Albemarle County Public Schools School Improvement Plan

Transcription

1 Albemarle County Public Schools School Improvement Plan This document contains: Division Goals and Board Priorities School Improvement Planning Timeline School Improvement Team Guidelines Reflective Questions for the SIP Process State of the School Guidelines Templates for SIP Goals

2 Division Goals and School Board Priorities Goal 1 Prepare all students to succeed as members of a global community and in a global economy. Priority 1.1 Develop Lifelong-Learner (LLL) competencies in all students. 2 Goal 2 Eliminate the Achievement Gap. Priority 2.1 Prepare and assess all students for citizenship/workforce/college readiness. Goal 3 Recruit, retain, and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators. Priority 3.1 Improve the organization's capacity to build and maintain workforce engagement. Goal 4 Achieve recognition as a world-class educational system. Priority 4.1 Promote strategic alignment with the Vision, Mission, and Goals throughout the organization. Priority 4.2 Expand two-way communication with and outreach to our stakeholders. Priority 4.3 Assemble a collection of rigorous performance indicators and recognized benchmarks that define a worldclass educational system. Goal 5 Establish efficient systems for development, allocation, and alignment of resources to support the Division s vision, mission, and goals. Priority 5.1 Evaluate and valuate instructional programs and operational departments.

3 Guidelines for School Improvement Planning 3 Purpose of School Improvement Plan (SIP) The improvement planning process provides a framework to ensure continuous improvement in each school and alignment with the vision, mission, goals, and values of the overall school division. Improvement plans are completed at the start of each school year by Division leaders to provide focus in planning for continuous improvement. They are updated on a quarterly basis using key performance indicators (KPIs) that demonstrate progress towards stated goals. Role of School Improvement Team The primary objective of the School Improvement Team (SIT) is to coordinate the development and implementation of the school s goals, objectives and strategies in support of student success and a positive school community. Within schools, principals work with their SIT to develop their improvement plan. The SIT s purpose is to support the school and the school division through the school improvement planning process. Improvement Planning Timeline 09/21/2012 Original SIPs Due Sept 2012 State of the School Address Delivered 11/09/2012 Q1 Updates Due 02/01/2013 Q2 Updates Due 04/11/2013 Q3 Updates Due 06/21/2013 Q4/EOY Updates Due The entire school community needs to know the SIP. It is presented at the State of the School address and posted on the Division s Improvement Planning web site. Principals are responsible for submission of quarterly updates to improvementplanning@k12albemarle.org by the published due dates. These dates are communicated prior to the start of the school year and are recorded in the Division Outlook calendar. Due dates generally fall two weeks after the end of the 9-week grading period. Makeup of School Improvement Team The improvement planning process should include views from the larger school community. As such, the School Improvement Team (SIT) should include faculty, staff, and parent representatives. High schools should include a student representative. Community representatives are also encouraged. The School Improvement Team = ü Principal ü Teachers ü Staff ü Community ü Students (High School)

4 Reflective Questions to Support the Improvement Planning Process 4 Prior to Implementation How is the plan in alignment with the Vision, Mission, and Goals of the Division? How does the plan address specific Board Priorities? How does the plan address high priority school and student needs? How are the views of the larger school/department community represented in the plan? How does the plan represent an attempt to significantly improve the performance of all students? Is the plan clear, simply stated and concise? Is each objective written to reflect adequate progress that is substantive and measurable and allows the school room for growth? What data/gap evidence is used to support the proposed objective? What research-based proven strategies or action steps are identified for implementation? Are potential obstacles clearly identified? Are the performance measures clearly defined? During Implementation How is the implementation being monitored? Are midcourse corrections being identified as needed? How is the implementation process being documented? What is the evidence of the plan s implementation within the school building? How are the quarterly progress updates being communicated to the larger school community? What is the school leader personally doing to support the implementation? Upon Completion Has sufficient progress been achieved? What is the evidence of this? How will this year s data be used to identify needs and objectives for next year s plan?

