School Improvement Plan 2

The paper must flow with School Improvement Plan I:
Add to Part one of your SIP by including a contextual analysis of your school that includes the following elements: (1) Espoused school culture and characteristics including organizational and instructional capacity, (2) Organizational and student demographics, (3) Pertinent stakeholder perspectives and conditions (current or future) that impact learning, and a (4) Detailed and thorough analysis of problematic academic performance. Include pictures, tables, graphs, and other graphic elements that will make the document appealing to the general public. Part two sets up the rationale for the actual school improvement initiatives. Therefore, it must include compelling data that will naturally flow into Part three. Below is Plan 1

_________Houston and his wife, ___________ Houston, started elite group of schools in 1989. The school is located on Burnsville road opposite the Platinum library in Highland town. The group of schools is a public charter boys and girls day middle-level school. The school currently has 2,500 students, 150 teachers, and 100 non-teaching staff. The school has three branches in the country, and all sit on 30 acres of land. The school prides itself on being among the top schools in Bright County. The school was announced to be the best performing public charter school in the county. The school offers one on one class and online class lessons. The school is continuously progressing towards the envisioned dream of the managing director Elroy Houston.

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The school fosters this student’s thirst for learning, and the management motivates them to try new ways that will make them all-round students (Fujita et al., 2017). These are the bases that the school prioritizes. After completing classes, the school ensures that these students are developed, motivated, and generally responsible students who are ready for the next chapter in life. The school facilitates welcoming, safe, and supportive where all students are carried to be equal and are celebrated equally. Finally, the institution supports and nurtures the students and owns their desires to make them lifelong leaders.


The school has set the vision to build skills for this level and beyond. The tutors develop curiosity in these individuals in learning and discover their potentials and bring them up perfectly within their talents. The management offers to bring these individuals to being independent and help them deliver responsibility that is brought about in this serene environment. The school’s curriculum is based on the child to help them build skills and help them make these young individuals resilient. Through the school working together with these young individuals, the school provides an intellectual, social, and physical and moral developed student.

Core beliefs or Values

The school beliefs that these students are talented differently, and tutors work to promote growth individually (Wandasari et al., 2019). These values are not for the time being; they drive these students in the long run. The culture remains within students, and all staff members wish to deliver ‘wow,’ which is through service. The management targets growth and learning, and these are through open relationships.

Educational Philosophy

The school bases its philosophy through creating positive educational path friends and support from family. With this, these students are assured of doing more with less and will become passionate and determined. Humbleness is crucial in the education path, and one has to have an education icon that brought a remarkable difference. Education does not have to be boring, as many may think to develop new ideas to make this path fingerpicking (Egbai & Chimakonam, 2019). Education provided within the right environment helps the student notice their strengths and weaknesses and that the management will consider. It is a challenge trusted on us by schools not only to support these students’ pass, but the education path should make any student independent.


Egbai, U. O., & Chimakonam, J. O. (2019). Why conversational thinking could be an alternative method for intercultural philosophy. Journal of Intercultural Studies, 40(2), 172-189.

Fujita, R., Matsuo, T., & Hochin, T. (2017, June). Analysis of perception of people to school mottos. In 2017 IEEE 15th International Conference on Software Engineering Research, Management and Applications (SERA) (pp. 357-362). IEEE.

Wandasari, Y., Kristiawan, M., & Arafat, Y. (2019). Policy Evaluation of School’s Literacy Movement on Improving Discipline of State High School Students. International Journal of Scientific & Technology Research, 8(4), 190-198.

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