PROFILE OF THE INDIANOLA ACADEMY
INTRODUCTION:
This profile is a presentation of data collected from many areas and used to create a summary of student performance, student and community demographics, characteristics of the school, and various charts and narratives. The strategic plan was a product of extensive data gathering from various stakeholders and intense study and research by various committees. Recommendations are currently being placed in action, and ambitious goals have been set for the students, faculty, and school. “Learning First” has been the school improvement motto for several years, and it continues to be the ultimate goal of this strategic plan. It is highlighted in the mission statement and is the scale used to measure every decision made at The Indianola Academy. Meeting the needs of a broad range of ability levels continues to be a challenge that constantly requires the evaluation of current programs and the addition of programs for each level of learner. The task of this plan and profile is to stimulate areas of improvement. This task is never complete and is subject to constant change. Committees will continue to monitor trends and to provide updated information to the board of directors each year.
THE SCHOOL:
The Indianola Academy is a PreK-12 private school located in the Mississippi Delta within the city limits of Indianola in Sunflower County. The Indianola Academy is accredited by the Mississippi Private School Association and the Southern Association of Colleges and Schools. The Indianola Academy is a non-discriminatory 501-C3 non-profit institution which accepts private donations and tuition receipts to operate the school. An endowment fund is and has been in place to ensure the financial security of the school and plant. The board of directors strives to keep tuition affordable and acts as a careful steward of all money received. The Indianola Academy provides an alternative to public schools for parents and students capable of meeting the academic and financial requirements. A committee selected by the school oversees a minority scholarship fund dedicated to assisting minority students. Information on tuition, donations, and costs per student can be found in the Cost/Donation/Tuition Chart at the end of this profile.
Students living in Indianola make up 71% of the school’s enrollment with the rest coming from small towns in the area. These towns are Sunflower and Shaw to the north, Moorhead to the east, Inverness and Isola to the south, and Holly Ridge and Leland to the west. A small number of students live thirty or more minutes from The Indianola Academy in the cities of Cleveland, Belzoni, Ruleville, Doddsville, Greenwood, and Greenville. (Demographics of Students by Town of Residence Chart)
In the Mississippi Delta, farming and farm related companies are the key components of the economy. This is true for many of the parents of Indianola Academy students. In recent years the farm economy has been under stress, causing a tightening affect on all industries in the area. A drop in jobs which pay at a high enough rate to allow their employees to choose private schools causes some families to move to other cities for better employment opportunities.
The prominent non-farm related companies in the area are Dollar General, the largest, Lewis Grocery, Gresham Petroleum/Double Quick, and educational institutions. Dollar General and Lewis Grocery are distribution centers in which the majority of jobs offered pay a wage which is not sufficient to pay private school tuition. Gresham Petroleum/Double Quick provides jobs at all pay levels and employs many parents of IA students. Mississippi Delta Community College, Delta State University, Mississippi Valley State University, Indianola Public Schools, and Sunflower County Schools are educational institutions that provide employment for a number of IA students. Other parents whose students attend The Indianola Academy are merchants, bankers, and government employees or are in the medical field or in service related businesses.
The Indianola Academy is one of several private schools in the area. Central Delta Academy, a PreK-9 school, is located 8 miles south in Inverness. Most of the students who complete the 9th grade at Central Delta transfer to IA. North Sunflower Academy is a PreK-12 school located thirty minutes north in Drew. Other schools located in a thirty mile radius are Bayou Academy and Presbyterian Day School (both in Cleveland), Humphreys Academy (Belzoni), Greenville Christian and Washington School (both located in Greenville), and Pillow Academy (Greenwood). Pillow Academy and Washington School are in the largest MPSA classification, AAA Division I. The other schools are in the smallest MPSA classification A. The Indianola Academy is in the AA classification. Competition for students is, for the most part, evident only in the geographical areas between schools, but with the small driving distance, students have alternatives to attend other private schools.
