Overview

I. Deepen Our Commitment to Our School Philosophy and Culture II. Prepare Students for the 21st Century III. Develop a Plan for the Integration and Use of Educational Technology IV. Define Our Identity and Image to Better Communicate Who We Are And What Differentiates Us V. Continue to Support and Attract Great Faculty and Staff VI. Improve Facilities by Addressing Deferred Maintenance Needs and Major Improvements to the Birmingham Campus VII. Continue to Strengthen Our Financial Model

TABLE OF CONTENTS

3 4 7 11 14 18 22 26

 Overview Nearly two years ago, The Board with the help of a large number of faculty, staff, students, administrators, and parents began the process of developing a Strategic Plan for the period of 2012 -2015. The process was prompted by the ISACS self-evaluation process, the obvious and dramatic changes to the local Southeast Michigan economy since the last plan was written and adopted, and the desire of the Board to tackle the issue of strategic direction in a more holistic, rigorous, inclusive and documented manner. As the process began, the school was facing a challenging combination of circumstances. While the public education system experienced its worst ever resource crunch and a rising wave of parent dissatisfaction, inside the walls of Roeper, the internal feedback from students and parents at Roeper, suggested that the philosophy established by George and Annemarie Roeper was as relevant, or more relevant than ever. On the other hand, we navigated through the Great Recession and the New Normal. The combined imperatives of maintaining and replacing aging facilities, continuing to fairly compensate our faculty and staff (as well as providing health and retirement security), and keeping Roeper tuition within the range of affordability, posed a serious challenge, one that would clearly necessitate a number of significant changes. Clearly, the Strategic Planning Process was going to hinge on striking a careful, conscious balance between old and new, between consistency and change. As the seven teams of students, faculty, administration, Board, and parents reported their findings and recommendations, that balance began to emerge. Some things would not change at all, others would need to change significantly. Not surprisingly (given that were talking about education) weve come to call these the four Rs: Reaffirm Deepen our commitment to our School philosophy and culture. Continue to support and attract great faculty and staff.

Rebuild

Improve facilities by addressing deferred maintenance needs and major improvements to the physical campus at Birmingham. Continue to strengthen our financial model. Define our identity and image to better communicate who we are and what differentiates us. Prepare students for the 21st century. Develop a short and long-range plan for integration and use of educational technology.

Reimagine

Reinvent

In the balance of this report, you will find a detailed explanation of the actions we are committed to taking and the results we are seeking in each of these areas. Our deep thanks to everyone who helped to develop this plan, who will refine and refresh it over the next three years, and who will contribute to its implementation

I. OUR SCHOOL PHILOSOPHY I. DEEPEN OUR COMMITMENT TO OUR SCHOOL PHILOSOPHY AND CULTURE Background From the very beginning George and I were aware how different our approach was from the traditional ideas of education.We had a vision and this vision is the framework for all we did. (Annemarie Roeper, 1998) The Roeper School is founded on a vision of education for life in its totality. (AMR, 1998) George and Annemarie wove their values into all aspects of the school, including relationships, institutional structure and policies, methods of teaching, and curriculum: It is a philosophy only if its implementation becomes the first priority for every decision we make, either large or small (GAR & AMR, Philosophy of the School, c. 1978). As society and the school changed over the years, George and Annemarie made it a habit from time to time, to re-evaluate to what extent we had been faithful to our own philosophy (AMR, 1998). The school has continued that habit, devoting considerable resources over the years to discussing and debating the Philosophy. It is revisited at each ISACS evaluation and referenced regularly in decision-making. Given the vastness, though, of a Philosophy that aspires to encompass life in its totality, and does so through principles rather than rules, it is understandable that the Philosophy can hold different meanings in different peoples minds. This can make it challenging to incorporate the Philosophy as consistently and comprehensively as it should be. The charge to this committee was to deepen our commitment to our school philosophy and culture. This committee values and recognizes the opinions and viewpoints of individuals. We also believe that those opinions must be grounded in certain core documents. Documents to which all members of the community must have equal access. In order for our community to deepen our commitment to the school philosophy and culture, we must continue to clarify and deepen our understanding of the core principles of our Philosophy are and continue to ask how we are implementing these tenets. Documents We have included as attachments to the Plan three documents that are foundational to understanding the schools Philosophy. We recommend that these documents be accessible through the school website in an easily accessible and obvious place. The 1981 Philosophy, which was written by George and Annemarie just after they retired as an attempt to put their ideas in one document as completely as possible and was adopted by the Board of Trustees in 1981. A 1998 statement from Annemarie done in preparation for an ISACS self-study that outlines the principles she saw as central to the vision she and George held for the school.

