Anthony Nuskiewicz

SWOT ANALYSIS Worksheet

Strengths:
What do you do well?
What unique resources can you draw on?
What do others see as your strengths?

Weaknesses:
What could you improve?
Where do you have fewer resources than others?
What are others likely to see as weaknesses?

Creativity
Good listener
Problem solver
Wide variety of experiences
Knowledge
Individualized study
Low student to teacher ratio

Lack of laboratory courses

Lack of Shop Classes
Lack of extracurricular activities
All at risk
Drug & Alcohol issues
Lack of family

Opportunities:
What good opportunities are open to you?
What trends could you take advantage of?
How can you turn strengths into opportunities?

Threats:
What trends could harm you?
What is your competition doing?
What threats do your weaknesses expose you to?

Unlimited resources through school

Cohesive faculty
Community work
Open curriculum
Connection to tech college

No extracurricular activities
Others have a larger selection of curricular options
No Advanced Placement options

Inclusion Action plan 605

Description of current inclusion practices
River Cities High School is an alternative high school in the Wisconsin Rapids School District. All
of the approximately 100 students at River Cities High School are, by definition, at-risk students. They
are literally at risk to graduate from high school, as being deficient in credits is one of the requirements
necessary for admittance into the school. Most students have other issues or factors that put them in
the at-risk category as well. The student body is predominantly juniors and seniors, with some
sophomores and a few freshmen. Most of the students come to our school from Lincoln High School in

Anthony Nuskiewicz

Wisconsin Rapids; the others come from the two junior high schools in Wisconsin Rapids or from nearby
Port Edwards High School.
The goal at River Cities High School is to help each student find success. Helping students pass
their classes and tests and achieve a high school diploma is the main goal of RCHS, but there are many
other aspects of education that lead to success as well. All students are unique and have different
needs. The school and classroom environment needs to be a positive, caring setting where the student
needs can be met. The school has to be a place where the students feel safe and comfortable. Each
student needs to feel they are free to share their thoughts and feelings and that his/her thoughts and
feelings will be respected.
To meet the diverse individual needs, students are placed in one of the four different programs
at River Cities High School: Credit, Testing, Re-entry, and Completion. Students receive a basic academic
evaluation upon entering the school. This information combined with an interview and record
evaluation determines the program and course work for the individual student.
Within our school we offer all of the content areas subjects and Physical Education. We do not
offer Foreign Languages, wood shop, metal shop, or automotive classes or any Art and Music,
instrumental or vocal. Some of the students attend classes at the technical college to get credit toward a
program and basic requirement course work.
This milieu approach at River Cities High School has been successful in decreasing the drop-out
rate for the school district, while RCHS has comprised its own graduation rate of 93%. The reason RCHS
students graduate is based on the quality and variety of interventions they receive.
All teachers here are very open-minded and willing to work with all that come through our
doors. To date we have only worked with learning disabled, emotionally, and behaviorally disabled
students, with drug or alcohol issues and have never had physically handicapped or cognitively disabled
students. They could come here just havent had any yet and we would relish the opportunity to work
with them, when they do arrive. When they do come they will be fine because of the abundance of
resources and support that is available to our students. Here students enjoy an abundance of freedoms
in exchange for compliance with a few basic rules. If they choose not to comply with the basic rules then
there are consequences to the point of returning to the school you came from.
Accommodations that we make are altered time constraints and assignment completion to let
them work at own pace and what topic they choose, but are still required to complete all work within
the semester or it is failure and subject to returning to their former school. Smaller adaptations are
books on tape for those that struggle with reading, quiet areas to work, and low light areas for those
whom the fluorescent light bother their eyes. Also those that want to and can handle the privilege of
listening to music while working can do so.
SWOT ANALYSIS

