other
All groups utilize the district PDSA process to develop             communication methods. The department responds to ethical
improvement steps and monitor progress. The district PDSA           violations pursuant to Board policy guidelines. All employees
template requires the analysis of possible impacts on               go through a background check before hiring. Ethical behavior
stakeholders and society of programs and services. Figure 1.2-      is deployed to the student level through Board policy and
1 shows the compliance and risk management processes,               school handbooks. Recently, the Director of Student Services
requirements, and measures. Suppliers, partners, parents and        worked with the Two-Way Communication Process to
other stakeholder feedback are included in all district PDSA        implement a specific policy on bullying. Specific goals and
improvement cycles. The district Safety Committee has               measures related to ethical behavior are listed in Figure 1.2-1.
worked to decrease workmen’s compensation claims. By                Recent evidences of improvement cycles include the addition
partnering with our insurance supplier, the committee has           of background checks for volunteers and field trip chaperones.
improved handbook procedures and reporting guidelines that          This improvement was based on feedback from parents that
have resulted in significant decreases in the number of claims.     was received through the district two-way communication
       During the 2003-04 school year, ISS proactively sought       process and working with other benchmark school districts
to develop a program that would implement energy savings            with similar volunteer and chaperone policies.
and address energy conservation. The Energy Education

Figure 1.2-2 ISS Compliance and Risk Management Processes, Requirements and Measures
 Type of Social        Management process              Requirements                Measure                   Goals/           Fig.
 Responsibility                                                                    Monitor                   Target           Ref.
Ethical Behavior   Background Checks (staff and No violations                  Check                      100%              7.6a2
                   Ethical training             All New employees trained      % trained                  100%              7.6a2
                   Board of Education Ethics    No violations                  # Violations               100%              7.6a2
                   Student Ethical Behavior     BOE Policy/School              # Violations               Decrease          7.6a2
                                                Handbooks                                                                   7.2-7
                   Bus conduct                  Reduce incidents               # Incidents                Decrease          7.6a2
Stakeholder Trust Bond referendum               Board of Elections process     Vote                       Passage           7.6a2
Regulatory         Compliance Management        Health Department Standards    Sanitation Rating          Above 96%         7.6a4
                                                DHHS Child Care Standards      Rating                     4 or 5 star       7.5-10
                                                DPI Transportation Standards   Rating                     Above 94%         7.5-9
                                                NCLB certification Standards   HQ %                       100%              7.4-3
                                                DENR Watershed Standards       % Surface                  Below 25%         7.6a4
                                                ESEA Audits                    # Violations               0                 7.6a4
Accreditation      Quality Assurance            Achieve district accreditation Peer                       Awarded           7.6a4
                                                                               recommendation             Accreditation
Safety             Workplace safety             Ensure safe workplace          # Claims                   0                 7.4-6
                   Electrical/Fire/Insurance    Code                           Audit results              0                 7.6a4
                   Bus accidents                Reduce                         Accidents                  0                 7.6a4
                   Safety                       Safe School Plans              Plans in SIP               100%              7.6a4
                                                                               Incidents of               Below state       7.2-7

                                                                                                                             Page 6
Legal               Board attorney                     Address stakeholder              Law suits             0                  7.6a4
Program Risks       Energy Education                   Energy conservation              Savings               $3 m               7.5-12
Operations risks    HR department                      Compliance with policies         Grievances            0                  7.6a4
Community           Key Community                      Involvement                      United Way            Increase $         7.6-3
                                                       Volunteer Hours                  Total Hours           Increase           7.2-9
                                                       Partnership Grants               Grants received       Grant $            7.5-6

             C1. ISS has a strategic priority of strong business                 ISS is currently working with the Statesville City
     and community support. This priority is an important                Council to provide a center for the performing arts. This
     component of the mission statement of the school system –           unique collaboration will provide school facilities for a
     “…we will achieve this mission with the support of parents,         performing arts magnet program and also provide a much
     staff, and the community.” ISS has identified several key           needed fine arts facility for the community. ISS is also
     communities based on the Strategic Planning Process. Key            working with Parks and Recreation programs in all key
     communities are the Statesville, North Iredell, West Iredell        communities to utilize shared facilities to improve the
     and South Iredell areas. ISS involves key community                 recreation programs for all ages.
     leaders in the Two-Way Communication process by hosting                     As a result of involvement in key communities, ISS
     semi-annual meetings in each of these areas. These                  successfully passed a bond referendum in 2005. This was
     meetings help identify key issues that enable the school            the first bond referendum requiring a tax increase to pass
     system to support the local community. Also, the school             since 1947. ISS conducted a community poll to discern
     system supports these communities and identifies areas of           community support for the bond referendum. A key to
     organizational emphasis through the involvement of                  passage of the referendum identified in the poll was ISS
     leadership in the Chamber of Commerce for each area,                involvement and support of key communities. An
     Economic Development Boards for each area, United Way               outgrowth of the bond referendum was a community group
     Board, Junior Achievement Board, Juvenile Justice Board,            (Citizens for a Brighter Future) that meets with school
     Mental Health Board, and membership in numerous civic               officials on a quarterly basis. This group involves key
     clubs. Senior leaders have been involved in numerous                leaders in the community and is currently working behind
     Governmental Task Forces to address growth management,              the scenes to address growth management and collaboration
     strategic planning, and economic development in the                 of governmental entities from each of the key communities.
             Within the key communities, the school system has           2.1 Strategy Development
     identified strategic partners (see Organizational Profile).                 A1. In order to achieve the vision of a “Top Ten”
     ISS works with these partners to improve the key                    school system in North Carolina and reach the mission of
     communities through mutually beneficial programs. ISS               success for all students, ISS implemented a systemic and
     works closely with the community college to share                   systematic strategic planning process in 1998 based on the
     resources in facilities and training programs that impact           Cambridge model. In 2002, the district revised the process
     economic development of the entire county. ISS                      to reflect the Baldrige criteria. Since that time, the district
     administrators serve on local Head Start and Smart Start            has utilized semi-annual district performance reviews and
     boards. This involvement ensures quality pre-school                 weekly Cabinet meetings to monitor the deployment of the
     programs that meet the needs of children and parents in key         strategic plan as evidenced by Systems Check III and I-SS
     communities. Also, ISS implemented a faith-based                    Triangle PDSAs. During these performance reviews, ISS
     community initiative in 2003-04 that has grown to over 60           leadership gathers summary feedback from all participants
     church partners in the county. This partnership has involved        in the strategic planning process to improve the process. In
     student and faculty support for local families in need and          2004-05, ISS added a systemic process to gain stakeholder
     senior citizens who need assistance in the community. All           feedback on how well leadership deployed the strategic
     schools and departments have programs that support key              planning process. Finally, the Two-Way communication
     communities. An example of this support is the annual               process ensures feedback from all stakeholders concerning
     canned food drives used to support the local food banks.            strategic priorities and the strategic planning process.
     During recent Hurricane Katrina relief efforts, students and        Figure 2.1-1 shows how the strategic planning process
     staff raised over $200,000. Finally, ISS tracks annual giving       cascades from district level to work unit or student level.
     to United Way. The target goal is to continue to increase the       Figure 2.1-2 describes the key steps, participants,
     level of giving in both the staff and youth campaigns.              timeframe, and how the strategic planning process links to
     Recent improvements in the partnership programs include             Leadership Performance Review Process, Human
     the development of a two-way partnership agreement that             Resource/Training Process and the Budget Process.
     ensures all partnerships are seen as value add by the partner
     and the school/district.

                                                                                                                                  Page 7
                                                                 by the BOE on an annual basis. The long-term horizon is
Figure 2.1-1 Strategic Planning Process                          addressed through a district-wide needs assessment that is
                                                                 conducted annually through a systematic district data
                                                                 analysis of the balanced scorecard. Annual revisions are
                                                                 monitored via the systematic data analysis process to
                                    ISS                          address performance gaps in department and/or school
                               Strategic Pan                     improvement plans through mid year and end of year
                                                                 SWOT analysis at the department and school level.
                                                                 Deployment plans from actions steps resulting from these
                                                                 reviews are coached and evaluated by district and school
                                                 School          level leadership for major revisions across annual and three
               Department                      Improvement
                                                                 year planning cycles in SIP and DIP.
              Improvement                          Plan
                                                                         A2. ISS identifies its organization’s strengths and
                                                                 opportunities for improvement using numerous methods
                                                                 including an Environmental Scan and SWOT Analysis that
                                                                 are conducted on various types of information and data
                                                                 (Fig, 2.1-1) relevant to key strategic indicators. Standard
                                                                 reporting templates are used to conduct comparative gap
                                                 Growth          analysis to identify weaknesses in results against
                                                   Plan          comparable organizations. Opportunities for process
                                                                 improvements are identified, and strategic challenges are
              Work Unit Plan
                                                                 reviewed and prioritized. PDSA cycles are then initiated
                                                                 and/or continued that validate the need for education reform
                                                                 through research and analysis of internal and external
                                                Classroom        requirements. Resource allocation recommendations are
                                               Improvement       also made to PDSA direct reports. During the 2004-05
                                                   Plan          review, this process was used to identify Teacher Working
                                                                 Conditions as a goal and measure for the strategic plan.
                                                                 During 2006, stakeholders were involved through a survey
                Individual                                       process conducted by an external provider to identify
                 Growth                                          teacher working conditions within the district among
                                                 Student         stakeholders from all schools. The recommendations from
                                               Improvement       this survey informed planning, goals, and action steps for
                                                                 department and school improvement plans to impact
                                                                 performance gaps identified in the teacher working
                                                                 conditions survey as well as the internal focus areas to
                                                                 improve district teacher working conditions.
                                                                         Cabinet analyzes the annual state report on
        Listening and learning methods utilized by the           technology for comparison to similar school systems and
school system (see 3.1) and the involvement of key               benchmark school systems. Recently in 2006-2007, the
stakeholders in the environmental scan process (Figure 2.1-      school system completed an analysis of major shifts in
3) help the school system identify blind spots through           providing virtual learning to students and staff. Parents and
Systems Check III ratings and in process measures on             students along with school stakeholders participated in the
district level PDSA. Once blind spots are identified,            PDSA process and recommendations from their efforts
participants set objectives to respond to meeting internal       impacted strategic planning related to costs as parents and
and external customer requirements (2.1b2).                      students studied and responded to free virtual AP and
        Overall, the BOE has adopted several planning            college courses online to adjust for college costs for the
horizons for reaching the vision of being a Top Ten school       same courses not offered online. As a result, the school
system. The school system was scheduled to better state          system continues to increase enrollment and performance in
averages by 2005. The system will exceed region averages         Virtual High School and is developing a wide variety of on-
by 2008 and will reach Top Ten status by 2010. To deploy         line staff and student development opportunities that impact
these horizons, the school system establishes short-term         cost savings for stakeholders. Furthermore, Cabinet reviews
horizons and incremental goals of one-year (see Figure 2.2-      all community demographics, market share, regulatory, and
1) for all department, school, and individual improvement        competitive data through reports on leading indicators, the
plans. The long-term horizon for plans is three years. These     steps in Figure 2.1-3, and processes listed in 1.1 and 1.2.:
timelines coincide with those established by the state of
North Carolina. In accordance with state statute, the district
ensures that all school and department plans are approved

                                                                                                                       Page 8
Figure 2.1-2 ISS Strategic Planning Process
   Time                  Input                                 Process step                            Output            Participants
July-Aug Findings from annual district 1. Review current performance against goals in           Assessment of           SL
            performance review             preparation for annual administrative retreat.       performance
            including progress against
            IGP, SIP, DIP, and SCIII and
            results of administrator/coach
Aug         Findings from Environmental 2. Conduct administrative retreat to review             District strategic      SL
            and SWOT analyses              findings of scan and SWOT analysis and               plan
                                           develop recommendations for strategic plan           recommendations
                                           including ST/LT objectives and target goals.
Aug-Sept District strategic plan           3. Conduct BOE annual retreat to review              Approved district       BOE, SL
            recommendations                performance progress and review/approve              strategic plan
                                           strategic plan and budget/resource allocations.
Sep-Oct     District strategic plan        4. Develop school improvement plans (SIPs)           SIPs and DIPs           SL, Pr, ED, Pa
                                           and department improvement plans aligned to
                                           district strategic plan objectives using systemic
                                           action planning process and template; identify
                                           performance measure and goals for each action
Sep-Oct     SIPs and DIPs                  5. Develop IGPs aligned to support SIPs and          IGPs                    F, Sta
Sep-Oct     SIPs and DIPs                  6. EDs, SL, and BOE reviews and approves             Approved DIPs and       ED, BOE, SL
                                           DIPs and SIPs                                        SIPs
Sep-May District strategic plan, SIPs,     7. Deploy all action plan; review performance        Progress against LT     BOE, SL, Pr,
            DIPs, an IGPs; Findings from and findings from ongoing analyses; modify             plans; completion of    ED, F, Sta
            ongoing analyses of            action plans as needed; identify and redirect        ST plans/activities;
            performance and                resources, as needed                                 changes in plan;
            information/data related to                                                         reallocation of
            key planning factors                                                                resources
Jan-Feb     Mid-year review findings       8. Conduct mid-year performance review on            Progress against LT     BOE, SL, Pr,
            from analyses of               findings; modify action plans as needed;             plans; completion of    ED, F, Sta
            performance and                identify and redirect resources, as needed           ST plans/activities;
            information/data related to                                                         plan changes;
            key planning factors                                                                reallocation of
Feb-Apr     Changes in plan and             9. Deploy changes to plan; incorporate changes      Deployment of          SL, Pr, ED, F,
            recommendations for             in financial resources into budget plan and         action plan and        Sta
            resource allocations            changes in workforce into staffing plan             resource changes
April       Analyzed findings from          10. Review findings and identify                    Priorities and action  F, Sta, Stu, Pa,
            stakeholder satisfaction        priorities/opportunities for improvement and        plans                  Pn, B, and Su
            survey                          develop new/modify current plans
May         Analyzed findings from ABC      11. Review findings and identify                     Priorities and action Pr, Fa, Sta, Su,
            test data                       priorities/opportunities for improvement and         plans                 and Pa
                                            develop new/modify current plans
Ongoing      Collected and analyzed         12. Review findings from environmental scan          Priorities and action Pr, Fac, Pn, B,
             environmental scan             and feedback from partners/stakeholders and          plans                 and Su
             information and data; input    identify priorities/opportunities for
             from partners and              improvement and develop new/modify current
             stakeholders                   plans;
Jul-Aug      Strategic plan and budget      13. Board approves strategic plan and budget         Approved strategic    BOE and SL
             plan                           allocation due to fiscal year start state of July 1. plan and budget
 Figure 2. 1-2 ISS Strategic Planning Process (Key participants: BOE= board of education; SLs=senior leaders; Pr=principals;
ED=executive directors; F=faculty, Sta=staff; Stu=Students; Pa=parents; Pn=partners; B=businesses; Su=suppliers.

                                                                                                                                 Page 9
Figure 2.1-3 Environmental Scan Process to Address Key Factors
  Key Strategic         Information and Data          Sources              How Information and Data Results are Analyzed for
     Factor               Collected Method                                           Goal Attainment and Gap Analysis
Student Needs,     ABC, SAT Test Data              DPI, ORED,             Student performance data analyzed by district, school,
Expectations &     Enrollment / Graduation Data    DPI, ISS,              grade, classroom, curriculum obj., student sub-group
Opportunities      Satisfaction Surveys            College Board          performance. Survey data analyzed utilizing control chart
                   Focus Groups                    Facilitator            methodology. Action steps prioritized in deployment
Stakeholder           Area Advisory Councils            Facilitator       Data reviewed at weekly leadership meetings, mid-year
Needs,                Partnership meetings              ISS               and end-of-year performance reviews,
Expectations &        Supplier meetings                 ISS               and via survey data analyzed utilizing control chart
Opportunities         E- Surveys and Focus Groups       ISS               methodology. Deployment plans monitored by leadership
                      Satisfaction Surveys              ISS               and adjustments made through the PDSA process.
                      Commissioners Meetings            Superintendent
                      General Assembly meetings
                      Staff Advisory Council            PR Dept.
Competitive           Leading Indicator Reports         ISS               Data reviewed at weekly Cabinet meetings, at mid-year
Environment           Stakeholder surveys               DOA, DPI          and end-of-year performance reviews, and visitations
                      Market/competitor data            ISS               and/or study methodology employed to determine best
                                                                          practice approaches and deployment aimed at results.
Education Reform      NCLB                              DPI, AMTR         Data reviewed at weekly leadership meetings, at mid-year
and technology        Technology use                    ASCD,             / end-of-year performance reviews, and processed for pilot
changes               State and national trends         HSTW, PDK         PDSAs to prioritize results with costs.
Sustainability        Needs assessment                  ISS env. scan     Data reviewed at weekly leadership meetings, at mid-year
Human Resource        SEA system reports                SEA system        and end-of-year performance reviews, and through
Needs                 Labor shortage reports            Economic Dev      benchmark study analysis of high performing human
                      Building needs                    ORED              resource districts in order to prioritize action steps for
                      Budget process                    ISS, DPI          improvement using our PDSA process.
                      PLC reports                       Lead teachers
Redirection of        Action plans                      Department        Data reviewed at weekly leadership meetings, mid-year
resources / Ability   Indicator reports                 reports           and end-of-year performance reviews, and through our
to execute action     PDSA reports                                        prioritized, systematic budgeting process.
Capability to         Benchmarks                        CT                Data reviewed at weekly leadership meetings, at mid-year
assess student        Instruction guide deployment      CT                and end-of-year performance reviews, and through our I-
learning and          Training                          SEA system        SS triangle model to raise achievement and close gaps for
development           Student achievement               DPI               all students.
Risks                 Budget forecasts                  NCASA,            Data reviewed at weekly leadership meetings, at mid-year
Regulatory            Safe Schools Reports              AASA,             and end-of-year performance reviews, and through
Budget/Financial      Regulatory changes                NCSBA,            systematic process for budget analysis involving
                      Ethical requirements              NCACC, DPI        stakeholder at all school community levels to prioritize
                                                                          action steps.
Changes in           Unemployment reports               Economic Dev      Data reviewed at weekly leadership meetings, at mid-year
economy              Housing starts                     Chamber           and end-of-year performance reviews, and through
                     Budget forecasts                   NCACC             chamber studies to evaluate action steps for the district.
Emergency            Safe Schools Plan                  ISS               Reviewed annually, after significant incidents, and as an
Preparedness         Emergency/Contingency Plan         ISS               ongoing PDSA regarding recovery procedures.
Partner/suppliers    Admission changes higher ed        Higher ed         Data reviewed at weekly leadership meetings and at mid-
                     Partner requirements and           Meetings with     year and end-of-year performance reviews.
                     performance                        partners
     Note: All data are analyzed using the systemic and systematic steps listed in Figure 4.1-3.

     B1. Key strategic goals, objectives and measures, results references, and short-term and long-term horizon targets for addressing
     the key success factors and strategic challenges are listed in Figure 2.1-4.

                                                                                                                             Page 10
Figure 2.1-4 ISS Objectives and Timeline
    Success       Strategic Goals                     Strategic Objectives and Measures                Strategic   Results      Timeline
    Factor                                                                                             Challenge   Report       Horizon
High Student      1.1 Every student masters           1.1.1 100% of students AYP proficient               1        7.2-1        2010 LT
Performance       essential knowledge and skills      1.1.2 100% of students ABC proficient               1        7.1-10       2010 LT
                                                      1.1.3 100% of students on grade level K-2           1        7.1-7        2010 LT
                                                      1.1.4 SAT score exceeds region/state                1        7.1-8        2008 LT
                                                      averages                                                     7.2-1        2007 ST
                                                      1.1.5 4% of ISS students enrolled in AP
                  1.2. Every student graduates        1.2.1 Grad rate increases to NCLB standards         1        7.2-5        2010 LT
                                                      1.2.2 100% of 8th graders competent on              1        on site
                                                      NCCST                                                                     2008 ST
Healthy, Safe,    2.1 Learning environments           2.1.1 Class Size below state average K-8 and        1        7.5-4        2008 ST
Orderly, and      inviting and supportive of high     high school End of Course test classes
Caring Schools    student performance
                                                      2.1.2 Attendance % meet or exceed 90%               1        7.2-2        2008 ST
                                                      2.1.3 100% 5th, 7th, & 9th meet Fitness Gram        1        7.2.2 nar.   2010 LT

                  2.2 Schools free of controlled      2.2.1 Incidents of crime below region average       2        on site      2007 LT
                  and illegal substances/ harmful
                  2.3 Adequate, safe education        2.3.1 Stakeholder satisfaction equals 80%           2,3      7.2-3        2007 ST
                  facilities that support high           (cumulative HSOC)
                  student performance
Quality           3.1 Professional preparation        3.1.1 Percentage staff participating in high        2        7.4-2        2007 ST
Teachers,         aligned with strategic priorities   quality staff development above state and
Administrators,                                       region averages
and Staff
                  3.2 A system to recruit, retain     3.2.2 Percentage of National Board Certified        2        7.4-4        2008 ST
                  and compensate a diverse corps      Teachers above regional and state averages
                  of quality staff
                                                      3.2.3 Local supplement meet /exceed                 2        7.4-8        2008 ST
                                                      region/state averages
                                                      3.2.4 Teacher turnover lower than                   2        7.4-7        2008 ST
                                                      3.2.5 Working Conditions Survey above state         2,3      7.4-3        2007 ST
                                                      and regional averages
Strong Family,    4.1 Create, respond to, and         4.1.1 % parent conferences increase by 5%           2        7.2-11       2007 ST
Community,        sustain meaningful partnerships
and Business
                                                      4.1.2 Business partners to 185; district up by      4        7.2-10       2007 ST
                                                      4.1.3 Volunteer hours increase by 5%                1        7.2-9        2007 ST

Effective and     5.1 Components of system            5.1.1 Transportation efficiency meet or             4        7.5-9        2007 ST
Efficient         aligned to achieve high             exceed region/state averages
                                                      5.1.2 Annual audit – 0 findings                     4        Narrative    2007 ST
                                                      5.1.3 Child nutrition department self-              4        on site      2007 ST
                                                      5.1.4 Stakeholder satisfaction related to           3        7.5-11       2007 ST
                                                      school maintenance will improve to 85%
                                                      5.1.5 100% Prime Time ratings at 4 or 5              4       7.5-10       2008 ST
                                                      5.1.6 Implement performance excellence              All      7.5-16       2007 ST
                                                      model and Systems Check III increase 5%
                  5.2. Aligned financial /            5.2.1 Increase dollars spent on instruction to      1        7.3-2        2008 ST
                  personnel resources to maximize     above state and national averages
                  student ach
                                                      5.2.2 Decrease modular units below                  3,4      7.5-13       2010 LT
                                                      state/region                                         4       7.5-12       2008 ST
                                                      5.2.3 Reduce energy costs by 15%

                                                                                                                                 Page 11
Strategic Challenges: 1- Improving student achievement. 2- Shortage of highly qualified teachers. 3- Providing facilities in face of growth. 4-
Maintain adequate funding in face of rising costs and limited funding sources. See P.2b – Strategic Challenges.

