ihc strategic plan 2013-2013 - a vision for the future

7/28/2019 IHC Strategic Plan 2013-2013 - A Vision for the Future

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IHC Strategic Plan 2013-2018:A Vision for the Future 1


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2 IHC Strategic Plan 2013-2018:A Vision for the Future


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IMMACULATE HEART CENTRAL SCHOOLS

__________________________________

WATERTOWN, NEW YORK


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A LETTER FROM THE EDUCATION COUNCIL CHAIR

Dear Immaculate Heart Central School Community,

On behalf of the Immaculate Heart Central Schools Education Council, I am pleased to

present Immaculate Heart Central Schools Strategic Plan 2013-2018: A Vision for the Future.

I would like to acknowledge the efforts of the many participants who worked diligently

to produce IHCs first strategic plan. Parents, teachers, staff, administrators,

community members, Pastors, Sisters, and Education Council members contributed

their time, passion, and collective wisdom to this project.

This plan does not change who we are. Rather, it reinforces our enduring identity,

while offering a path to continue reaching our full potential for years to come. We seek

not only to navigate an uncertain future, but to shape the future. This strategy

represents our resolve that IHC Schools continue to offer a high-quality Catholic

education to the families of Greater Watertown.

We know that this strategy cannot offer answers to all the situations IHC will face over

the coming years, but we trust that the strategic decisions we encounter will be

considered within the strategys vision and framework.

We are confident that our administrators, with the support of the Education Council,

faculty, families and our many friends within the community will help achieve this

vision for the future of Immaculate Heart Central Schools.

Sincerely,

Kathy Moran 78

Chairperson

Immaculate Heart Central Schools Education Council


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A LETTER FROM THE IHC ADMINISTRATORS

Dear Friends,

We would like to dedicate IHCs first strategic plan to the Sisters of St. Joseph, who

founded Catholic education in Watertown 132 years ago.

The Sisters overcame daunting challenges when they arrived during the bitter winter of

1881, and yet despite limited finances and other adversities, they secured a small

wooden schoolhouse within little time. When finances forced the closure of the school

in 1896, the Sisters moved to a new building, continuing the school as a private

academy known as Immaculate Heart Academy. Under the Sisters stewardship, the

Academy became a landmark Watertown institution, a status it retains today as

Immaculate Heart Central Schools.

Over the years, the Sisters have been steadfast in overcoming challenges big and small.

This strategy reflects our determination to uphold that tradition, and our unwavering

faith in the future of IHC Schools. Through their continued commitment to IHC, the

Sisters of St. Joseph have indeed furthered their purpose to express their love of God

through the pursuit of a closer union with God and the dear neighbor.

Thank you and God Bless!

Chris Hornbarger Lisa Parsons Gary West

Executive System Principal PrincipalAdministrator IHC Junior/Senior IHC Elementary School

IHC Schools High School


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INTRODUCTION

Immaculate Heart Central (IHC) is a Pre-Kindergarten to 12th grade Catholic school

system and a ministry of the Sisters of Saint Joseph, who founded the school in 1881.

IHC is the largest and most prominent non-public educational alternative in the Greater

Watertown, NY area. IHC schools include over 700 students in grades Pre-K to 12. IHC

Junior/Senior High School is fully accredited by the prestigious Commission on

Secondary Education of the Middle States Association of Colleges and Schools. The

High School enrolls over thirty international exchange students from eight to ten

countries per year, bringing cultural diversity and universality that is an essential part

of Catholicism. IHC Elementary School is thriving, nine years after a necessaryconsolidation of Watertowns four traditional parish elementary schools. IHCs highly

respected St. John Bosco Pre-School program, celebrating its thirtieth year, educates

three and four-year old students in a variety of two, three, and five-day per week

programs. IHCs student body is predominately from the Watertown Central School

District, but includes students from about fourteen local school districts, depending on

the year. Nearly thirty percent of IHCs students are from families of active-duty

soldiers stationed at nearby Fort Drum.

IHC has a reputation for exceptional academics. It continues to maintain the highestaverage New York State standardized test scores among all districts in the local area

(these tests include annual Math and English Language Arts tests for grades 3 to 8, and

the New York State Regents Exams for grades 9 to 12). IHC Junior/Senior High School

has a nearly 100% graduation and college matriculation rate. The Junior/Senior High

School teaches a college-preparatory curriculum combined with the daily study and

practice of the Catholic faith. The curriculum includes a number of Honors, Advanced

Placement, and college EDGE courses in all core areas, a variety of electives, and

musical, visual, and performing arts programs.

IHCs students are extremely active in community service projects throughout the local

area. The Junior/Senior High School also has a highly respected athletic program

which, despite the schools relatively small size, has garnered numerous Section,

League, and State Championship titles over the years.


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IHC is truly a tight-knit faith community of students, parents, grandparents, teachers,

thousands of alumni, local parishioners and other community members committed to

quality Catholic education. The spirit of community, and the small school feel, is one

of the school systems great strengths.

IHC schools are chartered under the authority of the Bishop of Ogdensburg. The school

system is governed by a twenty-person Education Council of limited jurisdiction,

consisting of Watertowns Pastors, local parishioners, school community members, and

the school system administrators.

IHC has a committed and quality faculty of 54 teachers in Kindergarten through 12th

grade, which enables the school to maintain class sizes of approximately 20:1. High

quality faculty combined with small class sizes promotes individual attention,

participation, and the opportunity for group work.


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STRATEGIC PLANNING BACKGROUND

This is Immaculate Heart Central Schools first strategic plan. Why now? An

organization needs a strategic plan when: (1) it has a vital mission; (2) it faces significant

challenges that are different in some way than those of the past; (3) resources are

constrained; or (4) it faces significant uncertainty. IHC meets all these criteria.

In recent years, the Diocese of Ogdensburg, the IHC Education Council and the IHC

Administration have identified challenges that warrant a comprehensive strategic

response. Four years ago, the Diocese teamed with Partners-in-Mission, an

organization which advises Catholic schools in strategic planning, advancement, and

enrollment management. The partnership has helped IHC take necessary andimportant steps. About two years ago, the Education Council created the position of

IHC Executive System Administrator, with broad responsibilities including but not

limited to finance, strategic planning, and school advancement.

Beginning in school year 2011, IHC convened a formal strategic planning process,

including parents, faculty, administrators, Pastors, Council members, and other

community members. Subject-specific committees, and an overall Steering Group, met

to assess the situation facing the school and make recommendations. School year 2011

ended with a Findings Colloquium that presented this work to the Steering Group.