THE PAST AND THE PRESENT:
The Indianola Academy began its first session in the fall of 1965 with seventy students in first and second grades. Classes were held in the First Baptist Church of Indianola. In 1966, one hundred eighty students in grades one through seven met at First Baptist and First United Methodist in Indianola. In 1967, two hundred forty-one students in grades one through nine met at the same churches. In 1968, two hundred eighty students in grades one through ten attended the new building on Dorsett Drive. The 1969 session began with six hundred students and expanded to fifteen hundred for the second semester. Some students returned to the churches and others moved to additional buildings that had been provided. In the 1970 session the high school and junior high students attended the Dorsett Drive location, while the elementary continued to meet in the churches. The enrollment in grades one through twelve was 1500 students, and IA awarded diplomas to its first graduating seniors. In 1971 The Indianola Academy received accreditation from the Mississippi Private School Association and the State of Mississippi, and both elementary and secondary students attended the educational plant on Dorsett Drive. In 1977 the Indianola Academy’s eighth graduating class included twenty students who had attended IA for their entire twelve years. The decade of the 70s saw several private schools built in the towns around Indianola causing a reduction in enrollment as students transferred to schools closer to their homes. In 1980 The Indianola Academy became a member of the Southern Association of Colleges and Schools. A gradual decrease in enrollment started in the middle to late eighties and continued through the 2004 session due to the reduction of job opportunities and farming difficulties. The 2005 session began with the first significant increase in many years and has given IA a great deal of encouragement as it looks forward to the last half of this decade. (Enrollment Chart)
The educational plant consists of twenty on acres of land housing a lower elementary building, upper elementary/junior high building, high school building, science building, gymnasium/auditorium, music building, storage building, baseball field, soccer field, softball field, and elementary playgrounds. The high school building contains a library, cafeteria, multi-purpose room, computer lab, dressing and boys’ weight room, and other facilities. The Gym contains dressing facilities, girls’ weight room, stage, and other facilities. The upper elementary/junior high building contains a library, two art rooms, an elementary science lab, and other facilities. The lower elementary building contains a computer lab and other facilities. The school also owns a football stadium, concession stand, football field house, practice field and track facilities. The stadium complex is located 2 blocks south of Highway 82, three minutes drive from the campus. The school is in the process of acquiring significant acreage located just northeast of the campus.
Members of The Indianola Academy faculty have been called from local areas, and many have chosen to serve for many years. IA teachers have been loyal to the school and dedicated to the parents. They are responsible for a great deal of success and consistency throughout the years. Several have retired with twenty-five or more years of service to IA, and others remain working with decades of service to IA. (Teacher Information Chart)
Administrators have also had long terms of service at IA, providing consistent leadership and guidance. The Indianola Academy has had six headmasters serve the school in forty-one years: the first serving two years, the second serving four years, the third serving eight years, the fourth serving nine years, the fifth serving thirteen years, and sixth and current headmaster serving his fifth year. The dedication of these professionals and their willingness to serve long terms have made The Indianola Academy an outstanding institution. (Administration Chart)
Recent statewide and area teacher shortages and competition for top educators have caused IA to look beyond the local area for quality teachers and administrators. Main competitors for educators are the public schools, other private schools, and Mississippi Delta Community College. Recruiting and retaining quality teachers is one of the most important challenges facing The Indianola Academy.
The Indianola Academy enjoys a history of outstanding support by the local community. The community and its leadership understand and appreciate the role The Indianola Academy plays and has supported IA in every way, including financially, for the past forty-one years. This support is vital to the success of the school, and IA makes every attempt to maintain and strengthen its relationships and reputation in the community.
