South Kingstown Public Schools
interoffice memorandum
to: school
committee
from: Robert
Hicks
subject: strategic
plan update
date: 7/2/2004
cc: administrators,
town manager
Attached to this memo is
an update of the district’s strategic plan. It has been compiled over the
past month by the district’s administrative team and is designed to reflect
actions taken to implement the action plans developed in 2002 and point toward
future steps. For ease in reading,
the update maintains the format and language of the existing plan for each
action plan item, and, in the right side of each box, adds the update.
I would bring to your
attention the following summarization:
·
Action plans that
deal with the development of curricula (Strategy #1) have moved forward. Specifically, the adoption of performance
standards, improving communication and integration of curricula and
implementation of a standards-based instructional model, instituting a common
literacy assessment and development of a coaching model are notable. The challenge remains to continue this
development and ensure consistent implementation across schools and grades.
·
The increase in
professional development detailed in Strategy #2 shows progress. Specifically, policies and mechanisms that
are in place, an expansion of professional development models that are
available, middle level coursework, and fiscal analyses of professional
development expenditures. The challenge
remains to institutionalize professional development and to create additional
opportunities for schools to build activities into their schedules and
structures.
·
Strategy #3,
which is focused on community relations, has seen district action with respect
to CARES, Family Advocacy, community communications, and an expansion of relationships
though school-based actions. The
challenge remains to take the school-based outreach activities and make them a coordinated
district-wide effort.
·
The creation of
intervention and support services for students (Strategy #4) has been visible in
individual literacy plans for students (PLP’s), high school literacy
intervention, and extended day kindergarten.
Additionally, existing services have been focused and refined. The challenge remains to coordinate our
special and regular education interventions in an effective and efficient
manner.
·
To establish a district data management system
with benchmarks (Strategy #5) software was purchased and is in the final stages
of implementation. Training has been
underway throughout the installation.
The challenge remains to identify the data points against which to
measure progress. This process began in
the fall.
The following next steps are recommended to build on
the work of this update.
1.
The
2.
The
§
Necessary
revisions to the Strategic Plan
§
Progress on the
Strategic Plan
§
An assessment of
the district’s role in supporting school improvement based on the Department of
Education standards
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #1:
To Implement a South Kingstown School Department Curriculum Pre-K-12 that is
horizontally and vertically linked and aligned to the State of
|
|
Action Steps |
Update |
|
1:1-1 |
Adopt New Standards-Performance Standards for K,1,2,3,4,8 10
English |
·
Performance standards have been adopted in anew curriculum in
English ·
Grade level (K-8) and grade span (9-12) expectations are
complete in English and mathematics and in planning in science and health ·
Standards-based grading has been developed in kindergarten, is
in process in primary grades and planned for middle/secondary grades ·
Rigorous and comprehensive curricula are complete in English,
nearing completion in mathematics, and planned in science and health. Social studies (and additional subjects)
are planned for years after 04-05. ·
Prospectively, consider expanding standards to include areas
within the RI Common Core of Learning (physical education, technology, fine
arts). |
|
1:1-2 |
Develop grade level expectation PreK~12 for all students, including
student with disabilities that are aligned with New Standards, nationally
developed subject Standards and State of |
|
|
1:1-3 |
Research and make recommendation for district-wide grading
system that relate to New Standards rubric. |
|
|
1:1-4 |
Develop and support a rigorous and comprehensive standards based
curricula demanding high performance from all student that provides a sound
core-knowledge and in-depth understanding of math, science, social studies,
English Language Arts and Health |
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
high performance linked to our core beliefs
Action Plan #1:
To Implement a South Kingstown School Department Curriculum Pre-K-12 that is
horizontally and vertically linked and aligned to the State of
|
|
Action Steps |
Update |
|
1:1-5 |
Integrate into k-12 curricula, the arts, technology, school to career, community based learning opportunities and