       B2. Figure 2.1-4 describes how the strategic                          corrections. As a result, several key changes were made in
objectives address the challenges identified in P.2. The                     the program in regards to time horizons.
leadership process identified in 1.1 ensures that objectives                 Figure 2.2-2 Key Changes for 2005-2007
balance short and longer term challenges and opportunities.                   Success                 Key Changes and Indicators
The involvement of all stakeholders in the two-way                             Factor
communication process (Figure P.2-3) and the                                 HSP           K-2 Predictive Assessment (Leading Indicator)
identification of stakeholder key requirements (Figure P.1-                                Honors Courses (Lagging Indicator)
4) ensure that the strategic objectives meet internal and                                  Early College (Leading Indicators)
external requirements.                                                                     Student Accountability (Leading and Lagging)
                                                                             HSO           Bandwidth (Lagging Indicator)
2.2 Strategy Deployment                                                                    Bullying prevention (Lagging Indicator)
       A1. Figure 2.1-2 describes the major steps in the                                   Alternative Programs (Lagging Indicators)
strategic planning process. The district’s values of                         QS            TOY Forum (Leading Indicators)
continuous improvement, management by fact, and results                                    Working Conditions (Lagging Indicator)
focus are exemplified in the action plan development and                                   Teachscape (Leading Indicators)
deployment that are central to the overall strategic planning
                                                                             SCFS          Required conferences (Lagging Indicator)
process steps. For example, at the end-of-year performance
                                                                                           Mentor program (Leading Indicator)
review (July-August) all central office administrators,
                                                                                           Extended learning programs (Lagging Indicator)
building administrators, and Lead Teachers participate in
performance review teams. These teams report on                              EE            Bond passage (Lagging indicator)
performance strengths and gaps. Department heads                                           Facilities plan (Leading and Lagging Indicators)
responsible for the strategic indicator then utilize the district                          SACS/CASI District accreditation (Lagging)
PDSA process and template (added in 2004) to address                                 A4. The human resource plans derives from key
gaps in performance. During the August-September                             short and long-term action plans as described in Figure 2.2-
timeframe, each department and school has to develop a                       1. Success factors related to strategic goals have action
deployment action plan (added in 2005) with action steps,                    plans that involve training and performance measures.
resources assigned, person responsible and evaluation                        These measures are exemplified in the results section 7.0,
measures (leading indicators). Currently, ISS has 30                         but an additional column of PDSA adjustments explains
strategic performance measures and 118 leading indicators                    how in process measures are evaluated and adjusted for
that are tracked on a monthly basis. The leading indicators                  organizational learning. ISS tracks the implementation of
track performance on short-term action plans. When                           all training programs (see section 5.2). For example, the
reporting on these indicators at weekly Cabinet meetings,                    data warehouse (added 2006), measures the impact of staff
administrators have a systematic process for reporting                       development on strategic and leading indicators in the high
(added in 2004). Organization learning occurs as                             student performance success factor. This initiative helps
recommended action steps are expected from the systematic                    inform quarterly, mid, and annual year reviews along with
process directed by cabinet. Study and development via the                   in process data analysis at cabinet and administrative team
PDSA team who owns the process improvement                                   meetings for action plan corrections.
perpetuates updates and reporting at cabinet meetings for                            A5. Key performance measures for tracking progress
senior leadership to monitor fact based results and                          on action plans are listed in Figure 2.2-1. The template for
improvement through the PDSA process.                                        action plan deployment (added in 2005) has a column for
       A2. Key short and long term action plans are listed in                evaluation measures for each action plan step. Due to space
Figure 2.2-1. This listing is not all inclusive due to space                 limitations, these measures are not included. However, a
limitations. A comprehensive listing of short and long-term                  complete listing of all action plan and action step measures
action plans is available on site. Examples of key changes                   is available on site that further references how human
for the 2005-07 school years are listed in Figure 2.2-2.                     resources and staff development are aligned and integrated
       A3. During the scheduled reporting time for progress                  into strategic planning to accomplish plan elements. The
on action plans, Cabinet is charged with the responsibility                  performance review process, ISS Model for Performance
to make adjustments or modify plans based on annual and                      Excellence, Systems Check III, strategic plan and action
three year cycles reflected in the balanced score card. If a                 plan deployment training, Cabinet monitoring of progress,
leading indicator on the balanced scorecard is in jeopardy                   and the systemic and systematic PDSA all ensure alignment
of not being met, a PDSA deployment plan is monitored                        to strategic priorities.
more regularly at cabinet meetings for adjustments and                               B. Performance projections (short and long-term)
recommendations. A recent example of this agility was the                    and competitor comparisons are provided in Figure 2.2-1
scheduled report on the new teacher training program                         and the corresponding results figures. Gaps in performance
(Teachscape). Cabinet directed the Director of Teacher                       are addressed as described in the strategic planning process
Recruitment/Retention to complete a PDSA on the action                       (Figure 2.1-2) and the Performance Review Process
plan and to return with recommendations for mid-course                       described in 4.1b. The district PDSA template documents

                                                                                                                                     Page 12
       and tracks progress being made on closing performance

       Figure 2.2-1 A Sample of Key Action Plans, Human Resource Plans, Measures, Targets, Data, and PDSA Adjustments
     Success         Strategic    Action Plans         Human             Performance               Current,      PDSA Adjustments
     Factor            Goal          (ST/LT)          Resources            Measures           Comparative, and       (e.g. cabinet,
                     Fig. 2.1-4                      Training and                             Competitive Data      quarterly, etc.)
High Student        1.1         Predictive         Lead Teacher          Adequate Yearly       7.5-2             Data changes
Performance                     Assmnt. (ST)       Instruction Guides,   Progress                                instructional guides
                                Instruction                              ABC Academic
                                Guides (ST)                              Growth

                    1.1         Speed Dial         K-2 Assessment        2nd Grade             7.1-7             Data identifies
                                Analysis (ST)      PDSA                  Assessment                              training changes

                    1.1         Honors Course      Differentiation       SAT                   7.1-8             Enrollment refocuses
                                Review (ST)        PDSA                                                          SAT at school level
                    1.2         Credit Recovery    NovaNet               Graduation Rate       7.2-5             Enrollment % causes
                                (ST)               Virtual high school                                           waiver tracking.

Healthy and Safe    2.1         Reduce K-3         Allocation            Class size            7.5-4             Enrollment % causes
Schools                         class size (ST)    Formula                                                       scheduling PDSA

                    2.1         Attendance (ST)    Attendance            Attendance %          7.2-2             Attendance %
                                                   requirements                                                  identifies phone issue
                    2.2         Implement          Bullying response     Incidents of crime    on site           School and district
                                bullying           programming           ratio                                   data in need of
                                response           Peer mediation                                                analysis for gaps
                                program (ST)

                    2.3         Custodial          Custodial             Satisfaction Survey   7.5-11            Specific school is
                                Inspections (ST)   Work Orders                                                   evaluated for
                                                                                                                 timekeeper process
Quality Teachers,   3.1         SEA track (ST)     SEA                   % HQ Staff Dev.       7.4-2             Quarterly reports
Administrators,                                                                                                  indicate a schools %
and Staff                                                                                                        is directly related to
                                                                                                                 ABC improvement
                    3.1         Signing bonus      Teachscape            % Highly Qualified    7.4-2             % signed at a given
                                (ST)                                     Staff                                   school has a direct
                                                                                                                 correlation to sub
                                                                                                                 group performance
                    3.2         National Board     NBCT                  % National Board      7.4-4             NPBTS training
                                Cohort (ST)                                                                      events increase
                    3.2         Obtain funding     Financial             Local supplement      7.4-8             Local supplement
                                for supplement                                                                   tracked in a different
                                (ST)                                                                             manner to reach top
                                                                                                                 10 status.
                    3.2         Teacher of Year    Working               Turnover Rate         7.4-7             Turnover rate survey
                                Forum (ST)         Conditions                                                    initiated
                    3.2         Prof. Learning     Working               Survey Satisfaction   7.4-3             TWCS survey results
                                Com.(ST)           Conditions                                                    focus PLC topics

Strong Family,      4.1         Document           Conferencing          # Conferences         7.2-11            # Conferences at a
Community, and                  conferences                                                                      certain school
Business Support                (ST)                                                                             becomes a district
                    4.1         Recruit Partners   Partners              # Partners            7.2-10            # Partners at a school
                                (ST)                                                                             site becomes a
                                                                                                                 district model
                    4.1         Recruit            Volunteer             # Volunteers          7.2-9             # Volunteers at a
                                Volunteers (ST)                                                                  school site becomes a
                                                                                                                 district model

                                                                                                                             Page 13
Effective and      5.1           TIMS/GPS(ST)       TIMS                  Efficiency rating      7.5-9                  Efficiency rating of
Efficient                        Bus replace        Financing                                                           school site frees up
Operations                       (LT)                                                                                   bus drivers to be
                   5.1           Timekeeper         Timekeeper            Annual Audit           Narrative 7.3          Bookkeeper develops
                                 (ST)               Bookkeeper                                                          PDSA and is
                                 Individual         ASBO                                                                awarded an incentive
                                 school audits                                                                          bonus for saving the
                                 (ST)                                                                                   district money.
                                 Report (LT)
                   5.1           State rating       Rating scale          Star ratings           7.5-10                 Star ratings reveal
                                 system (ST)                                                                            measures to
                                                                                                                        accomplish this at
                                                                                                                        other sites
                   5.2           Reduction          Financial to boards   % Dollar spent on      7.3-2                  % Dollar spent on
                                 central office                           instruction                                   instruction in one
                                 (ST)                                                                                   level department
                                 Maintain fund                                                                          reveals cost savings
                                 balance (LT)                                                                           OFI for another
                   5.2           Modular                                  Ratio of modulars      7.5-13                 Ratio of modulars is
                                 utilization plan   Community                                                           evaluated in line with
                                 (ST)                                                                                   school construction
                                 Bond passage                                                                           phase plan to indicate
                                 (ST)                                                                                   district site needs
                                 Facilities Plan
                   5.2           Energy Audits      Energy Education      % Savings              7.5-12                 % Savings provided
                                 (ST)                                                                                   back to the schools to
                                                                                                                        use for instructional

       3.0 Student, Stakeholder, and Market Focus                              high student performance, as well as effective and efficient
               The Iredell-Statesville school district is fully                operation and communication. This is best achieved by
       committed to performance excellence. This commitment is                 segmenting our audience into various groups of key
       extended to students, stakeholders, and our entire                      stakeholders.
       educational and community market. Using the key                                While state and federal requirements have identified
       management processes within the student and stakeholder                 the student segment of the district’s stakeholders, additional
       system, ISS continually seeks to understand both the                    stakeholders have been identified by district leadership. In
       requirements and expectations of students and stakeholders.             identifying additional stakeholders, district leadership relies
       The district’s model for performance excellence serves to               heavily on both state and federal initiatives aimed at
       ensure the development and deployment of programs and                   recruiting and retaining quality staff members, as well as
       services that meet both current and future stakeholder needs            engaging both parents and members of the business and
       and requirements. Further, the model is favorable to the                faith-based community.
       building and maintenance of relationships that attract and                     In ISS, we have identified a core student market that
       retain students and stakeholders, as well as improve loyalty            includes all children age 18 and under. The core student
       to the district and its mission.                                        audience is further segmented into current students and
               The Iredell-Statesville Schools’ core values are both           prospective students, while former students and district
       student and stakeholder driven. Through the                             alumni are extensions of this core group. Prospective
       implementation of the model for performance excellence,                 students include students served by alternative education
       district leadership works to continually identify stakeholder           providers, including home schools, private schools, children
       needs and expectations. We maintain awareness of student                not yet of school age, and also students who could
       and stakeholder needs, as well as continually survey the                potentially relocate to the Iredell-Statesville district.
       landscape to identify needs and expectations of our                            Because students are the primary customers of the
       potential market base. Student and stakeholder                          school district, it is important to delineate the various
       requirements and needs are essential components of student              segments of this group. Students are segmented into
       success and academic excellence.                                        subgroups for the purpose of organizing and analyzing
       3.1 Student, Stakeholder, and Market Knowledge                          student information/date, as well as to meet both federal
               3.1a(1) Both the school district’s strategic plan and           and state reporting requirements (AYP subgroups).
       model for performance excellence focus heavily on                       Students are further segmented by ISS in terms of academic
       customer satisfaction, with particular emphasis placed on               program (AIG, regular, exceptional children, ESL, etc.),
                                                                                                                                    Page 14
school level (elementary, middle, and high), grade level,              3.1a(2) ISS takes a proactive role in determining the
and geographic location within the district. Student and       needs, expectations, and requirements of its stakeholders.
stakeholder segments are continually monitored and refined     Using input and feedback from all stakeholders, ISS bases
when data warrant new segments be added and existing           all of its decisions on the information gathered during these
ones merit deletion or modification.                           processes. ISS uses a detailed process, beginning with
        Needs of these students are identified through a       senior leadership and deployed throughout the school
variety of methods, including state and federal mandates,      district, to both listen and learn about our stakeholders’
diagnostic testing, surveys of students, staff, and parents,   needs and expectations (Figures 3.1a1-2, 3.1a2). While
assessments, and through interaction with the business and     much of our information concerning stakeholder
at-large community.                                            requirements emerges from legislative action (NCLB and
        ISS also has a vested interest in both surrounding     other state issued mandates), other tools associated with our
school districts and students who receive educational          listening and learning model include: surveys of staff,
services from alternative providers. The district shares       students, parents, and community members, advisory
financial resources with these entities and often works        boards, task forces, booster clubs, curriculum and budget
together to achieve positive outcomes for students. One        committees, public forums/hearings, individual education
such instance of this mutual cooperation is through the        plans (developed by teacher, parent, and student) and a
district’s partnership with the Mooresville Graded School      variety of printed and electronic communication sources.
District (MGSD) to provide an out-of-school suspension                 Each year ISS distributes stakeholder satisfaction
day reporting center for students of both districts. This      surveys to random samples of students, parents, and staff
program was initiated by ISS based on systematic               members (survey is offered in both English and Spanish,
evaluations of suspension data and stakeholder needs.          both electronically and paper). Based on previous
        While the district’s primary mission is to boost       stakeholder feedback, the process was expanded this year to
student achievement and help ensure long-term student          include all students (as opposed to a random sample).
success, the district is well aware of its obligations and     Additionally, the stakeholder satisfaction survey
responsibilities to additional stakeholders. Additional        traditionally distributed to all staff members has undergone
stakeholders include district employees, parents, and the      an additional PDSA cycle and now is tailored to specific
community, including the business community and higher         groups of employees (central office, licensed employees,
education institutions. The relationship between each of       classified employees). Further, the district will this spring
these stakeholders and Iredell-Statesville Schools is a        deploy a stakeholder satisfaction to district Golden
symbiotic one—the district and its stakeholders rely on        Opportunities Partners, chamber of commerce members,
each other to ensure that quality educational programs are     and other vendors/suppliers. All of these modifications will
provided and to achieve student success.                       enable the school district to better understand the evolving
Figure 3.1-1 Market Analysis                                   needs and expectations of its various and unique
Market              How                 We Offer               stakeholders.
                                                                       Further, our senior leadership is responsible for
Home school         Register through    Related service:       staying abreast of local, state, and federal issues affecting
                    DPI                 EC services, to
                                        include: OT, PT,
                                                               public education and our community at large. This process
                                        Speech                 is enhanced by conversations the superintendent and other
                                                               senior district leaders have with community groups,
                                        Staff                  government entities, and at leadership conferences (state
                                        development            superintendents association, department of education, etc.).
                                        opportunities          The information collected and shared during these events is
                                                               then evaluated and shared with district stakeholders through
                                        Drivers education      either direct (face-to-face) or indirect (website, blogs,
                                                               newsletters) communication. Iredell-Statesville Schools
Charter School      Register and        Funding at state
                    approval by DPI     rate
                                                               maintains relationships and conducts routine conversations
                                                               with the local chambers of commerce, economic
Private/Christian   Registered by DPI   Varies by school       development organizations, local businesses, and
Schools                                                        colleges/universities to develop and market new programs
Virtual High        Register at high    Offer various          and initiatives.
School              school              courses on-line                Additionally, ISS uses a variety of stakeholder
                                                               advisory boards and task forces to better understand the
Early College       Application         NCSCOC                 requirements of district stakeholders. ISS currently has
                    process             High School
                                                               advisory boards for certified employees, classified
                                        Diploma and two-
                                        year Associate’s       employees, and parents (area advisories). Most recently a
                                        Degree                 PDSA was developed to address attendance at area
Huskins             Register at High    MCC, selected          advisories and it was determined that a more targeted
                    School              courses                strategy was needed to involve additional stakeholders.
                                                               District and school-level administrators worked together to
Dual Enrollment     Register at High    MCC, selected
                                                               target parent leaders within each school. All of these parent
                    School              courses
                                                               leaders were individually invited and encouraged to
                                                                                                                  Page 15
participate in the area advisory (held two times each year).      and principals representing all grade levels serve on the
Additionally, all other parents and the community at large        district’s budget committee. After budget
were invited through public announcements, school and             recommendations have been made by directors, school
district newsletters, and electronic communication. The           district employees are given the opportunity to rank budget
result was improved attendance and greater communication          priorities using an online survey. Parents and the
at all advisory meetings.                                         community are then encouraged to offer input and feedback
        The district also has task forces comprised of            at special board of education hearings.
parents, staff, and community members to address the                      ISS deploys a two-way communication model
district’s AIG program, exceptional children, achievement         whereby district communication flows both up and down,
gaps, school construction, and curriculum. Each of these          as well as in and out. This model is used to enhance current
task forces has significantly contributed to the way the          programs and processes; however, the way in which this
district does business. Examples of this include personnel        model is deployed varies from audience to audience,
distribution and plans for a second major phase of school         depending on the need.
construction. Further examples of gathering stakeholder                   Communication determinations vary between
requirements/needs is contained in Figure 3.1a1.                  stakeholders and student groups based on the specific needs
        Further, the district enhances its communication and      of individual groups. Due to cultural norms, some minority
listening/learning methods by encouraging all stakeholders        groups within the district prefer individualized attention
to participate on various district committees, including the      outside the traditional school settings, while business
district’s budget committee. In ISS, budget presentations         partners tend to prefer more convenient electronic methods.
are made by all senior leadership and departmental directors

 Figure 3.1a1-2 How ISS Addresses needs of Former, Current & Future Students
                   Future                                        Current                                   Former
- Senior leadership sit on boards whose     REGULAR ED                                        - Feedback on student success
focus is birth to 5.                          All students excluding those who fall under     from state universities
         Iredell County Partnership for      IDEA                                            - Serves on Advisory
          Young Children                    ALTERNATIVE ED:                                   Committees
         More At-Four                      Mulberry                                          - Serves on Task Force
         Child Care Resources and                  Virtual high school                      committees
          Referral                                  Credit recovery                          - Statesville Renaissance
- Support Multidisciplinary diagnostic for          HS and Middle school 45-day placements   - Remediation tutors
preschool children                                  HS and Middle school 15-day              - Volunteers
         Iredell Inter Agency Council for      assessments                                   - Parents
          Children                                  OSS program                              - Staff members
         Community Collaborative           Springs Academy
          (multi-county, multi-disciplinary         HS and MS day treatment                  High Schools distribute a
          groups to support young                   HS and MS community classroom            survey to all former Tech Prep
          children).                        Support Summer enrichment program                 students called the VEIS.
         ED Dept identifies preschool      AIG
          children at risk and operates on  Those who qualify under AIG guidelines            The CTE program also
          campus pre-kindergarten           ESL                                               contracts with Praxis Research
          program to support school         Those who qualify under standardized language     to conduct a counselor survey
          readiness                         survey.                                           and a senior survey as part of
- Children entering our district in group   ECONOMICALLY DISADVANTAGED                        the Iredell County Tech Prep
home placement are offered a pre-           Those who qualify for free and reduced lunch      grant in collaboration with
assessment service to help insure           RACE                                              MGSD and MCC. All
appropriate placement.                      As defined by AYP                                 previous year graduates are
- The district coordinator standardizes     HIGH SCHOOL CURRICULUM TRACKS AND                 surveyed and asked eight
assessments for all pre-school programs.    OPPORTUNITIES                                     questions. The results are
- Charter school students who come to us            College prep                             used to improve the program
after they age out.                                 College tech-prep                        for future students.
                                                    Occupational
                                                    Career prep
                                                    ROTC programs
                                            SHAKE Program, 21st Century Learning Center
                                            Big Brothers/Big Sisters Mentors
                                            Prime Time for Kids
                                            Before and After School tutoring

                                                                                                                    Page 16
Figure 3.1a2 - 3 Student and Stakeholder Listening & Learning
  Listening & Learning Method      Frequency       Info Sought               How Used                           Used By
 Segment: Current Students
 Climate Survey                    A           Feedback used to        To develop strategies,     Teachers; administrators; district
                                               continue to improve     priorities, and next       leaders; BOE
                                               processes in all 5      steps for SIPs; also
                                               strategic priority      1,2,3,4
 Student focus groups              Fall        Feedback on topics      To develop strategies,     Administrators; district leaders;
                                   Spring      deemed in need of       priorities, and next       BOE
                                               improvement which       steps for SIPs; also
                                               will be used to         1,3,4
                                               improve processes
 EOG Testing                       A           Achievement             Promotion/retention,       Teachers; administrators; district
                                                                       intervention, lagging      leaders; BOE
                                                                       indicator; also 1,3,4
 EOC Testing                       SA          Achievement             Proficiency pass/fail;     Teachers; administrators; district
 Summative/Formative Testing                                           intervention, lagging      leaders; BOE
                                                                       indicator; also 1,3,4
 Predictive Assessments            Q           Leading indicator       Inform instruction; also   Teachers; administrators
 Parent/Teacher Conference         Q/AN        Communication on        Determine student          Teachers; administrators
                                               student progress        needs; also 1,2,3,4
 Event feedback                    AN          Student input from      Evaluation; also 2,3       District leaders; BOE
                                               plus/deltas and
                                               issue bins
 IEP/DEP/PEP/SSP                   A/ AN       Individual student      Individual instruction;    Teachers; administrators
                                               needs                   also 1,3,4
 Enrollment data                   A/M         Class size; teacher     Program design;            Teachers; administrators; district
                                               allotment               staffing; also 1,2,3,4     leaders; BOE
 SAT testing; ACT                  A           Verbal,                 College acceptance;        Teachers; administrators; district
                                               mathematics,            evaluate academic          leaders
                                               writing                 program; also 1,2,3,4
 ASBAV                             A           Student aptitude        Recruitment for the        Teachers; administrators
                                                                       military; also 1,3,4
 Segment: Former Students
 State University reports          A           Number of               Evaluate academic          Teachers; administrators; district
                                               successful students     program; also 1,3,4        leaders; BOE
 Military recruitment report       A           Feedback                Determine military         Administrators; district leaders;
                                                                       recruitment; also 1,3,4    BOE
 Vocational department report on   A           Feedback                Determine status of        Administrators; district leaders
 alumni/Tech Prep                                                      students who graduated
                                                                       from high school; also
 Segment: Future Students
 Partnership for Young Children    AN          Prepare for future      To determine needs of      Administrators; district leaders;
                                               students                future students; also      BOE
 Facilities Task Force             AN          Growth projections      1,2,3,4                    Administrators; district leaders;
                                               for needed facilities                              BOE
 Segment: Parents
 Climate Survey                    A           Feedback                To develop strategic       Teachers; administrators; district
                                                                       priorities for SIP; also   leaders; BOE
 Area Advisory                     SA          Feedback                To develop strategic       Teachers; administrators; district
                                                                       priorities for SIP; also   leaders; BOE
 Complaints                        AN          Feedback                Issues to address and      Teachers; administrators; district
                                                                       improve processes; also    leaders; BOE
 Parent/Teacher Conference         Q, AN       Communication on        Determine student          Teachers; administrators
                                               student progress        needs; also 1,3,4
 PTO Meetings                      M           Feedback                Policy changes,            Teachers; administrators
                                                                       volunteer opportunities;

                                                                                                                              Page 17
    Listening & Learning Method        Frequency         Info Sought               How Used                          Used By
                                                                            also 1,2,3,4
  Segment: School Board
  Meetings                            M/AN           Feedback               School operations,         Teachers; administrators; district
                                                                            promotions, standards;     leaders; BOE
                                                                            also 1,3,4
  Segment: Community
  Partnerships                        A              Feedback, needs of     Volunteer                  Teachers; administrators; district
  (see Figure P.1-2 ISS Strategic                    workers                opportunities,             leaders; BOE
  Partners)                                                                 resources, program
                                                                            design, worker
                                                                            expectation; also
  Facilities Task Force               AN             Facility needs for     Determine building and     Administrators; district leaders;
                                                     students               maintenance needs;         BOE
                                                                            also 1,3,4
  Interagency Council for Youth       M              Various agency         Design/develop             Teachers; administrators; district
                                                     programming            programs coordinate        leaders; BOE
                                                     updates                with student needs; also
  Community collaboration (3-         M              Educational            To recommend               Teachers; administrators; district
  counties)                                          placement for at       Whitaker school            leaders; BOE
                                                     risk students          placement; seemless
                                                                            system of care for
                                                                            students; also 1,2,3,4
  Event feedback                      AN             Use of plus/delta      Evaluate and develop       District leaders; BOE
                                                     and issue bin items    processes; also 2,3,4
      M=Monthly, Q=Quarterly, A=Annually, SA=Semi Annually, AN=As needed, AH=ad hoc
1= planning education programs; 2=marketing; 3=improving work system and processes; 4=developing new services

