Bethany Public School District. District/School Improvement Plan

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1 Bethany Public School District District/School Improvement Plan

2 Committee District/School Improvement Plan Improvement Plan Colleen Murray, Superintendent Diane Krivda, Director of Curriculum Bob Davis, Principal Dorothy Seaton, BOE Member Tim Charron, Support Services Facilitator Dana Menzies, Reading Consultant Beth Williams, STEM Integration Specialist Marcia Laput, Literacy Coach Sarah Monaco, Literacy Coach Michelle Schwenger, Library Media Specialist Jessica Apicella, Math Coach Andrea Hubbard, Kindergarten Teacher Kerrie Payne, PreK/Special Education Teacher Donna DeChello, Grade 3 Teacher 2

3 Vision Mission Mission Our The Bethany Public School District recognizes that the education of each child is the shared responsibility of every member of our community. Our goal is to challenge and inspire every student to become a lifelong learner and a resilient, independent, literate, caring, creative and responsible world citizen. 3

4 Vision Beliefs Beliefs Our We Believe that Educating children is our first priority. Education is a community-wide responsibility and requires the active engagement of all stakeholders. The individual worth of each child must be celebrated. Every student can learn and deserves an equal opportunity to learn. Every student has special gifts and talents to be discovered and nurtured. Positive attitude and effort lead to accomplishment. Physical activity, the arts, and play are essential elements of a comprehensive education. Education must focus on active learning, using critical thinking and problem solving skills. 4

5 Commitments Our Vision Commitments We are committed to Empowering students to become resourceful learners who can apply their knowledge. Challenging each student to reach his/her full potential. Respecting individual and community values. Integrating twenty-first century technology throughout our school. Investing in our professional staff to enhance instruction. Developing and retaining exemplary teachers. Providing a safe, secure and positive environment. Managing our financial resources efficiently and effectively. Advancing the Bethany School District together as a community. Together we will make a difference. 5

6 Data at our A Glimpse Bethany Our Data Study Smarter Balanced Assessment ELA (% of Students Scoring at a Level 3 or 4) Smarter Balanced Assessment ELA % of Students Scoring Level 3 or 4 GRADE Grade 3 45% 58% 67% Grade 4 73% 63% 61% Grade 5 68% 80% 70% Grade 6 66% 60% 79% School 63% 65% 69% 6

7 Data at our A Glimpse Bethany Our Data Study Smarter Balanced Assessment Math (% of Students Scoring at a Level 3 or 4) Smarter Balanced Assessment - Math % of Students Scoring Level 3 or 4 GRADE Grade 3 63% 71% 69% Grade 4 80% 61% 63% Grade 5 39% 80% 70% Grade 6 58% 44% 75% School 60% 64% 69% 7

8 Data at our A Glimpse Bethany Our Data Study Smarter Balanced Assessment ELA and Math (Growth Rate and % of Target Achieved) Grade/Subject Growth Rate 2016 To 2017 Average % of Target Achieved School-wide ELA Math Grade 4 ELA Math Grade 5 ELA Math Grade 6 ELA Math

9 Data at our A Glimpse Bethany Our Data Study STAR End-of-Year Early Literacy/Reading/Math (% of Students At/Above Goal) GRADE Early Literacy % At/Above Goal STAR (End-of-Year) At/Above Goal Reading % At/Above Goal Math % At/Above Goal Grade K 79% Grade 1 83% 86% Grade 2 73% 80% Grade 3 89% 95% Grade 4 70% 88% Grade 5 75% 95% Grade 6 80% 82% School 79% 78% 88% 9

10 Data at our A Glimpse Bethany Our Data Study GRADE STAR End-of-Year Early Literacy/Reading/Math (% of Students > SGP 50) STAR (End-of-Year) % at SGP>50 Early Literacy % at SGP 50 Reading % at SGP 50 Math % at SGP 50 Grade K 67% Grade 1 57% 77% 61% Grade 2 74% 58% Grade 3 74% 47% Grade 4 63% 60% Grade 5 53% 76% Grade 6 52% 50% School 62% 63% 59% 10

11 Data at our A Glimpse Bethany Our Data Study Fountas & Pinnell End-of-Year (% of Students At/Above Benchmark) Fountas & Pinnell End-of-Year GRADE % At/Above Goal Kindergarten 75% Grade 1 86% Grade 2 75% Grade 3 94% Grade 4 82% Grade 5 86% Grade 6 95% School 85% 11

12 Data Bethany Our Data Study BOWA Math Benchmark End-of-Year (% of Students Scoring 80% or Higher) at our A Glimpse BOWA Math Benchmark End-of-Year GRADE % At/Above Goal Kindergarten 97% Grade 1 86% Grade 2 78% Grade 3 94% Grade 4 88% Grade 5 66% Grade 6 52% School 80% 12

