Thursday, June 7, 2012

Analysis of District and MS/HS Goals for 2011-12


District Goals 

HIGH QUALITY EDUCATIONAL AND EXTRA-CURRICULAR PROGRAMMING.  The district will offer and sustain engaging, challenging, and diverse learning opportunities for all students.  4K-12 curriculum will be reviewed and aligned to national and state guidelines.


  • Teachers and staff attend professional development workshops/conferences at the CESA, state, and national levels.

  • Planning time with curriculum director to analyze student date and set student achievement goals.  Language arts teams met bi-weekly in vertical teams to prepare common core implementation.

  • The increase of co-taught classes, the implementation of literacy planning time, and specific intervention expectations for all teachers supported the sustained commitment to the full inclusion and development of a rigorous course of study for all students.  

  • District technology initiatives and associated training have improved student engagement, increased students access to fundamental learning tools, and enhanced the quality of instructional activities.  

  • A district-wide career cluster analysis was completed.  The results of this analysis will be used in assessing current course offerings and developing career/college counseling opportunities.
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  • A committee of community stakeholders researched the conditions under which students excel in co-curricular activities.  The results were compiled in to a strategic plan.  All-In: A New Era of Cashton Co-Curricular Programming empowers students, parents, coaches, administration, and community members to create the optimal conditions for student growth and achievement.

  • A new speed, strength, and conditioning coach was hired.  The primary objective of this position will be to develop and implement comprehensive weightlifting and conditioning programs for all student athletes.

  • SAFE SCHOOL ENVIRONMENT.   The district will provide a safe school environment that promotes global citizenship, respect for others, and personal accountability.

  • Wellness Day 2011 promoted positive and healthy decision-making for middle/high school students.


  • Emergency response actions were reviewed.  Updates to the emergency response plan helped clarify any confusion among staff.
COMMUNITY PARTNERSHIPS AND PARENT INVOLVEMENT.  Create and improve communication practices between  students, staff, parents, and community that support positive partnerships that allow support the growth of our learning community.

  • District and school blogs (MS/HS and Elementary) and websites (MS/HS and Elementary) were developed to inform parents and community members of school events.  These actions supplemented the practice of distributing quarterly newsletters.

  • The district created a partnership with Scenic Bluffs Health Center and Scenic Rivers AHEC to form a Health Careers Academy.   The HCA provides opportunities for students interested in pursuing medical or health science careers.

  • The middle school conducted a parents satisfaction survey. The responses will be used to set improvement goals for the 2012-13 school year.
 
FISCAL RESPONSIBILITY In light of declining financial support from the state, the district will closely monitor and manage finances in a manner that sustains educational priorities.

  • District staffing decisions aligned to school vision and purpose.

  • Requisitions and purchases were evaluated according to curricular and school need.

  • Community access to school resources continued to be a priority.

MS/HS Goals
ASSESSMENT AND GRADING.  Design consistent, fair, accurate, and efficient assessment and grading guidelines. Course grades will measure student achievement relative to district curricular goals and objectives.  Grades will serve to inform students, parents, teachers, and administrators of the degree to which mastery has been attained and to help teachers adjust instruction to meet the individual needs of all students. Grades help students understand their current level of performance and how to achieve the next level of performance.


  • Traditional pen/paper exams were replaced by authentic project based assessments.

  • Technology was used to improve the quality, frequency, and timeliness of student feedback.

  • The use of formative assessment was increased.  These assessment supported the adjustment and adaption of instructional techniques prior to “final” or summative assessments.

  • Remediation/retake opportunities were offered in all subject areas.

  • Adjustments have led to grades more accurately reflecting students achievement levels.  A comparison of grades from 2010-11 to 2011-12 was completed and shared with staff.


Goal 1 Action Steps for 2012-13
1.  Develop assessments that are authentic and aligned to instructional objectives.  

2.  The increase use of formative assessments has improved teachers ability to recognize areas in of student deficiencies.  The development responsive intervention instruction is still an area of need.  We must try a develop diverse instructional techniques during the remediation process.

3. Unit pacing.  Students who struggle were overwhelmed with remediation time versus learning the current instructional objectives.  Teachers were stressed with balancing a class full of students at varying levels of mastery.  

4. Alignment of common core instructional practices with district grading guidelines.

SAFE AND RESPECTFUL ENVIRONMENT.  A continued commitment to providing students equal educational opportunities within a safe and respectful learning environment that prevents incidents of bullying, allows for diverse cultures and opinions, and holds students accountable for their actions.

  • Teachers implemented proactive classroom management tactics in an effort to establish and consistently enforce rules


  • Hallways, stairwells, and other high traffic areas were supervise by faculty or covered with security cameras.

  • Incidents of negative social interactions (both face to face and virtual) were addressed and communicated to parents.  If issues were repetitive or harassing in nature, disciplinary actions were taken.

  • Emergency response actions were reviewed.  Updates to the ERP helped clarify any confusion among staff.

  • A significant increase in staff attendance at student events was observed.

  • Wellness day 2011 and the pre-prom mock crash 2012 promoted healthy, positive decisions.


Goal 2 Action Steps for 2012-13
1. Teachers have identified the need for the development of specific school-wide system for establishing positive behaviors and academic habits, rewarding students who implement these behaviors, and providing effective support students whose academic performance is being negatively affected by misalignment of their behaviors.

2.  A system to address the need for continuity of behavior expectations between classes.   The maintenance of common expectations between classes will strengthen its effectiveness and lessen students confusion over rules.

Response to Intervention.  A collaborative approach to the comprehensive implementation of a Response to Intervention program that is used to identify, monitor, and support all students meeting curricular outcomes.

  • Professional development and training was provided to help teachers increase their understanding of the RtI model.

  • Staff training to help differentiate between Tier 1 and Tier 2 interventions.


  • A universal system was developed to track the interventions provided and  to monitor the progress of students at-risk for failure.  

  • Lunch-time supervised study was established for students at-risk for failing multiple classes.



Goal 3 Action Steps for 2012-13
1.  The development of more intensive Tier 3 support for students failing in a number of academic subjects.

2.  Remedial instruction and remediation training

3.  Improved use of student data  

4.  Adjust the EBLOCK schedule to make the time more academically efficient.
-Imbalance of teachers needed during EBLOCK
-Methods to address students who are failing multiple classes
-Addressing who assigns classes
-Maximize the timing the mornings.
-Improve the quality of enrichment activities offered

CURRICULUM ALIGNMENT TO STANDARDS.  Review and adjust current curricular and instructional practices to assure alignment with Common Core, state standards, and college/career readiness guidelines.

  • Teachers analyzed current course units of study and identified current practices that are misaligned to Common Core and/or state standards.


  • District-wide introduction to Curriculum Companion software that will be used to document alignment of the common core standards.

  • District-wide training on enhancing text complexity in all content areas.

  • Common planning time for language arts teachers and curriculum director to reflect on current instructional practices and prepare curricular adjustments.

  • Teachers completed a curriculum map reflection for each unit of study.


Goal 4 Action Steps for 2012-13
1. Content specific vertical planning teams must meet to improve understanding of surrounding curriculum and to identify areas of misalignment to the common core and/or state standards.

2. The use of the curriculum companion will be adopted to document course alignment to the common core math and language arts standards.

3. Additional disciplinary literacy support training must be provided to all teachers.

4. As new science and social studies standards are formally adopted training will be provided to teachers to accurately align course curriculum.

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