        3.1a(3) Information gathered from student and                             The district also convened a task force to help
stakeholder groups is used by senior leadership to plan,                   redesign K-2 report cards. The committee was comprised of
modify, and enhance instructional offerings. This strategy                 teachers, parents, and administrators, and together they
enables the school district to make decisions that are                     developed an improved method for communicating student
student-focused and learning-oriented. ISS routinely                       progress. However, since that time, the PDSA team has
evaluates educational offerings, staff development and                     decided to reconvene to further enhance the report card. An
training, and district strategic objectives. Plus/deltas and               additional PDSA cycle will determine what further changes
issue bins are utilized to collect data from all stakeholders to           are merited.
improve the level of service within ISS.                                          Further, the district uses input from advisory groups
        The PDSA process is deployed throughout the                        to ensure stakeholder needs are met. Based on input from
district, with all departments, schools, grade levels, and                 the classified advisory group and other stakeholders, a
individual classrooms utilizing the process. These PDSAs                   PDSA was utilized to design a pilot program aimed at
are used to constantly monitor and evaluate instructional                  recruiting highly qualified teacher assistants in the southern
strategies, programs, and services.                                        part of the county. The program will be evaluated at the end
        The most recent example of a student-centered PDSA                 of the school year and a determination regarding district-
is the district’s iPod PDSA. This PDSA, a collaboration                    wide deployment will be made.
between the quality and high school reform departments and                        Feedback from parent and staff advisory groups, as
a district high school, resulted in piloting iPods and                     well as from local government entities, is currently being
Macbooks for use in the classroom, whereby both students                   gathered and analyzed to make a recommendation regarding
(particularly EC and AIG) and teachers would participate in                lengthening the school day and changing school start/stop
Podcasting exercises to improve student achievement. After                 times.
the completion of the pilot, an additional PDSA cycle will                        Further, ISS utilizes issue bins and plus/deltas in all
ensue to determine whether district-wide deployment should                 classrooms, staff meetings, and at the district level to gain
be considered.                                                             feedback and ideas from stakeholders. This method is not
        Parent, student and staff input was most recently                  only effective, but enhances and supports the district’s two-
considered for a school-level PDSA at an ISS elementary                    way communication model.
school. Using data collected from the school’s stakeholders,                      3.1a(4) To ensure the district’s listening/learning
SMART Boards™ were purchased through a district                            methods remain current and in line with current mandates,
matching funds program. The boards are being used to                       evolving stakeholder requirements, and the community’s
enhance learning opportunities in each of the school’s                     business and educational climate, senior leaders rely heavily
classrooms. The program will be evaluated to determine                     on the methods included in the district’s model for
whether further deployment of the boards to other schools is               performance excellence. Leaders attend national
warranted.                                                                 conferences such as the National Quality Education
                                                                                                                                   Page 18
Conference, engage in local, state, and federal legislative     achievement and the quality of the local workforce. Other
dialogue, and regularly study the latest research and           partnership examples include the Blumenthal Center for
literature affecting public education. The district’s           Performing Arts’ involvement in an advisory capacity to
leadership closely monitors the local climate, including        help establish a performing and fine arts magnet school in
demographic changes, population growth and shifts, and          the district, as well as a partnership with Big Brothers Big
changes within the local economy.                               Sisters to provide after school enrichment activities for at-
        District leaders also regularly participate in local    risk students.
chamber of commerce and economic development                            Students and staff foster new and continuing
initiatives, are members of local, state, and national          relationships by participating in community service
professional associations (NCASA, NSPRA, NCAE, NEA,             activities. ISS is a Pacesetter Organization for the Iredell
etc.), and serve on a number of local boards of directors.      County United Way, and continues to meet and exceed its
        Information gathered from these environmental scans     fundraising goal each year. The district and individual
is shared across the district and used to develop new           schools also support March of Dimes, American Cancer
programs and partnerships.                                      Society and Relay for Life, National MS Society, American
                                                                Heart Association, 5th Street Ministries, Salvation Army,
3.2 Student and Stakeholder Relationships and                   and hosts of additional organizations. Many schools
Satisfaction                                                    organize fundraising activities, clothing drives, canned good
        3.2a(1) Using listening/learning approaches, ISS has    drives, and support individual families throughout the
a systematic process to build and maintain relationships        school year. The school district sponsors events of the
with stakeholders. Based on feedback gained from student        chambers of commerce, Dove House, Barium Springs Home
focus groups and area advisory meetings, the district learned   for Children, and a variety of other causes.
that parents and students desire a relationship with the                ISS also works with area realtors to provide
district that ensures friendly, supportive, and safe learning   information to promote the district to prospective families
environments.                                                   and businesses. The Greater Statesville and Mooresville-
        Relationships with businesses, faith-based              South Iredell chambers of commerce and convention &
organizations and other community agencies are forged           visitor’s bureaus in the community are provided with
through the district’s Golden Opportunities Partner             information packets including a copy of the district’s
program, whereby both schools and the district seek partners    strategic plan, a location map of the district and its schools,
to help fulfill the needs and requirements of the both the      and an outline of the district’s academic successes.
school and the partner. Each school has at least three          Additionally, ISS assists with local economic development
partners, with one of them being a faith-based organization.    by providing information to the local chambers and to the
Partners are encouraged to become involved in the school        Greater Statesville and Mooresville development
by providing tutors, volunteering in the classroom, and/or      corporations for presentations to prospective organizations
by providing contributions to the school to enhance student     considering relocating or expanding in Iredell County.
learning. Our district partnership with the YMCA affords                Further, the district continually pursues ways in
2nd-graders the opportunity to attend regular swim lessons as   which to improve student performance. ISS regularly uses
a part of enhancing a healthy lifestyle. Further, the school    PDSAs to identify ways to increase student success. One
district regularly partners with other education providers to   such example is the deployment of high yield instructional
ensure all opportunities for educational enrichment are         strategies and classroom walkthroughs at selected district
identified. The district currently partners with Mitchell       sites. Additional PDSA cycles will determine broader
Community College (MCC) and MGSD to offer dual                  deployment in the future. A PDSA was also used to
enrollment opportunities for students in an early college       establish a partnership between Barium Springs Home for
setting. A current proposal suggests increasing involvement     Children and ISS to provide an onsite alternative school
with MCC and MGSD to establish additional programs,             (Springs Academy) aimed at providing students with
including health care, technology, and other vocational         academic, social, and behavioral support in a therapeutic
programs.                                                       setting.
        Another avenue utilized by ISS to build relationships           3.2a(2) ISS has a number of key access mechanisms
is through our involvement with community organizations.        and communication tools designed to enhance the district’s
Administrators throughout ISS hold positions in local and       two-way communication model (Figure 3.2-2). The school
state organizations, including the North Carolina Public        district ensures these mechanisms are deployed throughout
School Forum, N.C. Virtual High School Advisory                 the school district using a variety of staff development
Committee, Governor’s Teacher Working Conditions                methods, staff meetings, advisory meetings, distribution of
Advisory Committee, United Way, local chambers of               district policies, and through the expectations set forth in the
commerce, local economic development commissions,               district’s strategic plan and individual school and
Rotary clubs, crisis communication response teams, and          department improvement plans. District and site
Leadership Statesville. As a result of this extensive           administrators, certified advisory members, and classified
community involvement, partnerships have developed.             advisory members are all trained on Crucial Conversations
Notably, both the Greater Statesville Chamber of Commerce       and other communication tactics.
and the Iredell Economic Commission have teamed up with                 The school district offers additional outlets to enable
the district to explore new academic offerings and a small      students and other stakeholders to communicate with the
business incubator model aimed at both improving student        district and its schools. One program is the freshman
                                                                                                                     Page 19
academy orientation program offered by a number of the                                           3.    If no resolution is achieved at the
district’s high schools. This program introduces rising                                                department/school level, or if the issue is a district
freshman and their parents to life in a 21 st century high                                             concern, the conflict resolution tool/hotline should
school, including curriculum, extra- and co-curricular                                                 be used
activities, and policies and procedures. The program is                                           4. Matters requiring additional attention or not
aimed at improving the vulnerable transition from middle                                               resolved through the conflict resolution tool/hotline
school to high school.                                                                                 should be addressed to the district COO
        The school district recently deployed a new program                                       5. If satisfaction is not achieved with the COO,
entitled the Family Resource Center. A function of the                                                 complainants may pursue further action with the
Student Support Services department, the center is aimed at                                            district’s board of education
enabling and empowering students, family, and community                                             This procedure provides a sense of empowerment to
members to seek and share information, lodge complaints,                                     stakeholders at all levels, preventing complainants from
and voice concerns. The program serves to ensure that                                        circumventing the area in which the issue arose. The
student and stakeholder needs are met in a timely and                                        procedure further enhances effectiveness and efficiency by
effective manner. The program is a product of student and                                    ensuring that problems are resolved at the lowest level
stakeholder feedback, as well as listening/learning by the                                   possible. The unique feature of this process is the ability of
school district. Since the inception of the program and its                                  both the complainant and the process owner to ‘track’ the
accompanying hotline, an additional online component has                                     progress of the resolution using an online, password-
been added to allow for greater ease of communication and                                    protected tool specially assigned to each ‘case.’
tracking.                                                                                           Additional procedures are in place within the board
Figure 3.2-2 Key Student and Stakeholder Contact                                             of education’s policies to ensure specific areas of
Mechanisms by Mode of Access (Level: D=district;                                             complaints are addressed . Such examples include the
S=school; FS=faculty/staff)                                                                  student transfer policy/procedure and the student discipline
                                                                                             appeals procedure. Additionally, the use of issue bins is
                                           General Info

                                                                                             encouraged in all classrooms, school, and district-level




                                                                                             meetings to provide opportunities for stakeholder feedback.


Method                                                                                       This feedback is used to modify instruction, enhance
                                                                                             programs and services, and improve stakeholder
Receptionist D/S/FS              x     x                                                     satisfaction.
Direct Line      FS                          x     x    x                                    Figure 3.2-2 Key Student and Stakeholder Contact
Voicemail        D/S             x           x          x                                    Mechanisms by Mode of Access (Level: D=district;
Web              D/S             x     x                                                     S=school, FS=faculty/staff)
E-mail           D/S/FS          x     x                x                                                     3.2 Complaint Management System
In person        D/S/FS          x     x     x     x
Fax              D/S             x     x     x                                                                                                    External
Sign             D/S             x     x     x     x                                               Internal             Complaint
Language/                                                                                                                                             Send to Process
       3.2a(3) ISS understands that situations of concern to
                                                                                                                      Log Complaint
students and stakeholders may from time to time arise. The
                                                                                                                                                     To determine validity:
intent of the school district is to use this information as                                                                                          BOE Policy
opportunities for improvement (Figure 3.2-2). The district’s                                                                                         State/Local Regulations
primary mechanism for receiving and addressing such issues                                                           Valid or Invalid                DIP/SIP
is the Community Conflict Resolution Tool (for staff:                                                                                                Strategic Priority
Electronic Issue Bin). Both mechanisms are found online                                        If valid…
by visiting the school district’s website; however, parents,
students, and other stakeholders are aware of the Family                                                                                    If invalid…
Resource Center hotline referenced in the above section.                                               Address
The primary goal of the district is to ensure stakeholder                                                 t                                        Contact customer
satisfaction and complaint resolution at the lowest level                                                                                          with
possible. Two-way communication and a thorough                                                                                                     response/explanation
understanding of the issue are best ensured at the level at
which the conflict began. The following procedure is                                                               If you can’t address,
                                                                                                                   bring to CT/OT/EC
deployed throughout the district:
     1. Issues involving a student and his/her
          teacher/coach need to be first addressed with the
          teacher/coach                                                                                                      Customer Service Requirements
                                                                                              Report Monthly at                     o      24 hours turn around time
     2. If no resolution is achieved at that level, or if the                                    CT/OT/AT                           o      Accurate
          matter involves an individual site or department,                                                                         o      Polite/Pleasant
          the principal or director should be contacted

                                                                                                                                                             Page 20
                                                                  action steps required in every SIP and DIP and linking them
        3.2a(4) ISS continues to improve its approaches to        to performance reviews. We also encourage and often
building and sustaining relationships by continually              require the use of a PDSA to improve a process and utilize
surveying the landscape of the district’s stakeholders,           control charts analysis to identify gaps. Additionally, staff
surrounding school district’s, and major communication and        issue bins are used at all sites, with an electronic district
technology trends. District and school leaders are                issue bin on the district’s website. Once the issue has been
encouraged to use Connect-Ed to communicate important             addressed with the required individual, the issue is then
school and district information. Schools also maintain            shared and posted on the district’s webpage. Many times,
websites and distribute newsletters to share important            complainants submit issues that lead to district PDSAs.
information. The district regularly distributes a community       Examples of actionable feedback resulting in process
update newsletter to ensure stakeholder awareness of district     enhancements include the K-2 report card, online
goals and achievement, as well as to update the community         submissions of celebrations, and security enhancements at
on the progress and future of school construction. This           district schools.
newsletter features a feedback mechanism that enables                     Additionally, district leaders follow up stakeholder
stakeholders to weigh in on district issues, resulting in         concerns with emails, phone calls (ex: Connect-Ed) and
actionable feedback for the district. E-news items are            Zoomerang surveys. The district also provides feedback
regularly submitted to subscribing parents and contain            and information to our stakeholders at area advisory
information about district celebrations, goals, and other         meetings (ex: communicating about and generating
information.                                                      feedback on a proposal to change school start/stop times).
        The district regularly searches for ‘best practices’      Minutes of all advisory meetings are distributed via email
examples of educational and communication processes to            and posted on the district’s website.
continually foster and sustain relationships. By                          3.2b(3) While satisfaction data is collected from ISS
participating in local and national communication                 stakeholders, many of the district’s competitors do not share
organizations, new ideas are being integrated by the district.    stakeholder satisfaction data. Research of competing school
Most recently the district superintendent began a personal        districts suggests that many districts do not collect this
blog to keep stakeholders informed of issues affecting the        information. However, , ISS seeks comparative data by
district. The district also participates in benchmark studies     communicating with other schools, attending conferences,
in an effort to determine where ISS stacks up against other       reading educational publications, and analyzing information
school districts. The district recently participated in an        available from the NC and federal education agencies.
APQC benchmark study with 18 other school districts to            Further, ISS compares itself to regional data (SWRESA),
determine where it ranked in terms of staff development and       state data, and our local competitors (Christian schools,
other best practice initiatives. The district continually seeks   MGSD, Charter Schools), and through benchmarking with
way to improve its communication and relationships with all       the Top 10 school systems in North Carolina as evidenced
stakeholders. The district is currently working on a              in the district’s mission statement. Specific examples of
departmental PDSA to improve the district’s website and           deployment of this practice include review of the district’s
enhance communication between the district and its                number of National Board Certified teachers, percentage of
stakeholders. The PDSA is a result of stakeholder feedback        Highly Qualified Staff as defined by NCLB, and teacher
and stated requirements for enhanced technology and               retention rates.
communication.                                                            3.2b(4) ISS keeps current the district’s satisfaction
        3.2b(1) and (2) Student and stakeholder                   methods by using the model for performance excellence to
satisfaction and dissatisfaction are determined through the       continually monitor other school districts, as well as state
key communications and satisfaction determination methods         and national trends. The district continually monitors the
as part of the communications/stakeholder relations process.      MPE model to review existing processes, delete obsolete
The stakeholder satisfaction survey is an excellent tool to       and ineffective methods, and make additions and
gather feedback from our students, staff and parents in all       modifications as necessary. The district, departments and
five strategic priorities. We celebrate our successes and         school use the Systems Check III approach to continually
then identify the areas for opportunities. After analyzing        gauge performance and deployment, and changes are made
the data, schools and departments use PDSAs to improve            as necessary. While the district seeks to foster a
key processes.                                                    progressive, innovative atmosphere, it is also cautious to
        One example of this actionable feedback is the            pilot new programs at only one site (ex: iPod/Podcasting
enhancement and redevelopment of the model for                    pilot and high yield instructional strategies pilot). Results
performance excellence (MPE). After receiving feedback            from all pilot programs are shared with stakeholders through
from the teacher working conditions survey, the district’s        newsletters, board of education meetings, blogs, and other
quality department deployed a PDSA to address concerns of         communication avenues. Only when the strategy is
time and empowerment by teachers. The result is a                 determined to be effective does the pilot then become
modified version of MPE that allows increased flexibility         deployed at a broader level.
and creativity with the model. Further PDSA cycles will be
required to continue to refine the model.                         4.0 Measurement, Analysis, and Knowledge
        Various measurements are used to capture actionable       Management
information by exceeding student and stakeholder                        The vision of the ISS is to become a “Top Ten”
expectations throughout the district. This includes specific      performing school district in North Carolina. To support
                                                                                                                     Page 21
this vision and to create a value-based culture that reflects a   the relative performance of ISS to other districts in that
management by fact and focus on results, ISS relies on            ranking and to develop strategies to accelerate the rate of
systematic measurement and knowledge.                             improvement in closing the gap.
        4.1a (1) ISS collects numerous types of                           4.1a (3) ISS keeps the performance measurement
information/data at the district, school, department, and         system current with educational service needs by reviewing
classroom level including student achievement, financial,         data related to strategic indicators on a periodic basis.
market, human resource, compliance, and operational data.         Administrators are able to see trends in leading indicators
Depending on the use of the information, data collection          and make adjustments to the appropriate plans in order to
occurs on a daily, weekly, monthly, quarterly, and annual         influence results. At the end-of-year review in 2005-2006 it
basis. Student achievement data are gathered using                became apparent that an indicator for mobile classroom
formative and summative assessments. State assessment             space was inadequate since similar comparative data were
results are captured using optical scanners and uploaded into     not available. After researching and reviewing the data, the
NC WISE, a statewide web-enabled student information              recommendation was made to abandon this indicator for
system that allows attendance, grades, test data, and other       lack of comparative data, and therefore, adjusting the
demographic information to follow students across the state       Strategic Planning indicators accordingly.
without duplication of entry. District assessment results are             The ISS performance management system is
captured using optical scanners and uploaded into the Data        sensitive to rapid or unexpected changes with leadership
Warehouse for access by district administrators and               aware of internal and external changes that may impact the
teachers. At the classroom level K-12 assessment data are         school district through constant monitoring of the data. In
collected by teachers. All financial data, including              the event of a rapid or unexpected organizational or external
purchasing and accounts payable, are collected and                change, the Superintendent meets with the Cabinet and other
maintained through the Integrated Software Information            district leaders to plan processes and strategies to address
Systems (ISIS). The Human Resource Management System              the situation.
(HRMS) collects and maintains data related to personnel                   4.1b (1) The organizational performance reviews on
including employee work experience and demographic                leading and lagging indicators for each objective in the
information. Professional development information is              Strategic Plan utilize the steps listed in Figure 4.1-1 to
captured through the System for Evaluation and Assessment         assess organizational success relative to competitors and
(SEA). District and school operational data are collected         results on strategic indicators and action plans
through various applications applicable to the department         Figure 4.1-1 Steps for Review by Leadership Team
such as Meals Plus for Child Nutrition and School Dude for        Step 1          List Strategic Priority
Maintenance, Customer Expressions for complaint                   Step 2          List State Goal
management, etc. Figure 4.2-1 details the applications used       Step 3          List aligned ISS Objective
for data collection and maintenance by the district.              Step 4 –        Did we meet our goal/objective?
        The district utilizes the following criteria in           Analysis        How are we doing over time? (trend)
                                                                                  How are we doing compared to state, peer, and
conjunction with the ISS Strategic Planning Process, Figure
                                                                                  region? (comparison)
2.1-2 and the Environmental Scan Process, Figure 2.1-3 to                         How are we doing compared to Top Ten?
determine the data relevant to the determination of success                       (competitive)
on strategic district goals:                                      Step 5          What do the data tell us? (including indicator
     1. Do the data relate to the district goals?                                 data from action plans and Governor’s report
     2. Do the data relate to district and student needs?                         card data)
     3. Are the data valid and reliable?                          Step 6          What do the data not tell us?
     4. Are trend data available                                  Step 7          Good news?
     5. Are benchmark data available?                             Step 8          Opportunities for improvement?
        Performance reviews are conducted at various levels       Step 9 – mid-   Recommendations for mid-course corrections?
of the organization on a weekly, monthly, quarterly, and          year only
semi-annual basis depending upon the performance to be            Step 10         Recommendations for changes to strategic
reviewed and outlined in the Balanced Scorecard Approach,
                                                                  Step 11         Recommendations for process redesign,
Figure 4.1-2,. The performance reviews are conducted at the                       development, or improvement?
district, school, and classroom levels with classroom level            District leadership (central office, principals, assistant
reviews being conducted through the Professional Learning         principals, and lead teachers) are involved in the mid-year
Communities.                                                      review of organizational performance in a December to
        4.1a (2) ISS uses a number of sources for                 February time frame. District leadership conducts end-of-
comparative performance data within the educational               year review July to August. The review utilizes the
community to assess the performance of the district relative      following systemic data questions to develop a strengths
to similar educational organizations. These sources include       (S), weaknesses (W), opportunities (O), and threats (T)
state, peer districts, regional (SWRESA), Mooresville             analysis for review by the Board of Education:
Graded Schools, area Charter Schools, top ten school                   1. What do the data tell us? (focus is place on trend,
districts in North Carolina, and winning Baldrige school                   comparison, and competitive analysis)
districts. In order to achieve the vision of becoming a top            2. What do the data not tell us?
ten school district in North Carolina, ISS also relies on              3. What are the opportunities for celebration?
comparisons to the current top ten districts in order to assess
                                                                                                                         Page 22
    4.    What are the opportunities for process                    shared by Central Office Administrators. Through
          improvement?                                              performance reviews, opportunities for improvements are
     The Board of Education reviews the results of the              identified and prioritized based on impact on student
organizational performance reviews at its own mid-year and          learning and alignment with strategic priorities.
end-of-year reviews. The strengths and weaknesses are                       An example of how performance reviews have led to
developed based on results for the 31 strategic indicators in       breakthrough performance is related to the High Student
the strategic plan. During the opportunities phase, the             Performance strategic indicator of graduation rate. ISS had a
leadership teams look at district processes that have been          historically high dropout rate that is a leading indicator of
aligned to the results of the strategic indicators. If there is a   graduation rate. The Healthy, Safe, Orderly, and Caring
performance gap between results on a strategic indicator and        committee identified alternative schools, alternative learning
the target goals for that indicator, then possible district         processes, and student attendance as high priorities for
process improvements are listed as candidates for the               improvement that could impact dropout rates. As a result of
district’s systemic and systematic PDSA process. Also,              a district PDSA on alternative learning programs, the
during the reviews, the leadership teams identify external          structure of district alternative learning processes changed
threats that could impact the school district’s performance         significantly in the 2003-04 school year. Several innovative
on strategic indicators and identify possible candidates for        programs were added to address the dropout rate. An out of
addition to the strategic indicators.                               school suspension reporting center which has now been
        During the end-of-year review for 2005-2006, the            expanded to include a satellite reporting center, in-school
leadership review teams identified several key processes for        credit recovery program, attendance recovery program,
district improvement. One such process was performance on           virtual courses, virtual credit recovery courses, summer
the North Carolina Test of Computer Skills which was                credit recovery programs, and the addition of a strategic
targeted due only fair performance by schools in the district       partnership with Barium Springs Home for Children
during the previous school years. As a result, performance          including Day Treatment and Community Classrooms were
on the North Carolina Test of Computer Skills was                   among the innovative programs added to address dropouts.
approved for a district-wide PDSA during the 2005-2006              As a result, the district had the lowest dropout rate in the
school year. Subsequent strategies and action plans were            history of the school district and for the first time in 10
developed and district capacity to enact the strategies and         years had a dropout rate lower than the state average. This
action plans was included during the budget process for             trend continued into the 2005-06 school year with the
fiscal year 2006. It was determined during the PDSA                 addition of grade nine to the new Early College program.
process that a lower student to computer ratio could enhance                4.1b (3) All district processes are subject to review
scores by making the necessary technology more available.           utilizing the four systematic data questions previously
This determination enabled the influx of a large amount of          mentioned. Recommendations for process redesign,
computer hardware into the district.                                development, or improvement are made based on the results
        4.1b (2). Since district processes impact                   of the analysis. For example, the district has an on-going
organizational performance, the district utilizes the PDSA          PDSA on local predictive assessment. Each assessment
Model of Continuous Improvement to identify                         cycle is evaluated for possible process changes. During one
improvements and opportunities for innovation. Results are          such evaluation, it was determined that teachers were having
shared throughout the district with the integration of best         to spend an inordinate amount of time creating reports
practices where appropriate into classrooms or departments.         before analysis of results could begin. A recommendation
Regular reports are made to appropriate groups using                was made to change the process so teachers could spend less
quality tools to communicate changes and improvements to            time generating reports and more time analyzing results.
stakeholders. District PDSAs are published online for               Reports are now generated by the Testing Department in a
organizational sharing of knowledge, school PDSAs are               format that facilitates ease of analysis
shared at principal meetings and department PDSAs are