13 Data at our A Glimpse Bethany Our Data Study Discipline Baseline Data REFERRALS BY LOCATION Location Sept Oct Nov Dec Jan Feb Mar April May June Total bathroom bus cafeteria classroom dismissal 0 field trip 0 hallway recess Total REFERRALS BY GRADE Grade Sept Oct Nov Dec Jan Feb Mar April May June Total Kindergarten Grade Grade Grade Grade Grade Grade Total

14 Data at our Bethany Our Data Study Staff Survey ( ) Question 4 Stakeholder Survey Results There are clear-cut policies and procedures in my school for student behavioral expectations. 59% Agree A Glimpse Question 32 Administrators handle student discipline issues in a fair and timely fashion. Question 6 There are groups of students in the school who exclude others and make them feel bad for not being part of a group. Agree Disagree IDK 60% Agree 26% 53% 21% Question 5 Agree 85% Disagree 5% Students at BCS respect each other s differences. IDK 10% 14

15 Data Bethany Our Data Study Stakeholder Survey Results at our Parent Survey ( ) Question 20 My child has he/she needs it. access to extra academic help during the school day when Agree Disagree IDK 64% 5% 31% A Glimpse Question 23 My child is challenged to meet high expectations at BCS. Question 6 The school is sensitive to issues regarding race, gender, sexual orientation, and disabilities. Question 15 BCS holds students to high behavioral standards Agree Disagree IDK Agree Disagree IDK Agree Disagree IDK 83% 13% 4% 68% 6% 26% 73% 24% 3% 15

16 Data at our A Glimpse Bethany Our Data Study Student Survey ( ) Kindergarten All Survey Questions Grades 1 and 2 Question 3 My teachers tell me how I am doing in class Grades 3 6 Question 12 Stakeholder Survey Results My teacher explains the reasons why he/she is teaching me certain things. 100% Happy and Satisfied Yes No 24% 76% Agree 69% 16

17 Data at our A Glimpse Bethany Our Data Study Stakeholder Survey Results Student Survey (Grades 3 6) Question 2 I like going to school. Agree 58% Question 7 My teacher likes me. Agree 73% Question 18 People listen to my ideas at school. Question 19 My classmates treat me with respect. Question 20 The students in my school treat adults with respect. Agree 59% Agree 69% Agree 58% 17

18 Focus Area 1: Student Achievement Goal 1 Improve Student Achievement Increase the academic achievement of all students in literacy. On the 2018 Spring Smarter Balanced Assessment, the school average in ELA (Grades 3 6) will increase by 5 percentage points from 69% to 74% of students scoring at a Level 3 or 4. On the 2018 End-of-the-Year STAR Early Literacy (Grade K) and Reading Assessments (Grades 1 6), 80% of all students will achieve a Student Growth Percentile (SGP) of 40 or greater. Increase the academic achievement of all students in numeracy. On the 2018 Spring Smarter Balanced Assessment, the school average in Math (Grades 3 6) will increase by 5 percentage points from 69% to 74% of students scoring at a Level 3 or 4. On the 2018 End-of-the-Year STAR Math Assessments (Grades 1 6), 80% of all students will achieve a Student Growth Percentile (SGP) of 40 or greater. On the 2018 End-of-the-Year BOWA Math Assessment (Grades K 6), 85% of all students will score 80% or higher. 18

19 Action Steps Action Item Responsible Parties Expected Outcomes Employ a district/school improvement plan process. Improvement Plan Committee Administrators, teachers and staff will conduct a needs assessment, engage in goal setting, action planning and ongoing evaluation of school improvement efforts. Develop the school s capacity to function more effectively All Staff Teachers will use data to set student learning goals, define as a professional learning community by implementing a and refine instructional practices that translate into Data- Driven Decision-Making (DDDM) model effective teaching and learning, and employ targeted systemically school- wide. interventions leading to improved student achievement. Implement a scientifically research-based intervention All Staff Teachers will analyze data to obtain critical insight into and enrichment (SRBI/SRBE) model systemically how well students are progressing towards explicit across grade levels. learning goals which will inform instructional decisionmaking and guide the development of focused and timely tiered interventions and enrichments. Explore the use of Smarter Balanced Interim Instructional Support Team Teachers and students will become more familiar with the Assessments aligned to Units of Study. Teachers format and rigor of the Smarter Balanced Assessment. Invest in embedded and ongoing professional development opportunities for teachers, paraprofessionals and support staff. Provide ongoing Cognitive Coaching for the Instructional Support Team and increase their opportunities to provide support to teachers. Utilize the supervision and evaluation process to provide specific and meaningful feedbackto teachers about their use of high quality instructional practices and their delivery of curriculum. Instructional Support Team Administration Teachers Paraprofessionals Instructional Support Team Administration Administration PDEC A focus on content knowledge, skills, strategies and best practices for increased student engagement linked to quality instruction will strengthen the core educational program. Instructional Support Staff will support teachers in the implementation of curriculum, resources and effective instructional practices using a reflective process to improve student performance. The quality and effectiveness of classroom instruction will improve. 19