Graduates of The Indianola Academy have attended colleges and universities throughout the state and nation. The performance of IA graduates at the college level has been outstanding through the years and is a result of a quality instructional and testing program and dedicated parents, students, and teachers. Over the past five years ninety-six percent of IA’s graduates have attended a college or university. Some attend four year schools, and others begin at a community college. Mississippi Delta Community College is located ten miles east of Indianola, and many IA graduates choose MDCC because of its tradition and location. Surveys and contacts with graduates show they are successful in college and are satisfied with the instruction given to them at The Indianola Academy. In college readiness testing IA students perform well above the local and state averages, and at or above the national average on the ACT, PLAN, EXPLORE, and achievement tests. These tests are used as a tool to oversee the instructional program and to ensure the continued outstanding performance of graduates. (ACT, PLAN, EXPLORE, and Achievement Test Charts)
The Indianola Academy has worked very hard to stay on the cutting edge of educational technology and has a reputation as an innovative and progressive institution. Updates in technology have been adopted and implemented. At the present time the school has two computer labs with around fifty-five machines. The lab in the lower elementary building is used as a resource and instructional aid for elementary students. The other is located in the high school building and is used for instruction in computer literacy and application for junior high and high school students. School offices are networked and use administrative software. In 1998 The Indianola Academy Web Site was launched. This site provides important information about all programs and areas of the school and is prepared and updated by IA students trained in class to create and update web pages. Internet access is provided in the Library and Science Building for research and exploration. IA uses email as a vehicle of delivery for daily announcements by request to parents and patrons. IA will continue to incorporate the latest technological improvements.
The Indianola Academy offers a full range of extra-curricular activities. Involvement in these activities adds a great deal to the enjoyment and learning of the students. IA constantly seeks new and innovative ways to involve students in areas which will showcase and develop their talent. In an ongoing quest to make each student a part of the extra-curricular programs, students and faculty opinions on sports, activities, and organizations are gathered and implemented.
THE COMMUNITY:
Indianola, Mississippi, is a town with a population of almost 14,000. The population of Sunflower County is around 35,000. Both the city and the country have seen very slight increases in population over the numbers listed in 2000. The racial mix of the local area is 65% Black, 34% White, and the remaining 1% is a mixture of ethnic groups. The population of the Hispanic ethnic group, though still small, has grown consistently in recent years.
The median income of Sunflower County is reported at $25,000 per year. Forty-two percent of the population lives below the poverty level, and the vast majority of students in public schools qualify for the free or reduced lunch program. The average income of families in The Indianola Academy has increased slightly over the last 5 years to $41,000 per year. In Sunflower County 9 out of 10 students attend public schools.
The average educational level of parents of Indianola Academy students is significantly higher than that of the average Sunflower County resident over age 25. 98% of Indianola Academy parents hold high school diplomas, and 64% have a bachelor’s degree or higher. 60% of Sunflower County residents over 25 have high school diplomas, and 12% have a bachelor’s degree or higher.
This community represents a number of religious faiths. The county, city, and The Indianola Academy are made up of people of many different faiths. Baptist, Methodist, Presbyterian, Episcopal, Catholic, Jewish, and other faiths make our community diverse.
THE FUTURE:
The strategic plan project was undertaken with the simple question of where IA should be five years from now. The task was not simple and required the use of many people from inside and outside the school. Time and energy were brought to the questions, and a great deal of data was collected through surveys, meetings, and analysis of existing programs. It began with a desire to investigate current programs and policies for improvement and was completed by daring to look at what the possibilities were for both the school and students. Every step included an alignment of the vision of the plan with the mission statement and the beliefs of The Indianola Academy. Throughout the process a number of people from all areas of the school community and community at large were brought into the discussion to ensure the plan met the needs of our students and the “Learning First” mission. Many of the proposed improvements have been implemented, and many more are moving towards implementation. The plan has revealed a vision of a better Indianola Academy. Each step taken in the implementation will bring IA closer to providing better opportunities for the most important stakeholder we have – each individual student.