                                                                                                                        Page 23
 Figure 4.1-2 ISS Balanced Scorecard Approach
Strategic        Goal                               Measure                                        Data Source

High Student     Every student masters essential    Percentage Proficient AYP          A           Dept. of Public Instruction
Performance      knowledge and skills               ABC Growth                                     AYP and Growth Reports: Source – ABC’s Software
                                                    Reading and Mathematics            Q           ISS Compilation of Predictive Assessment Results
                                                    Predictive Assessments
                                                    5-8 Science Predictive             SA          ISS Compilation of Predictive Assessment Results
                                                    K-2 Assessment                     A           ISS K-2 Assessment Summary Report
                                                    SAT                                A           Education Testing Service Report for Schools and District
                                                    Fitness Gram                       SA          ISS Fitness Gram Report
                                                    AP Enrolment                       A           Governor’s Report Card
                 Every student graduates from       NCLB Graduation Rate               A           Dept. of Public Instruction AYP Report
                 high school                        Dropout Data                                   Dept. of Public Instruction Dropout Report
Healthy, Safe,   Learning environments inviting     Class Size                         A           Governor’s Report Card
Orderly, and     and supportive of high student                                                    North Carolina Student Activity Report (SAR)
Caring           performance
                                                    Attendance Percentage              M           Principal’s Monthly Report (PMR)
                                                                                                   ISS Attendance Report
                                                    Ratio of students to computers     A           Annual Media and Technology Report (AMTR)
                                                                                                   Governor’s Report Card
                 Schools free of controlled and     Annual incidents of crime          SA          Dept. of Public Instruction Crime and Violence Report
                 illegal substances and all                                                        ISS Crime Comparison Report
                 harmful behavior                                                                  ISS Out of School Suspension (OSS) Comparison Report
                 Adequate, safe education           Stakeholder satisfaction on        A           Stakeholder Satisfaction Survey Results
                 facilities that support high       building maintenance
                 student performance
Quality Staff    Professional preparation aligned   Percentage participating in high   SA          ISS Participation Report
                 with strategic priorities          quality staff development                      ISS Staff Development Evaluation Report
                                                                                                   ISS Correlation Reports : Source – SEA System
                                                    Percentage Fully Licensed          SA          Dept. of Public Instruction License Report: Source - HRMS
                 A system to recruit, retain and    Percentage of National Board       SA          Dept. of Public Instruction National Board Certified
                 compensate a diverse corps of      Certified Teachers                             Teachers Report
                 quality staff                                                                     ISS National Board Certified Teachers (NBCT) Report
                                                    Local supplement percentage        A           Budget
                                                    Teacher Turnover Rate              A           Dept. of Public Instruction – Teacher Turnover Report-
Partnerships     Create, respond to, and sustain    Percentage of Parents              A           ISS School Climate Survey
                 meaningful partnerships            participating in Conferences
                                                    No. of partnerships                A           ISS Report on Number of Business Partners
                                                    No. of Volunteer Hours             A           ISS Report on Number of Volunteer Hours
Effective and    Components of system aligned       Efficient rating                   A           Dept. of Transportation Annual Efficiency Report
Efficient        to achieve high performance                                                       Source - TIMS
                                                    Number of reportable findings      A           Comprehensive Annual Financial Report
                                                    1% profit margin for Child         A           ISS Child Nutrition Profit Margin Report
                                                    Stakeholder satisfaction with      A           ISS Stakeholder Survey
                                                    Prime Time DCD Ratings             SA          DCD Visit Summary
                                                    Systems Check Level III Ratings    SA          ISS Summary Report from Completed Systems Check Level
                 Aligned financial and personnel    Percentage of budget dollars       A           Instructional Expenditures Report
                 resources to maximize student      spent for instruction                          Source – DPI and Education Week
                                                    Ratio of modular units per 1000    A           ISS Report on Modular Units
        Frequency: A – Annually SA – Semi-Annually Q-Quarterly M –Monthly
        4.2 Information Technology and Knowledge             through a state-of-the-art technology platform and have
 The Continuous Improvement Process provides the basis       been through multiple cycles of refinement. New processes
 for the District’s systematic approach to excellence in     that will enhance current procedures, practices, and
 information and knowledge management. ISS utilizes a        processes are being developed.
 systemic and systematic PDSA process as the first step to          4.2a (1) Management Resources
 validate the need for improvement. Built on the value of    The District provides a local area network (LAN) and a
 management by fact, this process drives decisions on how    wide area network (WAN). Figure 4.2-1 displays the data
 to make data available to all stakeholders. Current         systems that assist in collecting, organizing, and making
 procedures, practices, and processes are fully deployed     data available upon demand to the appropriate personnel,
                                                                                                                                                      Page 24
parents, students, and partners. Local and wide area                Data System                            Functions
networks make data published by national organizations,           Connect-ED               Centralized telephone calling
comparative school districts and the North Carolina                                        system used at the District and
Department of Public Instruction (NCDPI) easily                                            school to provide information to
accessible.                                                                                students, staff, and parents.
       Information in the public domain is available by way                                Controlled access is provided to
of school and District web sites, email to all certified staff                             District and school users by means
and some classified staff, or by requesting a hard copy if                                 of the Internet
preferred from a Central Office administrator. Historical         Meals Plus               Management of cafeteria
data regarding student learning are published on the ISS                                   accounting including the
web site. Other types of information and requests for                                      accounting for free and reduced
confidential information require contacting a Central Office                               meals. Controlled access provided
administrator. ISS has deployed a data warehouse to                                        for District and school users.
provide data to stakeholders in a timelier manner.                School Dude              Management of maintenance work
                                                                                           orders and reports. Controlled
Figure 4.2-1 Data systems assist in the collection of data                                 access is provided to District and
    Data System                        Functions                                           school users by means of the
 ISIS Financial        All financial functions such as                                     Internet.
 System                bookkeeping, payroll, purchasing,          Big Web Apps             Management of technology work
                       reports, etc. Controlled access                                     orders and reports. Controlled
                       provided to District and school                                     access is provided to District and
                       sites by means of the ISS intranet.                                 school users by means of the
 ISIS Timekeeper       Electronic time keeping system                                      Internet.
                       for all staff. Controlled access           TetraData                Warehousing of data for access by
                       provided to District and school                                     stakeholders has been deployed.
                       sites by means of the ISS intranet.                                 Controlled access is provided to
 Human Resources       Management of all human                                             district and school users by means
 Management            resources data including licensure                                  of the Internet.
 System (HRMS)         for certified personnel. Controlled        Customer                 Management of stakeholder, both
                       access to the remote server                Expressions              internal and external, complaints.
                       provided to District and school                                     Controlled access is provided to
                       users by means of the Internet.                                     district and school users by means
 System for            Management of staff development                                     of the Internet
 Evaluating and        activities, online registration, and             4.2a (2) A district team provides leadership for data
 Assessing Staff       evaluation. Access is provided to         collection. The CATO leads the Information Services
 Development           District and school users by means        Committee. The purpose of this committee is to provide
 (SEA)                 of the Internet.                          guidance in the development of an information system that
                                                                 1) provides information to the customer in an effective,
                                                                 accurate and timely manner; 2) establishes an information
 North Carolina          Management of all student               communication system which is user friendly and
 Window of               accounting, including                   integrated; and 3) allows for future expansion.
 Information on          demographic and parental                       Since 2000, ISS purchases of technology hardware
 Student Education       information, attendance,                required reliability, durability, and serviceability by ISS
 (NC WISE)               discipline, grades, progress            technicians as key criteria. Computers, printers, servers,
                         reports, report cards, transcripts,     video monitors, and projectors are purchased from major
                         etc. Controlled access is provided      manufacturers with a reputation for quality products and
                         to District and school users by         service. All technology purchases are coordinated through
                         means of the Internet.                  the IT Department, which assists the District in maintaining
 Transportation          Management of bus transportation        the integrity and compatibility of the entire system.
 Information             system including routing and                   Aging hardware is upgraded when possible or
 Management              driver time. Controlled access          declared surplus when the useful life of the equipment has
 System (TIMS)           provided to district users.             been exceeded. This process provides up-to-date and highly
 Comprehensive           Management of functions within          functional hardware throughout the system. As the result of
 Exceptional             the Exceptional Children’s              a PDSA begun in school year 2005-06, a large influx of
 Children                Program including student               computer hardware on a four year lease was deployed
 Accountability          accounting and the writing of           during school year 2006-07. This will allow the district to
 Education System        Individual Education Plans (IEPs).      maintain the majority of the computer hardware under
 (CECAS)                 Controlled access provided to           warranty for four years, as well as to upgrade the majority
                         District and school users by means      of the computer hardware every four years keeping state-of-
                         of the Internet.                        the-art equipment available to the teachers and students of
                                                                                                                   Page 25
       4.2a(3) Digital information contained on servers is      Carolina Information Technology Services Internet policies
backed up to other storage device. Data critical to the         provide guidance and limitations. In accordance with local
operations of the organization which reside on local district   policy, a Web Use Policy exists for all students and staff.
servers are backed up daily or upon the completion of key       The accuracy, integrity, and reliability demanded of the
processes. These backups are removed to off site locations      data has resulted in verification systems created by the
for storage. Data residing on remote servers are backed up      owners of the data elements. Timeliness is assured by
by those responsible for the maintenance of those servers.      providing project time lines and clear expectations, and
A disaster recovery plan which was developed as part of the     requesting results as due dates approach.
external audit process in 2004 is in place. This plan is to             4.2b (2) Knowledge can enter the District through a
insure continuity of business functions in the event of a       variety of ways. When knowledge enters the District, it is
catastrophic occurrence                                         assessed by the administrator who receives it. The
       4.2a(4) Software management and acquisition is           knowledge is then either forwarded to the appropriate
based on requirements by outside governing agencies such        administrator responsible for distribution or transferred
as the North Carolina Department of Public Instruction,         directly to faculty and staff members.
functionality, user friendliness, and compatibility with                A variety of methods are used to transfer information
existing systems including alignment to district and school     to faculty and staff, such as: email, professional
improvement goals.                                              development, meetings, Connect Ed, newspaper articles,
       ISIS, HRMS, NC WISE, TIMS, CECAS, School                 online surveys, and the district quality web site which offers
Dude, and Big Web Apps are real time data systems and are       staff the ability to communicate, collaborate, and access
updated whenever data are revised. Since there is no direct     vital information electronically. Electronic surveys and
interface available between NC WISE and other data              satisfaction surveys are frequently generated to address
systems, Connect-ED is updated biweekly with a flat file        stakeholder needs and expectations. Survey data is analyzed
upload created by NC WISE. The Data Warehouse is                utilizing control chart methodology with results driving the
updated on an as needed basis. Discussions are underway         development of strategies for continuous improvement.
with the North Carolina Department of Public Instruction to             Many of the same methods apply to communications
allow direct access to the data from the student information    with students, stakeholders, and partners. The involvement
management database that will allow for daily updates to        of partners and suppliers in district-wide advisory councils
the Data Warehouse.                                             provides feedback to leadership for the development of
       A district technology plan outlining short and long      policies, goals, measures, and action steps. Job openings,
term goals and required for funding by the State of North       on-line applications, and BOE agendas and minutes are
Carolina is part of the process for remaining current with      posted on the District web site. Professional development
information technology involves the creation a district         offerings and online registration are provided by direct link
technology plan which outlines short and long term goals.       from the District web site to the SEA system. Bid
The IT Department also relies on multiple faculty and staff     opportunities are posted in the newspaper and mailed or
members who have training and experience to view                faxed to suppliers. Construction projects are posted on the
demonstrations provided by a variety of suppliers and           District web site and enable contractors to determine bid
recommend products to the IT Department. Teacher leaders        participation, as well, as to provide notification of bid
and information technology staff attend the North Carolina      results. North Carolina Public School laws govern all
Educational Technology (NCET) and the North Carolina            bidding processes.
Association of Communications and Technology                            Organizational knowledge is managed through
(NCAECT) annual conferences to obtain current                   various processes including PDSA, Professional Learning
educational technology information and researched-based         Communities, Systems Check III, and Performance
practices.                                                      Reviews. These processes assist in the collection and
       District and school sites recommend hardware and         transfer of knowledge about effective programs and
software purchases. All hardware and software purchases         practices across the district. The identification and sharing
must obtain final approval from the IT Department to            of best practices is addressed through information
assure system compatibility and compliance with the             collection and exchange in Professional Learning
District Technology Plan which is a requirement for             Communities. Systems Check III results for classrooms are
funding by the State of North Carolina. Student and staff       utilized by Lead Teachers in Professional Learning
users safety and data security are enhanced by a state-of-      Communities to integrate best practices across grade levels
the-art firewall that protects internal systems and Web         and departments.
Sense, a filtering system, which protects students from                 District leaders including Principals, Assistant
unsuitable web sites and undesirable information.               Principals, and Lead Teachers attend weekly and monthly
       4.2b (1) Confidential information is housed on either    meetings to collect and transfer knowledge among faculty
internal or remote servers depending upon the data system.      and staff and assist with the review and analysis of school
External access to confidential information on the server       performance data. Their input and recommendations on
may be provided by controlled access meeting authorization      Goal Teams support the process for improvement of key
and password requirements. An Internet filter monitors all      learning centered processes.
network transactions. A state-of-the-art firewall provides              The Curriculum Team is responsible for the
additional protection to internal customers and safeguards      identification, sharing, and implementation of researched-
confidential information. ISS Board of Education and North      based instructional strategies (best practices). This team,
                                                                                                                    Page 26
composed of instructional leaders from the District meets        PLC Model (Figure 5.1-01)
regularly to identify, plan and further develop a
comprehensive plan to educate and support teachers                                                School
regarding best practices and refine elements of current                                         Improvement
programs and practices. Other district leaders identify best                                       Team
practices in their areas and direct the sharing and
implementation of these practices.
5.1 Workforce Engagement
        5.1a(1) Workforce engagement and satisfaction is
gauged and assessed through the use of multiple                    High Student     Healthy, Safe,       Community       Effective and
                                                                   Performance       Orderly and        Involvement/       Efficient
empowerment techniques. The workforce is engaged                     Priority/      Caring Priority/     Partnership     Priority/ Goal
primarily through involvement in decision-making at all            GoalTeam(s)       Goal Team(s)       Priority/ Goal      Team(s)
levels. At the district level, there are staff advisory panels
for certified and classified staff. These groups cascade
information and provide feedback from the various                   Grade Level       Grade Level        Grade Level       Grade Level
workforce groups. For example, the classified staff advisory      /Department/ or   /Department/ or    /Department/ or   /Department/ or
                                                                     work unit         work unit          work unit         work unit
was recently informed of a plan to study the efficacy of           Collaborative     Collaborative      Collaborative     Collaborative
providing free Prime-time before and after school daycare            Planning          Planning           Planning          Planning
                                                                     Meetings          Meetings           Meetings          Meetings
to teacher assistants in exchange for driving a bus. The
classified staff advisory was used to survey these
employees and provide feedback on this plan so that an                   5.1a(2) ISS strives to create a workforce that is
informed decision could be made. Likewise, the certified         conducive to and motivated to achieve high performance.
staff advisory was used to gather feedback on a plan to          Cooperation, effective communication and skill sharing
change the school start times, a plan that primarily affects     among all faculty and staff is achieved through the two-way
our teachers. Such a system allows the district to gather        communication model (Figure 5.1-02) model at the district
feedback and empower all employees in impacting                  level. Best practices and benchmarking is shared through
decisions. The PLC model is used in a similar capacity at        the lead teacher model to all certified staff and cascaded
the school level in empowering all classifications of            through the work of the PLC’s at the school level to insure
employees in making important decisions that affect the          that all classrooms, departments, and schools benefit from
individual schools (Figure 5.1-01). The level of                 the latest educational research theory and practice.
involvement ensures workforce engagement and ultimately          Cooperation and skill-sharing is also achieved and deployed
satisfaction.                                                    through the collaborative work of the PLC's at all levels.
        Satisfaction is measured across 5 domains in the         Information flows from this two-way model to all faculty
Teachers Working Conditions Survey (TWCS) and the                leaders, supervisors, and administrators at all levels.
Classified Staff Working Conditions Survey. The classified       Employees are empowered and involved in the making of
staff survey was instituted in the spring of 2007 to align       decisions and in the development of the district strategic
with the state sponsored TWCS. The 5 domains measured            plan, the department improvement plans, and the school
include time, empowerment, staff development, leadership         improvement plans.
and facilities/resources. The domains also align with the                Alignment of goals is achieved through these plans.
stakeholder requirements as outlined in P.1-5. An advisory       Individual goal setting is accomplished through an
panel of state educators recommended these domains to the        Individualized Growth Plan (IGP). Evaluation of employees
governor in instituting the TWCS. ISS aligns its survey          is based on the attainment of goals that align to the
with these important domains to measure satisfaction of          strategic, department, and school improvement plans as
classified employees. Both of these surveys provide              appropriate. Initiative and innovation in meeting individual
valuable information on the both the engagement and              goals that benefit the high-performing system as a whole is
satisfaction of all employees working in the system and          rewarded through the various bonus programs as outlined in
segments them based on our two primary divisions,                        5.2b(2). The district capitalizes on the diverse ideas,
certified (teachers) and classified (non-teachers).              cultures, and thinking of our workforce by composing
                                                                 cross-functional teams and committees with diverse views.
                                                                 ISS utilizes a Professional Learning Communities approach
                                                                 as illustrated in Figure 5.1.-01. Teamwork and committees
                                                                 form the basis of what we do through these communities.
                                                                 Hiring of administrators within the district takes place via
                                                                 the use of diverse committees that include district
                                                                 administrators, certified and classified staff, and parents.
                                                                 Students are also used in the selection process for High
                                                                 School principals. This selection process has been refined
                                                                 through the PDSA approach to include as many
                                                                 stakeholders as possible and to capitalize on the diverse
                                                                 ideas of the broad school community. Individual schools
                                                                 use a similar committee process that involves school
                                                                                                                            Page 27
stakeholders. Various district committees also capitalize on                         aligned to their specific job. All employees at all levels
this diversity. Further examples of a diverse committee                              have a summative evaluation at the end of the year.
structure are the Salary and Classification Committee and                                    Recognition and incentives are in place for all
the Safety Committee. Numerous certified and classified                              employees as outlined in 5.2b(2). There is a yearly program
staff members serve on these two committees. An example                              to recognize all “of the year’ employees that recognize their
of the outstanding results of the safety committee can be                            individual accomplishments and success in meeting district
seen through an analysis of the reduction of Worker’s                                goals and in helping all children be successful. This
Compensation Claims in Figure 7.4-9.                                                 program is an attempt to stimulate morale and recognize
                                                                                     those employees that exemplify the best our district has to
Two-Way Communication Model (Figure 5.1-02)                                          offer and is an important innovation identified by the
                                                                                     district. The TOY Forum is another important innovation
                                                                                     that is an attempt to recognize our best teachers and receive
                                  Superintendent’s               District            feedback from them about the direction of the school
                                      Cabinet                   Leadership
                                        weekly                           monthly     system. Employee compensation is driven by a state salary
  Focus Groups                                                                       schedule. Therefore, there is little room for advancement
      quarterly                                  Suppliers                           through the scales without promotion. Therefore, several
                                                                  Suppliers          departments, most notably the transportation and
                                                                                     maintenance departments have deployed PDSA refinements
Area Advisory                     Senior Leadership                                  to improve their processes and reduce cost. Due to the use
    quarterly                     Board of Education             Principals
                                                                         monthly     of this quality tool, and the cost savings generated by their
                                                                                     process improvements, each of those staff members will
  Community                                                              Suppliers   receive a 2% performance incentive. This performance
   Meetings                                                                          bonus incentive is available to all employees.
                   Staff                  Partnership        Assistant                       5.1b(1) The needs and desires for learning and
                  Advisory                  Boards           Principals
                   5 times/year                                monthly               development are identified by the workforce through a
                                                                                     careful process of gap analysis at all levels. Administrators
           5.1a(3) The performance appraisal instrument used                         utilize the DIP and SIP process to guide the workforce in
by certified staff is based upon years of service. All                               identifying those areas that must be improved. Our core
teachers with less than 3 years of creditable service in North                       competency, the impact on children learning, is the primary
Carolina must use the state validated instrument, the                                driving factor in this gap analysis and in determining the
Teacher Performance Appraisal Instrument-Revised (TPAI-                              staff development focus at the department and school level.
R). The TPAI-R is a behavior checklist that is required by                           IGP’s are utilized to identify gaps and to aid in the
state law and ISS board policy. The district also deploys an                         accomplishment of short and long-term action plans,
instrument called Systems Check Level III (SCIII), which is                          addressing strategic challenges, performance improvement,
aligned to the district’s Model for Performance Excellence.                          technological change, and innovation. The learning
The SCIII is a performance and discussion based instrument                           program is driven by the ISS Model to Raise Achievement
that is used for all teachers. The SCIII is considered the                           and Close Gaps. This learning module, called CCI, is
primary instrument because of its focus on the                                       delivered to new employees as they begin work or shortly
accomplishment of district and school goals, promoting                               thereafter.
engagement, and high-performance work. The use of both                                       Staff development offerings are broad in scope. A
instruments creates a dual system for the appraisal of                               comprehensive catalog of staff development offerings are
initially licensed teachers due to the legal requirements as                         maintained in our staff development tracking system, the
mentioned above.                                                                     SEA system. This SEA technology allows for staff to
        Administrator appraisal is aligned to the                                    register for the staff development offering, apply for
accomplishment of district and school goals. Administrators                          reimbursement, and to fill out a survey following the
review goals and performance two times per year aligned                              activity.
with the overall district mid-year and end of year review                                    This post-assessment reinforces the new knowledge
processes as outlined in the ISS Strategic Planning Process                          and assesses its on the job use and effectiveness in
in Figure 2.1-2. The performance review consists of current                          impacting the desired goal or specific action plan step. Just
progress, strengths, weaknesses and opportunities for                                in time training is the staff development philosophy of the
improvement. Any gaps in performance are assessed and                                district and it is accomplished through the use of the SEA