 The current philosophy statement adopted by the Board of Trustees in June 2010. Like the other philosophy statements, it is not intended to supersede the earlier philosophies but is a contemporary summary of the ideas at the heart of the school. Actions and Initiatives I.1 Create a committee and process to clarify the central themes and values (tenets) of the philosophy. I.2 Apply these tenets when creating or reflecting on curriculum (what is taught) and pedagogy (how something is taught). For example, include a reference to philosophy in the yearly discussions about adopting new courses and determining what will be offered. Ask questions such as: How do the tenets of the philosophy show up in this particular unit? Are we providing students with course offerings that allow them exposure to important tenets of the philosophy? How are we meeting the social-emotional needs of students that the philosophy asks for? I.3 Actively consider the tenets of the philosophy as a part of developing and implementing school policy at all levels. For example, ask questions such as: Have appropriate stakeholders been included in a meaningful way? Have a variety of opinions been considered and integrated? Do the decisions and policies adhere to the philosophy? Visit schools and/or meet with faculty from other like-minded schools to explore how they tie curriculum to their school missions and/or philosophies. Create and implement a history, culture, and philosophy curriculum for all constituencies that can be taught by a variety of facilitators. Finalize the Educational Statement of Purpose. (The Education Committee of the Board asked for such a document to be drafted in 2009-2010. It has been drafted and reviewed by Birmingham Faculty and Staff.) Develop specific outreach to new families as they transition to Roeper. (RPC might support this initiative) Develop initial training as well as ongoing Professional Development related to teaching gifted students for faculty and administrators at all levels. Consideration should be given to involving former or current editors of the Roeper Review as well as members of SENG in this design. (At a later date this training might be utilized with outside teachers who would pay for the training.

I.4 I.5

I.6 I.7 I.8

 I.9

Assess and adjust the current training and mentoring that exists for new faculty and staff to ensure alignment with 1.2.

I.10 Develop communication methods that educate internal community members (students, alumni, parents) and the external community about what is happening within the classrooms and how it relates to our philosophy. Identify key messages for each constituency group as well as who is responsible for sending the communication I.11 Create and implement a health check based on the tenets identified in Action 1.2 that can be used periodically as a tool for feedback and improvement. This should include specific questions re: school policies and the implementation of those policies as well as questions regarding the overall school program (academic as well as social/emotional) Outcomes and Results 1. Increased understanding of the Roeper philosophy, its historical evolution, its role in the school's life, and how our focus on giftedness aligns with the Philosophy. 2. Improved clarity regarding the core tenets of the Philosophy that drive Roepers existence and what we are attempting to do. 3. Greater alignment with the core tenets of the Philosophy in both the academic programs and the administration of the school. 4. Increased understanding of how and why we approach education at Roeper the way that we do (essentially reaffirming and making tangible our historical and philosophical roots) through improved communication of the ongoing activities of the school. 5. Established measures for continuous improvement through implementation of a health check vis a vis the Philosophy.

II. PREPARE STUDENTS FOR THE 21ST CENTURY

II. PREPARE STUDENTS FOR THE 21ST CENTURY Background The emerging picture of what constitutes a successful school for the future suggests that many of the existing educational values at Roeper, founded by the progressive and humanistic philosophy of George and Annemarie Roeper, are precisely those that nurture and create individuals who can thrive in the dynamic circumstances of the 21st century. Many of our findings on and recommendations for creating a school for the future have been an integral part of the educational model offered at Roeper for decades. Our teachers are oriented to a whole-- child approach at all levels: they are keenly attuned to the developmental needs of children (social, emotional, intellectual), and perhaps more so than other teachers because of our gifted population. The concepts of choice and ownership of ones learning are highly prevalent as is the deliberate focus on non-hierarchical relationships. We purposely work to maintain a collaborative culture that upholds notable principles of diversity, equity, and justice. We do all of these things because we are convinced, just as George and Annemarie have been, that they provide the best possible learning environment for children, and the landscape of scholarship on 21st century learning is now offering confirmation that we should be confident in our convictions. For our strategic planning purposes, we believe we need to re-focus on the best ways to enhance and advance the educational model we already provide. However, when considering how to establish feasible goals for ensuring that Roeper that remains a school for the future one must note structural voids in the Roeper institution. Several of these voids that have been previously identified in SWOT analysis and ISACS recommendations are preventing us from fully realizing our potential to prepare this future generation to deal with the unknown. (1981 Roeper Philosophy). As a result, our report focuses initially on identifying those structures and needs that we see as the premise for upgrading our ability to provide an education for an unknown future. Although at Roeper we aim to provide personalized, interest-based learning environment, we are constrained in many areas by a common archaic model for schooling. For the most part, American schools were born of the factory model of organization on an agrarian calendar with six-hour days and eight subject periods in the late 19th and early 20th centuries, and this organization remains largely intact today (Jacobs 2010). More than a hundred years later, we find ourselves at a point of an unprecedented technological revolution and global communication when we can consider radically new organizational structures that are appropriate for a school for the future. Our childrens worlds are changing rapidly and in order to prepare them for the unknowns that will govern their futures, we need to consider modifying and even replacing - existing 19th century systems and 20th century curriculum forward to serve our 21st century learners. Moving forward is critical at this time. Because research and practices in this area are continually evolving, we need not just one time changes, but a change management process for continuing to learn, adapt and improve. While we recognize that in some areas of our school we simply need to identify, celebrate, and market our successes in providing for 21st century learning, in others, to use the metaphor used by Heidi