After assessing the school systems financial performance and other data at the end of

school year 2011, as well as recruitment and retention data at the start of school year

2012, the strategic planning process reconvened to determinedly complete the process.

A smaller core group of participants continued to meet throughout the fall and early

winter, a variety of discussions were convened with faculty, and surveys of students,

parents, and faculty were administered to better inform the strategy. Finally, our five-

year fiscal and enrollment projections were updated.

This document was drafted, reviewed and refined by the strategic planning

participants, and the final document approved by the Education council in April 2013.

The IHC Executive System Administrator and Principals are responsible to implement

this plan, under the oversight of the IHC Education Council.


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THE SITUATION FACING IHCSCHOOLS:

CHALLENGE AND OPPORTUNITY

The next five years represent a critical juncture in the 132 year history of Immaculate

Heart Central Schools. Key challenges, as well as important opportunities, are coming

together in a way that demands that the school system make prudent choices and take

decisive actions in a coherent manner.

Strengths and positive trends:

IHCs New York State standardized test scores for both passing and mastery(ELA and Math for grades 3 to 8, and Regents exams for grades 9 to 12) remainthe highest on average of any school in the local area.

IHCs graduation and college matriculation rates remain nearly 100%, thehighest in the local area.

IHC Junior/Senior High School is by-far the largest and most prestigious non-public educational alternative in the Greater Watertown area.

IHC Elementary is the largest of only three non-public educational alternatives inthe Greater Watertown area.

Extremely committed and qualified faculty and staff. A venerable history and an enormous wellspring of alumni goodwill. A culture of IHC Pride, athletic excellence, and stalwart family commitment. Over the last two years, IHCs system-wide enrollment has stabilized (even in

spite of abnormally high military attrition last year), after eight years of

enrollment that declined by an average of 35 students per year.

Over the last year, IHC has increased its operating reserves by 21% and itsmodest endowment by 11%, which represents substantial progress in preparing

for a fiscally challenging period over the next several years

Within the last two years, IHC has significantly improved financial managementpractices, including system-wide planning, cash-flow budgeting, multi-year

forecasting, and what-if analysis.

IHCs immature advancement program is producing results, buildingcompetency, and slowly expanding capacity. Results include:


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o A viable and growing Annual Fund.o Improved coherence in marketing and branding.o A more deliberate but new planned-giving program.o A rapidly expanding and improving constituent database.o Improved gift stewardship.

An improving community and constituent relations program:o A well-received constituent magazine.o Several promising special events.o Steady efforts to improve IHCs ties and partnerships within the local

community.

Current and persistent challenges (some of which the school system can affect, and

others to which the school system must adapt):

Progression of smaller class cohorts from the Elementary School into theJunior/Senior High School for the next several years, as a result of the

consolidation of Watertowns four parish elementary schools nine years ago.

This creates a tuition revenue challenge that requires creative and holistic

solutions.

A decline in the school age population in Watertown and Jefferson County. Lost connections with alumni and other key constituents. A constituency that poses a unique fundraising challenge, with supporters who

are divided into two distinct populations: (1) those within the local area who

have been asked far too often to give to the school; and (2) those outside the local

area who have been asked infrequently, if ever.

Inconsistent business practices and policies between the Elementary and HighSchool, causing inefficiency (example: enrollment management) or parental

confusion (example: multiple-student discount policy).

Aging infrastructure, with students dispersed in four buildings ranging in agefrom the 19th century, to 1952, to 1965, to 1982. While our buildings are well-

maintained, repair, capital, and operating expenses will continue to rise, and

maintaining and operating four separate structures is increasingly inefficient.

Changing attitudes regarding religion and the role of the Church reflected, forexample, in such statistics as declining baptism rates.

Declining family size, a trend projected to continue for several decades.


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Increasing labor mobility of graduates, which means that the children of loyal,multi-generation IHC families are less likely to remain in Watertown to raise

families and send their own children to IHC. This trend is likely to continue.

While military families make up a large proportion of both the local populationand the IHC student body, the relatively high turnover creates a year-to-year

challenge in projecting enrollment and budgeting.

Fewer Priests and Sisters available to serve as faculty, resulting in much highersalary and benefit costs. This trend is likely to continue.

Health insurance costs rising by 9 to 12% per year. This trend is likely tocontinue.

A local economic recovery that is lagging the state and national recovery.Emerging issues, which present opportunities as well as challenges:

Implementation of the Common Core Standards for States. The prospect that ongoing reforms will result in rising student achievement

within the public schools, strengthening the imperative that IHC embraces

decisively a culture of continuous improvement.

Accelerating integration of technology in instructional practices. The continuing proliferation of social media, which presents an enormous

opportunity for advancement, but tends to remove the school as a locus for class

coordination regarding reunions and so forth. Parents who increasingly expect the type of transparency and accountability

being implemented within the public schools.

Uncertainty regarding the population and deployment cycle of Fort Drum. The rise in the state minimum wage within the next several years.


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BELIEFS

We believe in God, the traditions of the Holy Catholic Church, and Catholiceducation founded on the love and teachings of Jesus Christ.

We believe in welcoming students and families of all faiths and backgrounds. We believe in a safe, nurturing environment. We believe in the dignity, potential, and individual gifts of every student. We believe in excellence in academics, athletics, the arts, and service. We believe in cultivating leaders and good citizens of our community, country,

and world.

We believe in mutually-supportive relationships through a faith community ofstudents, parents, faculty, alumni and friends.

We believe in lifelong learning and service to others. We believe in accountability to those we serve and always striving to improve.

VISION

To be a premier Pre-Kindergarten to 12th grade Catholic school system, welcome to all,

which provides a unique educational alternative to the families of Greater Watertown,

and which fosters academic excellence, Christian virtues, leadership, and a lifelong

commitment to family, community, country, and God.


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MISSION

IHC is a faith community whose mission is to provide a quality Catholic and secular

education, to cultivate holiness based on the love and imitation of Christ, and to form

responsible citizens whose Christian values will transform the world.

STRATEGIC APPROACH

Why do parents send their children to Catholic school when public schools are free?

They do so for three reasons: (1) because the school offers something that others do not;

(2) because they believe the value exceeds the cost; and (3) because the education is

affordable and accessible. These simple but powerful answers frame the method of our

strategic approach:

Identity. IHCs identity must remain unique, distinct, relevant and well-known.IHC must offer a clear educational alternative.