action plans created and deployed to correct any strategic or                        system. Further coaching and mentoring is provided
operational issues that are keeping goals from being                                 through the lead teacher model and the state’s mentor
accomplished. All performance appraisal instruments are                              program, in addition to gap staff development. The SEA
based on the 5 stakeholder requirements: 1) High Student                             System and the overall staff development process is on the
Performance, 2) Healthy, Safe Orderly and Caring Schools,                            first cycle of refinement in the PDSA process. Several
3) Quality Staff, 4) Partnerships, and 5) Effective and                              avenues and vendors are currently under review as the
Efficient Operations. This structure helps the district                              district seeks to improve the process and the technology
maintain a student , stakeholder, and organizational focus.                          that drives our staff development system.
        Classified employees have a separate appraisal form                                     Knowledge is transferred from departing or
that measures performance and accomplishment of goals                                retiring employees before they leave. The district allows a
                                                                                                                                        Page 28
transition period during the change of employees where the         through the mid year and end of year review processes.
new employee works with the departing employee. In those           Principals are polled on the effectiveness and impact of the
situations that a transition period is not possible, additional    mentor and the mentor is polled on the effectiveness of the
training and mentoring is provided to make sure that new           principal and the information is shared between the two for
employees are comfortable in their new work environment.           growth opportunities.
        5.1b(2) ISS places an emphasis on succession                       5.1b(4) All positions are advertised so that a
planning as part of leadership development and training.           qualified pool of applicants can be developed. An interview
Once a potential candidate has been identified as a possible       team conducts the interview to insure that the most
leader, they are entered into an applicant pool for assistant      qualified and accomplished employees are promoted for
principal positions. The district places an emphasis on            each individual position. Succession planning and career
internal candidates for these positions and offers internships     progression for leadership positions is accomplished as
in administration. ISS works diligently to promote minority        outlined in 5.1b(2). Classified staff are encouraged and
applicants in administration to ensure a diverse applicant         counseled by the Human Resources Department to apply
pool. The district offers a leadership academy for assistant       for positions that are promotions and have higher ranges of
principals who aspire to become principals. The primary            pay based on the state salary scale. The hiring supervisor is
focus of the leadership academy is the development of              directed to hire and promote an internal person as compared
leadership attributes, organizational knowledge and                to an external person when skill sets and ability to meet the
performance improvement, innovation, change management             job requirements are equal.
and leadership ethics. There is a rigorous screening process               The district places an emphasis on hiring staff that
each spring to fill potential leadership positions. The district   are fully licensed and highly qualified in the area in which
also instituted a leadership academy for teachers in the           they serve. The current HQ rate for ISS is 93.67%, which is
Spring of 2007 who are interested in becoming assistant            above the state average as outlined in Figure 7.1-2. For
principals. This teacher leadership academy has the same           teachers who are not fully licensed and highly qualified
focus as the AP academy. Internal principal candidates,            (those with provisional licenses as allowed under state law),
who currently serve as AP's, are given priority in the             there are two licensure specialists in the district who work
interview process when hiring for principals. Likewise,            with them on licensure issues. The district also works with
current principals are given priority for Central Office           the state to close this gap in allowing teachers to take the
leadership positions. The Superintendent is active in              Praxis II and gain full licensure in any teaching area as
evaluating all administrators and involved in succession           allowed under new state board guidelines.
planning for all key leadership positions based on an                      5.1c(1) The primary, formal assessment tool for
individual's performance, ensuring that all leadership             assessing workforce engagement and satisfaction is the
promotions are based on previous outstanding performance.          Teacher Working Condition Survey, the state sponsored
        The district also maintains a diverse lead teacher         survey which is administered in even years, and the
pool which offers leadership opportunities outside of              Classified Staff Working Conditions Survey as outlined in
administration. ISS is keenly interested in developing             5.1a(1). More informal methods are used in gathering data
teacher leaders as well. The district also works with              from staff meetings that are part of the two way
community organizations to develop employees into                  communication model (Figure P.1-4). Informal methods
community leaders. Employees take part in Leadership               include the gathering of plus/delta and issue bin comments.
Statesville and Leadership Mooresville to develop the spirit       Responses are generated to this feedback and shared with
of community service and to come vital leaders in the              all staff for clarity and understanding. These methods and
communities in which we serve.                                     measures are segmented based on certified and classified
        Current leaders are involved in book studies to            staff status, based on our two primary staff categories.
engage leaders in the latest educational theory and best           Additional meetings among groups is collected and
practice. For example, leaders are currently engaged in            measured using these informal methods. Examples include
book studies on High Yield Instructional Strategies and            Child Nutrition meetings, Maintenance meetings and other
Professional Learning Communities, with a focus on using           specific groupings of employees as appropriate. These
these strategies to address our core competencies and              meetings and assessments of engagement and satisfaction
strategic challenges. Such staff development allows leaders        are generally department specific and the information is
to remain current their field Further, the district employs a      used in the specific departments in their improvement
new principal mentor, an accomplished, retired principal to        efforts.
work with our new principals in successfully leading their                 Other indicators are also measured at the district and
school in meeting strategic goals as outlined in the SIP.          school level. The district measures retention/turnover rate,
        5.1b(3) The effectiveness of the leadership                grievances, and safety measures. Performance on these
development and learning system is assessed through the            indicators is assessed quarterly as part of the district’s
feedback gathered following the meetings. The AP                   reporting on leading indicators. Schools and departments
academies are assessed based upon specific plus/delta              measure and assess absenteeism and productivity as part of
feedback comments following the meeting. The book                  the IGP and performance evaluation process. Improvement
studies are also assessed based on plus/delta feedback. The        in these areas is achieved through the DIP and SIP process
SEA system is also utilized to gather skill reinforcement          and the IGP process for individuals who are struggling with
and use data on the post-assessment survey. The                    absenteeism and/or productivity issues.
effectiveness of the new principal mentor is measured
                                                                                                                       Page 29
       5.1c(2) Gaps in performance on engagement and               minority recruitment fairs and to keep open lines of
satisfaction measures as outlined in section 7.0 are               communication with predominantly minority universities.
addressed in the Human Resources Department                                From 2004-05 to 2006-07, the district’s total
Improvement Plan. Opportunities for improvement based              percentage of minority employees grew from 12% to 16%,
on the assessment findings result in specific action steps         a substantial increase over this two-year period. The
and deployment plans to close any significant performance          Director of Recruitment and Retention is a position
gaps. Other departments also develop these plans to address        established to provide assistance in recruiting highly
specific performance gaps as appropriate for the individual        qualified teacher applicants. This is accomplished through
department. Schools follow a similar process for identifying       attendance at numerous job fairs throughout the country and
and developing plans to address 7.0 performance gap issues         planning the annual district Teacher Job Fair. The district
pertinent to their schools in the SIP process.                     relies on succession planning as a key process in identifying
                                                                   the applicant pool for lead teachers and assistant principals.
5.2 Workforce Environment                                          Opportunities for internships, the North Carolina Principal
        5.2a(1) Workforce Capability and Capacity                  Fellows program, and other screening processes ensure that
Current requirements of the federal No Child Left Behind           leadership is nurtured within the existing staff. The
legislation provide the primary framework to address               establishment of a leadership academy for assistant
workforce quality and capacity. At the conclusion of the           principals who aspire to become principals is a strategy
2005-06 school year 94.36% of teachers and 100% of                 designed to enhance the succession planning process.
teacher assistants were considered highly qualified by the         Along with the certified teaching positions, classified
NCLB standards. This ranks above regional, state, and              positions are advertised on the website and in the local
national averages. The HOUSSE process has been utilized            newspaper to extend the pool of qualified candidates for the
as a means to address licensure requirements and to expand         various positions as vacancies occur. The retention program
the licensure areas for teachers thus allowing greater             for all employees centers on the satisfaction surveys as
flexibility in teaching assignments. Teachers have also            outlined in 5.1c(1). All issues are handled as soon as they
benefited from new State Board policies that allow teachers        arise. The district also has the ability to address staff needs
to expand highly qualified areas they are allowed to teach         and issues in an agile manner through the employee
through the passage of the PRAXIS licensing exam. There            grievance process. The district also analyzes exit surveys to
is an allocation process for all positions, both certified and     alert to any specific issues as to why employees leave so
classified, from all revenue sources – federal, state, and         that it can be addressed quickly.
local. Job descriptions are maintained for all positions in the            5.2a (3) Iredell-Statesville Schools is organized and
district as required by School Board Policy. These job             managed based on the strategic priority of Effective and
descriptions are expanded and updated as necessary to              Efficient operations. All work is driven from the triangle
allow for the maximum flexibility in the placement of not          model and is monitored through the Quality Department
only teachers, but the placement of classified staff.              and the work of the Chief Quality Officer. Decisions are
Adequate staffing needs are ascertained and monitored              made collaboratively to insure feedback is sought from all
through the allocation process by the Human Resources              stakeholder groups as outlined in the two-way
department.                                                        communication process (Figure 5.1-2). Action plans and
        Classified employees are also adequately staffed           priorities are established at the Executive Cabinet and
through the allocation process. Specific formulas are              Cabinet levels and shared to all employees through the
provided from the state to address such needs, for all             communication model. Each department is charged with
employee segments, based on the number of students in the          addressing specific strategic challenges relevant to their
district. Additional funds are provided from both the local        workgroup and developing deployment plans to address the
and federal governments to supplement this state funding.          challenge in the Department Improvement Plan (DIP)
Approximately 70% of the total ISS budget is allocated to          process. The work system cascades to the schools and
salary to fund over 3,300 staff positions.                         action and deployment plans are established at the school
        5.2a(2) The district continues to have an ample pool       level through the work of the Professional Learning
of applicants for hiring in most areas. Special attention has      Communities (PLC’s).
been given in hiring math, science, exceptional children’s                 ISS adheres to a philosophy of problems down,
teachers, and teaching applicants from diverse backgrounds.        solutions up in managing work and resolving process issues
Incentives such as a signing bonus and salary advance have         that evolve over time. Allowing for local control of school
been added to assist in attracting teachers to the critical        issues and allowing the school to identify and close gaps
needs areas. Additional funding for salaries was channeled         insures that each individual school is maximizing its
to teachers serving our most at-risk student population at         capacity and capability in helping all children be successful.
Statesville Middle School, to provide greater interest in the      Specific action plans are deployed by the PLC’s to address
teaching positions to a school characterized by a highly           at the school level in the School Improvement Plan (SIP)
diverse population. The Human Resources department                 process. This flexibility and multi-faceted approach to
focuses the bulk of its advertising budget on minority             problem-solving enables ISS to be agile in addressing
publications to attract a greater number of minority               issues and to exceed performance expectations.
applicants. The district contracts with a minority                         5.2a(4) Professional Development based on research
recruitment specialist who is a retired principal, to recruit at   and best practice is a key area that ensures that student
                                                                   needs are being met. Training on Marzano’s “High Yield
                                                                                                                        Page 30
Strategies” is currently being piloted at 3 schools as a                 Employee security is addressed with the installation
means of improving the instructional practice of teachers.       of surveillance systems, emergency and security drills, and
Other training such as “A Framework for Understanding            the school resource officer program. All schools and
Poverty” has been introduced at targeted school sites and        worksites maintain a safety plan to address specific security
through the New Teacher Curriculum for beginning                 issues and safety concerns as they arise. Input from
teachers to better serve their student populations. Recent       multiple work groups is considered in the design phase of
participation in the APQC Benchmarking Professional              renovations and new construction projects throughout the
Development Study provided best practice data that will be       district. The biannual Teachers Working Conditions
utilized throughout the district in the deployment of quality    Survey, annual Classified Staff Working Conditions
and aligned staff development to address changing                Survey, and Staff Satisfaction Survey, as well as other
capability and capacity needs.                                   formal/informal measures, are utilized through the PDSA
        The allocation process for all staff manages the         process to assess workplace health, safety, and security.
workforce, workforce needs, and the need to maintain                     5.2b(2) The North Carolina State Employees
continuity. Annual budgets are provided from federal, state,     Benefits Manual outlines the various state benefits awarded
and local sources and are monitored closely year-round to        to all eligible Iredell-Statesville Schools employees. The
make sure that all schools are staffed appropriately and that    manual is accessible via the internet at
staffing needs are met. The district has a Reduction in Force The district
(RIF) policy in the case of significantly reduced funding        carefully follows the policies regarding sick leave, personal
from any of our funding sources. This policy ensures that        leave, family medical leave, disability, professional
the impact on the instruction of students is minimal.            development leave, annual leave, military leave, health
Positions that must be reduced, for all employee                 insurance, life insurance, and other benefits supported by
classifications, are done so through attrition to ensure the     the state. A cafeteria benefits program provides additional
impact on individual employees is minimal.                       local benefits that are optional for employees such as dental
        5.2b(1) Workforce Climate Providing healthy, safe,       insurance, cancer insurance, reimbursed medical expense,
and secure work sites is a high priority of the ISS district.    and child care expense. The state retirement system
The Iredell-Statesville Schools Safety Committee is              provides retirement benefits for all employees based upon
comprised of selected district administrators, principals, and   years of service to the state.
classified staff that address health, safety, and security               The local salary supplement has steadily increased to
issues. The goals of the committee are to reduce days away       7.5% in order to attract and retain the certified staff, while
from work, numbers of work-related injury claims, and            the current local salary for classified staff is at 6.6%, an
injured workers. The committee meets quarterly to review         amount well above the regional and state averages for
and to make recommendations in order to meet the district        classified staff. ISS has maintained the classified staff
safety goals. The Safety Committee examines data that            supplement rate at its current level despite considerable
reflects the safety measures, looks for gaps in the data and     political pressure to reduce or eliminate the supplement
then utilizes the PDSA process to address the gaps. The          from the local County Commission, which is a primary
lowering of Workman’s Compensation Claims is one                 funding source.
example of how the PSDA process is used. To better                       All staff also qualify for a bonus program. These
communicate safety issues, the Safety Program website was        bonuses are segmented by employee group. All teachers
created and may be found at                                      and teacher assistants are eligible to receive a state ABC        bonus based on student performance on year-end
The page is maintained to provide information, claims            assessments. ISS also extends this bonus locally to other
procedures, and resources to assist with the deployment of       school based staff, custodians, office support, child
the safety program. The Occupational Safety and Health           nutrition, and primetime before and after school care
Administration (OSHA) have regulations that set the              employees. School bus drivers also qualify for a separate
standards for safety and health processes. A full-time           bonus program based on attendance. A 2% performance
OSHA certified Safety Compliance Officer is employed by          incentive program is in place for classified staff, who can
the district to provide yearly training and safety monitoring    receive 2% of their annual salary as an incentive to use the
for all segments of the workforce.                               PDSA to improve processes that result in reduced district
        ISS has implemented a tobacco-free policy for all        expenses..
sites, regularly monitors indoor air quality, provides blood
borne pathogens training to all employees, and promotes an       6.1a Core Competencies
employee wellness program to ensure a healthy                           6.1a(1) Determining core competences: ISS is
environment for all staff. The district recently implemented     making significant progress in achieving our vision to
a “Highway to Health” program to encourage healthy               become a top-ten school district in North Carolina.
lifestyle choices for employees. The employee Drug and           Achieving leadership results is the result of leveraging what
Alcohol policy was recently updated to further discourage        we do well and building upon these proficiencies until they
the use of alcohol and drugs by employees. This refinement       reach a level of strategic advantage. ISS uses the Baldrige
came about through the work and recommendation of the            Criteria for Excellence as a basis for assessing our
Safety Committee, an example of a PLC at work in Iredell-        organization and identifying those Key areas of competency
Statesville Schools.                                             that result in education programs and services that meet the
                                                                 needs of our students and stakeholders and result in
                                                                                                                     Page 31
effective and efficient district operations. Both of these               At the district level, the ISS Performance Excellence
desired outcomes are embedded in our values and reflected        Model mirrors our key work systems. Within each of these
in our strategic priorities and objectives. The findings of a    work systems are the key processes that accomplish the
Baldrige assessment also identify those areas for                mission of the district. The PEM has been used to
improvement representing hurdles to overcome in building         communicate the overall system approach to improvement
core competencies. Recently, the ISS category champions          that is throughout the district.
comprised of the superintendent and senior leaders,                      At the leadership level, the ISS system approach is
participated in an exercise for the purpose of more              represented by the Senior Leadership system Model (Fig.
succinctly formulating our core competencies. The                1.1-1). The Leadership System Model communicates the
information and data used by the category champion team          integration and alignment of leadership system processes
to identify those key areas of expertise included climate        (discussed in Category 1) to effectively deliver the vision,
survey information, stakeholder focus group feedback,            mission and values.
feedback from Baldrige assessments (state and national),                 At the learning and operations level, two models
and input from category teams. Using a Core                      have been developed, each with a specific communication
Competencies Determination Matrix, the team identified           purpose. The purpose of the ISS model to raise
two key themes/competencies that cut across our key work         achievement and close gaps (Figure 6.1-1), also known as
processes. These competencies meet the three criteria used       the Learning Triangle, is to illustrate the integration of key
in our determination exercise. They represented our most         work processes (instruction and assessment) and the
important capabilities; are perceived by our students and        collective knowledge, competencies, and skills of the
stakeholders as adding value to our programs and services,       employees who make up our Professional Learning
and viewed by our competitors as a strategic advantage.          Communities (PLCs). This model is deployed district-
The team crafted two core competency statements to better        wide. The ISS model for aligned, effective and efficient
communicate to our employees what we are good at and             support processes (Fig. 6.1-2) also known as the Operations
provide a basis for discussing what we need to do to             Triangle, is similar to that of the Learning Triangle. The
achieve the next level of proficiency. Understanding our         model demonstrates the integration of student support
core competencies also informs our planning process in           services, financial and administrative services and
terms of driving strategy, resource allocation, and providing    operations. At the foundation of each of our system models
a basis for prioritizing opportunities for improvement and       is reference to our commitment to continuous improvement.
innovation resulting from performance reviews. Our core          A series of key questions resides within each of the two
competencies are aligned and integrated system approach          models to focus organizational and individual action on
to management and improving the district and the depth           students and stakeholders and effective and efficient
and breadth of our continuous improvement capability.            operations. These questions are asked by senior leaders,
        Aligned and integrated system approach to                members of PLCs, and work teams at the district,
managing and improving the district: This is a core              department, school, and classroom level, as appropriate,
competency because it is a management approach that ISS          and reinforce our basis for action.
has refined into a strategic capability that impacts every key   Figure 6.1-1 ISS Model to Raise Achievement and
learning-centered and work process within our system,            Close Gaps
every employee in our district, all our students and
stakeholders and ensures compliance with our legal and
regulatory requirements. The story of the development and
sustainability of this core competency is, in fact, the story
of our journey to achieve leadership results and become a
top-ten district in North Carolina. The system approach
was first adopted in 2003 as a way to look at the various
processes within the system. To better understand how our
processes worked together, the district conducted Baldrige
assessments, a best practice used by organizations within
and outside the education sector. Based on the insight
gained through the various assessments, ISS set about to
develop and deploy improvement plans. Our 2007 Baldrige
application represents our cycle of assessment and
        Along the way, the ISS systems management
approach evolved and three district-centric system models
were developed. The purpose of these models is to
communicate our system management approach in a way
that is relevant to our employees and stakeholders and can
be used to help employees, stakeholders, and partners
understand their roles and responsibilities in improving
system performance at the district, school, or classroom
                                                                                                                     Page 32
6.1-2 ISS Model for Aligned, E&E Support                        model has been refined in 2003 and 2005 to reflect our
                                                                growing maturity in managing as a system.
                                                                        Depth and breadth of continuous improvement
                                                                capability: our continuous improvement capability is truly
                                                                an area where we can identify one of the district’s greatest
                                                                proficiencies. It begins with the senior leaders making and
                                                                sustaining a commitment to developing a continuous
                                                                improvement culture through their personal and visible
                                                                actions (Fig. 1.1-2). Senior leaders enable the continuous
                                                                improvement culture to grow and strengthen by sanctioning
                                                                and personally participating in numerous learning and
                                                                operation-related initiatives. For example, to develop a
                                                                cadre of Baldrige Specialists to support and guide the
                                                                district through the organizational assessment process and
                                                                to serve as change agents in developing a continuous
                                                                improvement culture, the district has supported the
                                                                participation of nine employees, including the
        Furthermore, our aligned and integrated systems
                                                                superintendent, to participate as national and state
approach is a core competency because it results in
delivering curriculum/instruction that meets and exceeds
                                                                        Our continuous improvement approach is not only
the requirements of students and stakeholders for student
                                                                embodied in our culture as a core value and as improvement
achievement and ensures compliance with regulatory
                                                                initiatives, but is also articulated through the deployment of
requirements. It also results in effective and efficient
                                                                numerous improvement approaches, including our strategic
operations, also a key stakeholder requirement and a district
                                                                planning process, the PDSA methodology, and various
strategic priority.
                                                                system checks. All of theses fact-based approaches are
        Finally, our aligned and integrated systems approach
                                                                informed through information and data made available
provides the district with a strategic advantage. Although
                                                                through our data warehouse capabilities. Both the Learning
many organizations desire the promise of academic
                                                                and Operations Triangles show continuous improvement as
achievement, effective and efficient operations, and
                                                                a foundation, which supports process improvement and
performance leadership results that are the expected
outcome of this management approach, successfully
                                                                        Our capability for continuous improvement is
achieving a systems approach cannot be duplicated
                                                                deployed district-wide, at all schools, departments, and
overnight. Our competitors may have difficulty in
                                                                classrooms and by all types and categories of employees. It
achieving this capability unless they have been sustaining
                                                                is a core competency because as a result of our fact based
the commitment to continuous improvement as long as ISS
                                                                and systematic continuous improvement approaches, such
                                                                as PDSA, improvement and innovation is a way of life for
        Over time, the maturity of our understanding on how
                                                                ISS employees. Numerous examples of improvement in
our systems work most effectively has been refined as a
                                                                our key management and work processes are included in
result of our organizational analyses and assessments and
                                                                our application. These improvements have resulted in
based on best practices shared by Baldrige winners within
                                                                improvements in education and operations that are valued
and outside the education community. Within each of the
                                                                by our students and stakeholders. Our continuous
corners of our learning and operations triangles, our
                                                                improvement capability is a strategic advantage because
understanding of effective processes has evolved and our
                                                                like our systems approach to management, it, too, cannot be
focus has shifted. In turn, so has the model evolved to
                                                                easily duplicated by our competitors without the leadership
represent maturity. For example, the key processes
                                                                commitment, methods and tools to enable and deliver
represented by the assessment corner of the learning
                                                                against the commitment, and the integration of continuous
triangle have moved from being reactive to proactive. The
                                                                improvement into key processes to sustain that commitment
district no longer relies solely on end of year testing
                                                                through the day to day activities of employees through the
(lagging indicators). Instead, it conducts predictive
quarterly assessments (leading indicators) as a basis for
making in-process adjustments in instruction guides. The