Hayes Jacobs in Curriculum 21, we need versioning: we need to build a new platform for our software. We therefore recommend several preliminary action steps and many interrelated initiatives over the next three years that focus efforts on enriching our educational vision and upgrading our institutional structures. Actions and Initiatives II.1 Develop a sustainable model for teacher and administrative focus on curriculum development, implementation, and review. II.2 Year One: Establish School for the Future visioning forums with and among different constituencies to gather data on perceptions and realities of 21st century learning in and outside of Roeper. Research relevant topics. Year Two: Analyze data from visioning forums and research topics within initiatives to formulate recommendations. Bring findings back to forums for additional review and revise as necessary. Begin to establish pilot programs that will ease transition to consensus built goals (while consistently connecting with other strategic planning initiatives). Year Three: Re-evaluate model for curriculum review. Continue to support pilot programs to build institutional momentum. II.3 Develop 21st Century Student Capabilities. Focus on the skills that our students will need to negotiate their unknown futures by fostering pedagogical and curricular emphasis on the 5C's: critical thinking, communication, collaboration, creativity, and character. Design systems that: Clearly define student outcomes around the 5Cs (how are they demonstrating learning); Integrate the 5cs throughout curricula; Provide opportunities for regular communication about 5Cs; Provide work and collaboration opportunities between all community members and local stakeholders; Develop methods for sustaining growth and understanding (capacity building) amongst faculty, staff, and our extended community. Identify and support strategic international exchanges (both physical and virtual) to strengthen our educational model, practices, and sense of global citizenship. II.4 Implement formal and continuous curriculum planning, development, and review. In addition to addressing two of the key recommendations from our most recent ISACS review, this initiative is vital to ensuring that relevant 21st century skills and effective pedagogy are being incorporated into our education practices and program. Develop and acculturate systems to coordinate and facilitate collaboration and curricular development and review. Dedicate time and resources to supporting teachers in this critical area. Continue to nurture and strengthen core academic areas: Reading, Writing, Mathematics. Seek ways to use our collaborative work around curriculum in marketing and identity. Incorporate the 5Cs into program and assessment school-wide.

II.5 Engage and support teachers in conversations about their practice around 21st century skills. Ensuring that our faculty is in-step with research, trends, technology in relevant fields- fostering and providing structures for teacher-learners. Increase understanding and practices of: Project-Based Learning, Inquiry-Based Education, UbD, Reggio Emilia, and other forward-thinking practices that are aligned with our goals. Encourage development of teachers teaching teachers practices and culture. Begin discussions around enhancing authentic assessment strategies (ie: rubrics, digital portfolios, project-based artifacts/summaries, capstone projects). II.6. Identify areas of strength and challenge in our learning spaces. Identify the physical limitations we face in the LS and MS/US in relationship to 21st century learning. Identify the implications and opportunities for digital learning spaces. Identify and strengthen maker spaces to advance project-based and hands-on programs. II.7 Identify key strengths and challenges in our systems of scheduling, course offerings, and other key structural elements Analyze whether or our programs are driving our schedules or vice versa. Identify existing opportunities within our schedule that support 21st century learning. Identify the balance between required and elective courses school-wide. How individualized can ones education actually be at Roeper? Identify how our schedule and program support our mission driven need for outreach and service learning opportunities. What opportunities exist and what are we missing? Outcomes and Results 1. Developed a structure and model for school-wide focus on curriculum development, implementation, and review. The plan includes dedicated time, funds, and professional development for ongoing training for curriculum mapping. 2. By year three we have trained teachers in self, peer, and department curricular review practices. 3. Established 21st century visioning forums to gather data on perceptions and realities of 21st century learning inside and outside of Roeper. 4. By year two initiatives and pilot programs aimed at furthering this strategic thread are under way. Communication about these programs is regularly fed to our community and marketing efforts. 5. We have developed 21st century student capabilities (5Cs) thanks to community feedback from visioning forums and a school-wide dedication to imbedding the capabilities. 6. We have engaged and supported teachers in active conversations around their practices around developing and delivering the 21st century skills.