acceptance of diversity. |
·
Integration of subjects is taking place through the following
steps: o
Graduation by proficiency regulations at the high school are
integrating performance skills across subject matter areas o
School-based coordinator brings school to career and community
based learning to high school o
Elementary laptop labs and professional development providing
integration with technology o
High School academies ·
Communication of standards, curriculum and assessment to
community: o
Superintendent’s
newsletter (implemented) o
School newsletters (partially implemented) o
School and district web sites o
Curriculum (with parent-friendly version) on web (implemented) o
Presentations at school committee meetings (most televised)
(implemented and ongoing) o
Parent forums planned for Fall of ‘04 |
|
1:1-6 |
Communicate standards, curriculum, and assessment to families
and community |
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #2:
Implement standards-based
instructional model
|
|
Action Steps |
Update |
|
1:2-1 |
Teachers use a variety of teaching strategies, accommodation and
modifications to enhance student achievement |
·
Professional development to expand the use of diverse teaching
strategies, accommodations and
modifications, including: o
Differentiated instruction training (implementation varies by
site, future consistent implementation) o
K-5 Harcourt intervention implementation and training
(implemented and planned) o
Differentiation built into coaches’ preparation (planned) o
Training through the principles of learning (POL) ·
Performance based instructional measures: o
Personal literacy plans (PLP) implemented in 04-05 o
PLP computerized k-5 (04-05) o
Common elementary assessments o
ELA benchmark papers and common assessments in development o
High school end of course examinations in implementation and
development o
High school performance graduation standards developed during
04-05 |
|
1:2-2 |
Develop instructional evaluation measures and performance based
assessment for an curriculum area |
|
|
1:2-3 |
Implement Learning Plans for each student, which measure his/her
performance against grade level expectations and include necessary
accommodations, modifications and enhancements |
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #3: Every child in SK reading
proficiently by end of 3rd grade
|
|
Action Steps |
Update |
|
1:3-1 |
Implement summer literacy program (K-8) |
·
Literacy integrated into redesign of ESY program for special
education ·
Regular education students placed in ESY on a space available
basis ·
Common literacy assessments in place K-5 and selection of of tool being made in 6-12 ·
There are elements of family literacy in place in schools, but
no district-wide program. ·
A Family Literacy grant was submitted in collaboration with
SC-CAP, but not funded. |
|
1:3.2 |
Implement district grade level literacy diagnostic assessment |
|
|
1:3-3 |
Develop family literacy program |
STRATEGY
#1 Develop and support rigorous and
comprehensive standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #4: Students not reading proficiently after
grade three will receive intensive instruction in reading
|
|
Action Steps |
Update |
|
1:4-1 |
Hire reading coach to develop strategies and to train teachers |
·
Rather than hire additional coaching personnel, coaching roles
are being established for existing literacy staff. ·
A three-tiered model was developed with classroom intervention,
supplemental support, and intensive instruction. ·
The high school literacy support model will be implemented in
grade 9 in 04-05 and grade 10 in 05-06 |
|
1:4-2 |
Development and Implementation of literacy competence support
and sustain program |
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #5:
Investigate and develop alternative educational programs for all kids, which
accommodate different learning styles and are available during the school day
or as an extended school day/school year.
|
|
Action Steps |
Update |
|
1:5-1 |
Implement the EXCEL Project |
·
EXCEL was implemented in 02-03, but eliminated due to funding
constraints |
STRATEGY #1 Develop and support rigorous and comprehensive
standards-based curricula
We will establish a school-community
environment with all stakeholders committed to a comprehensive standards-based
curriculum demanding high performance linked to our core beliefs
Action Plan #6: Identify a set of outcome measures to
evaluate Action Plans 1-5
|
|
Action Steps |
Update |
|
1:6-1 |
Implement mechanism to assess Action Plans 1.5 |
·
Action plan assessment is undertaken through report to the
School Committee |
STRATEGY #2 To actively involve all staff in
professional development with the goal of improving student achievement
We will establish a school-community
environment dedicated to life-long learning linked to standards based
curriculum, and an understanding of how learning is acquired and measured.