PROFILE TABLES AND CHARTS
COSTS/DONATIONS/TUITION PER STUDENT
DEMOGRAPHICS OF STUDENTS BY TOWN OF RESIDENCE (# & %)
ENROLLMENT FIGURES FOR 1995-2006
TEACHER INFORMATION CHART
ADMINISTRATION CHART
ACT ASSESSMENT (ALL SENIORS AND GRADUATES)
PLAN ASSESSMENT (ALL SOPHOMORES)
EXPLORE ASSESSMENT (ALL 8TH GRADE STUDENTS)
PERCENT OF ELEMENTARY STUDENTS SCORING ABOVE THE NATIONAL AVERAGE ON THE STANFORD ACHEIVEMENT TESTS IN READING, MATH, AND LANGUAGE
THE STRATEGIC PLANNING PROCESS / COMMITTEES
The Indianola Academy used the opportunity of the Southern Association of Colleges and Schools self study and peer review to take a comprehensive look at our school and to plan for the continued growth and improvement of our school and students over the next five years. The Board of Directors and the administration believed that this planning process would be most meaningful if all stakeholders in the school community were involved in the planning and ultimately in the implementation of the action plans formulated as a result of the planning process. During the planning process members of the Board of Directors, administrators, teachers, patrons, business leaders, and students actively participated as members of the Strategic Planning Committee facilitated by Cecil Jones. Mr. Jones is a retired Episcopal Priest who now does strategic planning for business and industry. Initially, the 26 members of the planning committee interviewed 125 patrons, alumni, students, business people, and community members to gather information which was used by the Strategic Planning Committee members as they deliberated and developed the strategic plan. A copy of the questionnaire and compilation of the responses are available in the Headmaster’s office. The Strategic Planning Committee met over a period of 3 months to develop the strategic plan. The plan centered on four main themes: Academics, Environment, Culture, and Development. Specific goals and objectives were developed; lines of responsibility were established; and timelines formulated. Action Teams focusing on the four themes have been formed, and they are actively engaged in implementing the objectives identified in the strategic plan
COMMITTEES:
STATEGIC PLANNING COMMITTEE
Lou Adams Leigh Hargett
Susan Allen Jaqui Lear
Melinda Andrus Charles Mason
Mark Atchley Emily McDaniel
Cindy Baird Darby Moor
Jenny Bibb Kathryn Parker
John Rodgers Brashier Kay Pitts
Caren Cerutti Nan Randall
Nancy Chiz John Thomas Robertson
Andy Daniels Marietta Russell
Lynn Delas Lisa Sledge
Katherine Gibbes Virgil Strickland
Tom Gresham Lynn Varner
ACTION TEAM COMMITTEES/SUBCOMMITTEES
CULTURE ENVIRONMENT
Katherine Gibbs, Chair Charles Mason, Chair
SOCIAL RESPONSIBILITY EXTRA CURRICULAR ACTIVITIES
Melissa Richardson, Chair Ruth Carmen Poindexter, Chair
Cindy Baird Susan Allen
Jennifer Ervin Jerrye Anderson
Camille Towery Robyn Palasini
EDUCATIONAL TRIPS/EXCURSIONS CRITICAL & CREATIVE TEACHING
Marietta Russell, Chair Naomi Makamson, Chair
Jacki Burkhalter Debbie Arrington
Darby Moor Elyette Robertson
Lisa Sledge
INFORMATION/TECHNOLOGY COMMUNICATIONS
Andy Daniels, Chair Reba McPhail, Chair
Irene Long Mark Atchley
Robert Sledge Donna Britt
Carolyn Ann Stauffer Alana Moore
DEVELOPMENT ACADEMICS
John Rodgers Brashier, Chair Virgil Strickland, Chair
Melinda Andrus CURRICULUM
Walter Burkhalter
Terri Manning Lynn Delas, Chair
Lewis Poindexter Cherrie Lynn Britt
Kay Pitts Nancy Chiz
Tim Timbs Elizabeth McCarty
Jan Ray
PROFESSIONAL DEVELOPMENT
Draughon McPherson, Chair
Emily Owen
Nan Randall
Valarie Townsend
PROFESSIONAL RESPONSIBILITY
Leigh Hargett, Chair
Jimmy Childers
Debbie Woodruff
SCHOOL DAY/ACTIVITIES
Caren Cerutti, Chair
Mary Beth Smith
Deven Hill
A
STRATEGIC PLAN
FOR
THE INDIANOLA ACADEMY
2005
MISSION STATEMENT
Our mission is to keep learning first and thus prepare
all students to meet the challenges of the future.