Value. Parents, students, teachers and the community must believe in the valueof an IHC education.

Affordability and Accessibility. An IHC education must be affordable andaccessible to families of all faiths and backgrounds.

Continuous Awareness. Students, parents, prospective families and thecommunity at large must be continuously aware of all of the above.

Identity. IHCs identity mustremainunique, distinct, relevant and well-known. IHC

must offer a clear educational alternative. We must stand apart in who we are, whatwe teach, and how we teach it. Of course, our schools are unique because they are

Catholic, offering an education based on the life of the worlds greatest teacher, Jesus.

Our mission is fundamentally about inviting young people to build or deepen their


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relationship with Jesus Christ, and help them understand the role of faith in their daily

lives and the world.

As an independent school, we also have the opportunity to create focused areas of

excellence that accentuate the alternative we provide to families. As an example, overthe next several years we will build on our core excellence in the humanities. We will

focus concerted effort to enhance our existing programs to build a STEM (Science,

Technology, Engineering, and Math) program of excellence, focused at the

Junior/Senior High School but with a coordinated, supporting curriculum at the

Elementary School. At the Elementary School, we will continue our efforts to be a local

leader by embracing programs and practices that are proven to increase student

achievement. Such programs include a Junior Kindergarten that helps mature four-year

olds and younger five-year olds build basic skills that will enhance their achievement

throughout their elementary experience. In 2013, IHC Elementary will pilot a Foreign

Language Early Start (FLES) Spanish program, initially in Kindergarten and first grade,

with the goal of progressively extending the program to higher grades. FLES programs

improve student achievement overall, and embrace the diversity of our Catholic

identity. They acknowledge that bilingual students are more competitive academically

and economically, and embrace the responsibility that students who can speak more

than one language add value to their communities in an increasingly global and

interconnected world. The Hispanic population will be the fastest growing

demographic in the North Country and the United States over the next 50 years.

Programs such as these are unique, add real educational value, and are directly related

to our mission as a Catholic school.

Creating these programs will require resources which are not fully available under our

current business model. Accordingly, IHCs efforts to procure programmatic resources

will proceed on three paths: (1) maturing our advancement program, as discussed

below; (2) the pursuit of grants tied to planned programmatic improvements; and (3) a

Capital Campaign, to begin not earlier than Fiscal Year 2014 (i.e. July 2014).

Value. Parents, students, teachers and the community must believe in the value of an

IHC education. As discussed earlier, continuing IHCs 132 year tradition of excellence

will grow ever more challenging. Our actions and strategies for ensuring student

achievement, and for everything we do as a school, must be deliberate, data-driven, and


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well-executed. We must not only rely on comfortable methods, but be willing to

implement new ways of doing things when they are proven to boost student

achievement. When we ask others to consider the value of an IHC education, we must

be mindful that value has several dimensions.

Value is intrinsic. What we provide has inherent worth authentic learning,faith, safety, dignity, respect, responsibility.

Value is measurable. Data should inform our strategies to improve studentachievement, and achievement should be demonstrable with data at the

student, classroom, grade, subject area, and school levels. Todays parents are

increasingly provided with, expect, and understand how to interpret and

compare such data. Moreover, all of the action plans and program development

needed to implement this strategy should include deliberate program evaluationstrategies that include the collection and analysis of data.

Value is in the eyes of the perceiver. The beliefs and views of students, parentsand teachers matter. IHC must foster a climate and implement practices to

ensure it regularly receives candid feedback on their perceptions and

experiences.

Value is based on expectations. Parents have expectations that are real,legitimate, and always evolving. IHC also creates expectations from what wepromise, claim, and deliver.

Affordability and Accessibility. An IHC education must be affordable and accessible

to families of all faiths and backgrounds. Catholic education was created to serve

societys most vulnerable. Catholic education in the North Country was created in 1881

to fill the spiritual needs of Watertowns poor immigrant communities. In spite of

many financial challenges, the Watertown Pastors and the Sisters of St. Joseph were able

to keep tuition within reach of these families. Over time, the cost of educating students

has risen as Sisters have been replaced with lay faculty, health insurance costs have

spiraled, and classroom technology has become more ubiquitous. Tuition has risen to

keep pace with these changes. As we take steps to ensure the best possible educational

programs, we must also take every step to keep tuition affordable, and to increase the

availability and awareness of financial aid and scholarships. This requires creativity


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and initiative to develop new revenue streams, to reduce operation and maintenance

costs, and to develop an advancement program and culture of philanthropy that builds

a rich relationship between the school and those who care about our vital mission.

Continuous Awareness. Students, parents, prospective families and the community atlarge must be continuously aware of all of the above. The community must be well-

informed and have accurate perceptions about IHCs distinct identity, value,

affordability and accessibility. We will undertake a deliberate and continuous effort to

ensure that we communicate these truths proactively, effectively, continuously, and

accurately, through all available methods. This includes:

General and targeted marketing. Micro-marketing. Effective and strategic use of social media. Positive and constructive relationships with local media, and many other

community institutions

The active, visible presence and consistent communication by school leadership. A vibrant and energetic role of the school within the lives of our local parishes,

and vice versa.

A pattern of regular communication with alumni. Special events that celebrate and highlight our history, identity and traditions,

and that provide opportunities to tell our story. Most importantly, students and parents who are IHCs most enthusiastic

advocates, and ardently communicate by word of mouth their belief, pride, and

satisfaction in Immaculate Heart Central Schools.


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DESIRED RESULTS

Within five years, Immaculate Heart Central Schools will be characterized by:

1. A stronger, more widely known, and more accurate reputation as a premierCatholic school, noted for academic excellence, welcome to all, and which offers

a unique, high- quality educational alternative to the families of Greater

Watertown.

2. Increasing or optimum enrollment in all schools.3. An increasingly solid financial position and future.4.

A strengthened relationship with core stakeholders.

OBJECTIVES

1. ReinforceIHCs tradition of academic excellence and spiritual development,instilling a culture and practice of continuous improvement.

2.Aggressively improve recruitment and retention, increasing total systemenrollment.

3. Rapidly matureIHCs advancement program, creating a culture of philanthropyand celebration that embraces all who believe in IHCs mission.

