Press Release CSD - Strategies With Attachments

SenatorNewsfromtheCapitalSchoolDistrict
198CommerceWay
Dover,DE19904
FORIMMEDIATERELEASE
CONTACT:PublicRelationsOffice:PHONE:3028574206FAX:6721715
Email:candace.mccarthy@capital.k12.de.us
June15,2016,Dover,Delaware
CAPITALSCHOOLDISTRICTSTRATEGICPLANNINGDESIGNPHASEIDENTIFIESTHREEHIGH
LEVERAGESTRATEGIES
Threehighprioritystrategiesresultedfromthec ompletionoftheDesignPhaseoftheCapitalSchoolDistrictsStrategic
Planningprocess.Thesestrategiesweredeterminedbya diversegroupofoverfortyCSDstakeholderstobehighpriority
andhavesignificantleveragetomoveCSDc losertothegroupsc ollectivevision.Thesestrategiesa re:
StrategyNumber1:Linearandstreamlineddistrict.TheintentofthisstrategyisthatCapitalwillbecomemore
streamlinedtoimprovethec onsistencyofthee ducationale xpectationsa nde xperienceforstudents,parentsa ndthe
community,toimprovelearningopportunitieswithintheDistricta swella se nablingimprovedc ommunicationwith
parentsa ndthec ommunity,tominimizetransitionswherepossible,a ndtobetterleverageresourcesfromfederal,state
andlocalfunds.
StrategyNumber2:Meetingtheneedsofthewholec hild.TheintentofStrategyNumber2istobroadenCapitals
educationalmissiononmeetingtheneedsofthewholec hild.Reading,writing,mathematics,science,socialstudiesa nd
thea rtsa rea lla reasthata retraditionallythoughtofa spartofthee ducationprocess.Capitalsvisionistogobeyondthis
thought.Thisstrategystrivestoc ommunicatea ndc onsistentlya ddresstheneedsofthewholec hild,whichincludes
behavior,mentalhealth,sociala nde motionalhealth,a cademicrigor/supportsa nde ntrepreneurship.Thisstrategy
ensuresa c oherentframeworka nda faithfulimplementationofa c ommonlanguagea ndsetofe xpectationsthatsupport
studentsa ndfamilies.
StrategyNumber3:SenatorPride.Thisintentofthisstrategyistobuilda highlyvisiblec ultureofSenatorPridee vident

inthebehaviors,beliefs,valuesa ndsymbolsfoundwithintheDistricta nda crossthee ntirec ommunity.Havinga wealth
ofSenatorPrideresultsinimprovedschoolsafety,hiringa ndretainingpremierteachers(educators),meetingtheneeds
ofthewholec hilda nde stablishingstrongpartnershipswiththec ommunitya ndfamiliesinsupportoftheirschools.This
willleadtoourc ommunityswillingnesstoinvestina ne ducationalsystemtheya reproudtosupport.
Formoree xplanationa ndinformationa boutthesestrategies,pleaseseethea ttacheddocuments.Tolearnmorea boutthe

methodologyused,pleaseseetheCapitalSchoolDistrictwebsiteorvisitwww.Demosophia.com.
The Capital School District is governed by t he Board of Education, and c omprised of t eachers, s upport s taff, a board of education and administrators dedicated t o s erving
the needs of more t han 6,000 s tudents living in t he region s urrounding t he City of Dover, Delawares c apital. T he District includes s even elementary s chools, t wo middle
schools, one s enior high s chool and t he Kent County Community School s erving s everely handicapped c hildren. T he District offers c omprehensive programs f or s tudents in
PreK t hrough 12th grade, c ollege c redit programs in high s chool, extended day and y ear programs, numerous c ommunity partnerships, extensive arts and athletics
programs. T he District s trives t o accomplish its mission by providing a s afe, healthy and inviting learning environment, s tate of t he art instructional programs, highly
trained, c ommitted s taff in partnership with t he entire c ommunity t o meet t he needs of t he Districts diverse population.T he Capital School District is an equal opportunity
employer. I t does not discriminate on t he basis of race, c olor, religion, national origin, s ex, s exual orientation, gender identity, marital s tatus, disability, age, genetic
information or v eteran's s tatus in employment, or its programs and activities. I nquiries regarding nondiscrimination policies s hould be directed t o t he Title I X, District 504 and
ADA Coordinators: Capital School District, 198 Commerce Way, Dover DE 19904. Phone (302) 6721500
Strategic Intent Document

Strategy Name: Linear and streamlined district
Strategy Number: 1
Revision: [0 6/15/16]
Our Intent:
What is to be accomplished?
Capital will become more streamlined to improve the consistency of the educational expectations and
experience for students, parents and the community, to improve communication and learning
opportunities within the district as well as enabling improved communication to parents and the
community, to minimize transitions where possible, and to better leverage resources from federal, state
and local funds.
Why? What does this influence?