5 State of the School Guidelines 5 At the start of each school year, principals should deliver a State of the School address to parents and the community. The State of the School address should present the successes and challenges the school faced the previous school year. It is also an opportunity to share information about the faculty and staff, the school improvement plan, student achievement data, school climate, and other information people will be interested in knowing. It is the occasion to share the school s story with the school community and to set the tone for the year. School Overview School core beliefs, motto, values: All children can learn to be effective learners and will be best prepared for life beyond school by doing authentic work projects that require the performance competencies described in the ACPS Lifelong Learner Skills in additional to mastering content knowledge. Student Characteristics Annual progress report data: currently unavailable Staff Total staff by category: Principal, Assistant Principal, 2 Guidance Counselors, 1 shared School Psychologist, 3 Office Associates, 1 Nurse, 1 Media Specialist, 35 regular Education Teachers, 1 ESOL (shared), 1 Testing Coordinator, 6 Special Education Teachers, 2 Regular Teaching Assistants, 7 Special Education Teaching Assistants Number of teacher FTE s: 36.6 (regular ed); 6 (SPED) Number of new teachers: 6 Attrition - retirement/other: 4 Teacher characteristics, experience, gender (13 M, 30 F) ethnicity (39 White, 3 African- American, 1 Latino) Instruction Framework for Quality Learning (FQL) Lifelong Learner Standards (LLLs) Professional Learning Communities (PLCs) Bell schedule Class sizes Core classes range from Curriculum changes (added German in7th this year as a pilot) Other major changes Achievement Information Achievement data highlights and trends, using including comparison with County/State, as appropriate: o MAP Data o Reading/Math SOLs: not currently available o Progress on KPIs from School Improvement Plan

6 6 Climate Safe Schools/Healthy Students Data: Survey data is available for review from main office Climate survey: Student climate survey data is available in the Main Office Other community surveys: Parent survey data is available in the Main Office Facility Building capacity Number of trailers: 0 Enrollment: 609 Renovation/Improvements (with cost): 0 Budget Use of building allocations by major areas PTO contributions Unexpected needs/changes Unfunded needs Major changes Future budget considerations Volunteer Information Number of classroom hours from previous year: not currently available Number of non classroom hours from previous year: not currently available How to volunteer: respond to PTO questionnaire or call the Main Office Improvement Planning School Improvement Plan Goals for Members of School Improvement Team Calendar Key dates in the life of the school (1 st PTO Meeting, First Concert, etc.) Communication Highlight parent resources including: o School web site o Division web site o Parent Portal o Parent Council o School Newsletters o Blackboard Connect o Facebook o Twitter o YouTube General Information

7 7 (Submit initial plan to by 9/21/2012) School Name: Sutherland Middle School Principal Name: David Rogers Members of School Improvement Team: Faculty: Thomas Collier, Cabell Guy, Cheryl Harris, Tracey Saxon, Dama Schneider, Jay Smith Staff: None Parent(s): Deanne Browning, Karen Chang, Christine Ferralli, Lori Haney, Michelle Katstra, Audrey Kattwinkel, Christy Treece Student (High School): Community:

8 8 School Improvement Plan SIP Goal Strategic Goal(s): Place an X in front of those that apply X Goal 1: Prepare all Students to succeed as members of a global community and in a global economy. Goal 2: Eliminate the Achievement Gap. Goal 3: Recruit, retain, and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators. Goal 4: Achieve recognition as a world-class educational system. Goal 5: Establish efficient systems for development, allocation, and alignment of resources to support the Division s vision, mission, and goals. Board Priority(ies): Place an X in front of those that apply X Priority 1.1: Develop Lifelong-Learner (LLL) competencies in all students. P X Priority 2.1: Prepare and assess all students for citizenship/workforce/college readiness. P Priority 3.1: Improve the organization's capacity to build and maintain workforce engagement. P Priority 4.1: Promote strategic alignment with the Vision, Mission, and Goals throughout the organization. P Priority 4.2: Expand two-way communication with and outreach to our stakeholders. P Priority 4.3: Assemble a collection of rigorous performance indicators and recognized benchmarks that define a worldclass educational system. Priority 5.1: Identify opportunities for improved efficiencies in operational departments and instructional programs. SIP Goal: All students will participate in work projects that require them to develop their command of lifelong learner skills. PLAN SIP Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound): All students will participate in a case study or learning expedition in each class each semester that requires them to analyze a dilemma and to determine and defend their position on the best response to the dilemma. Teachers will upload the case study design on School Net and collect samples of student work to be exhibited in our annual curriculum fairs. All students will exhibit authentic, high quality work in the school fair. Case studies will be directly related to course standards. Quarterly faculty and student surveys will compare data on teachers focus on particular LLS and students familiarity/ facility with the targeted skills. Supporting Data / Gap Evidence: Our focus on Lifelong Learning standards directly supports the goal to prepare students for successful living in the world of work and college by providing them with proficiency in those essential skills and directly supports the School Board priorities 1.1 and 1.2.