4. Build focused areas of excellence that reinforce IHC as a unique educationalchoice for families.

5. Strengthen IHCs financial viability and sustainability.


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Objective 1: ReinforceIHCs Tradition of Academic

Excellence and Spiritual Development, Instilling a

Culture and Practice of Continuous Improvement

IHC has long enjoyed a well-deserved tradition of academic excellence, however, like

all great schools, IHC must cultivate a culture of continuous improvement and an

openness to new practices, while retaining enduring IHC fundamentals: the primacy of

Christ, integration of faith throughout our curriculum, challenge, rigor, individualized

attention, and the development and expectation from our students of personal

responsibility, hard work, and solid organizational habits. IHCs comparative

scholastic excellence is not guaranteed. Some of the initiatives below require resourcesnot currently available. Therefore, we will align these initiatives with our philanthropic

and grant-seeking strategies as described in Objectives 3 and 5.

Initiative 1.1. Continuously strengthen and enrich the spiritual experience of students,

faculty, staff, and parents.

Increase and/or achieve greater participation in opportunities for spiritualgrowth.

Involve students in the planning and facilitating of faith-based opportunitiessuch as Retreats, Catholic Schools Week, Chrism Mass, Public Policy Day, and

offering daily morning prayer.

Seek and create opportunities to more actively invite and involve our localparishes, parents and other adults, and community partners in IHCs faith

mission and the spiritual life o f our schools.

Continue to uphold the primacy of IHCs responsibility to instill each generationwith the faith.

Initiative 1.2. Implement the Common Core Standards for States, simultaneouslybuilding curriculum development competencies throughout the Pre-K to 12 system.

Remain on pace with NY State Education Department public school timelines.


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Provide the necessary teacher professional development and support to ensurethat IHC curriculum planning, professional collaboration, and instructional

practices are up-to-date and continuously improving.

Continue to implement IHCs Pre-K to 12 professional development plan withcollaboration among Principals and the Diocese Department of Education.

Ensure professional development is directly and demonstrably tied to studentachievement and needs assessment.

Annually administer a feedback survey for professional development toregularly revise and tailor professional development to the needs of teachers.

Integrate the resources and tools of the Common Core Catholic IdentityInitiative.

Initiative 1.3. Establish and enhance quality literacy and math programs at the Pre-K

and Elementary levels.

Ensure alignment with New York State guidance on the Common CoreStandards for States.

Continue to develop and design grade-level and subject-area curriculum mapsaligned with the Common Core Standards for States, while ensuring vertically

aligned curriculum within the Elementary school, and Junior/Senior High

School.

Develop parallel formative assessments in the classroom. Provide teachers with ongoing professional development to enhance their

instructional skills and strategies in teaching reading and mathematics.

Initiative 1.4. Improve the recruitment and retention of quality faculty.

Progressively optimize faculty pay tables to improve the retention of faculty. Broadly consider additional or alternative incentives to enhance retention. Enhance our high-quality training, assimilation, and welcome program for new

teachers. Enrich opportunities for professional development of developing teachers. Continue to improve non-evaluative mentor programs between highly effective

and developing teachers.


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Continue to develop ways to appropriately recognize among the faculty thosewhose students demonstrate significant progress and achievement in their

overall educational program.

Deliberately encourage current students, and actively recruit recent studentsapproaching college graduation, to consider obtaining certifications and teaching

at IHC.

Initiative 1.5. Implement strategies to improve achievement of students with unique

learning needs and interests, including but not limited to at-risk students.

Provide teachers with ongoing professional development in the areas of diverselearning styles and multiple intelligences.

Review and revise our academic intervention plan, specifically focusing onindictors, strategies and resources.

Utilize grade-level teams and department meetings to look for additionalacademic support activities.

Develop a study-skills course and curriculum for students entering 9th grade toprovide the tools and skills to help them transition from the Junior High School

to the more independent learner orientation emphasized at the High School.

Enhance and expand the peer tutoring program to include mentoringopportunities.

Initiative 1.6. Provide additional academic and extracurricular activities for students.

Consider summer enrichment programs and camps for multiple purposes. Forexample, a camp may be geared to students seeking to better prepare for the

SATs; art, science, and other camps would offer fun and enriching experiences

for students. Consider how to make such programs generate revenue.

Identify unfunded programs that can be the source of grant requests. Initiative 1.7. Pursue focused grant requests to establish additional electives, AP, and

EDGE courses, as well as additional offerings or enriched instruction in Spanish and

Computer Literacy, both at the Junior/Senior High School and, as appropriate, the

Elementary School

See Initiative 5.5.


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Ensure program evaluation of new courses includes measurement of studentachievement, engagement, recruitment, retention.

Initiative 1.8. Improve the maintenance, analysis, and use of achievement data to inform

instruction.

Develop an IHC School System Report Card, similar to those used by publicschools, available to parents and formally reported to the Education Council.

Use Pre-K to 12 assessment data and analysis to inform teaching and thecurriculum review process to address areas of identified or potential weakness.


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Objective 2: Aggressively Improve Recruitment and

Retention, Increasing Total System Enrollment

IHCs recruitment and retention strategy rests on the fundamental premise that the only

way to boost enrollment in a lasting manner is to consistently provide real educational

value. Healthy enrollment is essential to IHCs mission, not because it creates revenue

(it does), but because our mission is impossible without students to educate and

develop. Healthy enrollment also enables a diverse range of quality academic, athletic,

and extracurricular offerings. While many of the initiatives below focus on

marketing, they are intended to work hand-in-hand with the initiatives in the other

objectives to enhance educational value.

Initiative 2.1. Develop and maintain a first-class IHC website that is attractive and

intuitively informative to prospective students and families.

Provides all the information and tools to easily apply/enroll. Clearly and consistently conveys IHCs identity. Makes the strongest objective case for IHC as the premier educational choice in

the local area.

Is updated and maintained in a disciplined, systemic, and rhythmic manner byappropriate staff, faculty, and volunteers.

Serves all stakeholders students, parents, prospective parents, faculty, alumni,community members, and benefactors.

Initiative 2.2. Form a Recruitment and Retention Team to coordinate a system-wide

effort toward enrollment management.

Regularly gather, assess, and use market research and other relevant data. Annually gather, assess, and use student, faculty, and parent survey data. Evaluate existing enrollment management practices, including the

admissions/enrollment process, publications, and other materials.

Evaluate internal statistics on a periodic basis to discern trends, issues, and theefficacy of practices.

Assist the ESA in developing the implementation plan for this objective.


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Initiative 2.3. Evaluate tuition rates to ensure they achieve the optimum balance of

enrollment and revenue.

Conduct analysis of whether tuition is priced to optimize total revenue vs.optimize revenue per transaction.