OUR BELIEFS
All students can learn.
Student learning should be the chief priority of our school.
Each student is valued individual with unique physical, social, emotional, and intellectual needs.
Challenging expectations increase individual student performance.
Exceptional students at both high and low levels of ability require special services and resources.
The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed, lifelong learners.
Design Elements
The following list includes the elements identified as necessary to the description of the ideal Indianola Academy. They were chosen after some significant dialogue about their need and their meaning.
1. Teaching/learning
- Extra curricular
- Practices and principles
2. Staff/people
- Do what it takes to keep good people
- Supporting the staff
- Quality and competence of staff
- Professional development
- Extra curricular
3. Communication
- Stakeholder relations
4. Leadership
- Governance/power/authority
- Stakeholder relations
-Management practices
- Accountability
-Practices and principles
5. Culture
- Shared values
- Social responsibility
- Fairness to all students
-Customer relations
-Pride in education
6. Technology
Key Relationships
Both internal and external key relationships were identified for each of the four strategic areas.
Academic
Internal External
Teacher-Student IHL-IA
Teacher-Teacher Accrediting agencies-IA
Student-Student School-School
Student-Janitor Students-Parents
Student-Coaches Student-Community
Coaches-Teachers Teacher-Parent
Environment
Internal External
Student-Teacher Student-Community
Student-Student School-School
Student-Administration School-Patrons
Custodian-Administration Teacher-Community
Physical Plant-Student Physical Plant-Community
Physical Plant-Teacher
Physical Plant-Custodian
Culture
Internal External
Enrichment program for students Teacher-Colleges
Student-Teacher Racial diversity Student-Community
Student-Teacher Religious diversity
Student-Teacher Ethnic diversity
Development
Internal External
Director-Staff Teacher-Business
Director-Students Teacher-Parent
Director-Administration Coach-Community
Board-Staff Teacher-Community
Board-Stakeholders Board-Stakeholders
Board-Board Director-Alumni
Director-Community
Annual Staff-Community
Booster Club-Community
Fundraisers-Community
Director-Patrons
Themes
(Not in order of priority)
Academics
1. Caring, open, supportive, nurturing, challenging environment that meets the needs of each student
regardless of ability level.
2. Teachers show willingness to go the extra mile
3. Teaching first
4. Innovative curriculum that includes technology, arts, and humanities
5. Professional development
6. Quality, competent staff
7. School’s expectation of students
8. Maintain academic standards
Environment
1. Inclusiveness
2. Participation and involvement of patrons and students
3. Appearance of physical plant
4. Quality faculty, staff, and administration
5. Leadership
6. Communication
Development
1. Upkeep, maintenance
2. Teacher’s rooms
3. Patrons, students, alumni (continued communication with)
4. Fundraisers
5. Development of 5 year plan to maintain physical plant
6. Communication of positives
7. Continued community involvement
8. Technology
9. Public relations
Culture
1. Timeliness
2. Openness and inclusion
3. Shared values
4. Technology
5. Vision/purpose
6. Customer relations
7. Social responsibility
8. Consistency
Provocative Propositions
Academics
IA has a forty-one year history of superior academic excellence. We provide students with a caring and nurturing environment. Student’s needs are met socially, emotionally, and intellectually. Our teachers and administrators go the extra mile for students of all levels. We keep learning first and thus prepare all students to meet the challenges of the future.
Environment
Because we at IA value the individual, we provide a nurturing environment in which each student participates in a wide range of extra-curricular activities. World-class academic and athletic facilities offer an atmosphere which encourages a student to grow into a well-rounded citizen. Our quality faculty and staff foster an environment for learning which teaches basic concepts, encourages creative thinking, and challenges the minds of students. Our leadership is open and approachable, encouraging communication with and among stakeholders. We offer an atmosphere which develops leaders for tomorrow.
Development
Understanding that a core belief of IA is the commitment to continuous improvement…
The Board of Directors and Administration inform the patrons of the true
cost of educating each student. This information is provided through open
financial statements, budget, and investment information.