9 9 Anticipated Obstacles: Maintaining focus on the strategies that support this goal amidst so many competing tasks for staff. Key Performance Indicators (Measurable Outcomes) How will you measure your progress? KPI (Quantitative - Using a number or percentage) Indicating Progress Towards SIP Goal: Q1 KPI Data Due 11/9/2012 Q2 KPI Data Due 2/1/2013 Q3 KPI Data Due 4/11/2013 Q4/EOY KPI Data Due 6/21/ CWT data will indicate that SMS administration is meeting ACPS target for number of classroom observations (3/teacher each quarter) comparing the teacher focus (learning target) with evidence of skills observed. 2. CWT data will show increasing evidence of students working on Lifelong Learner Skills in class using first quarter results as baseline. With adjustment for teachers with student teachers and those who are part-time, we should have conducted 100 CWT s. We logged 62. Of those, 76% (47) had posted learning targets and 66% (41) observed students working on the target. 79% (49 /62) CWTs identified students engaged in work reflecting at least 1 LLS. 39% (24/62) identified two or more LLS. Our target was 100 CWT s. We logged 45. Of those, 60% (27) had posted learning targets and 80% (36) observed evidence of the actual learning target, whether listed or not. 73% (33/45) CWTs identified students engaged in work reflecting at least 1 LLS. 53% (24/45) identified two or more LLS. STUDY Key Strategies and Qualitative Progress Indicators What strategies are you implementing to accomplish your Q1 Progress on Strategies Q2 Progress on Strategies Q3 Progress on Strategies Q4 Progress on Strategies & EOY Reflections

10 10 goals? strategies strategies strategies strategies Student projects have included aerodynamic design, video presidential campaign ads (shown on WSMS), a simulated election process, watershed field trips to study stream life, cell analogy projects, design and use of solar ovens, and publication of the first installment of our student newspaper. 1. Students authentic products, projects, and case study work that demonstrate their application of LLSkills will be documented by film, exhibits such as the curriculum fair, and the school blog. 2. Student end-of-quarter surveys will describe and indicate an increase in LLS-related work as the year progresses. Student surveys focused on research, interpreting data from charts, analyzing points of view, recognizing patterns, complex problem-solving, and use of clear, precise language. Baseline established for each area. Students have analyzed song lyrics for use of poetry devices to form a statement about similarities and differences, created museum exhibits, presented biome exhibits at the Cultural Celebration, created calendars highlighting health risk factors and solutions, analyzed and presented evidence of the Golden Ratio in our world, debated energy use and the environmental impact in VA, and begun storyboarding original films. Research (often in my classes): 6 th 40% (+1); 7 th 25% (+1); 8 th 33% (NC); Students explain charts/data often: 6 th 9% (-4); 7 th 20% (+2); 8 th 25% (+4); Students evaluate different points of view: 6 th 33% (+5); 7 th 20% (-8); 8 th 30% (+5); Develop / defend own point of view: 6 th 16% (NC); 7 th 40% (+10); 8 th 22% (-4); DO & STUDY &

11 11 3.Teachers / PLCs will post LLS instructional focus including relevant sample rubrics on SchoolNet and include evidence of students using these guides to improve their own performance. They will also include evidence of LLS-related tasks that is included on quarter assessments. Language Arts has been actively discussing / posting project planning; LA/Sc8/Civics working to create EL project; LA7 has started planning EL project; LA6 has posted common rubrics for the year; SS6 has developed rubric for Museum Box project (Revolutionary War) Students identify / explain patterns / themes: 6 th 12% (-32); 7 th 35% (-4); 8 th 22% (-21); Students solve complex problems, develop process: 6 th 59% (-1); 7 th 62% (-1); 8 th 58% (-5); Precise language (written / spoken): 6 th 55 / 25% (+6/+2); 7 th 29 / 40% (+22/+10); 8 th 35 / 37% (+25/+10) Teachers in all subject areas shared rubrics they had designed for classroom use in grade level meetings. We have consensus on some essential qualities (student-friendly language, specificity), while continuing to learn more about maximizing the effectiveness of our instructional implementation so that students obtain the maximum benefit for creating quality work.