Consider non-supporting tuition rates to determine whether they: (1) arepurposeful, based on logical criteria, and fair; (2) establish a barrier to

enrollment, particularly at the higher grades, depriving the system of revenue

and creating upward pressure on tuition for all families.

Initiative 2.4. Continue to improve the coherence and effectiveness of IHC marketing.

Implement and sustain a deliberate branding strategy. Steadily increase competence in and use of targeted and micro-marketing. Steadily increase competence in and use of social media, hand-in-hand with

initiatives under the advancement objective.

Initiative 2.5. Explore in-house and community partnership programs that may expand

the enrollment pool.

Increased current parent participation in the enrollment process. Implement summer enrichment programs as described in Initiative 1.6. Explore opportunities for partnerships (consistent with initiative 2.6 below) that

introduce IHC more broadly to school-age children and families in the local

community.

Initiative 2.6. Continue to increase IHCs visibility and activity in the local community.

Increase and strengthen IHCs ties with the broader community to includethrough special events, media exposure, participation in community events and

organizations, and so forth.

Explore opportunities for partnerships with organizations that havecomplimentary missions.

Improve outreach to the outlying parishes, and ensure that marketing andoutreach efforts specifically address those communities.

Find new ways to intensify outreach to the Fort Drum community.


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Objective3: Rapidly Mature IHCs Advancement

Program, Creating a Culture of Philanthropy and

Celebration that Embraces All Who Believe in IHCs

Mission.

A flourishing advancement program is critical to IHCs future. For many decades,

colleges, private schools, parochial schools, and non-profit organizations have honed

tools and best-practices to advance their missions by engaging their stakeholders in a

strategic, rhythmic, and positive manner that reflects pride in the institution and a belief

in its mission. IHC must do the same. We need not re-invent the wheel, though must

take care to develop a program that fits the schools history and traditions, the unique

character of its alumni, and the community as a whole. The overall concept of

advancement holds that the highest destiny of a school can be realized only when a

compelling mission is experienced; a shared vision is established; and clearly articulated

priorities are embraced by individuals willing to sacrifice and invest to ensure priorities

become realities. Indeed, that is the purpose of this strategy and the process that

produced it.

Initiative 3.1. Invest now to build the systems, core competencies, and capacity for a

productive advancement program.

Immediately increase the manpower (with employees, volunteers, interns,and/or new solutions such as unbudgeted positions) devoted to critical

advancement functions.

Increase advancement investment from current rates of 1.2% to the best-practicebenchmark of 2% of the operating budget.

Focus near-term effort at improving the quality and fidelity of our constituentdatabase, using all available resources to locate lost alumni and constituents

and improve the accuracy and richness of data.

Become experts at maintaining constituent data tools. Become experts at planning and executing special events. Rapidly develop competency and a disciplined system for stewardship (the

thanking and maintenance of relationships with donors and supporters).


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Develop competency, capacity, and implement programs for the effective use ofsocial media and e-philanthropy.

Develop competency and capacity in graphic production.Initiative 3.2. Reinvigorate IHCs relationship with Immaculate Heart Academy andIHC alumni.

Broaden ownership, contributions, production, and distribution (paper andelectronic) of the IHA/IHC Echo.

Improve the coordination and support between the school and alumni regardingreunions. Help alumni classes stay in touch with classmates.

Publish a new alumni directory in 2014 or 2015. Develop methods to strengthen the affinity and connection of young alumni with

the school and other alumni.

Initiative 3.3. Continue to successively master best-practices in managing The Fund for

Immaculate Heart to achieve a target of $150,000 per year within five years.

Annually establish a Fund for Immaculate Heart Committee, consisting of alumni,parents, Education Council members, and others, to serve as the face of the Fund

and enrich the connection with constituents.

Progressively improve the planning, preparation, sophistication and sequencingof Fund actions.

Involve alumni class representatives throughout the process. Achieve a greater than 90% participation rate among Education Council

members, faculty, and staff.

Initiative 3.4. Progressively develop competency in donor prospect research,

identifying those who are both compelled and able to provide financial support to

IHCs mission.

Scrupulously cultivate genuine relationships before and after major gifts suchthat giving to IHC is an experience, not a transaction.

Leverage as much as possible the knowledge of alumni and communitymembers.

Develop competency in using tools and services to identify prospects.


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Develop proficiency and savoir faire in approaching major donor prospects.Initiative 3.5. Ensure that all IHC fundraising is strategic and mission-focused.

Reduce the number and frequency of smaller fundraising activities that are notdirectly mission-focused or which have a low marginal rate of return per unit of

labor invested.

Reduce the number of asks within the broader IHC community to six or lessper year.

Ensure the ESA office acts as the central point-of-contact for approving and de-conflicting fundraising activities, to ensure a deliberate and sustainable rhythm

and strategy of asks to our diverse constituencies and benefactors.

Initiative 3.6. Manage volunteer efforts more effectively, in a manner that enriches the

community spirit of the school, and that aligns with priorities.

Create a centralized, prioritized listing of system-wide volunteer servicerequirements on the IHC website.

Ensure that all volunteers are recognized and thanked. Explore an initiative to establish a discreet number of unbudgeted positions.

These are defined positions which the school would fill with paid personnel if

funds were available. These positions require special qualifications or

certifications (for example, a librarian), and have a specific job description.Parents who qualify for these positions could perform them in exchange for

tuition discounts. While this would reduce tuition revenue, it would provide for

a more efficient and effective distribution of manpower in a way that adds

educational value, and hence future revenue, to the school system.

Initiative 3.7. Effectively communicate with stakeholders and the community to ensure

awareness of IHCs identity, value, affordability and accessibility, as well as build

community support for this plan.


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Objective 4: Build Focused Areas of Excellence that

Reinforce IHC as a Unique Educational Choice for

Families

IHC is unique. It is a Catholic school. It is independent. It is characterized by a culture

of achievement. It achieves exceptional results. But successful Catholic schools in

similar socioeconomic and demographic situations have found that they must

increasingly differentiate themselves in ways that are relevant to the current generation

of parents. These steps are positive. They include building focused areas of excellence

that are relevant to skills needed in todays world, and within the local community.

They include becoming a leader in adopting novel programs that increase student

achievement. They include tying together the threads of a system-wide curriculum,through practices such as project-based learning, in ways that are effective, engaging to

students, lend themselves to partnerships with local institutions, and are compelling to

grant-giving organizations. More directly aligning students primary, secondary, and

post-secondary education with the requirements of the workplace will become a

dominant element of change in the educational field over the next decade. Some of the

initiatives below require resources not currently available. Therefore, we will align

these initiatives with our grant-seeking strategy as described in Initiative 5.5.