20 Area 1: Student Achievement Goal 1 Improve Student Achievement On the Spring 2018 Kindergarten Spring Survey, the percentage of students that respond positively (Yes) to My teacher tells me how I am doing in class, will maintain at 90% -100% On the Spring 2018 Grade 1 and 2 Spring Survey, the percentage of students that respond positively (Yes) to My teacher tells me how I am doing in class, will increase from 76% to 85%. On the Spring 2018 Grades 3-6 Spring Survey, the percentage of students that respond positively (Agree or Strongly Agree) to My teacher explains the reasons why he/she is teaching me certain things, will increase from 69% to 75%. Focus 20

21 Action Steps Action Item Responsible Parties Expected Outcomes Teachers will create Student Feedback Goals that address actions steps to increase student engagement in the learning process. Action Steps might include: Communicate learning objectives to students explicitly by stating them verbally, displaying them in writing, and calling attention to them throughout the lesson. Connect learning to previous and future learning. Engage students in a process for setting personalized goals. Engage students in a process for self-evaluation. Engage students in a process for peer-evaluation. Provide feedback that addresses what is correct and what students need to do next. Provide feedback appropriately in time to meet students needs. Provide criterion-referenced feedback. (rubrics, standards and report card ratings) Engage students in the feedback process. (creating rubrics, peer reviews, tracking progress, portfolio of progress) Teachers Students will become more engaged in their own learning and progress. 21

22 Focus Area 2: Culture and Climate Goal 2 Culture and Climate Ensure a safe and orderly environment and positive climate that promotes and supports student learning. On the Spring 2018 Staff Survey, the percentage of staff members that report that there are clear-cut policies and procedures for student behavioral expectations will increase from 59% to 75%. On the Spring 2018 Staff Survey, the percentage of staff members that report that administrators handle student discipline in a fair and timely fashion will increase from 60% to 75%. On the Spring 2018 Student Survey, the percentage of students that report that classmates treat them with respect will increase from 69% to 74%. 22

23 Action Steps Action Item Responsible Parties Expected Outcomes Invest in embedded and ongoing professional development opportunitiesfor teachers, paraprofessionals and support staff using No Nonsense Nurture (NNN) to promote increased student engagement. Create a committee to design school-wide behavioral expectations and levels of interaction. Plan a Parent Academy Night on No Nonsense Nurture. Administration Administration Administration Staff All staff and students will be engaged in a common understanding of behavioral expectations. All staff and students will have a clear and common understanding of expected behaviors and hierarchy of consequences which will lead to increase student engagement and more positive school culture and climate. Parents will become informed on the effective strategies employed at school to increase student engagement and will be taught how to transfer those strategies to parenting. Identify and implement a set of core practices school climate in the district. Social Skill Classes Create a district framework for implementation of tiered behavioral interventions. to strengthen All Stakeholders A shared vision and collaborative effort will lead to a positive climate that supports student learning and teacher growth. School Psychologists Guidance Counselor A consistent positive model for effective emotional regulation will enhance social engagement and maximize academic success. Promote varying levels of student leadership throughout the school. Community Meetings Look for the Good Administration Community Liaison Teachers School Climate PBIS Activities Team Increase communication between stakeholders regarding the handling of discipline and outcomes. Administration Guidance Counselor Psychologists Teachers Student led activities will promote a positive culture and climate. There will be a common understanding of the process and procedures put in place for corrective action. Open dialogue and shared understanding will positively impact student outcomes. 23

24 Involvement 3: Stakeholder Goal 3 Stakeholder Involvement Parents On the Spring 2018 Parent Survey, the percentage of parents that respond positively (Agree or Strongly Agree) to My child has access to extra academic help during the school day when he/she needs it, will increase from 64% to 75%. Focus Area 24

25 Action Steps Action Item Responsible Parties Expected Outcomes Administration and teachers will create Parent Feedback Goals Administration that address actions steps to increase parent awareness of the Teachers opportunities offered during the school day to support Parents will become more aware of the students in need. multiple opportunities available to Action items will include steps to increase communication to students to obtain support during the school day. Administration Teachers parents on the SRBI/SRBE opportunities at BCS. BCS Happenings SRBI/SRBE Brochure Teacher/Parent Communication Teachers will use the Data Team Process to analyze multiple Administration Students will be provided additional sources of data to create flexible skill /strategy groups, employ Teachers support the need through Tiered effective instructional strategies, and progress monitor students performance. Support Team Intervention and/or during WIN time. 25

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