To achieve many of the visionary elements the stakeholders in Capital desire, the district needs to
become more efficient, have people learn from each other, structure itself to improve communication,
and optimize the use of its facilities and technology. By ensuring a more consistent experience for
students and parents across the district (beginning with pre-K), minimizing the number of transitions
made, and utilizing limited resources more fully, the Capital School District will also support improving
the fairness and equity in the learning and experiences of all students.
What are our measures of success?

We will know that we have accomplished this strategic intent if:
Students, Parents, Staff and Members of the community share through survey data a more
positive reflection of our communication.
Students report on surveys a more positive experience
Student grades, attendance and standardized test scores improve
Student behavior referrals decrease
10-15 year Facility Plan is accepted by community of stakeholders
Teachers report on surveys they feel supported
Highly qualified teacher retention will increase across the district
Opportunities for and participation in Extracurricular Activities increase
Higher Intent:
What role does this play in achieving other strategies one or two levels above this?
When this Strategic Intent is met, other significant areas are influenced. The stage is set to continue
improvement in the communication and engagement with the public. Improving perceptions is seen as a
barrier that must be removed to ensure the finances exist to continue both necessary improvements to
facilities and technology, but also to ensure resources are available to support the whole child, not
simply their academic needs. With a more streamlined and efficient district, where students have
equitable access to learning, that enables establishing a high expectations threshold, that are
communicated to all and believed in by all.
This work by Demosophia LLC is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Strategic Intent Document

Implied Tasks:
What tasks are assumed to be completed as part of this effort?
The following tasks were identified as being part of this effort:
Creating structured opportunities for teachers and administrators to visit classrooms and
schools across the district
Conducting a facilities study and updating the facilities master plan with the intent to realign
student attendance zones and school grade configurations
Defining and implementing a cutting-edge technology plan
Investigating and planning for the creation of an early childhood academy and offering universal
pre-K
Implementing the facilities and technology master plans to realign grades and create the early
childhood academy
Where should the main effort be focused?

Process and procedures that will allow the implied tasks to be clearly communicated, implemented and
successful.
Defining the boundaries:

How much freedom do we have?
The board gives unlimited freedom to the implementation team as long as staff complies with
regulations and board policies and the approved process for defining and implementing
strategic priority projects are met.
What are the constraints?

The implementation team is constrained by:
The approved Capital School District budget and the amounts allocated to accomplish this
strategic intent; .
The timelines and processes established by the State and DE Department of Education (DEDOE)
for Budget submittal, and Certificate of Necessity (CN) submittal.
Overall, the resources available to accomplish this strategic intent should be monitored. Should progress
be limited by resource availability, then changes to scope, timelines, and budgets should be considered,
and adjustments should be made in line with the freedoms described above.
June 15, 2016

Board approval date: ________________
Level
2
Level
1
Triggering Question: What are descriptors of what an ideal Capital School District ought to be to ensure an excellent
education for every student?
#43 (13 vts): CSD hires and retains
premier teachers.in cycle with:
#3 (12 vts): Schools are safe from
external and internal threats.
#21 (10 vts): Meet the needs of the
whole child.
#80 (5 vts): Senator pride.
#16 (8 vts): CSD

schools becoming
community centers.
#5 (5 vts): Teachers
need flexible
freedoms in their
daily instruction to
best meet student
needs.
#71 (5 vts):
High threshold
expectations
established,
communicated,
and believe in.
#30 (4 vts):
Year round
school.
#60 (4 vts):
Empower every
student with
individualized
learning plans.
#90 (4 vts): The

impact of school
start time and
student
achievement.
#7 (5 vts): Capital becomes a more streamlined and linear district.

in cycle with:
#28 (3 vts): Fair and equitable learning for all students.
KEY:
Level
3
Y
#20 (10 vts): Cutting-edge and
comprehensive technology in
all CSD schools.
#55 (4 vts): All staff feel supported,

empowered, and equipped to
handle challenging behavior.
#36 (14 vts):

Realignment of
students and grades.
Making progress
toward
X significantly helps
in making progress
toward
Y
Level
4
Vision Influence Map

#105 (13 vts): Early childhood
academy.
Capital School District

April 2016
Level
1
Level
2

in cycle with:
KEY:
Level
3
Y
all CSD schools.
#36 (14 vts):

Realignment of
Making progress
toward
in making progress
toward
Y
Level
4

academy.