Initiative 4.1. Enhance IHC Junior/Senior High Schools literacy and fine arts programs.

Strengthen our ELA program through the integration of the Common CoreStandards for States.

Develop additional ELA learning opportunities, such as the addition of ajournalism class or a Composition class.

Continue to provide authentic ELA learning experiences, such as oratorical andessay contests; articles for local media; submissions to IHCs constituent

magazine, the Echo; submissions to IHC Junior/Senior High Schools monthlynewsletter, the Cavalier Connect; and publication on various online resources.

Expand our arts program with additional visual and performing artsopportunities for our students.


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Initiative 4.2. Build a STEM (Science, Technology, Engineering and Math) program of

excellence within the Junior/Senior High School.

Form a K-12 STEM Team, including partner representatives, to identify keycomponents already in place, research, plan, develop and monitorimplementation of the STEM program.

Use an incremental pilot-program approach to carefully evaluateimplementation, and develop a program evaluation strategy, using rubrics and

various assessment strategies, tied to student achievement.

Identify North Country socio-economic needs, and engage in effective dialog tobuild community understanding and support for education innovations that

support North Country socio-economic needs.

Seek partnerships with Catholic and other schools that have successfullyimplemented STEM programs to share curriculum, projects, and on-site and/or

distance learning training.

Enhance and create local partnerships with SUNY-Jefferson, other regionalcolleges, local businesses, and non-profit organizations which rely on employees

with STEM skills.

Develop STEM curriculum aligned with state, national, international andindustry standards. Research STEM standards and benchmarks established by

such organizations as the National Research Council, the National Council of

Teachers of Math. Ensure the curriculum is rigorous and focused on mastery of

foundational skills and concepts associated with the STEM fields.

Explore online and distance learning opportunities that can be accessed as part ofthe IHC educational program.

Seek Federal, State and private grants for such key components as curriculummaterials, technology (including robotics, computers, LCD projectors, scientific

calculators and other devices), and teacher professional development.

Focus on projects and material that integrate STEM learning into social studies,language arts, fine arts, and other courses.

Explore a project-based learning approach that focuses on working with partnersto engage students by identifying real-world problems and developing solutions.

Initiative 4.3. Explore and create an entrepreneurial program that would develop

students 21st century skills in the areas of business and economics.


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Engage students in the process of developing a business plan to create a foodservice program serving the needs of all IHC students and staff and capitalizing

on the abundant resources in the food service industry within the school

community.

Develop a classroom based program with integrated content areas, such as ELA,Math, Business and Economics, ethics and career exploration.

Explore educational, community, and grant resources. Encourage and enable students to enter the entrepreneurial competition hosted

by SUNY-Jefferson.

Initiative 4.4. Reinforce IHCs reputation as a local leader by continuing to strengthen

the St. John Bosco Pre-School and its reputation as the areas premier Pre-K program.

Continuously seek to provide local families with a range of high-quality Pre-K educational options that prepare children for increased student

achievement in Elementary school and beyond.

Establish a Junior Kindergarten for families with young 5-year olds andmature 4-year olds, with a curriculum aligned to New York States Pre-

Kindergarten Foundation for the Common Core.

When possible, expand the flexibility, times, and options for Pre-K families. Take actions to attract new families to the St. John Bosco Pre-School, and to

increase the rate of matriculation from Pre-K into Kindergarten.

Initiative 4.5. Establish a pilot Foreign Language Early Start (FLES) program in grades

K-1, with the goal of extending the program to higher grades.

Develop a well-designed Spanish curriculum for grades K-6. Closely align the curriculum with the Common Core Standards for States and

continuing curriculum initiatives within IHC Elementary and IHC Junior/Senior

High School.

Continually monitor and evaluate the pilot Spanish program to determine itseffectiveness and to make decisions regarding its expansion to successive grades

in school year 2014-2015 and beyond.

Explore and study the inclusion of Latin and French instruction at the upperintermediate grades.


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Initiative 4.6. Ensure the long-term health of strategic partnerships with international

student companies with appropriate investment in programs that ensure the

educational and cultural value of such programs to both domestic and international

students.

Continuously explore ways to enrich the cultural and educational experience ofinternational students, as well as all IHC students.

Strengthen the communication between the school and international studentparents (through their exchange company).

Improve the quality and currency of marketing materials to international studentcompanies.

Actively recruit host families who will provide the richest and most positiveexperience possible for international students.

Find ways to integrate and celebrate the value that international students bringto our Catholic educational mission.

Initiative 4.7. Maintain IHCs strong tradition of competitive athletics.

Ensure that the IHC athletic program is always regarded as a supporting pillar ofIHCs spiritual and academic mission, through the promotion of hard work,

personal responsibility, integrity, sportsmanship, and an unwavering

commitment to excellence.

Take actions to ensure continuity within our athletic programs. Continue to strengthen and broaden the membership of the IHC Athletic Booster

Club, as well as encourage parental volunteer involvement and support across

the athletic program.

Explore ways to more frequently involve alumni athletes into the life of theschool; for example, establishing a Cavalier Hall of Fame, conducting

appropriate activities and providing representation at reunions, and so forth.

Continue to communicate and support the philosophy and goals of the athleticprogram and provide mentoring support for junior coaches.

Initiative 4.8. Continue to integrate our athletic programs with our academic program.

Continue to offer and enhance the Sports management curriculum.


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Offer opportunities for authentic learning experiences through the media literacycourse through the development of sportsfolios and art portfolios.


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Objective 5: StrengthenIHCs Financial Viability and

Sustainability

The next five years are uniquely challenging. While several years of increasedKindergarten enrollment provide strong indicators of long-term strategic health, in the

mid-term, the revenue impact of smaller elementary classes matriculating into the

Junior/Senior High School creates a revenue decrease that will require drawing on

IHCs operational reserves. While the school has been successful in building those

reserves in recent years, careful management and difficult choices will be required to

balance current needs and future risk, particularly given areas of uncertainty such as

the economy and Fort Drum manning decisions. Because of this liquidity challenge,

growth of IHCs modest endowment will not be a priority during this strategy period,

but will emerge as a priority near the end of this strategy window. A multi-faceted

approach to financial management is necessary during this timeframe, including a

robust advancement program (objective 2), disciplined financial management controls

and oversight, creativity in raising capital for projects that add real educational value

and that bolster the strategic positioning of the school, and novel efforts to add new

revenue streams while taking concerted steps to reduce operating costs.