                                                                                                                    Page 33
   Figure 6.1-3 Key Work Processes
Key Work           Value                                            Core    Key Work           Key Process               Process (P) and in-      ref
Process                                                             Comp    Systems            Requirement               process (IP)
Curriculum         Design quality/research based                    AISAM   Curr/Inst. Dept.   Compliance to NC          Instruction guide (in    100%
Design             curriculum/instruction to meet state content     DBCIC   Design Team:       SCOS.High Student         process) Le              compliance
                   course standards, ensure learning; meet                  Curriculum         Performance
                   student stakeholder requirements for student             Team                                         Compliance audit
                   success and to ensure organizational success             Output:
                   toward vision, mission, values and goals                 Instruction

Instruction        Deliver instruction to meet student learning     AISAM   Curr/Inst.         User friendly             % Proficient (La,Le)     7.1-1
Processes          needs and student/stakeholder requirements       DBCIC   Dept.              documents, cycle time,    EOC(La,Le)               7.1-2
                   for student performance; achieve state and               Design Team:       EOG proficiency           Above Nat’l Av:          7.1-3
                   federal proficiency requirements and to                  Instruction        AYP                       SAT(La)                  7.1-4
                   ensure organizational success toward vision,             Team               High Student              Above State:             7.1-5
                   mission, values and goals                                Output:            Performance               Graduation Rate(la)      7.1-6
                                                                            Instruction                                  Federal: AYP(La)         7.1-7.1-3
                                                                                                                         Assessments (le)         Le data
                                                                                                                         Stakeholder              available on
                                                                                                                         satisfaction             site
Assessment         Conduct assessments to measure, track,           AISAM   Curr/Inst.         Usable documents          Le= cycle reduction      7.5-1
Processes          analyze and improve academic proficiency;        DBCIC   Dept.                                        time                     7.5-2
                   meet state and federal academic proficiency              Design Team:       Efficient Cycle time      Le= process
                   reporting requirements; and assess progress              Instruction        High Student              improvement cycle
                   against vision (top 10) and strategic                    Team               Performance               Le=
                   objectives and action plans related to student           Output:                                      Correlation of PAs to    Correlation
                   success                                                  Predictive                                   EOG/EOC                  available on
                                                                            Assessments                                                           site
Student            Provide a continuum of services enabling         AISAM   Curr/Ins           Reduction in drop outs     Compliance to           7.2-1
Service            each student to have needs addressed at the      DBCIC   Operations                                   attendance               7.2-2
Processes          point of concern; complaint resolution,                  Dept.              Reduction in Crime        Safe schools             7.2-4
                   health support, guidance, drop-out, building                                and Violence                                       7.2-7
                   partnerships of community support, athletic              Design Team:       Academic/Athletic                                  7.5-10
                   performance                                              Student            performance                                        7.5-7
                                                                            Services           Attendance                                         7.5-6
                                                                                               Healthy, Safe, Orderly                             7.2-6
                                                                                               and Caring Schools
Human              Ensure highly qualified through recruitment,     AISAM   HR Dept.           Teacher satisfaction;     Teacher Working          7.4-1
Resource           hiring, education and development                DBCIC                      Highly qualified,Nat’     Conditions Survey        7.4-3
Processes                                                                   Design Team:       Board                     % nat’l board cert       7.4-4
                                                                            HR team            Reduce turnover           increase teacher         7.4-5
                                                                                               Supplement                supplement;              7.4-8
                                                                                               Quality Teachers,         reduction of turn over   7.4-9
                                                                                               Administrators and        rate                     7.4-1
                                                                                               Staff                     top 10
Financial          Design financial processes to ensure legal,      AISAM   Operations         Efficiency                                         7.3-1 7.3-
Processes          ethical requirements are met and stakeholder     DBCIC   Dept.              Per pupil expenditure                              3,7.3-4
                   expectations are effectively, efficiently                                   Fund balance
                   administered                                             Design Team:       Effective and Efficient
                                                                            Finance            Operations
Technology         Design and ensure user friendliness              AISAM   Acctby dept.       Access                    Computer to student      7.5-5
Processes          durability and reliability in software and       DBCIC   Design team:       Effective and Efficient   ratio above state
                   hardware; access                                         IT                 Operations
Transportation     Ensure safety transportation of student to       AISAM   Operations         Efficiency                Transportation           7.5-9
Processes          and from schools and activities; meet safety     DBCIC   Dept.              Effective and Efficient   efficiency above state
                   requirements, meet efficiency requirements               Design team:       Operations
Maintenance        Meet the customer requirement of on time,        AISAM   Operations         Efficiency                Reduction of energy      7.4-2
and Facilities     under budget and do what we say we are           DBCIC   Dept.              Safety                    use                      7.5-3
Processes          going to do, efficiency, reduction of cycle              Building team      Clean bldg                Efficient work           7.5-11
                   time                                                                        Effective and Efficient   systems: PEM and         7.5-12
                                                                                               Operations                work orders
                AISAM: aligned and integrated system approach to management
                DBCIC: depth and breadth of continuous improvement capability

  6.1 a (2) Iredell Statesville Schools has both traditional and                       curriculum and instruction divisions, which are further
  non-traditional configurations for how the work is done.                             subdivided into departments. The departments are
  Central Office Services are divided into the operations and                          configured into professional learning communities (PLCs)
                                                                                                                                                   Page 34
or teams to design and improve processes depending on the       tools use and improvement cycles through use of PDSA.
specific work that is to be done. Learning work processes       Processes contribute to delivering student and stakeholder
are designed by the teams within the curriculum and             value and student success as a result of common focus,
instruction division using the Learning Work Processes          addressing stakeholder requirements and using common
Design Flowchart (Figure 6.1-4). These teams also have          questions for direction. Sustainability is addressed through
embedded stakeholders as members. For example, the              commitment to continuous improvement.
curriculum team has curriculum directors, EC, AIG, ESL,         b (2) State and federal statute, local ordinances and
technology, alternative programs and lead teacher coaches       policies, ISS Climate survey (students, parents, teachers),
as members. Agendas and minutes are sent to all leadership      advisory group feedback, Governor’s Report Card, Teacher
and other operations team members may attend when               Working Conditions Survey, school SWOT, staff evaluation
agenda items relating to their area of responsibility is        process feedback, supplier, vendor and stakeholder surveys,
involved. Customer and stakeholder requirements are             stakeholder plus/delta information, and Board policy (state
filtered through data questions and the five core learning      and local) constantly provide requirements for
questions to enable the team to develop an improvement          consideration. The five data questions (Fig. 6.1-4) are used
plan of S(trategic) M(easureable) A(ctionable) R(relevant)      with all information and data to determine what is to be
T(timely) goals and specific outputs and results. Data are      done with it and how it is to be addressed. This review
then analyzed using the five data questions and an              information is then filtered through the 5 operation (Fig.
improvement cycle is begun using a P(lan)D(o)S(tudy)A(ct)       6.1-2) or 5 learning questions (Fig. 6.1-1-) to determine how
method (6.2b1). In the event that it was decided during a       they will enter a plan or process. The key requirements for
PDSA cycle that the expertise was not available in house or     student/stakeholder groups are high student performance;
that the process might be handled more cost or time             healthy, safe, orderly and caring schools; quality teachers,
effectively from an external vendor, the following process      administrators and staff; strong family, community and
would occur 1) design team, goal team or PLC would              business support; and effective and efficient operations.
identify potential vendors, 2) put out a request for proposal   (p.1b(2)Under high student performance in the learning
(or bid) 3) evaluate the RFP or bids against the criteria 4)    triangle (Fig. 6.1-1) questions 4 and 5 address the individual
conduct a cost-benefit analysis, 5) review information          differences in student learning capabilities, rates and styles.
surrounding vendor performance and safety, and 6) make a        Once the predictive assessment or other assessment
recommendation to the department from the team yielding         (question 3) identifies that the student needs help, the
the output of the recommendation.                               instructional guide is used as a reference for determining
                                                                what needs to happen. Figure. 6.1-5 indicates the process
                                                                for addressing individual differences

                                                                After each predictive assessment and each state assessment
       6.1b(1) ISS has defined its key work processes           the subgroup and individual data is reviewed through the 5
(Figure 6.1-3) left column. All work processes relate to the    key question lens and interventions occur based on the
core competencies of aligned and integrated system              improvement of instruction (instruction guide process) and
approach to management and/or depth and breadth of              the process for addressing individual differences through
continuous improvement capability through use of common         differentiated, active learning (Fig. 6.1-5)
work design, process design plan templates, data questions             6.1b(3) In Figure 6.1-4 Step 4 action steps for work
for analysis, key learning and operational questions, quality   processes are determined by setting goals that address the

                                                                                                                     Page 35
gaps in all key requirements. The                                  team and/or cabinet as well as in-team for process
strategic/department/school/classroom plan of action               improvement based on the data. Those 178 indicators are
requires that current educational research best practice and       broken into each division and on the wall in the cabinet
technology be considered in the determination of the action        reporting room. In addition there are process improvement
to take. Regular monitoring, evaluating and reporting              goals that are monitored within teams. One example is
mechanisms to PLCs, goal teams, division teams, or district        listed in 7.5-2, which is reduction of errors and turn around
teams depending on the origin of the action step is included       time in administration of predictive assessments.
in the design. Changes to the process based on the reports          6.2 a (2) It is the role of the principal of the school with the
may occur at any reporting period and flow up or down              assistance of assistant principals and lead teachers to
through the organization based on the systemic nature of the       prevent variability in the implementation of curriculum,
change that needs to occur. For example, during the 2006           instruction and assessment that may lead to variations in
school year, it was determined that the gap in student             student learning and success. By providing common
performance on the computer competency assessment                  instruction guides based on the standard course of study
warranted a predictive assessment, which had not been              with requirements for engagement and differentiation; by
budgeted for this year. At the mid year SWOT, the report           establishing certain programs that must be monitored for
was made from the High Student Performance Team and                fidelity such as Thinking Maps (Common language for non-
money allocated to begin the computer competency this              linguistic, graphic organizers), Write From the Beginning
spring.                                                            and Emerging Writers (Common language aligned with
        Conducting a Desirability Matrix at the Mid and End        state Writing curriculum), High Yield Instructional
of Year SWOT enables the full district leadership team to          Strategies (common strategies from meta cognitive analysis
prioritize educational programs, offerings and services to         for effective instruction improvement) and common
ensure integration and best use of resources. In- process          textbook adoption, ISS senior leaders ensure training occurs
measures for cycle time, productivity, cost control and other      for common understandings. Figure 6.1-5 shows the
effective and efficient criteria are built into step 5 of Figure   interventions that are systematically used to address student
6.1-4. (Ex: Fig. 7.5-2)                                            need. Through the teacher observation/evaluation system
6.1c(1) Emergency Readiness                                        principals verify program requirements are being met. To
        Iredell-Statesville Schools has an Emergency and           improve this process classroom walkthroughs are being
Disaster Preparedness Plan addressing prevention,                  piloted in the 06-07 school year, trained in the summer of 07
management, continuity, and recovery for severe weather,           to be implemented system wide in 07-08 to more clearly
fire, crime and violence, transportation, medical                  align the processes. All elementary schools since the late
emergency/public health and nuclear accident.                      1990s have been built on the same green school
Representatives of the school system meet regularly with           (environmentally sound) floor plan facilitating healthy,
Iredell County Emergency Management and Duke Energy                responsible environments for learning. Fire, electrical,
Company response teams participating in planning and               boilers, hoods, and transportation have regular
drills using community resources. Revisions in School              inspections/checklists and common trainings to minimize
Emergency Plans occur on an annual basis.                          overall costs associated with inspections, tests, audits, etc.
6.2 Work Process Management                                        Incentive bonuses are available for performance standards in
        6.2a(1) As documented in Figure. 6.1-4, built into the     the areas of mechanical, transportation and custodial
design of each process are the fidelity questions in Step 5:       responsibilities. An incentive bonus has also been made
How do we know it was done? How do we know it was                  available for testing coordinators who reduce testing errors
done the way it was designed? How do we know it has                in the predictive assessment process. Incentive bonuses are
impacted the goal (gap in key requirements)? Day to day            available for any classified staff member who develops a
operational or deployment plans launch from the action             PDSA that reduces cost in any office/school procedure that
steps in the PDSA (Step 7) and linkage that was used in the        can be replicated in other schools/departments in the district.
design. Currently there is a pilot for use of High Yield           These incentive bonuses have prevented errors and rework.
Instructional Strategies in the classroom. Each of the three                 6.1b(1) the method used for process improvement
pilot schools (elementary, middle, high) was required to           throughout the organization is Plan Do Study Act (PDSA).
develop a deployment plan that ensures the three fidelity          In the P stage the process is defined and seven questions are
questions were answered. Monitoring occurs through                 answered: 1) What needs to be improved and what specific
classroom walkthroughs between trainings. Two way                  outcome needs to occur? 2) What is the current condition
communication (Figure 5.1-2) plus/delta information during         and data that supports the need for improvement? 3) Who
steps in action plans, measurements that include surveys           are the direct customers of the improvement and how will
from stakeholders built into the design (Step 1 of Fig. 6.1-       this benefit them? 4) What district priority does this
4), mid and end of year SWOT analysis, area advisories,            improvement support? (Alignment) 5) What is the general
student advisory, Systems Check III, minutes distributed to        approach to achieving the outcome? 6) What resources may
all key stakeholders, focused issue bins, and performance          be needed and who else will be involved? 7) When and
checklists are used to make adjustments in processes.              how will the improvement be evaluated for results? In the
Example results are shown in (Fig. 7.5-1). There are 178           D stage the action steps with who is responsible, results and
leading indicators for the ISS strategic plan. Of those 178        action step completion date is developed and two questions
100% are in-process measures. Each division (curriculum            answered 1) Will this require additional fiscal resources?
and operations) reports indicators to monthly administrative       Anticipated cost 2) Will this require additional human
                                                                                                                         Page 36
resources? Anticipated cost. At this point if the team who                        measure it? D: What strategies will we use to learn it?
created the PDSA does not have the resources, the plan goes                       Teacher and student section S: How did we do this week?
back through team to cabinet or administrative team to                            A: What do we need to do differently next week to reach
determine if resources can be allocated outside of the                            our goal? The 4 Block was also adapted in spring of 2005
regular budgeting process. Agility is built in based on                           for classified staff incentive bonuses P: What needs
weekly meetings of teams and cabinet. So, the PDSA could                          improving? Current performance? Customer requirements?
be addressed at any time. The action step stage launches a                        How is this aligned to department mission and goals? What
detailed deployment plan that would use both formative and                        is the approach to improve results? D What does you, as
summative assessments in the evaluation columns based on                          leader needs to do to implement the approach? What do the
whether a lagging or leading indicator was needed. In the S                       workers need to do? What resources will be needed? How
stage 2 questions are answered 1) What were the                                   will you evaluate progress? Obtain approval from supervisor
accomplished improvements and outcome results? (Use data                          to conduct improvement cycle. : Chart the progress on
questions (Fig. 6.1-4) for analysis) and 2) What was the                          improving the outcomes listed in the PLAN phase. S What
impact of the improvement on the direct customers?                                improved? What was the impact on the customer listed in
(Survey, plus/delta, performance or other in-process                              PLAN phase, what were the cost savings for ISS? A list
measure). In the A stage four questions are answered 1)                           what worked and what did not work, share results with
How can this be refined or improved? 2) Can the                                   supervisor. What best practices can be transferred to
improvement be transferred to other areas of the                                  another process in your department of unit? Can this
organization? If so, how? 3) What                                                 process be improved? If so, begin the cycle again.
modifications/refinements will be put in place for the next                       Supervisor recommends performance pay based on results.
improvement cycle? 4) When will this be evaluated again                           There are currently 19 district PDSAs in progress.
and by whom and with what instrument?                                             Communication of PDSA results is a regular part of any
       In 2004 the PDSA tool used to conduct the                                  meeting held in the district among PLCs and teams at all
improvement cycle went through a PDSA itself because it                           levels including the classroom and the Board of Education.
was far too complex for the day-to-day activity of a                              Figure 6.1-6 shows improvement cycles in each category
classroom and was not teacher friendly. From that PDSA                            using PDSA.
came the Four Block PDSA for classroom improvement. P:
What is our SMART Goal for the week and how will we

Figure 6.1-6 Improvements noted in this application using PDSA:
PDSA           Improvement made                                              Work System Team                      Results impacted and
Senior         3 cycles of revision based on semi-annual use of Systems      Superintendent’s Team                 Fig. 7.5-16
Leadership     Check III and subsequent action step revisions
System                                                                                                             Category 1
School         3 cycles of revision: performance review teams, common        Superintendent’s Team, Quality        All figures in 7.
Improvement    template, leading indicators, systematic reporting            Team, Curriculum Team, Operations
Planning                                                                     team                                  Category 2
Stakeholder     4 cycles of feedback used to to extend survey to all         Superintendent’s Team, Tech team      Fig. 7.2-3
Satisfaction   students, tailored to specific groups, new focus survey on                                          Fig. 7.4-4
Survey         partners, chamber and vendors                                                                       Category 3
Computer       Inadequate student performance led to identification of       Superintendent’s team, tech team,     Fig. 7.1-7
Competency     need for computers, allocation of resources to purchase       curriculum team
               computers, realignment of curriculum                                                                Category 4
Professional   4 cycles of improvement for reporting; led to identifying     Superintendent’s team, Quality team   Fig.7.5-4
Development    with APQC to find best practice and switching software
               providers for tracking to North Logic                                                               Category 5
Predictive      6 cycles of revision: Cycle time, proofreading, copies for   Curriculum team                       Fig. 7.5-2,3
assessment     all students, changes in administration dates, adding of
               science and computer competency                                                                     Category 6

                                                                                                                                          Page 37
7. 1 Student Learning Outcomes                                                                       Figure 7.1-3 Reading and Math Composite (3-8)
In 2002, Iredell-Statesville student learning results were at
                                                                                                                                       End of Grade Reading and Mathematics
or below state level. The Board of Education established a                                                                                          Composite
vision that ISS would be in the “Top Ten” of North                                                                              95
Carolina schools. (Fig. 7.1-1) To accomplish this vision,                                                                       90                               Changed
the Board of Education supported the development of a                                                                           85

                                                                                                       Percentage Proficient
                                                                                                                                                                              Indicates Improvement
strategic plan with measurable goals. Each of the figures in                                                                    80
the results section are aligned with strategic goals and                                                                        75
objectives listed in Figure 2.1-4 (Strategic Objectives) and                                                                                                                     ISS
the core competencies and related work processes in                                                                                                                              Mooresville Graded
Category 6. The BOE adopted the core values of continuous                                                                       55
                                                                                                                                                                                 Charter Schools

improvement (also a core competency), learning centered                                                                                                                          Peer Districts
                                                                                                                                                                                 North Carolina
focus, teamwork and management by fact.                                                                                              02-03   03-04   04-05       05-06
                                                                                                                                                                                 Top Ten Benchmark
Figure 7.1-1 Top Ten for High Student Performance
(HSP)                                                                                                A focus for I-SS is closing the achievement gap with at-risk
Measure                                              Perf   Rank        Perf          Rank           subgroups while raising achievement overall. ISS reports
                                                     2002   2002        2005-06       2005-06        segmented data regularly and utilizes the systemic and
SAT                                                  991    57          1037          15             systematic PDSA process as explained in P.1 to improve at-
3-8 Reading                                          77.0   75          88.5          26             risk performance. Figures 7.1-4, 7.1-5, and 7.1-6 provide
3-8 Math                                             83.8   68          70.9          23             examples of the performance improvement consistent
Proficiency                                                                                          throughout the district with subgroups. The mathematics
EOC Composite                                        70.9   62          81.9          22             standard changed in 2005-2006, scores overall decreased
4th Writing                                          58.6   13          64.9          9              but ISS continued to perform well against comparison, state
7th Writing                                          74.5   14          55.2          10
                                                                                                     and charter schools.
10th Writing                                         45.6   83          54.8          34
Cohort Graduation                                    64.7   Na          71.6          31             Figure 7.1-4 Grade 3 Mathematics All/Exceptional
rate                                                                                                 Children
The primary indicator of student learning is Adequate                                                                                             Grade 3 Mathematics
Yearly Progress. This measure is mandated by state and                                                                                       All/Exceptional Children Gap
federal NCLB guidelines utilizing proficiency in EOC and                                                                        50
EOG performance and related indicators for the required                                                                         45
                                                                                                        Percentage Proficient

sub-groups. Figure 7.1-2 reports data for the last four                                                                         40
                                                                                                                                35                           Mathemtatics    Indicates Improvement
years. The measure changed in 2004-2005, however, ISS                                                                           30
results remain above NC, region and competitor averages.                                                                        25
Figure 7.1-2 AYP                                                                                                                20
                                                                                                                                15                                               Mooresville Graded

                                                              AYP                                                               10                                               Charters
                                                                                                                                 5                                               Peer Districts
                                                                                                                                 0                                               North Carolina
                                                                                                                                     02-03   03-04   04-05       05-06
   Percentage of Schools Making AYP

                                                                                                                                                                                 Top Ten Benchmark
                                                                                                     Figure 7.1-5 Grade 8 Reading All/African American

                                       70                                          ISS
                                                                                                                                                Grade 8 Mathematics
                                                                                                                                              All/African American Gap
                                       60                                          Mooresville                                  50
                                                                                   Graded                                       45
                                       50                                          Charter Schools                                                           Mathemtatics
                                                                                                                                40                            Standard
                                                                                                       Percentage Proficient

                                                                                   Peer Districts                               35                                            Indicates Improvement
                                       40                                                                                                                     Changed
                                                                                   North Carolina
                                       30                                                                                       25
                                            02-03   03-04   04-05   05-06          Top Ten                                      20
                                                                                                                                                                                 Mooresville Graded
                                                                                   Benchmark                                    15
                                                                                                                                10                                               Charter Schools
Another key measure for student learning is composite                                                                            5                                               Peer Districts
performance on state math and reading tests (EOG) in                                                                             0                                               North Carolina
grades 3-8 ( Fig. 7.1-3) ISS is above state and regional                                                                             02-03   03-04   04-05       05-06           Top Ten Benchmark
averages. NC changed the math standard in 2005-2006.
ISS remains above state.

                                                                                                                                                                                            Page 38
Figure 7.1-6 English 1 Exceptional Children                                                                                          An important measure tied to NCLB and ABC growth
                                                                                                                                     performance is high school performance. NC measures this
                                                                 English I
                                                            Exceptional Children
                                                                                                                                     performance with 10 END of Course Tests. A composite of
                                                                                                                                     the EOC measure is shown in Fig. 7.1-9 and ISS is above
                                                                                                                                     state, regional and competitor averages. All NCLB
      Percentage Proficient

                                                                                                                                     subgroups monitored by schools and classrooms and test
                                                                                                 Indicates Improvement
                                                                                                                                     data are available on site. In 2005-2006 ISS ranked 22nd of
                               60                                                                                                    115 districts.
                               50                                                                    ISS                             Figure 7.1-9 EOC comparisons
                               40                                                                    Mooresville Graded
                                                                                                                                                                                End of Course Composite
                                                                                                     Peer Districts
                                                                                                     North Carolina
                               20                                                                                                                                 95
                                                                                                     Top Ten Benchmark
                                     02-03                03-04    04-05    05-06                                                                                 90

                                                                                                                                        Percentage Proficient
Through SWOT process, ISS established a strategic goal                                                                                                                                                          Indicates Improvement
for students to be on grade level by the end of 2 nd grade.                                                                                                       80
Baseline data was gathered at the end of the 2004-2005                                                                                                                                                              ISS
school year. Assessments were improved that year based                                                                                                            70                                                Mooresville Graded

on the revision process (Category 6) and data gathered in                                                                                                         65                                                Peer Districts
                                                                                                                                                                                                                    North Carolina
2005-2006. These baselines are displayed in Fig. 7.1-7.                                                                                                           60
                                                                                                                                                                        02-03   03-04      04-05        05-06       Top Ten Benchmark
Comparison and competitive data are not available on this
measure at this time; however, NC has begun to gather
                                                                                                                                     NC ABC awards individual schools for student growth.
baseline also and indicated a need to review the assessment
                                                                                                                                     ISS performance on this measure is reported in Figure 7.1-
which it has begun. Since K-2 is in controversial debate for
assessment between the academians and developmentally
                                                                                                                                     Figure 7.1-10 ABC Growth
appropriate supporters, these issues continue to be difficult
to quantify. K-2 is an operational PDSA.                                                                                                                                                 ABCs Growth
Figure 7.1-7 2nd Grade EOG Assessment
                                                      Grade Two Reading and Mathematics
                                                                                                                                       Percentage Making Growth

                                                                                                                                                                  80                                             Indicates Improvement

 82                                                                                                                                                               60
                                     81              81

                                                                                                                                                                  50                                                ISS
                                                                                                             Indicates Improvement
                                                                                                                                                                  40                                                Mooresville Graded
 78                                                                                                                                                                                                                 Charter Schools
                                                                                                                                                                                                                    Peer Districts
 76                                                                                                                                                               20
                                                                                                                    Reading                                                                                         North Carolina
                                                                            74                                                                                          02-03   03-04      04-05        05-06
                                                                                                                    Math                                                                                            Top Ten Benchmark

 72                                                                                                                                  7.2 Student and Stakeholder-Focused Outcomes
                                                                                                                                     Figure 7.2-1 illustrates ISS’s commitment of its vision of
                                                                                                                                     being in the top ten in the Healthy, Safe, Orderly and
                                           2004/05                                2005/06
                                                                                                                                     Caring strategic priority. To achieve this vision, ISS is
A key student learning measure and strategic indicator for                                                                           currently implementing a Fitness Gram in grades 5, 7, and 9
parents and higher education is SAT performance. These                                                                               to address student wellbeing. Fitness Gram results from
results are reported in Fig. 7.1-8. ISS performed above                                                                              year one will be available later this year.
national average for the first time in the history of the                                                                            Figure 7.2-1 Top Ten Rankings
system in 2004-2005 and repeated the performance in 05-                                                                               Measure                                           Perf       Rank 2002    Perf       Rank
                                                                                                                                                                                        2002                    2005-      2005-
06, ranked 15th in the state.                                                                                                                                                                                   06         06
Figure 7.1-8 SAT                                                                                                                      Attendance Percentage                             95.19      55           96.02      4
                                                                      SAT                                                            ISS identifies student attendance as a key measure under
                                                                                                                                     the strategic priority of Healthy, Safe, Orderly, and Caring
                                                                                                                                     schools. Figure 7.2-2 shows ISS attendance percentages.
                                                                                                                                     Due to the district’s PDSA work, ISS currently ranks 4th in
                              1050                                                                Indicates Improvement              NC in attendance.
      Total Score