Action Plan #1: To develop district policies and
procedures for professional development
|
|
Action Steps |
Update |
|
2:1-1 |
Establish clearly written and communicated district and school
based policies for professional development for certified and
paraprofessional staff that support district standards driven initiatives |
·
Professional development funds are allocated to schools and the
district ·
District allocations are made available to all schools ·
Implementation costs of the Principles of Learning (IFL) are
paid through district allocations to assure equal access ·
The Article 31 process provides each school with the ability to
determine if additional professional
development days are its priority ·
The district professional development team was re-established
and meets to review and plan activities |
|
2:1-2 |
Ensure that professional development opportunities are equal
across the district without reducing current levels |
|
|
2:1-3 |
Establish procedures for requesting and utilizing professional
development days beyond contractual allowance |
|
|
2:1-4 |
Re-establish district professional development team |
|
|
2:1-5 |
Create a mechanism for an annual review of professional
development priorities |
STRATEGY #2 To actively involve all staff in
professional development with the goal of improving student achievement
We will establish a school-community
environment dedicated to life-long learning linked to standards based
curriculum, and an understanding of how learning is acquired and measured
Action Plan #2: To increase the active involvement of
all staff in high quality professional development.
|
|
Action Steps |
Update |
|
2:2-1 |
Establish individual professional development plans that are
aligned with building School Improvement Plans and District Strategic Plans |
·
Individual professional development plans are developed in
accordance with contractual provisions ·
The following professional development models are in place or
planned (as noted): o
Grade level meetings for school and district (in place) o
Coursework (in place) o
Release time (in place) o
Summer institutes (in place) o
Coaching (in place and planned) o
Book study groups (in place) o
Critical friends groups (planned) o
Learning walks (initiated and planned) o
Externships (implemented) o
Looking at students work (planned) o
Teacher-Support Team (formerly CAST) |
|
2:2-2 |
Expand the formats of professional development delivery to include
but do not limited to: a. Release time b. Summer institutes c. Internships d. site/in-class training and coaching e. grade Ievel sessions/work teams f. team
involvement, e.g. SIT, CAST others as references to current "best practices"
Resource: Journal of Staff Development, etc. |
STRATEGY #2 To actively involve all staff in
professional development with the goal of improving student achievement
We will establish a school-community
environment dedicated to life-long learning linked to standards based
curriculum, and an understanding of how learning is acquired and measured.
Action
Plan #3: Provide professional development to support the action plans of
the South Kingstown District Strategic Plan, with training specific to all new
and continuing educational initiatives
|
|
Action Steps |
Update |
|
2:3-1 |
Plan and deliver training as indicated by Action Plans in
Strategic Plan |
·
Middle level coursework completed in 02-03 ·
Turning Points participation in middle level training at CCMS ·
See 2:2-2 for professional development format detail ·
Professional development content: o
ELA implementation §
Balanced literacy (disciplinary reading) o
Technology o
Middle level strategies o
Principles of Learning o
Differentiated Instruction o
Inclusion strategies |
|
2:3-2 |
Provide training for appropriate personnel in middle level
education practices (refer to District Middle Level Committee work
9/97-12/97; Carnegie Foundation), to support the implementation of middle
level education curriculum |
|
|
2:3-3 |
Sustain professional development that addresses ongoing needs
(technology, health, safety, etc) |
STRATEGY #2 To actively involve all staff in
professional development with the goal of improving student achievement
We will establish a school-community
environment dedicated to life-long learning linked to standards based
curriculum, and an understanding of how learning is acquired and measured.
Action
Plan #4 Increase the
percentage of annual district budget for professional development based on
current local, state and national references in conjunction with South
Kingstown District Strategic Plan.
|
|
Action Steps |
Update |
|
2:4-1 |
Perform an initial analysis of current district spending for
professional development from existing district budget and use data to
develop a fiscal plan |
·
Analysis of professional development spending conducted in 8/02,
presented to school committee in 9/02, and incorporated into budget goals. ·
District level of professional development increased at rate to
reach state average in 05-06. Current
spending on track to reach that goal. |
|
2:4-2 |
Achieve a level of District Professional Development funding in
the annual budget to address the District Professional development
plan/district Strategic Plan |
STRATEGY #3 Initiate
and sustain partnerships with families, businesses, municipal groups, local
agencies and community members to enrich school improvement efforts.