7. Identified key opportunities and limitations to creating 21st century learning spaces. 8. Identified key strengths and challenges in our systems of scheduling, course offerings, and other key structural elements. Identified the balance between required and elective courses school-wide. 9. Aligned 21st century goals with educational technology considerations. 10. Identified and improved our mission-critical outreach and service-learning efforts.

IV.

EDUCATIONAL TECHNOLOGY

III. DEVELOP A PLAN FOR THE INTEGRATION AND USE OF EDUCATIONAL TECHNOLOGY Background Technology presents important and attractive opportunities to Roeper. There are a number of different elements of the Roeper philosophy that technology can help enhance, execute and support. Technological advances have emerged since our last Plan that can improve our commitment to personalization of the educational experience, nurture creativity, foster collaboration, and strengthen our environmental responsibility and global awareness and participation. At the same time, technology is a field of significant breadth, complexity and fluidity. Peer institutions have experienced many failures along with their successes in this area. With those considerations in mind, the School needs to establish priorities for what we do and how we do it, to focus our efforts and resources. The need for intelligent, active and ongoing incorporation of technology is pressing. But it should be understood that technology incorporation for its own sake is not a prudent or rewarding path. Roeper already possesses technological resources that are underutilized due to lack of training, lack of support personnel, lack of incentive to transform units of instruction and course design, as well as logistical and installation issues. Extensive training of the faculty, administration and staff will result in more effective implementation of new and existing technology. To quote Jared Kennwe and Longy Anyanwu, Faculty and not computer technologies, are responsible for ensuring that students learn well with technology; only faculty who are willing and able to use technology can effectively integrate computers into their courses, as well as support students to do the same. Similarly, isolated technology classes such as A+ certification courses are not the most effective method for helping our gifted population of students to learn and apply technology skills. Learning to apply technology in a context that requires new skills to support a broader goal or project provides the most meaningful and lasting learning experience. Actions and Initiatives III.1 Commit to substantial long-term training and professional development of administrators, support staff and faculty; proficiency is essential for any educational technology plan to be successful. Individuals will incorporate

 III.2 Make our current technology easier to use. Significant investments in the technology infrastructure (Wi-fi broadcasting, increasing bandwith, and boosting server and storage space) will be required for many of the following initiatives to be successful. III.3 Use technology to improve collaboration, both educationally and professionally. The School may consider the establishment of an internal social networking site for the community to use in order to share resources and collaborate beyond the end of the school day and outside of our two campuses. III.4 Use technology to improve communication both within and between various constituencies including students, teachers, administrators, parents, and trustees. III.5 Reduce the Schools consumption of paper by using electronic means of document handling such as cloud computing, the School website, and/or other shared network resources. III.6 Investigate and/or establish pilot programs for 1:1 ratios of students to devices. This can be tested using class sets of lightweight laptops/notebooks, iPads/tablets, or handheld devices. Testing whether this method would serve our population of students and faculty is vital before a larger adoption is considered. Individuals selected to pilot the programs in their classrooms should be given financial.technical and professional support, as well as the responsibility to report on the efficacy of the program and to help train others. III.7 Investigate options for improving personalization of instruction through student- paced learning opportunities as well as provide time and support for faculty to build digital libraries of resources relevant to their units of instruction that will allow enrichment for students who are ready to jump ahead and support for students that need additional instruction. III.8 Track technology investments in separate budget line items in order to compare the level of technology integration as significant infrastructure and hardware/software investments occur. Track the percentage of the professional development budget that is allocated to support faculty who are interested and willing to develop technology-related projects designed to enhance student learning and knowledge.

technology independently once they are trained in its use, and can see the possibilities that it provides.