                                                                                                       Peer Districts
                              950                                                                      North Carolina

                              925                                                                      United States

                              900                                                                      Mooresville Graded
                                          02-03            03-04    04-05        05-06                 Schools
                                                                                                       Top Ten Benchmark

                                                                                                                                                                                                                             Page 39
Figure 7.2-2 Attendance Percentage                                                                                                      relationship building. The survey allows ISS to analyze data
                                                                                                                                        by strategic priority, by stakeholder group, by school grade
                                                                                                                                        level configuration and by school. ISS has trend data for the
                                                                                                                                        last seven years. Comparison data is not available. Data is
  Percentage of Students in Attendance

                                                                                                                                        presented in the percentage of stakeholders indicating
                                                                                               Indicates Improvement
                                                                                                                                        ‘agree’ or ‘strongly agree’. Table 7.2-3 illustrates examples
                                         95.5                                                        ISS
                                                                                                                                        of the survey results over the past three years.
                                          95                                                         Mooresville Graded

                                         94.5                                                        Charter Schools
                                                                                                     Peer Districts
                                                                                                     North Carolina
                                                 02-03      03-04         04-05       05-06          90th Percentile

ISS uses a locally developed a 25 item climate survey to
measure student and stakeholder satisfaction, value, and

Figure 7.2-3 K-12 Student and Stakeholder Satisfaction
 Survey Question                                                            Parents                                   Students                                                                   Staff                               Composite

 Percentile                                                      04         05          06       04                 05           06                                                   04        05          06             04        05           06
                                                                 05         06          07       05                 06           07                                                   05        06          07             05        06           07
 Teachers and other                                              81.2       83.3        81.4     69.5               85.6         78.7                                                 91.6      91.7        93.3           80.8      86.9         84.5
 staff clearly
 expectations to
 students and parents
 This school                                                     76.1       82.4        79.1                                                                                          94.5      95.2        96.7           85.3      88.8         87.9
 communicates with
 parents/ guardians
 This school is neat and                                         85.5       90.1        86.1     All 66.4       All 62.4        All 55.8                                              84.9      89.2        86.1           78.9      80.6         76.0
 clean                                                                                           ES 77.5        ES 76.3         ES 75.8
                                                                                                 MS 54.9        MS 45.4         MS 48.0
                                                                                                 HS 52.7        HS 46.2         HS 43.5
                                                                                                 The above disaggregated data is available on-

 Parents/ guardians are                                          80.7       82.8        82.6                                                                                          86.2      86.8        87.3           83.4      84.8         85.0
 involved in major
 decisions about their

Another important measure of student satisfaction and                                                                                   this, ISS data has shown a trend increase and is above its
persistence is the annual dropout rate. The district’s goal is                                                                          competitors.
to have a lower dropout rate than the state and peer                                                                                    Figure 7.2-5 Cohort Graduation Rate
averages. ISS performance in 2004-05 improved beyond                                                                                                                                                             Dropouts
the state average for the first time in the history of the
system and continued to improve in 05-06 as the state and                                                                                                                         6
                                                                                                                                           Percentage of Students Grades 9-12

our competitors’ dropout rate increased. ISS has decreased                                                                                                                      5.5
the dropout rate by 50% over the last 5 years.                                                                                                                                  4.5                                                    Indicates Improvement
Figure 7.2-4 Dropout Rate                                                                                                                                                       3.5
                                                                          Dropouts                                                                                              2.5                                                         ISS
                                                                                                                                                                                1.5                                                         Mooresville Graded
  Percentage of Students Grades 9-12

                                                                                                                                                                                  1                                                         Southwest RESA
                                           5                                                                                                                                                                                                North Carolina
                                         4.5                                                    Indicates Improvement                                                                                                                       Top Ten Benchmark
                                           4                                                                                                                                           01-02   02-03     03-04     04-05     05-06
                                         2.5                                                       ISS                                  ISS tracks all extracurricular participation and believes
                                         1.5                                                       Mooresville Graded                   student participation is a measure of student satisfaction,
                                           1                                                       Charter Schools                      value, and relationship building. Figure 7.2-6 shows how
                                         0.5                                                       Peer Districts
                                           0                                                                                            students who participate in athletics perform compared to
                                                                                                   North Carolina
                                                01-02    02-03    03-04     04-05     05-06                                             non-athletes (non-At).Comparative and competitive data are
                                                                                                   Top Ten Benchmark
                                                                                                                                        available on site.
One of the accountability measures for NCLB is cohort
graduation rate tracking a group of students for four years.
Currently the NCLB goal for all NC LEAs is 90%. Despite

                                                                                                                                                                                                                                                    Page 40
    Figure 7.2-6 High School Athletes Performance Data                                                                                                                Figure 7.2-10 Business Partners
                                                                                    ISS                                                                  State                                                                      Golden Opportunity Partners


At =                                                                                                                                                                                   180

Athletes                           2005-2006                        2004-2005                2003-2004                2002-2003                     1999-2000

                                                Non                         Non                        Non                          Non-                      Non
 Criteria                           At           At                 At       At              At         At            At             At             At         At                      120                                                                                                                   Indicates

                                                                                                                                                                       # of Partners
Algebra I                          64.8         64.2            63.3        60.3           66.0        64.0         66.0            63.1          66.1        57.9
                                                                                                                                                                                        80                                                                                             (56 Church                Actual
                                                                                                                                                                                                                                                                                        Partners)                Goal
English I                          60.8         58.8            61.2        58.2           60.1        57.8         59.2            56.8          61.4        50.8                      60

Attendance                                                                                                                                                                              40
Rate                               4.4           7.5                3.8     6.4             4.7        6.4           5.0                7.0        6.3        11.9
Rate                               100          98.1                100     97.9           100         96.5         100             98.1          99.4        93.5                       0
                                                                                                                                                                                             2003-04 with 32 schools    2004-05 with 32 schools     2005-06 with 35 schools   2006-07 with 34 schools
                                                                                                                                                                                                                                            School Year

GPA                                3.08         2.39            3.08        2.53           3.09        2.37         3.07            2.28          2.98        2.17
Discipline                                                                                                                                                            ISS has a strategic indicator to increase the percentage of
Referrals                          26.8         28.5            25.7        22.8           31.6        39.8         23.0            36.4          33.3        41.8    conferences held with parents about student related issues.
Rate                               0.0          4.29                0.0     4.67            0.0        4.89          0.0            4.96           0.6        10.3
                                                                                                                                                                      The national average is less than 70%. ISS sought to obtain
    Another key measure of perceived value and positive                                                                                                               comparative data; however, the district was unable to find
    referral is the enrollment growth that ISS has experienced.                                                                                                       other districts who collect this data.
    This enrollment growth has been spurred by significant                                                                                                            Figure 7.2-11 Conferences Held
    housing growth in our county and is evidenced in Figure                                                                                                                                                             % of Students with Parent/Guardian Conference

    7.2-8. The increase in the value of property in Iredell
    County shows an increase in perceived value of locating in                                                                                                         94%

    this school system. ISS has recently begun to see an
    increase in market share attributable to improvements in
    student performance and facilities.                                                                                                                                90%
                                                                                                                                                                                                                                                                  90%                                     Indicates
    Figure 7.2-8 Key Measures of Stakeholder Perceived
    Value and Positive Referral                                                                                                                                        88%                                                                                                                               % of conferences

       Year                                 Value                         Market                   Building                  Enrollment
                                            billions                      Share                    Permits                                                             86%
      00-01     $ 9.75       75.1%     1454       17,119
      01-02     $10.65       75.1%     2502       17,645                                                                                                               84%

      02-03     $11.02       75.3%     2494       18,398                                                                                                               82%

      03-04     $13.15       73.9%     2696       18,941                                                                                                                                                      2004/05                                            2005/06

      04-05     $13.50       73.3%     2833       19,381
      05-06     $14.23       74.8%     2893       20,317                                                                                                              7.3 Budgetary, Financial and Market Outcomes
    Positive referral, relationships and value are also reflected                                                                                                     7.3a1 Budgetary and Financial Performance
    in the increasing number of volunteer hours in ISS (Figure                                                                                                        In 2001, ISS was in trouble financially and the annual
    7.2-9). Comparative and competitive data has not been                                                                                                             external audit revealed 11 audit findings. Since that time,
    obtained.                                                                                                                                                         ISS has improved its financial position by maintaining a
    Figure 7.2-9 Volunteer Hours                                                                                                                                      fund balance over the state recommended goal of 8%
                                                                          Volunteer Hours in ISS
                                                                                                                                                                      (Figure 7.3-1).
                                                                                                                                                                             Comparison districts have an average fund balance
                                                                                                                                                                      of 6%. ISS has received 2 consecutive state awards for
                                                                                                                                                                      financial management and received the Eagle award from
                          80,000                                                                                                                                      the American School Business Officials organization in
                                                                                                                                              Indicates Improvement
                                                                                                                                                                      2005 for improvements in financial management. The ISS
            # of hours

                          60,000                                                                                                                                      zero based budgeting process has been cited by national and
                                                                                                                                                         Goal         state sources for excellence in financial planning. The zero
                                                Value of                                Value of                             Value of                    Actual
                                               Volunteer                               Volunteer                            Volunteer                                 based budgeting process has allowed ISS to redirect/reduce
                                                 Hours:                                  Hours:                               Hours:

                                              $168,461.65                             $390,684.15                          $511,240.50                                operating costs by over $4 million over the last four years
                                                                                                                                                                      allowing for an increase in percentage of dollar spent for
                                                                                                                                                                      instruction to improve from 61% to 67%.
                                          2003-04 with 32 schools            2004-05 with 32 schools          2005-06 with 35 schools
                                                                                  School Year

       *Value of ALL Volunteer Hours are caluculated by Actual Volunteer Hours * $5.15 (current minimum wage). Source : NC Department of Labor

    Another key measure of positive stakeholder relations is the
    increased number of business partners for ISS.

                                                                                                                                                                                                                                                                                                        Page 41
Figure 7.3-1 Fund Balance                                                                                                                                                Following a district PDSA, ISS implemented an energy
                                                                       Undesignated Fund Balance as a % of Revenue                                                       savings program in 2003-04. ISS performance is in the Top
                                                                                                                                                                         5% of national comparisons.
                                                                                                                                                                         Figure 7.3-4 Energy Savings
                                                                                          $3,537,085                                                                                          Energy Savings as % Cost Avoidance             Current
                                                                                                                                   $3,725,612                             35

                                                                                                                 $2,815,063                           $3,402,455


                                                                                                                                                                                                                                            National Best at
                                                       Goal Line
          8%                                                                                                                                                                                                                                 2 year mark.
                                                                                                                                                                          25                                                                 Edmond , OK.


          2%                                                                                                                                                                                                                                     NATIONAL
                                       ($265,086)                  $58,407
                                         2001                       2002                      2003                 2004               2005              2006
                                                                                                                                                                          10                                                                ISS Goal 20%
                                                                                                                                                                                                                                               for 2007
                                                                                            Fiscal Year Ending June 30th

The BOE recently changed the strategic indicator/goal for
per pupil expenditures to reflect a commitment to an                                                                                                                      0

effective and efficient organization. ISS currently has                                                                                                                          2004         2005                  2006           2007

student, safety, partnership, staff and effective and efficient                                                                                                          7.3a2 Market Information
performance in the top 25% of the state with expenditures in                                                                                                             For market share refer to Figure 7.2-8. ISS has recently
the bottom 10% of the 115 school systems in NC (Figure                                                                                                                   reversed a trend in declining market share. Also, ISS has
7.3-2). This factor plays a major role in stakeholder support                                                                                                            entered into a new market of virtual delivery and has gone
for schools. Citizens see below state average expenditure                                                                                                                from 0 virtual offerings in 2004-05 to over 500 course
and above state average performance as a measure of                                                                                                                      enrollments for 2007-08. Another new venture has been the
efficiency and effectiveness.                                                                                                                                            development of an Early College in collaboration with the
Figure 7.3-2 Per Pupil Expenditure                                                                                                                                       local community college. ISS has enrolled a number of
                                                                           5 Year Comparison of Per Pupil Expenditures                                                   home school students (20) and Mooresville Graded School
                                                                                                                                                                         students (25) in this program. ISS shows steady growth of
                                                                                                                                                                         3% average for the last 10 years and projections for
                              $7,000                                                                                                      107th

                                                                                                                      112th                                              enrollment show this continued trend for the next 10 years.
                                            110th                     113th

                                                                                                                                                                         7.4 Faculty and Staff Outcomes
     Per Pupil Expenditures


                                                                                                                                                                         ISS focuses on our vision to be the top ten of North
                                                                                                                                                        North Carolina
                                                                                                                                                                         Carolina schools. Figure 7.4-1 demonstrates that vision
                              $3,000                                                                                                                                     with a focus on the Quality Staff strategic priority. The ISS
                                                                                                                                                                         continuous improvement model has led to major
                                                                                                                                                                         improvements in state ranking as illustrated. The district
                                                                                                                                                                         goal is to reach the top 10 in the state of North Carolina.
                                 $0                                                                                                                                      Major improvements have been realized in percentage of
                                                2002                       2003                      2004                   2005             2006
                                                                                      Fiscal Year ending June 30th                                                       fully licensed and percentage national board certified
External audits are the most important measure of financial                                                                                                              teachers with state ranks moving from 62 to 16 and 87 to 41
management and ISS has shown significant improvements.                                                                                                                   respectively. The local supplement average per teacher has
                                                                                                                                                                         also witnessed a significant dollar increase and will be in
Figure 7.3-3 Audit Findings                                                                                                                                              the Top Ten for NC districts for 2007-08.
                                                                                                Audit Findings
                                                                                                                                                                         Figure 7.4-1 Quality Staff Top Ten

                                                                                                                                                                         Measure                           Perf            Rank    Perf        Rank
                                                                                                                                                                                                           2002            2002    2005-       2005-
                                                                                                                                                                                                                                   06          06
                                                                                                                                                                         Percentage Fully Licensed         82.67           62      93          16
                                                                                                                                                    Improvement          Percentage of National            4.48            87      10.07       41
                                                                                                                                                                         Board Certified Teachers
                                                                                                                                                                         Local supplement average          2326            19      3008        17
                                                                                                                                                                         Teacher Turnover Rate             10.71           41      9.68        37
                                  2001                 2002                   2003                 2004
                                                                             Fiscal Year Ending June 30th
                                                                                                                     2005          2006
                                                                                                                                                                         NCLB requires a highly qualified staff. All teachers
                                                                                                                                                                         (100%) must meet the HQ standards by June 30, 2007.
                                                                                                                                                                         Figure 7.4-3 illustrates ISS performance that has steadily

                                                                                                                                                                                                                                           Page 42
increased over time and is competitive with region and                                                                                                            ISS implemented a safety committee in 2001. Figure 7.4-6
better than state average.                                                                                                                                        illustrates a significant reduction in worker’s compensation
Figure 7.4-2 Percentage Highly Qualified                                                                                                                          incident rate since 2001. A significant drop in incident rate,
                                                              HQ Teacher Percentage 2002-2006                                                                     from 8.4 in 2001 to 4.3 in 2005 have been realized.
                                                                                                                                                                  Figure 7.4-5 Workmen’s Compensation
                                   93% 93.7%                                                                                      93.0%
                                                                                                 86.80%                     87.00%                                                                                                                                                          ISS Incident Rates
                     83.67%                                                                                            84.00%
                                                                                      81.40%                      82.33%

 80.00%                                                                                                                                                            9


                                                                                                                                             Indicates             7
                                                                                                                                                2003/04                                                                                                                                                                                                                                                                                     Indicates
                                                                                                                                                2004/05            5                                                                                                                                                                                                                                                                      Improvement
 30.00%                                                                                                                                         2005/06


 20.00%                                                                                                                                                                                                                                                                                                                                                                                                                                          ISS
 10.00%                                                                                                                                                            3                                                                                                                                                                                                                                                                             US







                               ISS                            MGSD                             Region                     State





NC began utilizing a state-wide teacher satisfaction                                                                                                               1

measure in 2004. ISS has led the state in utilizing School                                                                                                         0
                                                                                                                                                                                              2000                                        2001                                       2002                                     2003                                     2004                                        2005
Improvement Teams and Teacher of the Year Forum to
develop strategies for improving this measure. Figure 7.4-4                                                                                                       Figure 7.4-7 shows teacher satisfaction with maintenance
illustrates that ISS has maintained a steady composite score                                                                                                      on the annual Climate Survey. Additional satisfaction data
on this important measure in a time when regional and state                                                                                                       are in Figure 7.2-3. An appropriate comparison is sought
composite scores fell. ISS is significantly above state and                                                                                                       for this measure with other districts.
region scores for empowerment and lead the state and                                                                                                              Figure 7.4-6 Teacher Satisfaction with Maintenance
region in the leadership domain.                                                                                                                                                                                                                                                Maintenance Leading Indicators
                                                                                                                                                                                                                                                                              (Customer Satisfaction Composite)
Figure 7.4-3 Teacher Working Conditions Survey                                                                                                                                       89.00

      TWCS                                                                                                                                                                           88.00

      Domain                                                       2004                                                               2006
                                                                                                                                                                                                                                                                                                                                       2005 - 2006                                    2006 - 2007

                                                                                                                                                                                                                                                                                                                                                                                                                                             2005 - 2006
                                               ISS            REGION                  STATE                       ISS         REGION                 STATE                           86.00                                                                                                                                                                                                                                                   Goal
                                                                                                                                                                   composite score

 Time                                        2.94                   3.07                    2.95                  3.04                 3.24                3.12

                                                                                                                                                                                                                                                                                        2004 - 2005
 Empowerment                                 3.27                   3.29                    3.17                  3.61                 3.52                3.44                      83.00                                                2003 - 2004

 Leadership                                  3.85                   3.87                    3.78                  3.71                 3.67                3.60
 Professional                                                                                                                                                                                                                                                                               Leading Indicators (Composite)
 Development                                 3.70                   3.82                    3.77                  3.27                 3.44                3.41                                                                                                                                               Years of data

 Facilities &
 Resources                                   3.53                   3.79                    3.71                  3.68                 3.70                3.65
                                                                                                                                                                  Figure 7.4-7 Teacher Turnover Rate
 AVERAGE                                     3.46                   3.57                    3.48                  3.46                 3.51                3.44   Teacher turnover rate is a key measure for teacher
NC leads the nation in percentage of National Board                                                                                                               satisfaction. Figure 7.4-8 shows ISS performance
Certified Teachers. ISS is competitive with NC and                                                                                                                significantly lower than regional, competitor and state
regional averages.                                                                                                                                                averages. ISS is currently 17th lowest in NC
Figure 7.4-4 National Board Certified Teachers                                                                                                                                                                                                                                       Teacher Turnover Rate

                                                 National Board Certified Teachers

                                2008 Goal
                                2006 Goal
                      10.00%                                                                                                                                                                                                                                                                                                                                                                                                              Improvement

           % NBCTs










                       6.00%                                                                                                                                          6.00%                                                                                                                                                                                                                                                                  Region





                       4.00%                                                                                                         Region

                                                                                                                                                                                                         2001-02                                          2002-03                                     2003-04                                        2004-05                                     2005-06
                                     2001-             2002-                      2003-04               2004-05       2005-06
                                     02                03

                                                                                                                                                                                                                                                                                                                                                                                                                                    Page 43
In the spring of 2007, ISS instituted a Classified Staff                                   leading indicator           feedback on
Working Conditions Survey to align with the state sponsored                                predictive assessments      assessments and
teacher survey. Valuing the opinion and input of classified                                in 3-8 reading and          student
staff is equally as important as certified staff in ISS. The 2006-                         math, added writing,        performance,
07 school year will serve as the baseline for this survey. As                              English I, Algebra I        request for more
evidenced in the chart, the classified staff scored favorably on                           and geometry, US            high school
the five domains and very similar to the certified staff                                   history, biology,           course
(compare to Figure 7.4-3)                                                                  piloted 2nd grade           measures, input
Figure 7.4-8 Classified Staff Working Conditions Survey                                                                from teachers on
                                                                                                                       need for
Time      Facilties/      Empowerment                Professional                                                      connection
         Resources                                   Development                                                       between K-2

                                                                                                                       and 3-335
                                                                      2005-2006            Improved, deployed          Plus/delta
                                                                                           leading indicator           feedback on the
                                                                                           predictive assessments      assessments,
                                                                                           in 3-8 added grade 2,       student
3.58         3.97         3.43          3.76             3.44                              added science in 5 and      performance,
                                                                                           8, added to total of 10     correlation
In order to maintain a high quality workforce, ISS offers a                                EOC course                  analysis with
local supplement. ISS is steadily improving the supplement.                                assessments                 EOG, request
Figure 7.4-9 shows that ISS is above competitor, region and                                                            for computer PA
state in local salary supplement; currently 16 th in the state.       2006-2007            Improved, deployed           plus delta
Figure 7.4-9 Local Teacher Supplement                                                      all PAs, added field        feedback,
            ISS        MGSD Region State                Top                                test of computer            student
                                                        Ten                                competency PA               performance,
2002-       $2,355 $2,033         $3,158    $2,521 $4,251                                                              Zoomerangs
2003-       $2,602 $2,000         $2,227    $2,707 $4,151             7.5-2 Predictive Assessment Processes Goal: Reduce
04                                                                          Cycle Time and Re-Work
2004-       $2,841 $2,135         $2,259    $2,865 $4,001            Work process          2003-       2004-         2005-        2006-2007
05                                                                                         2004        2005          2006
2005-       $3,008 $2,000         $2,094    $2,967 $4,715            Delivery Process      5 weeks     3 weeks       3 weeks      2.5 weeks
06                                                                   (printing, pick up,
2006-       $3,316 $2,200         $2,485    $3,211 $4,769            collating, bubble
07                                                                   sheets)
                                                                     Administration of     15 days     10 days       7 days       5 days
7.5 Organizational Effectiveness Outcomes                            Assessment
ISS identified in 6.1 the core work system processes are             Reduction in          NA          NA            NA           94 (1st Qtr)
identified and aligned in Figure 6.1-3. Two examples of              errors from school                                           75 (2nd)
cycle refinement for assessments are listed in Figures 7.5-1         to scorers (added
and 7.5-2. Quarterly, teachers respond to a plus/delta for           2006)
improvement of predictive assessments. Edits can be made             Turn around time      3 days       3 days       3 days       Data
immediately. Annually the items along with student                   administration to     stuetn/2    student/2     student/2    Warehouse
performance and EOG correlation are reviewed for process             scoring in hands      weeks       weeks         weeks        Begun;
improvement. Fig. 7.5-1 and 7.5-2 indicate 4 years of                of directors          summary     summary       summary      Info not
improvement cycles.                                                                                                               available
                                                                     Turn around time      5-7 days    5 -7 days     5 days       Data
Figure 7.5-1 Core Learning Process Refinement Cycles
                                                                     between scoring                                              Warehouse
Year                Refinement/Innovation As a Result of             in hands of                                                  Begun;
                                             Plus/Delta,             directors to                                                 Info not
                                             Zoomerang,              schools                                                      available
                                             Student                 Turn around time      35 days     35 days       30 days      Data
                                             Performance             between scores in                                            Warehouse
                                             Data                    schools and                                                  Begun;
2003-2004           Developed and            No systematic           Plus/Delta                                                   Info not
                    deployed leading         process in place        delivery                                                     available
                    indicator predictive     to determine
                    assessments in reading student                    ISS maintains its approach to improve all key work
                    and math grades 3-8;     performance              processes. Figure 7.5-3 shows continuous improvement
                    English I, Algebra I     prior to                 leading to an electronic solution to work orders.
2004-2005           Improved, deployed       Plus/delta
                                                                                                                                 Page 44
Figure 7.5-3 Maintenance Process Improvement Cycle                                                                                   areas assist in addressing the strategic challenge of
                                                 Delivery        Administer    Response           Total Time        Initiatives      sustaining funding.
                                                 Process         and Assign    Time               from
                                                 (Report                                          Report to                          Figure 7.5-6 Grants and Partnership Strategy
                                                 Problem,                                         Response                           Year       Innovation/Grant              As result of
                                                 Write Work                                       and
                                                 Order                                            Completion                                    Partner
                                                 Delivery                                                                            03-04      21st Century K-8              At-risk students in
2003-                                            10 Days         2 Days        3-5 days           15-20 Days        Baseline
2004                                                                           except
                                                                                                                                                Housing Authority             South Statesville
                                                                               emergency                                             04-05      Smaller Learning              High School Reform
2004-                                            8 Days          2 Days        3-5 days           13-15 Days        One point of                Communities
2005                                                                           except                               contact at
                                                                               emergency                            school and in               Mitchell College
                                                                                                                    office to        04-05      Learn and Earn                High School Reform
2005-                                            5 Days          1 Day         2-3 Days           8-9 Days          High priority               Mitchell College
2006                                                                           except                               on speedy        04-05      Mentoring                     At-risk students in
                                                                               emergency                            response and
                                                                                                                    streamline the
                                                                                                                                                Big Brother                   South Statesville
                                                                                                                    posting and                 Big Sister
2006-                                            Electronic      Electronic    1-2 Days           1-2 Days
                                                                                                                                     05-06      21st Century pre-K            At-risk students in
2007                                             Immediate       Immediate     except             except            new School                  Housing Authority             South Statesville
                                                                               emergency          emergency         Dude             05-06      QZAB                          High School Reform
                                                                                                                    Work Order                  Business Partners
                                                                                                                    System.          06-07      Blumenthal Center for         High School Reform
ISS has a strategic goal of reducing class size below state                                                                                     Performing Arts Iredell
and regional averages. ISS has significantly closed the gap                                                                                     Community Foundation
and now exceeds competitor averages.                                                                                                 06-07      Boys & Girls Club             At-risk students; closing
Figure 7.5-4 Class Size Reduction Strategy Results                                                                                                                            the achievement gap
                                                                          Class Size                                                 Year       Innovation/Grant              As result of
 Composite of Grades K-8 and End of Course