April 2016
Level 5
Level 4
Level 3
Level 2
Level 1
What are Barriers to achieving the Ideal Capital School District?

#4 (8 vts) L1
Lack of common language and
expectations for student behavior.
in cycle with:
#33 (8 vts) L1
Lack of buy-in from students, staff,
parents and taxpayers.
#62 (9 vts) L1
Our students are
bored.
#10 (6 vts) L2
Administrative and other coordinated
teams not working as a collaborative,
cohesive, and efficient unit to embrace
challenges.
#65 (13 vts) L1

Faculty and staff that feel
overwhelmed and
undervalued.
#22 (9 vts) L2
Inconsistent implementation of
RTI for behavior.
#21 (16 vts) L3

Do what is right, not what is easy.
in cycle with:
#38 (9 vts) L3
Lack of trust between administrators and
teachers.
#48 (9 vts) L3
It's not my problem.
#41 (10 vts) L3

We don't have enough
psychologists and mental
health professionals.
#19 (6 vts) L4
#1 (16 vts) L4
Financial challenges.
Small
schools = limited
services.
#27 (13 vts) L5

Poor public perception of our
schools, especially our middle
schools.
Level 6
KEY:
Y
#16 (7 vts) L6
Cultural perceptions and expectations
cause differing viewpoints.
Making progress toward

X significantly helps in
making progress toward
Y
X
Barrier Influence Map
May 2016
#66 (6 vts) L1
Outdated and
disconnected
technology.
#19 (6 vts) L4
Small schools = limited
services.
#1 (16 vts) L4
Level 5
Level 4
Level 3
Level 2
Level 1
#66 (6 vts) L1
Outdated and
disconnected
technology.
Level 6
KEY:

Y
X
May 2016
Level 4
Level 3
Level 2
Level 1
What action, if adopted and implemented, will overcome the barriers and lead to the ideal Capital School District?
#28 (8 vts) L1
Wrap around student
services k-12.
#22 (3 vts) L1
Consistent communication across all levels in order to improve perceptions of
our schools.
#14 (15 vts) L2

CSD updates their facilities master plan.
in cycle with:
#33 (9 vts) L2
Define and implement cutting-edge and
comprehensive technology.
#72 (7 vts) L2
Computers for
everyone.
#77 (9 vts) L3
We need to have ongoing
cultural diversity training
for all staff.
#32 (7 vts) L4
Create structured opportunities for
teachers and administrators to visit
classrooms across the district.
Action Influence Map

May 2016
#78 (8 vts) L2
An after-school activities
bus to take kids home.
#88 (6 vts) L3
Capital is first to
offer universal
pre-K.
#57 (11 vts) L4

Address financial challenges to improve
student services.
#65 (14 vts) L2

Capital gives a
day of service.
#83 (6 vts) L1
CSD opens and hosts (Kent
County) school for the visual
and performing arts.
#52 (6 vts) L2
Faithfully implementing common
language and expectations through
a pre-k-12 RTI framework for
behavior.
#93 (13 vts) L3

Advocate for (guidance/ELL/
educational diagnosticians/family
crisis therapists/related service/
technology. . . .) units from the state
if unsuccessful from local.
#87 (8 vts) L3
Simplify existing
systems to maximize
efficiency.
#74 (9 vts) L4
Create a school calendar to accommodate
professional development, PLCs, and planning needs.

Xsignificantly helps in

Y
#14 (15 vts) L2

in cycle with:
#33 (9 vts) L2
#88 (6 vts) L3
Capital is first to
offer universal
pre-K.
Level 3
Level 2
Level 1
Level 4
#57 (11 vts) L4

student services.