Outcomes and Results 1. Conduct baseline assessment of current understanding, skills, usage and unmet needs in the use of technology. 2. Increased training for faculty and staff on the use of current technology 3. Increased understanding and usage of technology by faculty, support staff and administration for instruction and collaboration. 4. Faster, easier, more frequent and more effective internal and external communication among students, faculty, administration, parents and staff. 5. Reduction in paper consumption after implementation of paper-saving methods such as cloud computing. 6. Design, implementation and completion of one pilot program for 1:1 ratio of students to devices, including a report to the Board regarding faculty and administration overall impressions, successes, challenges, improvement opportunities, and areas for further consideration. 7. Increased levels of personalization in instruction and learning specifically enabled by technology.

IV.

DEFINE OUR IDENTITY AND IMAGE

IV. DEFINE OUR IDENTITY AND IMAGE TO BETTER COMMUNICATE WHO WE ARE AND WHAT DIFFERENTIATES US. Background As the school has evaluated and adjusted its Marketing approach over the past several years, we have come to recognize that some of the lowest cost approaches, for example referrals and word-of-mouth advertising, may offer the most potential. For Roeper as for many schools, Ordinary people can spread good information faster than marketers. Yet we havent been ready to take maximum advantage of low cost channels such as word-of-mouth advertising. The school has many elements to its image and identity - words, colors, ads, photography, logos - many of which have been independently developed over time, and they do not reflect or amplify a coherent and unified message. The 2010 ISACS report identified that The Roeper School defies easy categorization. We can and we must do a better job of communicating who we are, what we do, and why it matters. Before we address action items around student recruitment/enrollment/retention we must develop concise yet comprehensive language that quickly conveys the Roeper experience and helps one understand the unique value of a Roeper education. As part of the Strategic Planning Process, the Identity and Image working group developed and tested several different messages. While the testing may continue, and we may ultimately deploy several messages, the one below generated the most positive initial response:

A Roeper education delivers value-based outcomes

Students explore, discover and receive an outstanding education. They are intellectually curious. They are knowledgeable and prepared. They have a strong sense of self know who they are and what they have to offer. They feel empowered, but not entitled. They are globally aware and community-minded. They honor and embrace diversity (ethnic diversity, socioeconomic diversity and diversity of viewpoints) They are accepting and respectful. They pursue their passions academically, artistically and physically. And they are lifelong learners. The Roeper School - an education for life.

From that statement we derive our Marketing Action Plan (MAP) Actions and Initiatives IV.1 Hone our use of PAID MEDIA to help increase enrollment by 8%, using enrollment figures from 2011-2012 as a baseline. Ensure that internal and external communications are concrete, consistent, and sufficiently compelling to raise the visibility of The Roeper School and enhance its reputation Drive inquiries and interest through targeted marketing and promotion (e.g. evaluate new movers and relocation activity) Attempt to quantify the size of the market? Find our target audience, wherever they might be. Assess the role of each Media Type Message that goes along with each, i.e. role of radio, print, billboards, Open Houses, database-driven direct mail, email, SEM, digital display advertising IV.2 Maximize our OWNED MEDIA properties Complete the re-designed, more engaging Roeper website to improve visual identity, access to information and consistency: there is quality evidence to support the direct correlation between a schools website and the level of interest/activity Increase social media use among faculty, administration, students, parents, Improve the quality and frequency of these interactions to increase visibility and enhance the reputation of Roeper (e.g. Have 20% of the content for the Roeper website come from users)

IV.3 Support activities with EARNED MEDIA Continue work to develop positive and provocative stories about whats happening at the Roeper School Publicize what our students do when they leave Roeper, document how well prepared Roeper students are for life after Roeper, publish our success at acceptance at students first choice schools Develop media opportunities for the new Head to position the school IV.4 Systematize REFERRAL and WORD-OF-MOUTH Help families with ways to respond to why they send their child to a school for gifted students Outcomes and Results 1. We see a 16% uptick in qualified inquiries. 2. We track a rise in word-of-mouth referrals. 3. Google Analytics show that unique web visits are up by 15% and time spent interacting with Roeper online exceeds two minutes at a visit. 4. The Roeper model, faculty, students and innovations receive local, regional and national media coverage totaling 100 mentions. 5. We witness a greater degree of recognition by key influencers. 6. And, Roeper is understood and admired for its unique and proven approach to education

Audit the current visual identity cues: logo, colors, fonts, all printed piecesis there opportunity to boost/enhance/improve/update Roeper's image with these materials?