Initiative 5.1. Implement disciplined financial management practices and controls.

Evaluate the school systems financial and enrollment health from a system-wide, vs. school by school, perspective.

Identify optimum (right-sized) enrollment targets in each school. Continue to implement and refine multi-year forecasting. Continue to employ benchmarking for critical activities and funds, such as the

size of IHCs operational reserve.

Continue to use cash-flow budgeting and quarterly financial reporting to informadministrative and Council decision-making.

Continue to improve the Education Councils capacity and involvement inexercising appropriate financial oversight.

Adopt an Education Council-approved IHC financial management policygoverning such items as budget amendments, procurement, and other key

issues.


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Periodically provide the Education Council and Finance Committee, particularlynew members, with professional development in financial oversight and

advancement.

Publish an Annual Report.Initiative 5.2. Progressively increase transparency of financial information (open book

management) to ensure that everyones best efforts are fully vested in IHCs success.

Stakeholders can see and understand financial and performance measures,particularly regarding new programs, philanthropy, fundraising, enrollment and

benchmarking of key areas such as per-pupil costs, optimal savings, and so forth.

Broaden who sees the big picture, helping convey trust and creating incentivesto contribute.

Encourage all stakeholders to think like owners, doing everything they can toboost performance and success.

Ensure every stakeholder benefits from success, including students, parents, andteachers.

Initiative 5.3. Explore alternatives to consolidate and/or modernize infrastructure to

reduce operations and maintenance costs.

Conduct a complete study and thoroughly investigate various options toconsolidate infrastructure, to include but not limited to a single Pre-School/Elementary School site, an interim solution of a Middle-School/High-

School model while smaller classes continue to matriculate through the High

School over the next five years, and other options.

Consider the initial capital costs and the suitability of consolidating and/ormodernizing infrastructure as a Capital Campaign goal.

Consider collateral benefits of improved and modernized facilities, includingenrollment, information technology, and potential cost savings through energy

efficiencies (including grants). Evaluate long-term operations and maintenance savings.

Initiative 5.4. Execute a five-year Capital Campaign tied to this strategy.


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Ensure IHCs readiness to initiate a Capital Campaign that would begin not laterthan the start of school year 2014-2015. Such efforts would include a case

statement tied to this strategy, full feasibility studies, data gathering, the

continued building of internal competencies, and the evaluation of vendors to

assist with execution.

Form an exploratory Capital Campaign committee not later than the start ofschool year 2013-2014.

Establish Campaign goals and milestones not later than January 2014.Initiate 5.5. Improve targeted grant seeking.

Develop detailed, prioritized requirements statements and on-the-shelf grantproposals, tied to this strategy, that can be readily deployed as grant

opportunities are identified. Ensure the involvement, from beginning to end, of Principals and faculty,

supported and enabled by the ESA office.

Develop a continuously maintained inventory of grant initiatives, includingthose in this strategy as well as new initiatives, and potential grant opportunities.

Make effective use of outside expertise and volunteers to maximize our grantproposal throughput.

Initiative 5.6. Develop new sources of revenue.

Explore opportunities for Pre-K revenue while still ensuring affordability andaccessibility.

Consider creative ways to gain revenue through use of IHCs facilities. Maximize the profitability of summer sports camps. Implement summer enrichment programs as described in Initiative 1.6. Establish an online presence as part of the IHC website for the Cavalier Store,

shaping an inventory that attracts current students, parents, alumni and other

supporters.

Initiative 5.7. Evaluate and when feasible implement other potential cost-savings

measures.

Improve the energy-efficiency of all IHC facilities.


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Periodically seek more cost-effective alternatives regarding services, advertising,sources of material, and so forth.

Analyze multiple options and obtain multiple bids for expenditures above anamount to be established by the Education Council Finance Committee.

Ensure that major capital expenditures (for example, information technology) aretied to this strategy and to an implementation plan with clearly articulated goals,

priorities, and evaluation criteria.


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ENABLING CAPABILITIES

In addition to the objectives and initiatives above, IHC must strengthen its

competencies and practices in the following critical enabling capabilities. These

capabilities are mutually supportive. At the foundation is effectivegovernance, which is

the means by which IHC ensures that the sum of our actions follows the path laid out in

this strategy, while ensuring the inherent Catholic identity of our school system.

Effectivegovernance requires steady leadership. Leadership is essential to both guide and

fulfill ongoing strategic planning. Strategic planning requires the essential tools of

effective knowledge management and technology management. Together, these tools

provide the depth, timeliness, and accuracy needed for meaningful assessment. And

fundamentally, operating a school requires aphysical infrastructure that is safe, secure,

and well-maintained.

1. Leadership IHC leaders working together with faculty, staff, parents andothers to bring together diverse perspectives, and discuss issues openly and

supportively to solve problems and achieve common goals.

Continuous, rhythmic coordination among administrators. Pushing information rather than pulling. Eliminate barriers to different groups of employees, administrators, and

all stakeholders interacting with one another. We are one team.

Foster self-managing teams to implement the initiatives in this strategy,and carry on the day-to-day business of the school system.

2. Strategic planning a deliberate rhythm of assessment, program evaluation,situation analysis, forecasting, and adjustment of plans and objectives.

Strategic planning is comprehensive. It ties together all of the subordinateplanning processes of the school system, to include budgeting, long-range

financial planning, technology planning, program implementation, grant

development, advancement planning, and so forth.

Strategic planning is continuous. The process of strategic planning is as important as the plan itself.


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IHC must retain and evolve many of the mechanisms, relationships andcompetencies established in developing this plan.

3. Knowledge management practices to ensure that IHC gathers, organizes,shares, analyzes, and maintains its knowledge (which includes but is broader

than information) to best accomplish its mission. For example:

Conducting a comprehensive information inventory to identify whokeeps what information, where, why, when, shared with whom, etc.

Ensuring curriculum, lesson, and project materials (critical institutionalknowledge) are stored in an organized fashion and accessible to all

teachers (particularly new teachers) to strengthen the quality of

instruction.

Ensuring a single student management and enrollment system to avoidduplication of effort.

4. Technology management the strategic planning and use of technology toprepare students by developing technological literacy, enriching instruction, and

serving as an integral part of the school systems operation.