Anthony Nuskiewicz

Strengths: As a young staff we are good listeners, problem solvers and creative. There are a few of us
that are older and have a larger knowledge base and experiences in life. But above all we are a very
student centered group that, are driven to reach every student and help them to be successful. Because
we are a alternative high school all of our students work independently, where if needed the plan can be
altered to fit the needs. No one knows anyone elses plan they are all different. Low student to teacher
ratio
Weaknesses: Our weaknesses stem from the lack of offering for the students. Examples would be lack of
extracurricular activities, shop classes, laboratory classes
Opportunities: There seems to be monies available for worthwhile endeavors of which the above
weaknesses would be. Cohesiveness of the staff is a great benefit because whenever there is a new
undertaking; results seem to be better when the entire crew is behind you. This writer believes that our
community would be in favor of extra options for our students and are very involved and supportive.
Threats: Things that hold us back and are perceived threats would be no extracurricular activities, shop
classes, laboratory classes, or advanced placement classes.
Stakeholders
Stakeholders here at the High school would be in no particular order the
Student/s with a disability
Parents and siblings of the Student/s with a disability
Students in class with student/s with a disability
All of the educational community
Faculty and staff
Case managers
Any outside agencies that might be involved with included student
Families of the students in the inclusion class
Future employers and co-workers
District and state agencies that are in place to uphold the rights of the student
In Essence Everyone
Action Plan Goals
The goals of this action plan are on the spreadsheets that follow

Anthony Nuskiewicz

Reflection on Action Plan

The action plan examines strengths and weaknesses of our high schools and formulates a plan
to emphasize those strengths and correct those weaknesses. So if we utilize our opportunities and offer
training and assistance to improve the inclusion practices that are enforce now, we should be able to
overcome our weaknesses and threats.
Inclusion Action Plan
Goal #1: Increase inclusion awareness
Recommended
Strategies/Activities

Current
%

All staff will receive

Only
training related to
about
inclusion
20% Of
Both support staff
Staff
and teaching staff
have
Training will include recent
lessons on the
or
various disabilities
formal
and on the
training
strategies that will
on
best enhance the
inclusion
students success

Goal%

Materials/Resources
Who will
Target Date for Evaluation
Needed?
Implement? Implementation
(Did It
(What)
(Who)
(When)
Happen)
100%
Our district is very
Myself and
Shall be done
Will
Of Staff
active in
Head
by the end of
complete
will have
Professional
teacher and First semester
when It
current Development and if
Principal
2015
happens
and
this effect the
will be
formal
success of our
responsible
training
students then I
for our
on
cannot see them
school
inclusion
supporting it.

Inclusion Action Plan

Goal #2: Increase training and support
Recommended
Strategies/Activities
Seek up programs a
through CESA 5
Programs through
universities
Or online courses

Current
%

Goal%

Materials/Resources
Who will
Target Date for Evaluation
Needed?
Implement? Implementation
(Did It
(What)
(Who)
(When)
Happen)
Only
100% Of Permission from the Myself and
Shall be done
Will
about
Staff will
board and
Head
by the end of
complete
20% Of
have
administration to
teacher and First semester
when It
Staff
current
get this training
Principal
2015
happens
have
and
either at reasonable
will be
recent
formal
cost where
responsible
or
training everyone is involved
for our
formal
on
at once or the
school
training inclusion
online option for
on
those that could not
inclusion
attend.

Anthony Nuskiewicz

Inclusion Action Plan

Goal #3: Increase inclusion strategies and add student course offerings
Current
%
Faculty will
utilize one
strategy per
quarter
during second
semester
Support staff
will also into
their daily
routine

Only
about
20% Of
Staff
have
recent
or
formal
training
on
inclusion

Goal%

Materials/Resources
Who will
Target Date for
Needed?
Implement? Implementation
(What)
(Who)
(When)
100% Of
Time for faculty to
Myself and
Shall be done
Staff will
process their new
Head
by the end of
have
information and
teacher and First semester
current
apply it to the
Principal
2015
and
classroom
will be
formal
Provide principal
responsible
training
with lesson plan
for our
on
that proves that a
school
inclusion inclusion strategy is
being applied

Evaluation
(Did It
Happen)
Will
complete
when It
happens

Inclusion Action Plan

Current inclusion Practices
Because River City High School is an alternative high school all of our students work
independently, where if needed the plan can be altered to fit the needs. No one knows anyone elses
plan they are all different. The some of our students has disabilities, but the severe disabilities tend to
stay at the main high school.
SWOT Analysis for Inclusion
Strengths:
Study halls were the various teachers can come and pull a student if they need additional help.
Planning time for teachers, aides, and support personnel to get together to compare note on how things
are going, to see what is working and not and make adjustments accordingly.
Additional courses for the students, with help from the community.
Testing can give us a glimpse of how we are doing.
All of our students work independently, where if needed the plan can be altered to fit the needs.
No one knows anyone elses plan they are all different.
Health class is about life skills that increase the students ability and chances to be successful.
Weaknesses:

Anthony Nuskiewicz

Schedule a PTA- meeting to discuss the formation of additional classes.