May 2016


Y
Strategy Name: Meeting the needs of the whole child

Strategy Number: 2
Revision: [06-15-16]
Our Intent:
Our goal in education is to meet the needs of the whole child. We typically think of that as reading,
writing, arithmetic, science, social studies, and the arts - all of the things that are traditionally thought of
as part of the educational process. Our vision goes beyond this thought. This strategy strives to
communicate and consistently address the needs of the whole child - which includes behavior, mental
health, social and emotional health, academic rigor/supports, and entrepreneurship. This strategy
ensures a coherent framework and a faithful implementation of a common language and set of
expectations that support students and families.

If the needs of the whole child are met, this will reinforce many things including the safety of the
schools, the ability to hire and retain premier teachers, and the pride that everyone has in the Capital
School District. By addressing the needs of the whole child, the students will be more engaged and the
behavior issues will be minimized.

Proficiency rates increase

High School graduation rate increases
Student attendance rates increase
Student drop out rate decreases
Staff with additional certifications increases
Behavioral referrals decrease
Classroom observation walk-throughs will show increases in student engagement
Enrollment across the district increases
Overall survey feedback shows positive results
Higher Intent:
Addressing the needs of the whole child improves school climate and safety, improves the perceptions
of schools, and supports the staff feeling valued and supported in their work. Students, Families and
Staff will be supported, empowered, and equipped.
Implied Tasks:
The following tasks are assumed to be part of this strategy:
The school calendar is developed to value professional development, Professional Learning

Communities, Instructional Rounds, and planning needs.
School Master Schedules will reflect evidence based practices that improve school climate and
student achievement
Strengthening implementation of Response To Intervention (RTI) for academics and behavior
Advocacy for additional staff units from the state (e.g., special education teachers, guidance,
psychologists, mental health professionals, English Language Learner (ELL) teachers, Gifted and
Talented (GT) teachers, educational diagnosticians, family crisis therapists, counselors,
technology)Building and strengthening Community Partners to expand services to students and
families.

Communication with key stakeholders to identify needs, set priorities and develop plans to address each
of those needs.


strategic intent.
The timelines and processes established by the DE Department of Education (DEDOE) for budget
submittal.
Regulations and Statutes that dictate what must and may not be done in the area of student
information sharing, mental health, safety and security of schools and discipline.
June 15, 2016

Board Approval Date: ______________________
Adapted from Bungay, S. (2011), The Art of Action: How leaders close the gap between plans, actions and results.
London:Nicholas Brealey
Level
2
Level
1
whole child.
#16 (8 vts): CSD

schools becoming
community centers.
need flexible
freedoms in their
best meet student
needs.
#71 (5 vts):
High threshold
expectations
established,
communicated,
and believe in.
#30 (4 vts):
Year round
school.
#60 (4 vts):
Empower every
student with
individualized
learning plans.
#90 (4 vts): The

impact of school
start time and
student
achievement.

in cycle with:
KEY:
Level
3
Y
all CSD schools.

#36 (14 vts):

Realignment of
Making progress
toward
in making progress
toward
Y
Level
4

academy.

April 2016

whole child.
Level
2
Level
1
KEY:
Level
3
Y
Making progress
toward
in making progress
toward
Y
Level
4

April 2016
Level 5
Level 4
Level 3
Level 2
Level 1

#4 (8 vts) L1
in cycle with:
#33 (8 vts) L1
#62 (9 vts) L1
Our students are
bored.
#10 (6 vts) L2
challenges.
#65 (13 vts) L1

overwhelmed and
undervalued.
#22 (9 vts) L2
RTI for behavior.
#21 (16 vts) L3

in cycle with:
#38 (9 vts) L3
teachers.
#48 (9 vts) L3
#41 (10 vts) L3

#19 (6 vts) L4
#1 (16 vts) L4
Small
schools = limited
services.
#27 (13 vts) L5

schools.
Level 6
KEY:
Y
#16 (7 vts) L6

Y
X
May 2016
#66 (6 vts) L1
Outdated and
disconnected
technology.
Level 2
#41 (10 vts) L3

Level 5
Level 4
#22 (9 vts) L2
RTI for behavior.
Level 3
Level 1
Level 6
KEY:

Y
X
May 2016
Level 4
Level 3
Level 2
Level 1
#28 (8 vts) L1
Wrap around student
services k-12.
#22 (3 vts) L1
our schools.
#14 (15 vts) L2

in cycle with:
#33 (9 vts) L2
#72 (7 vts) L2
Computers for
everyone.
#77 (9 vts) L3
for all staff.
#32 (7 vts) L4

May 2016
#78 (8 vts) L2
#88 (6 vts) L3
Capital is first to
offer universal
pre-K.
#57 (11 vts) L4

student services.
#65 (14 vts) L2

Capital gives a
day of service.
#83 (6 vts) L1
#52 (6 vts) L2
behavior.
#93 (13 vts) L3

#87 (8 vts) L3
Simplify existing
systems to maximize
efficiency.
#74 (9 vts) L4


Y
Level 1
Level 2
#52 (6 vts) L2
behavior.
Level 4
Level 3
#93 (13 vts) L3

#32 (7 vts) L4

May 2016
#74 (9 vts) L4


Y
Strategy Name: Senator Pride

Strategy Number: 3
Revision: [06-15-16]
Our Intent:
This strategy builds a highly visible culture of Senator Pride evident in the behaviors, beliefs, values, and
symbols found within the District and across the entire community.

Having a wealth of Senator Pride results in improved school safety, hiring and retaining premier teachers
(educators), meeting the needs of the whole child, and establishing strong partnerships with the
community and families in support of their schools. This will lead to communities willing to invest in a
product that they are proud to support.

Teacher job satisfaction improves as measured on TELL Delaware Survey and 5 Essentials Survey
Students report feeling safe more often as reported on UD School Climate Survey
Teacher retention improves
Parental involvement increases as measured by participation in school and district-wide events
An increase in educator applicants through Join Delaware Schools
Student enrollment will increase
Student engagement increases as measured by walk-throughs, participation in curricular and
extra-curricular activities
Partnerships with community organizations increases
Higher Intent:
When Senator Pride is evident throughout the community, Capital School Districts ability to garner
resources and support our schools will be improved. For example, additional resources are required to
provide universal access to pre-K programs. Additional transportation is required after-school to allow
CSD to open and host a thriving Kent County school for the visual and performing arts.
Implied Tasks:
Capital will implement services and programs to support the community (e.g., a day of service,
Super Senator Day)
On-going cultural diversity training that includes experiential learning throughout the district
News from schools across all levels will be more effectively communicated to the public.
Public relations and messaging will have a special emphasis on balanced and factual perception
of the CSD middle schools.

The main focus for this intent will be increasing community service and partnerships with
community organizations in order to develop a more positive perception of the district within
our community.

strategic intent.
The timelines and processes established by the State and DE Department of Education (DEDOE)
for Budget submittal.
June 15, 2016

Board Approval Date: ________________________
Adapted from Bungay, S. (2011), The Art of Action: How leaders close the gap between plans, actions and results.
London:Nicholas Brealey
Level
2
Level
1
whole child.
#16 (8 vts): CSD

schools becoming
community centers.
need flexible
freedoms in their
best meet student
needs.
#71 (5 vts):
High threshold
expectations
established,
communicated,
and believe in.
#30 (4 vts):
Year round
school.
#60 (4 vts):
Empower every
student with
individualized
learning plans.
#90 (4 vts): The

impact of school
start time and
student
achievement.

in cycle with:
KEY:
Level
3
Y
all CSD schools.

#36 (14 vts):

Realignment of
Making progress
toward
in making progress
toward
Y
Level
4

academy.

April 2016

whole child.
Level
2
Level
1
KEY:
Level
3
Making progress
toward
in making progress
toward
Y
Level
4

April 2016
Level 5
Level 4
Level 3
Level 2
Level 1

#4 (8 vts) L1
in cycle with:
#33 (8 vts) L1
#62 (9 vts) L1
Our students are
bored.
#10 (6 vts) L2
challenges.
#65 (13 vts) L1

overwhelmed and
undervalued.
#22 (9 vts) L2
RTI for behavior.
#21 (16 vts) L3

in cycle with:
#38 (9 vts) L3
teachers.
#48 (9 vts) L3
#41 (10 vts) L3

#19 (6 vts) L4
#1 (16 vts) L4
Small
schools = limited
services.
#27 (13 vts) L5

schools.
Level 6
KEY:
Y
#16 (7 vts) L6

Y
X
May 2016
#66 (6 vts) L1
Outdated and
disconnected
technology.
Level 5
Level 4
Level 3
Level 2
Level 1
#27 (13 vts) L5

schools.
Level 6
KEY:
Y
#16 (7 vts) L6

Y
X
May 2016
Level 4
Level 3
Level 2
Level 1
#28 (8 vts) L1
Wrap around student
services k-12.
#22 (3 vts) L1
our schools.
#14 (15 vts) L2

in cycle with:
#33 (9 vts) L2
#72 (7 vts) L2
Computers for
everyone.
#77 (9 vts) L3
for all staff.
#32 (7 vts) L4