12 12 4. Students will identify specific LLSkills they employed in completing and exhibiting their projects as part of a school wide curriculum fair. Not yet applicable Not yet applicable ACT

13 13 Strategic Goal(s): Place an X in front of those that apply School Improvement Plan SIP Goal X X Goal 1: Prepare all Students to succeed as members of a global community and in a global economy. Goal 2: Eliminate the Achievement Gap. Goal 3: Recruit, retain, and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators. Goal 4: Achieve recognition as a world-class educational system. Goal 5: Establish efficient systems for development, allocation, and alignment of resources to support the Division s vision, mission, and goals. Board Priority(ies): Place an X in front of those that apply X Priority 1.1: Develop Lifelong-Learner (LLL) competencies in all students. P X Priority 2.1: Prepare and assess all students for citizenship/workforce/college readiness. P Priority 3.1: Improve the organization's capacity to build and maintain workforce engagement. P Priority 4.1: Promote strategic alignment with the Vision, Mission, and Goals throughout the organization. P Priority 4.2: Expand two-way communication with and outreach to our stakeholders. P Priority 4.3: Assemble a collection of rigorous performance indicators and recognized benchmarks that define a worldclass educational system. Priority 5.1: Identify opportunities for improved efficiencies in operational departments and instructional programs. SIP Goal: Eliminate learning discrepancies so that all students will meet standards regardless of race, gender, ethnicity, or economic status. PLAN SIP Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound): All core academic teachers will monitor student progress by unit and student achievement with particular focus on performance by race, special education and/or economic status. Progress to be tracked by grading period using self-produced, PLC designed, and county-wide assessments to monitor student performance and design and provide appropriate instructional intervention so that all students have the skill to meet grade level standards as evidenced by SOL test results, MAP results in math and reading, intervention progress reports, and successful performance on projects and case studies. Supporting Data / Gap Evidence: African-American and Student with Disabilities performance continues to lag significantly (15% or more) behind overall performance in both reading and math. Last year, economically disadvantaged students also lagged as much in math.

14 14 Anticipated Obstacles: Creating and evaluating more effective intervention approaches and providing more usable time in our schedule because of programmatic conflicts (bullying prevention and community-building). Key Performance Indicators (Measurable Outcomes) How will you measure your progress? KPI (Quantitative - Using a number or percentage) Indicating Progress Towards SIP Goal: Q1 KPI Data Due 11/9/2012 Q2 KPI Data Due 2/1/2013 Q3 KPI Data Due 4/11/2013 Q4/EOY KPI Data Due 6/21/ Math and Language Arts teachers will administer, analyze and report on disaggregated results on PLC and county-wide assessments in each quarter. Reports will indicate a decrease in performance disparity as the year progresses. Math scores are disaggregated to focus on strategies / interventions to improve performance with special attention to SPED, African- American, and economically disadvantaged students who did not do well. M6 63% overall; SPED 58%; AA 29%; ED - unavailable M7 26% overall; SPED 0%; AA 22%; ED 25%; M8 58% overall; SPED 17%; AA 56%; ED 67%. Reading results are Q 2 Proficiency: Math: M6 complete scores not available yet; M7 36% overall; AA - 38%; SPED 0%; ED 50%; M8 56%; AA 38%; SPED 13%; ED - NA Reading: RDG 6 90% overall; SPED 63%; AA 79%; ED NA; RDG 7-81% overall; SPED 0%; AA 50%; ED NA; RDG 8 88% overall; SPED 67%; AA 50%; ED NA STUDY

15 15 2. The RtI Team will report on the number of students identified for intervention support at each level of intervention. The RtI team will report on specific strategies used and evaluate the effectiveness of each based upon growth at each level of support. disaggregated to focus on strategies / interventions to improve performance with special attention to SPED and African- American students. Proficiency: Rdg 6 75% overall; SPED 8%; AA 56%; Rdg 7 81% overall; SPED 48%; AA 0% 8th Grade focused on writing this term. Proficiency 83% overall; SPED 18%; AA 50% SBIT Data: Tier 1 = 29 students; Tier 2 = 12 students; Tier 3 = 9 students Progress monitoring using Reflex Math (tier 1 and 2), Aimsweb and MBSP as well as behavior report cards are being used to monitor program effectiveness and student progress. In addition, school and county assessments are perused. Regular SBIT meetings are scheduled to inform school staff SBIT Data: Tier 1 = varies as teachers control callbacks ; implemented in all grades; Tier 2 = 26 students Tier 3 = 8 students

