<![CDATA[This study aims to analyze school quality transformation strategies based on Indonesia’s Education Report at SMAN 2 Sebulu, Kutai Kartanegara, by positioning literacy, numeracy, school climate, and organizational capacity data as the foundation for improvement planning. The study departs from an institutional paradox identified in the source document: teachers show strong pedagogical readiness and openness to innovation, yet students’ reasoning-based literacy and numeracy outcomes remain limited. This condition indicates that school quality problems cannot be reduced merely to individual teacher competence; rather, they are closely related to control systems, data validation, administrative governance, and sustainable academic monitoring. This research applies an exploratory qualitative design through document analysis, SWOT mapping, and TOWS synthesis. The theoretical framework is strengthened by recent literature on data-based planning, instructional and distributed leadership, evidence-driven school improvement, literacy-numeracy learning, inclusive school climate, and violence prevention in educational institutions. The analysis identifies four transformation priorities: strengthening principal monitoring, validating academic data through evidence-based documentation, revitalizing co-curricular operations, and developing measurable external synergy. The findings affirm that school quality transformation requires a shift from sporadic program culture toward a data-based quality management system, cross-actor collaboration, and sustainable documentation.]]>
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