May 2016
#78 (8 vts) L2
#88 (6 vts) L3
Capital is first to
offer universal
pre-K.
#57 (11 vts) L4

student services.
#65 (14 vts) L2

Capital gives a
day of service.
#83 (6 vts) L1
#52 (6 vts) L2
behavior.
#93 (13 vts) L3

#87 (8 vts) L3
Simplify existing
systems to maximize
efficiency.
#74 (9 vts) L4


Y
Level 4
Level 3
Level 2
Level 1
#28 (8 vts) L1
Wrap around student
services k-12.
#22 (3 vts) L1
our schools.
#14 (15 vts) L2

in cycle with:
#33 (9 vts) L2
#72 (7 vts) L2
Computers for
everyone.
#77 (9 vts) L3
for all staff.
#32 (7 vts) L4

May 2016
#78 (8 vts) L2
#88 (6 vts) L3
Capital is first to
offer universal
pre-K.
#57 (11 vts) L4

student services.
#65 (14 vts) L2

Capital gives a
day of service.
#83 (6 vts) L1
#52 (6 vts) L2
behavior.
#93 (13 vts) L3

#87 (8 vts) L3
Simplify existing
systems to maximize
efficiency.
#74 (9 vts) L4


Y
Level 1
#65 (14 vts) L2

Capital gives a
day of service.
#77 (9 vts) L3
for all staff.
Level 4
Level 3
Level 2
#22 (3 vts) L1
our schools.

May 2016


Y

Press Release CSD - Strategies With Attachments

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Press Release CSD - Strategies With Attachments

Caricato da

Copyright:

Formati disponibili

SenatorNewsfromtheCapitalSchoolDistrict

StrategyNumber3:SenatorPride.Thisintentofthisstrategyistobuilda highlyvisiblec ultureofSenatorPridee vident

Formoree xplanationa ndinformationa boutthesestrategies,pleaseseethea ttacheddocuments.Tolearnmorea boutthe

Strategic Intent Document

Why? What does this influence?

What are our measures of success?

Strategic Intent Document

Where should the main effort be focused?

Defining the boundaries:

What are the constraints?

June 15, 2016

#16 (8 vts): CSD

#90 (4 vts): The

#7 (5 vts): Capital becomes a more streamlined and linear district.

#55 (4 vts): All staff feel supported,

#36 (14 vts):

Vision Influence Map

Capital School District

#7 (5 vts): Capital becomes a more streamlined and linear district.

#36 (14 vts):

Vision Influence Map

Capital School District

What are Barriers to achieving the Ideal Capital School District?

#65 (13 vts) L1

#21 (16 vts) L3

#41 (10 vts) L3

#27 (13 vts) L5

Making progress toward

What are Barriers to achieving the Ideal Capital School District?

Making progress toward

#14 (15 vts) L2

Action Influence Map

#57 (11 vts) L4

#65 (14 vts) L2

#93 (13 vts) L3

Making progress toward

making progress toward

#14 (15 vts) L2

#57 (11 vts) L4

Action Influence Map

Making progress toward

making progress toward

Strategy Name: Meeting the needs of the whole child

Why? What does this influence?

What are our measures of success?

Proficiency rates increase

The school calendar is developed to value professional development, Professional Learning

Where should the main effort be focused?

Defining the boundaries:

What are the constraints?

June 15, 2016

#16 (8 vts): CSD

#90 (4 vts): The

#7 (5 vts): Capital becomes a more streamlined and linear district.

#55 (4 vts): All staff feel supported,

#36 (14 vts):

Vision Influence Map

Capital School District

#43 (13 vts): CSD hires and retains

Vision Influence Map

What are Barriers to achieving the Ideal Capital School District?

#65 (13 vts) L1

#21 (16 vts) L3