16 16 and parents of a student s progress, modify interventions or move toward evaluation for special education. Key Strategies and Qualitative Progress Indicators What strategies are you implementing to accomplish your goals? 1. All teachers will study, plan and implement learning targets that include student performance of understanding as the focus of for evaluating student growth, providing feedback, and revising instruction. 2. Teachers will share and report on successful instructional strategies in PLC meetings. Strategies will be selected based upon research indicating effectiveness for the specific demographics of the children served (race, economic status, special need). 3.All teachers will engage in instructional rounds to observe colleagues and give effective informative feedback and strategic suggestions to colleagues based upon identified look-fors, e.g. Q1 Progress on Strategies strategies All staff has begun reading and discussion of Learning Targets in PLC or grade level sessions and have begun to focus on creation and implementation of performances of understanding. Identification of students has begun. Next step is performance evaluation. The process of instructional rounds has been introduced to staff and they have been surveyed about their readiness to serve as Q2 Progress on Strategies strategies We have continued our study of learning targets and have now progressed to a focus on rubrics as learning and performance guides as well as evaluation tools. Teachers have continued to meet as PLCs and have broken down performance. Interventions are shared and chosen for emphasis across the grade level. No new steps taken on this. We expect to begin in 3 rd quarter. Q3 Progress on Strategies strategies Q4 Progress on Strategies & EOY Reflections strategies DO & STUDY &

17 17 learning targets, LLS evidence, specific new strategies, created in advance. those observed or as observers. Actual rounds have not yet begun. 4. SMS will build and support the use of parent and community volunteers who give direct support to students in the classroom as indicated by quarterly volunteer reports. We will use this list to evaluate the effectiveness of the various types of support used. 94 community volunteers provided a total of 865 hours of student support this term. Demographic breakdown is 42 parents, 37 UVA students, 15 other community members. 203 community volunteers provided a total of hours of student and school support this term. Demographic breakdown is 76 parents, 57 students, 7 business volunteers, and 13 other community members. ACT

18 18 School Improvement Plan SIP Goal Strategic Goal(s): Place an X in front of those that apply X Goal 1: Prepare all Students to succeed as members of a global community and in a global economy. Goal 2: Eliminate the Achievement Gap. Goal 3: Recruit, retain, and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators. Goal 4: Achieve recognition as a world-class educational system. Goal 5: Establish efficient systems for development, allocation, and alignment of resources to support the Division s vision, mission, and goals. Board Priority(ies): Place an X in front of those that apply Priority 1.1: Develop Lifelong-Learner (LLL) competencies in all students. P X Priority 2.1: Prepare and assess all students for citizenship/workforce/college readiness. P Priority 3.1: Improve the organization's capacity to build and maintain workforce engagement. P X Priority 4.1: Promote strategic alignment with the Vision, Mission, and Goals throughout the organization. P X Priority 4.2: Expand two-way communication with and outreach to our stakeholders. P Priority 4.3: Assemble a collection of rigorous performance indicators and recognized benchmarks that define a worldclass educational system. Priority 5.1: Identify opportunities for improved efficiencies in operational departments and instructional programs. SIP Goal: We will create and support a positive school climate that nurtures good citizenship, acceptance of others, positive community involvement. PLAN SIP Objective (SMART - Specific/Strategic, Measurable, Attainable, Results-Oriented, Timebound): Sutherland s climate will support positive acceptance of and support for all members of the community, as evidenced by an increase of positive ratings from staff, students, and parents specifically on bullying, respectfulness, and civility. Staff will study and report on strategies used, quarterly discipline reports, and by comparing survey trend data. Supporting Data / Gap Evidence: In student surveys last fall and spring, over 50% of our students indicated that our school climate was negatively impacted by the high degree of teasing and putdowns they experienced from peers throughout the day. 37% of our students indicated that bullying was a problem at SMS.

19 19 Anticipated Obstacles: Building an effective hybrid of Second Step and other anti-bullying learning opportunities for students, while emphasizing our positive recognition and community-building projects. Key Performance Indicators (Measurable Outcomes) How will you measure your progress? KPI (Quantitative - Using a number or percentage) Indicating Progress Towards SIP Goal: Q1 KPI Data Due 11/9/2012 Q2 KPI Data Due 2/1/2013 Q3 KPI Data Due 4/11/2013 Q4/EOY KPI Data Due 6/21/ Quarterly school climate student surveys will indicate significant improvements across the year up to 95% rate our climate as supportive and respectful. Student survey results: 82% agree that SMS is safe, 5% disagree; 69% agree SMS is a happy place, 10% disagree; 75% agree that staff cares and is supportive, 6% disagree; 64% agree that peers are respectful, 8% disagree; 77% agree that staff are respectful, 7% disagree; 12% say there is too much roughhousing at SMS; 15% say putdowns are a problem. Student survey results by grade level and quarter: SMS is safe: 6 th 81% (-5); 7 th 74% (-5); 8 th 85% (+3) Not safe: 6 th 2% (NC); 7 th 4% (-3); 8 th 6% (-1) SMS is a happy place: 6 th 89% (+7); 7 th 60% (-2); 8 th 70% (+5) Not a happy place: 6 th 1% (-2); 7 th 10% (-2) 8 th 10% (-4) Staff cares and supports: STUDY