An ever-increasing endowment subsidizes tuition making IA accessible to
a broader student base.
Culture
At IA we create an environment in which every student excels academically, physically, socially, and emotionally. IA maintains an inclusive, positive environment that values the diversity of the staff and students. Clear communication and feedback between administration, staff, students, and parents regarding expectations, responsibilities, and consequences creates relationships built on trust and respect. IA considers consistent and unbiased treatment of all individuals our responsibility.
ACADEMICS
IA has a forty-one year history of superior academic excellence. We provide students with a caring and nurturing environment. Student’s needs are met socially, emotionally, and intellectually. Our teachers and administrators go the extra mile for students of all levels. We keep learning first and thus prepare all students to meet the challenges of the future.
Strategy #1: Curriculum assessment, alignment, and evaluation will be
an activity of high priority
Action Steps Person Responsible Timeline
Departmental and grade meetings Elementary & Secondary 2005-2009
will be held on a regular basis to Principals
ensure that content is relevant and
that instructional objectives are being met ___
Each grade and/or department, as directed Headmaster 2005-2009
by the headmaster, will formulate, adopt, and
implement a cohesive curriculum_ ________
Consultants will be hired as needed to Headmaster 2005-2009
to assist with curriculum assessment and
alignment ________
Creative problem solving activities will Elementary & Secondary 2006-2009
be developed and implemented
throughout all curriculum areas ________
Strategy#2: The Indianola Academy provides professional development
to ensure the career-long development of staff whose
competence, expectations, and actions influence the
teaching and learning environment
Action Steps Person Responsible Timeline
Opportunities for professional Headmaster 2005-2009
development will be planned
and implemented by a committee
of teachers and administrators ____________
Professional development programs Headmaster 2005-2009
and activities will be provided as an
outgrowth of recommendations by
the Professional Development
Committee ________
Professional development programs Headmaster 2005-2009
and activities will reflect research-based
best practice activities and instructions ___
ACADEMICS
Strategy#3: All staff will be evaluated annually
Action Steps Person Responsible Timeline
A staff assessment and evaluation Headmaster 2006-2009
committee will be formed to develop
an instrument and process to
assess individual performance
effectiveness ___
Focused faculty meetings will be held Headmaster 2006-2009
to inform personnel about the evaluation
process and to provide initial training
for implementation ___
Training will be provided for Headmaster 2006-2009
administrators to use the instrument
and implement the evaluation process ___
Strategy#4: Only professional staff who are properly licensed and
endorsed in the area in which they teach or practice will
be hired
Action Steps Person Responsible Timeline
An administrator will attend teacher Headmaster 2006-2009
recruitment days at various colleges
and universities to seek qualified
applicants for openings on the faculty ___
Notice of vacancies will be sent to the Headmaster 2006-2009
placement offices at Mississippi
Colleges and Universities and will be
posted on the MPSA website ___
Administrators will review all Headmaster 2006-2009
applicants and interview only those
who have the required license and
endorsement for the position ___
Detailed job descriptions will be Headmaster 2006-2009
developed for every employee ___
ACADEMICS
Strategy#5: Instructional priorities are focused on fostering a caring,
open, supportive, nurturing, challenging environment that
meets the needs of each student regardless of ability level
Action Steps Person Responsible Timeline
Professional development will focus Headmaster 2006-2009
on research based best practice
instruction and activities ___
Department meetings and focused Elementary & Secondary 2006-2009
faculty meetings on a regular basis Principals
to highlight instructional issues ___
Programs will be established and Headmaster 2006-2009
implemented to meet diverse needs
of our students ___
Computers will be used to focus on Headmaster 2006-2009
subject matter related to classroom
objectives. Software will be evaluated
and purchased to meet the needs
of students ___
Technology will be incorporated into Headmaster 2006-2009
classroom instruction through
research-based activities and internet
access ___
ENVIRONMENT
Because we at IA value the individual, we provide a nurturing environment in which each student participates in a wide range of extra-curricular activities. World-class academic and athletic facilities offer an atmosphere which encourages a student to grow into a well-rounded citizen. Our quality faculty and staff foster an environment for learning which teaches basic concepts, encourages creative thinking, and challenges the minds of students. Our leadership is open and approachable, encouraging communication with and among stakeholders. We offer an atmosphere which develops leaders for tomorrow.