APPENDIX: OTHER CONCEPT STATEMENTS WE WERE CONSIDERING AS A BOARD

Roeper is self discovery at every age

Roeper prepares students for lifelong learning by giving every student a stake in their education from pre-school to high school. Rather than forcing a one-size-fits-all, we know whats best for you curriculum, Roeper offers unique and, often, more sophisticated choices than most school settings while being mindful of real world expectations and areas where students may need extra attention. Lower school kids are trusted to choose and make their way to special interest classes every day, while upper school students can design their own independent studies. Colleges appreciate and value the self-direction that results from a Roeper educationand report a much higher than average success rate. Accordingly, alums have the confidence to pursue a wide variety of areas that are most fulfilling to them. Discover Roeper.

Dare to differ
Thats what we do at The Roeper School. We challenge the status quo. We challenge each other. We believe that a student with questions is better than a student with all the answers. For over 70 years Roeper has delivered a nationally admired approach to education. One that is driven by the individual student. Students (of every age) balance choice and freedom with responsibility. Roeper is engaging, highly collaborative, and brings teams together to solve real problems. As a result new ideas are created here. How else do we dare to differ? Ask yourself, what if a school could have a soul? What if that school was our school? The Roeper School

V.

GREAT FACULTY AND STAFF

V. CONTINUE TO SUPPORT AND ATTRACT GREAT FACULTY AND STAFF Background At Roeper, the faculty and staff are the heart of the institution. It is their knowledge and skills, their extraordinary effort, and their decisions and actions in and around the classroom that ensure the uniquely happy and effective Roeper educational experience for every student. Without these great people who have made Roeper an integral part of their lives, the school would not be the viable and thriving educational institution it is today. As the school moves forward, it may become more difficult to attract and retain the same quality of faculty and staff unless certain issues are addressed. These issues include the lack of school wide policies and procedures, an inconsistent evaluation process, a failure to fully use professional development to strengthen the school community, and the lack of salary parity with other independent schools. The first concern was raised during Roepers 2008 ISACS Self-Study. The Personnel Committee examined the state of the Roeper Staff Guidebook (a document describing Roepers policies and procedures). It learned that each campus has its own guidebook, that both documents were in need of revision and that because of obsolescence, were no longer being distributed to employees. Subsequently, the School created a new Employee Handbook and Policy Reference guide incorporating the HR related items which that was distributed in the Spring of 2011 to all employees. The second issue was raised by faculty and staff to the Accreditation Visiting Team during its 2009 visit. For most current Roeper employees, there is little, if any, written documentation in their permanent record. Accordingly, the Visiting Team recommended that Roeper finalize and implement a consistent process for professional assessment and review of all employees, including interventions for those at risk (Review for Concern). Although all three divisions are moving toward a formal and consistent evaluation process, there is much to be done in order to fully achieve this goal. The third issue was also raised by the Visiting Team. Although we continue to support and fund professional development, there is no formal way of educating employees about professional development opportunities and how the funds are allocated. Many employees fail to take advantage of opportunities because they are not aware of the many potential options available. Further, for those who do take advantage of professional development, there is no system in place to encourage the sharing of knowledge through peer cross-training. The last issue is based on salary data for local, regional and national independent schools and the recommendation to the Board by the Compensation and Benefits Committee in March, 2011. (Attachment 10.7) During the recent recession, the school was forced to take a number of temporary actions related to staffing, salaries and benefits. Although our retention rate for current employees is good, some applicants withdraw from the employment process because of the salaries and the lack of retirement benefits.

The issue of salary and benefit parity may become more urgent in the near future. Because of the potential hiring that might occur over the next 3 years, it is important to be able to recruit quality staff to replace retirees. It is also important to review the current process for the movement of internal candidates, because it may place current employees at a disadvantage despite their Roeper teaching experience. Based on potential retirements, there could be as many as 14 faculty and staff retiring in 2012-13, 7 in 2013-14, and 10 in 2014-15. (Attachment 10.3) This estimate does not take attrition into consideration. Without additional actions related to salaries and benefits, it may be more difficult to fill open positions with the same caliber of employee Roeper currently has in place. Based on these concerns, the following recommendations are made in order to attract great employees and to maintain and support our current faculty and staff: Actions and Initiatives V.1 The two separate Roeper Staff Guidebooks shall be updated and incorporated into one living document reflecting current policies and procedures. Inform employees and fully implement the current policies for every employee. Distribute Guidebook, and annual updates as needed, to every employee. V.2 Fully implement a consistent process for professional assessment and review of all employees, including interventions for those at risk (Review for Concern). Educate employees and fully implement the current assessment process for every employee. (See Periodic Teacher Review document) Continue to improve, review and strengthen the Periodic Teacher Review and Review for Concern processes. V.3 Plan and support faculty in pursuit of professional development that will strengthen knowledge of teaching the gifted child, relevant aspect of classroom instruction and the development of curriculum. Review, educate and articulate how the professional development funds are distributed and the responsibilities of faculty after receiving them. Leverage the professional skill sets of staff by encouraging cross-training whenever possible. V.4 Increase salary and benefits for faculty and staff creating parity with other independent schools and making the school more attractive to potential new hires. Implement an on-going review of salary bands and benefits for the next 3 to 5 years. Implement a formal program to communicate and educate employees about current salary and benefits. Implement a uniform (across all divisions) and more concise procedure for hiring new employees.