Effective strategic planning to ensure cost-effective technology solutions. Disciplined requirements-based procurement of equipment and services,

with purposeful grant-seeking and philanthropic elements. Purposeful application of technology to enhance the instructional

environment, increase student engagement, and extend learning

capabilities.

Ensuring that technology solutions support data-driven assessment andeffective knowledge management.

5. Physical Infrastructure Safe, secure, well-maintained facilities that provide thebest possible learning environment, are welcoming and attractive, and are cost-

effective

Deliberate, scheduled preventive maintenance. Regular facilities inspections, assessments, and appropriate action to

ensure legal, regulatory, safety, security, and environmental compliance.


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Up-to-date, prioritized inventory of maintenance and capital projects,with cost data, integrated into budget and programming, and tied to grant

and philanthropic priorities as appropriate.

6. Assessment the ongoing use of data to determine whether important actionsare being accomplished, and whether they are producing desired results.

Occurs at all levels, from the most specific (individual studentachievement) to the broadest (performance of the school system).

Ensures that decisions are informed by objective data. Requires competence and habits to build programs that include from the

outset the methods for assessment and measurement.

Requires the routine, and sometimes formal, review of progress andresults by teachers, staff, administrators, and the Education Council.

Provides a means of accountability.7. Governance the power and capability of the Education Council to provide

competent leadership and oversight, develop appropriate policy, prudently

allocate resources, enable philanthropic success, and provide transparent

accountability to the school community.

Provide appropriate professional development of Council members toeffectively carry out their responsibilities.

Increase the transparency of Council activities. Ensure Council membership is broadly representative of the entire school

community, and includes essential expertise (for example, law, education,

technology, fundraising, finance, and so forth).


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Enabling Capabilities

Assessment

TechnologyManagement

KnowledgeManagement

StrategicPlanning

LeadershipPhysicalInfrastructure

Strategic Planning a deliberate rhythmof assessment,

program evaluation,situation analysis,forecasting, visioning

and adjustment ofIHCs plans andobjectives.

Knowledge Management practicesto ensure that IHC gathers, organizes,shares, analyzes, and maintains itsknowledge to best accomplish itsmission.

Assessment theongoing use of dataand evaluation todetermine whetherimportant actions are

being accomplished,and whether they are

producing desiredresults, particularlywith respect tostudent achievement.

Technology Management thestrategic planning and use of technology toprepare students by developing technologicalliteracy, enriching instruction, and serving as anintegral part of the school systems operation.

Leadership IHC leaders working together with faculty,staff, parents and others to bring together diverseperspectives, and discuss issues openly and supportively

to solve problems and achieve common goals.

Physical Infrastructure Safe, secure,well-maintained facilities that providethe best possible learning environment,

are welcoming and attractive, and arecost-effective.

Governance the power and capability of the IHC Education Council, incollaboration with administrators, to provide competent leadership andoversight, develop appropriate policy, prudently allocate resources, enablephilanthropic success, and provide accountability to the IHC community.


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IMPLEMENTATION AND ASSESSMENT

A strategy is just a blueprint. For an architect, a blueprint is the tool for converting a

clients vision into an actual plan that can be built. But a blueprint is not enough. Thosewho do the tangible work (the engineers, electricians, plumbers, and so forth) need

more specific plans drawings and diagrams that convert ideas into action.

Similarly, IHCs strategy needs implementation plans, developed by IHCs experts and

key stakeholders (Principals, teachers, staff, parents with relevant skills, and when

appropriate, mature and thoughtful students), that provide the details of howIHCs

strategic objectives and initiatives will be accomplished.

Finally, constructing a building requires a schedule, quality control measures, andinevitable adjustments. Similarly, our implementation plans need to be supported with

assessment and evaluation tools to ensure that actions are done on time, to standard, and

that they are producing the desired results.

IHC Strategic Plan

Architectural blueprint

Developed by all stakeholders

Converts a vision into a coherent design

Provides a framework for implementationConveys key ideas and concepts to turn vision into reality

Implementation Plans

Architectural working drawings program designs

Developed by experts & key stakeholders (Principals,faculty, parents, selected students)

Howwill we achieve the objectives & initiatives?

Comprehensive. Logically subdivide the work to beaccomplished. Are additional initiatives needed?

Tasks, responsibility, outcomes, milestones, benchmarks

Assessment and Evaluation Tools

Are things getting done on time?

Are they producing the desired results?

What adjustments are needed?


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Oversight. The IHC Education Council will oversee implementation of the IHC

Strategic Plan. Oversight includes routine, ongoing updates by administrators.

Oversight also includes periodic, formal updates or reports by administrators to the

IHC Education Council and/or to the entire IHC community.

Implementation Plans

The first formal update shall be a briefing, to occur not later than August 2013, by

administrators to the IHC Education Council on the status of their coordinated

implementation plans:

Objective

Lead

Responsibility

Supporting

Responsibility

1. ReinforceIHCs tradition of academic excellence

and spiritual development, instilling a culture and

practice of continuous improvement.Principals ESA

2.Aggressively improve recruitment and retention,

increasing total system enrollment. ESA Principals

3. Rapidly matureIHCs advancement program,

creating a culture of philanthropy and celebration

that embraces all who believe in IHCs mission.ESA Principals

4. Build focused areas of excellence that reinforce

IHC as a unique educational choice for families. Principals ESA

5. Strengthen IHCs financial viability and

sustainability.ESA Principals

Implementation plans for each objective and for major initiatives as appropriate (for

example, the STEM initiative in objective 4) shall include the following elements:

An overall concept of implementation. For each initiative:

o Overall responsibility (lead responsibility; supporting responsibility).o Subordinate tasks (responsibility, action, result, milestones; deadline).


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o Performance measures, including measures of performance (are thingsgetting done?) and measure of effectiveness (are they working?).

o A self- assessment and evaluation plan, to include frequency of progressreports, diagnostic instruments, and data collection, reporting, and

analysis strategies at all relevant levels.

Administrators shall coordinate their respective implementation plans prior tobriefing the Education Council.

In addition to the existing, adjusted, or new initiatives tied to each of the fiveobjectives, implementation plans will include initiatives designed to build and/or

sustain the enabling capabilities in the previous section.

Administrators shall periodically provide updates on selected initiatives to the IHC

Education Council, with formal, comprehensive updates no less than annually.


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Immaculate Heart Central Schools

1 Sterling Place

Watertown, NY 13601

(315) 221-3785

www.ihcschools.org

ihc strategic plan 2013-2013 - a vision for the future

Documents