Strategy #1: All students participate in at least one extra-curricular
activity
Action Steps Person Responsible Timeline
Activities will be provided that Elementary & Secondary 2006-2009
are of interest to students Principals ___
Times for activities will be set Elementary & Secondary 2006-2009
Aside Principals ___
Strategy #2: Athletic and academic facilities are the best in our area
Action Steps Person Responsible Timeline
Monthly inspections of academic and Headmaster & Athletic Director 2006-2009
athletic facilities will be conducted ___
Schedule and implement routine Headmaster & Athletic Director 2006-2009
maintenance ___
Remove, replace, or repair obsolete or Board & Headmaster 2006-2009
poor performing components ___
Periodic reports will be compiled and Headmaster 2006-2009
presented to Board ___
Strategy #3: Learning environment is innovative and cultivates critical
and creative thinking
Action Steps Person Responsible Timeline
Maximize student involvement in Elementary & Secondary 2006-2009
learning (hands on method) Principals ___
Maximize alternative learning Elementary & Secondary 2006-2009
opportunities Principals ___
Workshops for teachers in non-traditional Headmaster 2006-2009
strategies which are encouraged in
the classroom ___
Encourage the use of outside resources and Headmaster & Principals 2006-2009
partnerships to enhance instruction ___
Programs and outside speakers are brought All Administrators 2006-2009
to campus to give students first hand
knowledge on topics ___
Strategy #4: IA provides an atmosphere of open communication among
all stakeholders
Action Steps Person Responsible Timeline
Communication training is given Board & Administration 2006-2009
to administrators and faculty ___
Maximum information exchange All Stakeholders 2006-2009
exists among stakeholders ___
Administrators and faculty encourage Board, Administrators 2006-2009
stakeholders to approach them with concerns and Faculty ___
Maximize ability to communicate using Board & Administration 2006-2009
technology ___
Necessary information is provided to Administrators & Counselors 2006-2009
faculty to help fill individual needs ___
DEVELOPMENT
Understanding that a core belief of IA is the commitment to continuous improvement…
The Board of Directors and Administration inform the patrons of the true
cost of educating each student. This information is provided through open
financial statements, budget, and investment information.
An ever-increasing endowment subsidizes tuition making IA accessible to
a broader student base.
Strategy #1: Teachers Requests
Action Steps Person Responsible Timeline
Covered activity area for Headmaster & Board 2005-2010
elementary P.E.
(existing tennis courts) ___
Continue to update classroom Headmaster & Board 2005-2010
computers ___
Invest in computers for Resource Headmaster & Board 2005-2010_
Provide current and necessary Headmaster & Board 2005-2010
teaching aids ___
Strategy #2: Fundraisers conducted yearly to raise a substantial amount
of money - $30,000 or more
Action Steps Person Responsible Timeline
Bingo, Sally Foster, Annual Staff Headmaster, PTO President 2005-2010
Booster Club, Harvest Festival and Booster Club President ___
Strategy #3: Communication
Action Steps Person Responsible Timeline
Administration will communicate daily Headmaster, AD, and 2005-2010
with faculty and staff. Administration all Secretaries
will have monthly staff meeting. ___
Master calendar (with High School, Headmaster, AD, and 2005-2010
Jr. High, and Elementary schedules) all Secretaries ___
Sharing Morning Report (Secondary Headmaster, AD, and 2005-2010
and Elementary Faculty all Secretaries ___
Athletic Director will communicate with Headmaster, AD, and 2005-2010
all coaches on scheduling and student all Secretaries
activities. All schedules will be approved
by AD and Administration ___
DEVELOPMENT
Strategy #3: (continued)
Action Steps Person Responsible Timeline
Create an alumni appreciation room Headmaster, Board 2010
and Booster Club ___
IA Newsletter circulation will be Headmaster, AD 2005-2010
expanded in our Delta Region and all Secretaries ___
IA’s story will be positively Headmaster, AD 2005-2010
Promoted in all forms of and all Secretaries