20 20 6 th 85% (+1) 7 th 67% (-5) 8 th 88% (+7) Staff not caring or supportive: 6 th - 1% (-2) 7 th 9% (+2) 8 th 6% (-3) Peers are respectful: 6 th 63% (-5) 7 th 70% (+8) 8 th 70% (+5) Peers not respectful: 6 th 4% (-1) 7 th 6% (-2) 8 th 9% (-2) Staff respectful: 6 th 95% (+10) 7 th 73% (-1) 8 th 77% (+4) Staff not respectful: 6 th 3% (-2) 7 th 7% (NC) 8 th 11% (+2) Too much teasing: 6 th 16% (-7) 7 th 35% (+7) 8 th 30% (+4) Disagree: 6 th 62% (+8) 7 th 45% (+9) 8 th 40% (+2) Questions specifying putdowns and roughhousing not on this survey, but will be on the next survey.

21 21 2.School climate surveys (parent and staff) will show a decrease in bullying by comparing last year s 6 th grade data to this year s 7 th grade class to measure true growth and last year s 7 th grade with this year s 8 th grade, by each quarter. We have not been able to disaggregate data by grade levels yet. Teacher response: students feel safe - 97%; I feel safe - 93%; 7% neutral; environment conducive to learning - 100%; teachers show students they care - 100%; students treat each other with respect - 82%; Too much horseplay 20% agree, 52% disagree; Office discipline fair/effective 54% agree, 13% disagree; Teacher discipline fair/appropriate 70% agree, 2% disagree; Response to verbal putdowns is fair/effective 59% agree; 7% disagree Key Strategies and Qualitative Progress Indicators What strategies are you implementing to accomplish your goals? 1. We will conduct a blend of Second Step and communitybuilding lessons through homeroom and classes to promote positive student behavior. Q1 Progress on Strategies strategies Initial Second Step and community-building activities began in the first week of school. Town hall meetings Q2 Progress on Strategies strategies One new town hall meeting conducted this quarter to remind students of hall conduct expectations. Second Q3 Progress on Strategies strategies Q4 Progress on Strategies & EOY Reflections strategies DO &

22 22 focused on civility, respect, and new expectations (including a ladder of consequences) were held by admin by grade level. Step lessons selected for implementation in Shark Time. 2. We will recognize student/staff acts of kindness and positive behavior through informal notices, such as compliments and notes, parent contacts and by bulletin board recognition. 3. SMS will adhere to a new, more clearly defined, and more stringent policy on consequences for mean or bullying-type behavior as indicated by quarterly reports. Recognition was delivered verbally to students and by phone to parents during this quarter. New policy explained to students and parents during the opening of school and at Back-to- School Night. The policy was initiated in August. Bullying or mean behavior incidents this quarter: 5 verbal, 2 bothering property, 8 physical. Policy was followed and records kept on individuals. Guidance introduced a chain of friendship in which students could identify friends and acts of friendship. The chain is exhibited in the hall. Civility policy continues to be enforced as written. Bullying or mean behavior incidents reported / processed this quarter: 3 verbal, 1 bothering property, 5 physical. STUDY &

23 23 4. SMS will improve our communication with parents and students by hosting meetings around civility topics and increasing our communication about expectations for dress and positive behavior through town hall meetings, in person meetings, and electronic outreach through presentations available on the web page, the school newsletter, and notifications through mail and e- mail. We will target a minimum of one large topical in-person meeting or webinar per month and evaluate our effectiveness through quarterly parent survey responses. Admin offered one program on school climate and one on the submitted School Improvement plan for in September and August. Web talks not yet implemented. Both phone and messaging have been used for general announcements to parents. We offered one program on transitioning to high school, held an analysis of SIP progress with major focus on climate and instructional focus on lifelong learner skills. Both phone and e- mail messages have been used extensively. Electronic meetings, podcasts not yet implemented. ACT