                                                                                                                                     06-07      Dreambuilders expansion At-risk students; closing
                                             21.8                                                                                                                             the achievement gap
                                             21.0                                                                                    06-07      Microsoft Grant w/            At-risk students; closing
                                             19.4                                                    Indicates Improvement                      Statesville Housing           the achievement gap

                                             18.6                                                                                               Authority
                                             17.0                                                       ISS
                                                                                                                                     ISS has worked closely with child care providers and the
                                                                                                        Mooresville Graded           NC More at Four programs (Early Childhood Initiative) to
                                             14.6                                                       Charter Schools              prepare students for kindergarten. ISS shows results above
                                             13.8                                                       Peer Districts               the national average. State and regional data are not
                                                                                                        North Carolina               available.
                                                     01-02    02-03   03-04   04-05    05-06
                                                                                                        Top Ten Benchmark            Figure 7.5-7 Kindergarten Readiness
ISS has a strategic goal to lower the computer ratio to                                                                                                                      ISS Kindergarten Readiness

below region and state averages. In 06-07, ISS                                                                                                               92%

implemented a lease agreement to improve the computer                                                                                                               91%

ratio.                                                                                                                                                       91%

Figure 7.5-5 Computer Ratio                                                                                                                                  91%

                                                            Internet Connected Computer Ratio                                                                                                             90.10%
                                                                                                                                      % Ready (Speed DIAL)


                                             6                                                                                                               90%
                   Students Per Computer

                                             5                                                                                                                                        89%
                                                                                                         Indicates Improvement
                                                                                       06-07 ratio
                                             2                                                                 MGSD                                                2004/05           2005/06              2006/07

                                                                                                               Peer Districts
                                                                                                                                     ISS works closely with school parent groups to provide
                                             0                                                                 NC                    additional funding for school programs.
                                                    02-03     03-04   04-05    05-06      06-07                Top Ten

ISS has implemented a strategy to involve key partners in
obtaining grants to impact strategic goals. Figure 7.5-6
shows the success of this strategy with over $8 million in
grants being awarded in the last 3 years. Success in these

                                                                                                                                                                                                                    Page 45
Figure 7.5-8 PTO/Booster Contributions                                                                                                                                                  Figure 7.5-10 Prime Time Star Ratings
                                                                                                    PTO/Booster Dollars
                                                                                                                                                                                                                             Prime Time Star Ratings

                                450000                                                                                                                                                           18
                                400000                                                                                                                                                           16                                                                                             Goal:
                                                                                                                                                                                                 14                                                                                             100%
 District-wide Dollars Earned

                                                                                                                                                                                                 12                                                                                           (18) at 5
                                300000                                                                                                                                      Indicates
                                                                                                                                                                             Booster              6                                                                                            1 Star

                                                                                                                                                                                                  4                                                                                            4 Stars
                                                                                                                                                                                                  2                                                                                            5 Stars
                                                              2003-04                                  2004-05                                      2005-06                                                    2002           2003            2004                   2005          2006

ISS has led the state in transportation efficiency ratings,                                                                                                                             A leading indicator for support services effectiveness is the
however, the model is currently being revised at the state                                                                                                                              cleanliness of buildings. ISS utilizes quarterly inspections
level and will be replaced in 07-08. Transportation                                                                                                                                     to improve this rating.
efficiency rating has declined across the state in order to                                                                                                                             Figure 7.5-11 Custodial Ratings
provide services for alternative settings, to address the                                                                                                                                                                                   Custodial Inspections

needs of highly at risk students, and to deploy the                                                                                                                                                                                                                                              Goal 2007
innovative early college model. PDSAs on all of these                                                                                                                                            99.00                                                                                           Systemwide
models review balance of the impact of student                                                                                                                                                   95.00
achievement vs. cost.                                                                                                                                                                            93.00

Figure 7.5-9 Transportation Efficiency                                                                                                                                                           91.00

                                                                                             Transportation Efficiency                                                                           89.00                                                                       2006-2007
                                                                                                                                                                                         Score                                                                 2005 - 2006
                                                                                                                                                                                                 87.00                                   2004 - 2005
                                100%                                                                                                                                                                                                                              90.70                           Indicates
                                                                                                                                                                                                 83.00                  2003 - 2004
                                96%                                                                                                                                                                                        84.18
                                                                                                                                                                                                 81.00                                                                                            2003 - 2004
                                                                                                                                                                                                                                                                                                  2004 - 2005
                                94%                                                                                                                                                              79.00                                                                                            2005 - 2006
                                                                                                                                                                          Indicates                                                                                                               2006-2007
                                92%                                                                                                                                                              77.00





                                                                                                                                                                            ISS                                                                   Data years





                                86%                                                                                                                                         State       Actual energy savings for ISS Energy Education program
                                                                                                                                                                            Top Ten
                                                                                                                                                                            Benchmark   are shown in Figure 7.5-13. This program has gone through
                                82%                                                                                                                                                     3 cycles of improvement.
                                                    03-04                        04-05                                  05-06                       06-07

                                                                                               School Year                                                                              Figure 7.5-12 Energy Audits/Savings
                                                                                                                                                                                                                                      Actual Energy Conservation

Child nutrition and Prime Time (extended day care) are
enterprise programs for the school system. Both programs
operate with a profit margin and pay overhead costs to the                                                                                                                                            600000

school system. Figure 7.5-11 shows the required state                                                                                                                                      n
                                                                                                                                                                                                      500000                                                                                    Elec.
ratings for Prime Time and the growth in meeting state                                                                                                                                     r
                                                                                                                                                                                                                                                                                                Heating Oil
requirements. Additional data for Prime Time and data for                                                                                                                                  y          400000                                                                                    Water
                                                                                                                                                                                                                                                                                                Water Sewer
Child Nutrition are available on-site.                                                                                                                                                     U
                                                                                                                                                                                           n          300000

                                                                                                                                                                                           s          200000


                                                                                                                                                                                                                      2003/2004                        2004/2005                  2005/2006

                                                                                                                                                                                        ISS has continued to lower ratio of modular units even with
                                                                                                                                                                                        tremendous student growth; however, with the passing of a
                                                                                                                                                                                        school bond for the first time since 1947, ISS will
                                                                                                                                                                                        experience a slight increase while construction takes place
                                                                                                                                                                                        at many sites.

                                                                                                                                                                                                                                                                                              Page 46
    Figure 7.5-13 Ratio of Modular Units to 1000 Students                                                               organization as discussed in Category 1. Over 3 years of
                                 Mobiles per 1000 students                                                              data reviewed at the mid and end of year SWOT,
     10.00                                                                                                              deployment of the 7 Baldrige Criteria indicates
                                                                                                                        improvement in the organization as a whole continuously.
                                                                                             Average 2004               7.5-16 Model for Performance Excellence Work System
                                                                                             Goal is to stay
                          8.61           2005
      7.00                               7.94
                                                                                                                                                     Model for Performance Excellence
                                                         2006 owned   2007 owned
                                                            6.70                                Indicates
                                                                                              Improvement                                     2.8

                                                                                                                           Average Response
      3.00                                                                                                                                    2.4
                                                                                                                                              2.2                                      Indicates
                                                                                                                                               2                                     Improvement
                                  ISS Mobile Classrms.
                                                                                                                                              1.6                                     Baseline
                                                                                                                                              1.4                                     Mid-Year
    ISS has identified key supplier requirements as on-time                                                                                   1.2
                                                                                                                                                                                      End of Year
    deliveries, competitive pricing, e-procurement, and quality                                                                                1
    of product or service. All contracts for ISS have been                                                                                          04-05     05-06     06-07
    delivered on-time, on budget and what was planned was
    built.                                                                                                              7.6 Leadership and Social Responsibility Outcomes
             ISS has identified Child Nutrition sales revenue as                                                        ISS has a well-deployed strategic plan with aligned action
    important to the sustainability of that program and                                                                 plans and deployment plans. All short and long term action
    important for the efficient use of local resources. ISS has                                                         plans are tracked on a quarterly basis. Figure 7.6-1
    shown trend growth over the past three years.                                                                       demonstrates a few of the significant accomplishments
    Figure 7.5-14 CN Supplemental Sales Revenue                                                                         2002-2006. Column one provides the year of the
                                                                                                                        accomplishment. Column two provides a brief bullet
                          Supplemental Sales Revenue                                                                    statement summarizing the accomplishment and the
                                                                                                                        alignment to the strategic priority.

      $18,000                                                                      $17,718






                 2004                             2005                              2006

    Figure 7.5-16 shows the results of the Systems Check III
    for the district showing a sustainable, improving

Figure 7.6-1 Significant accomplishments 2002-2006
     Accomplishment and              2002-2003                                                                 2003-2004                                2004-2005               2005-2006
     Strategic Priority Alignment
     HSP: Focused instructional      HSP: Created raising                                                      HSP: Developed                           HSP: Integrated         HSP: Refined the
     program with instructional      achievement and                                                           district instructional                   instruction guides      triangle model for
     guides and predictive           closing the gap task                                                      guides and predictive                    and predictive          performance
     assessments to deliver          force PDSA to                                                             assessments training                     assessments into        excellence so lead
     curriculum and monitor student review student AYP                                                         for teachers to plan                     lead teacher job        teachers could
     achievement.                    and ABC subgroup                                                          instruction and                          responsibilities and    support training via
                                     data and make                                                             monitor results based                    training at each        professional
                                     recommendations.                                                          on the triangle                          school site via the     learning
                                                                                                               approach.                                triangle.               communities.
     HSP: Lead teacher model in                              HSP: Founding year                                HSP: Lead teacher                        HSP: Lead teacher       HSP: District
     place that is nationally                                of lead teacher model                             model expanded at                        model expanded to       quality plan written
     recognized for its work in                              in demonstration                                  the elementary level                     middle and high         and monitored by
     PDSA deployment for teachers                            schools and                                       and district lead                        school levels and I-    senior leadership to
                                                                                                                                                                                            Page 47
and students.                      classrooms.              teacher coaches         SS triangle model      ensure fidelity of
                                                            added to support        and PDSA become        lead teacher model
                                                            fidelity of raising     the key learning       and triangle to role
                                                            achievement and         and teaching           in school
                                                            closing the gap task    processes.             improvement
                                                            force.                                         planning.
Accomplishment and                 2002-2003                2003-2004               2004-2005              2005-2006
Strategic Priority Alignment
HSP: High School Task Force        HSP: High school         HSP: Freshman           HSP: High school       HSP: 2nd
model engaged to involve           task force PDSA          academy model           lead teacher model     generation task
multiple high school               convened to review       implemented at all      focuses high school    force convened and
stakeholders in reform.            data gaps and make       high schools and        instruction on         PDSA cycles
                                   recommendations.         major small learning    PDSA and triangle      prioritized to
                                                            communities grant       model deployment.      include redesign in
                                                            deployed.                                      the upper
                                                                                                           academies and
                                                                                                           registration reform.
HSP: Credit Recovery options       HSP: Student             HSP: Mulberry           HSP: Springs           HSP: Summer
explored to promote graduation     accountability policy    Academy established     Academy and            school PDSA and
rates and lower drop out rate.     implemented to place     to recover student      Virtual High           credit recovery
                                   student achievement      days that would have    School established     cycles refined via
                                   responsibility and       been unrecoverable      as options for         student support
                                   remediation on all       due to discipline.      student academic       plans so that
                                   stakeholders in the                              support and            student options are
                                   child’s education.                               recovery of credits.   more consistent
                                                                                                           from school to
                                                                                                           district level.
HSP: Increased Bandwith            HSP: 45 megabytes        HSP: District PDSA      HSP: Computer          HSP: Computer
provides I-SS with long term       defined as district      developed to expand     replacement PDSA       competency results
goals for technology solutions.    goal and approved by     bandwith to meet        initiated to meet      improve 17%
                                   BOE.                     stakeholder             bandwith               points as a result of
                                                            requirements to 100     requirements and       PDSA initiatives.
                                                            megabytes.              address computer
                                                                                    competency data.
HSOC: Attendance issues            HSOC: Attendance         HSOC: Attendance        HSOC: School           HSOC: 10 ten in
identified by stakeholders as      goals defined by         goals monitored by      based recognition      the state status
key focus for senior leadership.   district and in school   executive directors     ensues and best        reached regarding
                                   improvement plans.       and principals.         practices are          school based
                                                            School based PDSA       identified to          attendance.
                                                            results.                replicate at various
HSOC: Building Plan                HSOC: Building           HSOC: Phase 1           HSOC: Bond             HSOC: Phase two
developed by the                   Plan initiated.          completed               passes; Phase two      completion in
superintendent to address                                                           initiated              process ; projected
growth recommendations.                                                                                    building plans
HSOC: Class Size                   HSOC: Baseline data      HSOC: Class size        HSOC:                  HSOC: Class size
                                   indicates a need to      PDSA initiated.         Kindergarten-grade     results exceed
                                   reduce class size.                               3 becomes a focus      competitive data
                                                                                    of the PDSA pilot.     LEAs.
QS: SEA system launched to         QS: SEA system           QS: Registration        QS: Financial          QS: APQC
monitor online professional        linked to Staff          module added for        reimbursement          benchmark study
development.                       development council      ease of use at school   module added to        conducted to move
                                   and alignment to         level.                  streamline             from SEA to True
                                   strategic priorities.                            processes.             North Logic for
                                                                                                           integration of

                                                                                                                        Page 48
                                                                                                                  development into
                                                                                                                  all phases of
                                                                                                                  system work.
Accomplishment and                   2002-2003                    2003-2004                2004-2005              2005-2006
Strategic Priority Alignment
QS: Signing Bonus                    QS: PDSA initiated           QS: Budget cycle         QS: Gaps in            QS: Additional
                                     to identify shortage         recommendations          recruiting data        signing bonuses
                                     areas of teachers.           made to and              analyzed and           were increased at
                                                                  approved by the          specialty areas for    Title I and high
                                                                  BOE.                     Title I schools        priority schools to
                                                                                           become focus areas     address need.
                                                                                           of bonus program
QS: Supplement goal set to           QS: Board approves           QS: Board approves       QS: Board              QS: ISS meets Top
meet Top 10 status in state of       6% supplement                7% supplement            approves 7.25%         Ten status
NC                                   increase.                    increase                 increase
EE: Energy Management                EE: Energy savings           EE: Increase in          EE: Best practice      EE: Energy
program launched                     goals set by                 energy savings and       sites identified for   program
                                     maintenance                  money returned to        replication of         recognized as Top
                                     department                   schools.                 PDSA                   5 in the nation.
EE: Faith Based Partnerships         EE: Targets set by           EE: Best practice        EE: Over 60            EE: 68 church
set as a goal by senior              schools.                     schools identified for   church partners        partners active
leadership                                                        replication
EE: School Dude                      EE: Work order               EE: PDSA process         EE: ResultsEE: PDSA
                                     system initiated for         used to look at data                deployment plans
                                                                                           analyzed to take to
                                     efficiency monitoring        and target resource                 written for division
                                                                                           budget cycle for
                                     and requests.                allocation.              district   to allocate people
                                                                                                      and resources to
                                                                                           prioritization of
                                                                                                      support upgrades
                                                                                           capital outlay
                                                                                           budget.    and repairs to gap
EE: Prime Time                  EE: Division              EE: Division           EE: District ratings EE: Ratings
                                addresses state           expands to 17 centers increase to 8 four    increase to 7 four
                                requirements of           but also obtains first star and seven five  star centers and 11
                                licensure and             ratings cycle towards star centers via      five start centers.
                                launches seven            4 and 5 star goals.    deployment plans     *recent 2006-2007
                                primetime centers.                               related to PDSA      date indicates 18
                                                                                 cycles.              five star centers.
HSP=high student performance; HSOCS=healthy, safe, orderly, caring schools; QS=quality staff; SFCBS=strong family,
community, business support; EEO=effective/efficient operations

7.6(a)2 Ethical Behavior and Stakeholder Trust                             (2003 had 4600 referrals and 2006 had less than 2600
        ISS has a number of measures related to ethical                    referrals).
behavior (Figure 1.2-1). Student ethical behavior is                               Adult ethical behavior measures are also included in
measured through the number of violations of criminal                      Figure 1.2-1. For the last four years, 100% of employees
incidents (Figure 7.2-7). ISS consistently ranks among the                 have received training in Professional Code of Ethics and
lowest in the Charlotte region and is currently 16 th lowest in            ethics standards related to specific job classifications. ISS
NC. In 2002-03, ISS had 31 reported incidents of weapons                   also has completed 100% background checks for all
in schools. ISS implemented improvements in                                classifications of employees for the last four years. The
communication and policies and for 2006-07 there were                      Board of Education also has a measure for ethics and there
only 10 reported incidents of weapons. In 2001-02, there                   have been no reported violations of board members or
were 8 reports of assaults on school personnel and this                    senior leaders for the last four years.
number was reduced to 2 incidents in 2005-06. Comparison                           Stakeholder trust for ISS was at an all time low in
data for each of the 17 reportable incidents are available on              2001 due to the dismissal of the superintendent. A key
site. ISS also measures bus discipline as a key measure of                 measure for stakeholder trust (Figure 1.2-1) is the passage
student ethical behavior and safety. In 2005-06, a Positive                of a bond referendum. In 2005, ISS passed a school bond
Behavior Support program was implemented that resulted                     referendum that required a tax increase by a 2:1 margin.
in significant reductions in school bus discipline referral                This was the first bond referendum passed since 1947. The

                                                                                                                               Page 49
passage of the bond was related to improvements in several      NC and among the first 30 in the nation to receive district
key areas related to stakeholder trust. ISS per pupil           accreditation from the Southern Association of Colleges
expenditure is currently one of the lowest in NC (Figure        and Schools. ISS staff have presented at state, regional, and
7.3-2) and academic performance has moved to top twenty         national conferences on the use of Baldrige Criteria to meet
on most measures (see 7.1). Stakeholders see this as an         district accreditation standards. For legal measures, ISS
excellent level of performance for level of expenditure. ISS    reports the number of grievances that are not settled and
has improved fund balance position (Figure 7.3-1) and           could lead to a law suit or EEOC/OCR complaints. During
consistently maintains the fund balance at or above the goal    the last 4 years, ISS has successfully resolved all
of 8%.                                                          stakeholder complaints and concerns with no complaint or
7.6(a)3 Fiscal Accountability                                   concern going to the level of law suit or formal complaint.
       ISS has a number of measures for fiscal                  Figure 7.6(a)5
accountability (Figure 1.2-1). An annual external audit is              ISS has a number of measures related to
required by the state. In 2001, the audit revealed 11 audit     organizational citizenship (Figure 1.2-1). The nationally
findings. ISS implemented an internal audit process and a       recognized energy education program (Figure 7.3-4) has
zero based budgeting process in 2002-03. The last three         resulted in excellent savings of both dollars and actual
audits have had zero reportable findings. ISS has been          reductions in water, sewer, electrical, and natural gas use
recognized for two consecutive years by the NC State            (Figure 7.5-12). These results speak to the level of
Board of Education for excellence in accounting procedures      commitment for environmental stewardship. ISS has also
and in 2005 received the Eagle Award presented by the           been recognized for having the first LEEDS certified Green
American School Business Officials for excellence in            School in the nation. Also, every school in the system has
accounting procedures.                                          programs in place for environmental and recycling efforts.
7.6(a)4 Regulatory, Safety, Accreditation, and Legal            ISS partners with local entities to improve communities.
Compliance                                                      ISS partnered with the City of Statesville to renovate a high
       ISS has a number of measures for regulatory, safety,     school auditorium that will serve as a community
accreditation and legal compliance (Figure 1.2-1). All          performing arts center. ISS has also partnered with
cafeterias in the school system receive monthly sanitation      Statesville and Mooresville to share recreation facilities to
ratings from the local Health Department. During the last       provide more space for recreational programs at a savings
four years, no cafeteria has been cited for non-compliance      to tax payers. ISS also partnered with the local community
and the overall cafeteria rating average has remained at        college to share education facilities for a significant savings
100%. NC requires all child care programs to meet rigorous      to taxpayers. Also, ISS allows churches and other non-
regulatory standards. The ISS Prime Time program has            profit organizations to utilize school facilities at a low cost.
100% of child care centers at the 4 star or 5 star level        ISS employees and students recently raised over $200,000
(Figure 7.5-10). NC measures transportation departments         for Hurricane Katrina relief efforts.
through efficiency rating (Figure 7.5-9) and annual                     In support of local communities, ISS has established
inspections of school buses. ISS transportation efficiency      United Way contributions as a district-wide goal.
performs above state and comparison averages. During the
most recent inspection cycle, ISS transportation                Figure 7.6-3 United Way Contributions
performance improved to 21.96 which is better than state                                                                       United Way Contributions

and region averages and well below the 33.96 performance                                     $140,000.00

for 2005-06. NCLB regulations require 100% of staff to be
highly qualified (Figure 7.4-3). ISS performance has                                         $120,000.00

steadily improved and is currently above state averages. ISS                                 $100,000.00

is required to meet state watershed regulations and all sites
                                                                 $ raised by ISS Employees

are currently in compliance. ISS received external audits                                     $80,000.00

during the 2005-07 school years from the NC Exceptional                                       $60,000.00

Children’s Program and NC ESEA programs. There were
no reportable audit exceptions from any of the external                                       $40,000.00

audits. ISS safety measures include quarterly inspections by
the ISS Safety Officer and local fire and electrical code
officer inspectors. ISS has improved insurance inspections                                          $-
                                                                                                           2001-02   2002-03        2003-04         2004-05   2005-06   2006-07
from 334 discrepancies in 2001 to less than 100 in 2006.                                                                                  School Year

ISS has improved boiler inspections from 101 discrepancies
in 2001 to 18 in 2006. 100% of sites meet electrical
compliance requirements and custodial inspections have
improved from 84% compliance in 2002 to over 94%
compliance in 2006. Another ISS safety measure is the
number of claims for workmen’s compensation (Figure 7.4-
6) which has been reduced since 2000 and 2001. NC
requires each school to have a safety plan and for the last 4
years 100% of schools have met this standard. During the
2005-06 school year, ISS became the 3rd school system in
                                                                                                                                                                          Page 50

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