advertisement ___
Strategy #4: 5 Year maintenance and improvement plan
Action Steps Person Responsible Timeline
Committee for comprehensive plan Board 2005_____
Buses: Maintenance and purchase of Athletic Director 2005-2010
new or previously owned ___
IA will keep physical plant in excellent Board & Headmaster 2005-2010
condition. We will continue to improve
A/C, roofs, drive way, and security of our
school. We will install auto control on
all heating and cooling units. ___
Athletic Fields: IA will continue to Headmaster & AD 2005-2010
upgrade and maintain all playing fields
and courts for our student athletes ___
Technology for offices and classrooms Headmaster 2005-2010
will be maintained at the highest level ___
Strategy #5: Endowment
Action Steps Person Responsible Timeline
The endowment will continue to Headmaster, Board, and 2005-2010
Subsidize tuition costs at IA Patrons ___
The endowment will be managed Headmaster, Board, and 2005-2010
Wisely Patrons ___
The endowment will be used to keep Headmaster, Board, and 2005-2010
Tuition costs down in order to attract Patrons
A broader student base ___
CULTURE
At IA we create an environment in which every student excels academically, physically, socially, and emotionally. IA maintains an inclusive, positive environment that values the diversity of the staff and students. Clear communication and feedback between administration, staff, students, and parents regarding expectations, responsibilities, and consequences creates relationships built on trust and respect. IA considers consistent and unbiased treatment of all individuals our responsibility.
Strategy #1: The students will be taught “social responsibility” to include
ethics, morals, and ethnic, racial, and religious diversity
Action Steps Person Responsible Timeline
Ethics course will be taught to all Elementary & Secondary 2005-2010
grades during the school year Principals ___
Good social behavior “Courteous Administrators, Faculty 2005-2010
Colonel” will be rewarded/recognized and Counselor
each nine weeks through corporate sponsors ___
A “wall of fame” will be created for Elementary & Secondary 2005-2010
Elementary, Jr. High, and High School. Principals
Student’s names will be placed on the board
based on the number of times submitted
as “Courteous Colonel”. ___
Students will be taught the history of civil Elementary & Secondary 2005-2010
rights in the 5th and 7th grades Principals ___
Students will be taught the history of the High School Principal 2005-2010
Holocaust in the 8th and 11th grades ___
Programs will be provided to teach “manners” Elementary Principal 2005-2010
to grades 1-6. This will include table and
social etiquette for grades 5 & 6 ___
Students will participate in community Student Council Sponsor 2005-2010
service ___
Personal hygiene and “growth development” 5th grade teachers 2005-2010
class will be taught to 5th grade students ___
CULTURE
Strategy #2: The students in grades 6, 8, and 11 will take an annual
educational field trip
Action Steps Person Responsible Timeline
Each year students in 6th grade will 6th Grade Teachers 2005-2010
take a trip to Biloxi ___
Each year students in the 8th grade will 8th Grade Teachers & History 2005-2010
take a trip to New Orleans Teacher ___
Each year juniors will take a trip to Headmaster & Board President 2005-2010
Washington, D.C. ___
Strategy #3: The school will make information available to parents and
students through the internet
Action Steps Person Responsible Timeline
Technology will be more fully incorporated Headmaster & Board 2005-2010
into classroom instruction through research-
based activities and internet access ___
A committee of an administrator and teachers Headmaster 2005-2010
will be formed to review how technology is
being utilized in existing schools to
determine how IA could use this service ___
A software/hardware supplier will review Headmaster 2005-2010
the needs and Lease/purchase options
of technological equipment ___
Strategy #4: All students will have a full school day ending at 3 pm
Action Steps Person Responsible Timeline
A committee will study use of a student’s Headmaster 2006
day, to evaluate the feasibility of them
staying in class until 3 pm ___