Garner support of the parents.
Organize community- support for any equipment we may need
Opportunities:
Team teaching affords the staff the ability to focus on making sure that the all students needs are meet,
especially the included student.
New technology for students with disabilities
Everyone knowing how to use it
Being able to assist the student the new technology.
Threats:
New Technology- will allow us to work more effectively with the students of needs
Community support will be there because we have more class offering for the students.
Increasing enrollment will also not be a threat because we offer the classes that meet the needs of our
students.

Stakeholders
Stakeholders here at the High school would be in no particular order the

District Administrator: Dr. Colleen Dickmann

Principal Kathi Stebbins-Hintz
Head Teachers: Carrie Siler,Don Neve
Occupational Therapy: Kellyn Colby, Lynn Mrozek
Nurse Shannon Hill
Psychologist Leigh Kraemer
Fellow teachers: Tim Studinger, Sonya Frost, Sara Kolo,,Cheryl StatzGwen VanAsten, Brenda
Spencer,Louise Pease, Matt Neve,
Student/s with a disability

Anthony Nuskiewicz

Parents and siblings of the Student/s with a disability

Students in class with student/s with a disability
All of the educational community
Faculty and staff
Case managers
Any outside agencies that might be involved with included student
Families of the students in the inclusion class
Community
Future employers and co-workers
District and state agencies that are in place to uphold the rights of the student
In Essence Everyone
Inclusion Action Plan Goals
Goal #1: To use inclusion Teaching Strategies at River City High School
Recommended
Strategies/Activities

Current %

Goal%

Teachers will be
required to use at
least one strategy
per quarter

Currently
using
inclusion
strategies
is 20%

To
increase
use of
inclusion
strategy
to 100%

Materials/R
esources
Needed?
(What?)
Training is
and time to
plan and
incorporate
into lessons

Who Will
Implement?
(who?)

Target Date for

Implementation
(When?)

Evaluation
(What/Did
it happen?)

Staff be
required to
submit
lesson plan
that
documents
who and
when the
inclusion
strategy was
tried

Most try at least

one per quarter
in the second
semester

Self and
principal if
desired

Anthony Nuskiewicz

Inclusion Action Plan Goals

Goal #2: To develop hands on classes at River City High School
Recommended
Strategies/Activities

Current
%

Goal%

Set up one of three

extracurricular
classes
Rube Goldberg
Forensics
Wood Shop class

Currently
0%

Increase
to 100%

Materials/Resou
rces Needed?
(What?)
Entry fees for
Rube Goldberg
Join the
conference
Forensics
Shop class have
some donated
material already
and a space to
have class just
need approval

Who Will
Implement?
(who?)
Whomever
is willing to
head one of
these
activities

Target Date for

Implementation
(When?)
Start up for
second
semester

Evaluation
(What/Did
it happen?)
Principal
and staff

Inclusion Action Plan Goals

Goal #3: To incorporate technology classes at River City High School
Recommended
Strategies/Activities

Conduct one of
three
extracurricular
classes
Rube Goldberg
Forensics
Wood Shop class

Current
%

Goal%

Materials/Resources
Who Will
Target Date for Evaluation
Needed?
Implement? Implementation (What/Did
(What?)
(who?)
(When?)
it
happen?)
Currently
To
Entry fees and
Whomever
Start up for
Principal
0%
increase materials for Rube
is willing to
second
and staff
to 100%
Goldberg
head one of
semester
Join the conference,
these
have materials
activities
Forensics
Shop class have
some donated
material already
and a space to have
class just need
approval

Reflection
There are five things I will take away from this class. One is the expanded vision of resources
available to the teachers for the students. Two is the enormous amount of technological advanced
resources available for students to be independent and successful. Three is the augmentation of

Anthony Nuskiewicz

learning to work with the frame work of an IEP or a PTP for the students. Four is the accumulation of
resources available for the students after high school. Five is the raised awareness of self evaluation and
total educational environment evaluation to provide students with our very best
All of these came from the lessons, readings, discussions, activities that we completed for this
class, have reinforced many of the things I already do deepened my Knowledge and opened my eyes to
many new aspects of inclusion. Moving forward from this point I feel more confident about working
with students with handicaps in an included class. It has also supplied me with the knowledge and
confidence to act upon my deficits.

SWOT Analysis Worksheet. (2009). Mindtools. Retrieved November 28th, 2014, from
http.www.mindtools.com/rs/SWOT.

Anthony Nuskiewicz