Outcomes and Results 1. The Staff Guidebook is updated and distributed to all employees. All policies are fully implemented. Annual updates occur and are shared with the entire community. Every employee is educated regarding current policies. 2. The Division Heads create a document that clearly states the standards for being a successful Roeper teacher. A copy is given to every employee. 3. Every employee receives a copy of and is educated about the Periodic Teacher Review Process. Every employee knows when he/she is to be assessed and the assessment is held in a timely fashion. Every employee has a meeting(s) held to discuss his/her Periodic Teacher Review. A written summary report generated by the Division Heads is placed in the employees personnel file in a timely fashion. A copy of the written summary report is given to the employee in a timely fashion. 4. The Division Heads formally review the previous years Teacher Review and Review for Concern processes. The Division Heads provide any required changes or updates to the Periodic Teacher Review and/or Review for Concern documents to the Human Resources Associate. The Division Heads and/or the Human Resources Associate communicate the changes or updates to all employees. 5. A living document will explain the professional development process. The document will be distributed educating all members of the community about the process. Updates will occur annually, or as needed, and these will be shared with the entire community. How decisions are made, as to which professional development possibilities are funded, will be defined. A process will be established as to how best the employee will share with the Director(s) and staff; what was learned, the effectiveness and benefits. Consistent and dedicated time/opportunity will be provided to work/share with peers. Professional skill sets of staff will be leveraged by encouraging cross-training of staff whenever possible. 6. If enrollment projections look sustainable, a long term plan to create salary parity with other independent schools, and restore the 403(b) match, will determine the most appropriate place to raise salaries. 7. Annual financial and benefits education seminars will be available for faculty and staff. 8. Every employee will be educate annually on Roepers pay bands and how they are defined.

9. The current hiring process will be modified to include collaborative decision making while enabling decision making to be completed in a timely manner. 10. The process for considering internal candidates for vacant position will be clearly delineated.

 VI. IMPROVE FACILITIES BY ADDRESSING DEFERRED MAINTENANCE NEEDS AND MAJOR IMPROVEMENTS TO THE BIRMINGHAM CAMPUS. Background After the 1993 Strategic Plan, between 1994 and 2005, the School began to methodically pursue its priority list of deferred maintenance items, from roofs, mechanical systems and internet access to the remodeling of science laboratories and the Acheson Theater. In addition, the School added over 47,000 SF of facilities including the Steward Building, Swimming Pools, and the Community Center all located on the Bloomfield Hills Campus. This work has continued to the present; witness the tuckpointing of the Birmingham building and opening of the new Lower School Library in early 2012. Although significant facilities improvements have been achieved, the essential facilities challenges are declining older infrastructure that faces significant and expensive deferred maintenance combined with the need for more and/or better spaces in which to facilitate the life of the school in a rapidly changing environment. Consistent with the Roeper Philosophy, Mission of the School, 21st Century Education Strategy, and the Environmental Sustainability Policy, the overarching goal is through maintenance, design strategies and building technologies to have facilities that: Provide a healthy and comfortable environment for learning; Conserve energy, resources, and water; Provide flexible spaces that function as a teaching tool; Incorporate technology to enhance education; Serve as a community resource for meetings and functions; Ensure easy maintenance and operation; and Create a safe and a secure educational atmosphere. Actions and Initiatives VI.1 Incorporate enhanced transparency into the selection and prioritization of major maintenance measures, new construction and facility acquisitions through preparing and implementing: A protocol for community input in the selection and prioritization of major maintenance work, new construction and facility acquisitions; and A community communications plan prior to the initiation of major facilities projects including fund raising. VI.2 Strive to avoid debt for major maintenance, renovations and new facilities by:

VI. IMPROVE FACILITIES ________________________________________________

VI.3 Implement the three major deferred maintenance items at the Birmingham Campus (roof, windows and finish tuckpointing) as funding permits, and, if feasible, implement other significant maintenance items on the Birmingham and Bloomfield campuses. VI.4 Prepare for a 75th Anniversary Capital Campaign including identifying the facility projects and endowment needs to be included in the campaign. The preparation to include, among other things: Retaining a specialist in creative master planning for independent schools; Performing a needs analysis for both campuses including current space utilization and space assessment and an alternatives analysis; Reviewing and modifying, as appropriate, the current master plans for each campus; Reviewing needs for field space for the Roeper athletic program, the current system for securing leased space, the options and costs for long term leases or the purchase of land and construction of improvements for a Roeper outdoor athletic campus, and remaining open to entering into long term leases or acquiring land for field space for the athletic program should cost-effective and viable land become available prior to the 75th Anniversary Capital Campaign Establishing facilities priorities and funding needs to be included in the 75th Anniversary Capital Campaign. Outcomes and Results The ultimate outcome of this three year plan will be: 1. Improvements to existing facilities and the construction of new facilities to enhance 21st Century Education. 2. Enhanced openness and transparency in the selection and prioritization of major facilities projects resulting in building community support for the projects and enhanced participation in any necessary capital campaign.

Developing a long-term schedule for major maintenance, renovations and new facilities and incorporating into the schedule bench marks for fund raising; Increasing the endowment to cover major maintenance on existing facilities; Adopting a policy to require endowment for operation and maintenance costs for new construction prior to initiation of construction; Seeking grants and donations for major maintenance, renovations and new facilities; and Implementing sustainable finance actions and initiatives.

3. Major deferred maintenance items will be addressed and the groundwork for future improvements will be laid. 4. The sustainability of the school and its principal facilities is enhanced by systematically addressing the needs for funding and endowment of operation and maintenance costs of current and future facilities.


VII. OUR FINANCIAL MODEL VII. CONTINUE TO STRENGTHEN OUR FINANCIAL MODEL Background Along with our philosophy, the financial model of the school is one of the foundational elements of our long term strategy and how the school operates day-to-day. It enables everything we value and recognize as important from keeping tuition affordable to maintaining a rich, evolving and customized curriculum and set of outside the classroom learning opportunities, to providing income, health and retirement security to our faculty and staff. The operating budget of the school is primarily driven by the tuition received each year. In the last ten years, Roeper has been able to eliminate previous capital deficits and increase working capital and debt service reserves. However, the school has also seen increased stress on the annual budgets due to the recent economic downturn in the local Southeast Michigan economy. As a result, it has been necessary to decrease funding for imperative items such as deferred maintenance, salary increases and benefits match programs for staff and administration and other important expenses. As we look forward at the effort to support the goals of the strategic plan, this section of the plan seeks to balance the objectives of how to attain increased, and more balanced funding sources, with the need to also support the imperatives of replacing aging facilities and improving the compensation of the faculty and staff. The following actions and initiatives are necessary to insure that Roeper has the funds and sources of funding to support and sustain the school over the next several years.

Actions and Initiatives VII.1 Determine the optimum size of the school, with a specific focus on increasing retention rates. Enrollment, with an emphasis on retention rates, is and should remain a key focus for the school.

VII.2 Utilize the upcoming 75th anniversary of the school as an opportunity to initiate a

capital campaign that will target investment in the strategic objectives as prioritized by the school and Board of Trustees. These priorities may include facilities, endowment, increasing staff and faculty benefits, etc.

VII.3 Decrease the reliance on tuition by increasing the Endowment through specific
targeted initiatives.

VII.4 Increase the Annual Fund with specific dollar and participation goals that are made public and tracked throughout the year. This includes setting goals for constituency groups (such as alumni, students, parents, etc.).

 VII.5 Develop a staffing model to support strategic resourcing decisions and to enhance choice. This would include review of student/teacher ratios and student/administration ratios. VII.6 Implement an organizational spending assessment. VII.7 Investigate other possible sources of funding options. Outcomes and Results

8. Conduct an in depth look at the factors that are limiting enrollment, as well as looking at factors that could increase enrollment. Measurement of retention rates, with specific goals for increasing the rate of retention should be implemented. 9. Conduct an assessment of capital campaign needs and develop a strategy in 2012 that will allow the school to take advantage of this opportunity.

10. Develop specific targets to increase the endowment of the school in the next three years with new contributions totaling at least $450,000. 11. Increased Annual Fund targets should be determined with increases of an appropriate level over the next three years. The goals should increase in both dollar giving and also in participation for all constituencies.

12. The staffing model and implementation are owned by the administration. All financial modeling should cover a three year period (rolling forward). 13. The organizational spending assessment should include metrics to ensure performance. 14. Other possible funding sources may include areas such as increased summer opportunities for classes, other school programs, etc.