We will establish a school-community
environment with all stakeholders committed to student achievement
Action Plan #1 Ensure productive cooperation among
various community organizations that supervise student activities
|
|
Action Steps |
Update |
|
3:1-1 |
Meet with leaders of various existing organizations in order to
define common goals and to reduce areas of overlapping interests. |
·
Meetings occurred with the following agencies to coordinate
activities: o
DCYF re: KEY Program and placement procedures o
SC-CAP re: Family Literacy and Head Start o
CEDARS re: family system support o
YMCA: child care and summer programming o
ARC re: summer programming ·
Youth Group coordination: o
Athletic and recreation programs coordinated with Town
Recreation and YMCA o
SRO application coordinated with Police o
Education programs coordinated with – §
Women’s’ §
§
Center for Non-Violence at URI |
|
3:1-2 |
Meet with leaders of community youth organizations (e.g. Scouts)
to determine the extent to which their activities might be coordinated with
various school activities. |
STRATEGY #3 Initiate and sustain partnerships with families, businesses,
municipal groups, local agencies and community members to enrich school
improvement efforts.
We will establish a school-community
environment with all stakeholders committed to student achievement
Action Plan #2 Increase involvement of families in
|
|
Action Steps |
Update |
|
3:2-1 |
Increase the participation of families, mentors, tutors, and
volunteers, in the classroom and school. |
·
Expanded CARES funding to increase mentors, volunteers, and tutors ·
Expanded Family Advocacy funding to increase participation of
disenfranchised families in school ·
Planned shift in Family Advocacy role to focus on professional
development and school development of family friendly systems ·
Creation of |
|
3:2-2 |
Educate faculty and staff on how to most effectively incorporate
Family involvement in the school.
|
STRATEGY #3 Initiate and sustain partnerships with families, businesses,
municipal groups, local agencies and community members to enrich school
improvement efforts.
We will establish a school-community
environment with all stakeholders committed to student achievement
Action Plan #3: Develop and sustain productive
partnerships with
|
|
Action Steps |
Update |
|
3:3-1 |
Meet with focus groups composed of business leaders to discuss
the feasibility of various initiatives (workshops, panels, Seminars, etc.) to connect schools with
businesses. |
·
Business group (12-15 members) created as Academy Board of Governors ·
School based coordinator position established to link school
programs with vocations ·
Internships initiated with school based coordinator and high
school academies |
|
3:3-2 |
Establish a rigorous student internship program involving a
variety of professions and occupations. |
STRATEGY #4 Ensure appropriate intervention and support services for all
students from Preschool through high school graduation to maximize achievement
in all educational programs.
We will establish a school-community environment
dedicated to ensuring that no student is left behind; that support services
exist to permit every student the opportunity to achieve our stated performance
outcomes
Action Plan #1 Sustain Student Intervention Programs
|
|
Action Steps |
Update |
|
4:1-1 |
Research Student Intervention
Programs in District, Establish mission statement and clear objectives for
each. Eliminate duplication of services |
·
Student intervention programs researched: o
Extended day kindergarten (implemented) o
o
Center for Academic Achievement (implemented) o
ESY programs for special education (implemented) o
K-8 school reading interventions (implemented) o
High School literacy (planned for 04-05) o
Project success (high school personalization) ·
Student intervention sustained through: o
Extended day kindergarten development, training and
implementation o
Creation of Center alternative program o
Single full day kindergarten at Peace Dale o
Restoration of Reading Recovery training and implementation o
Procedures and coordinator for CAA o
Reorganization of ESY programs o
Coaching and classroom integration of K-8 literacy interventions o
Planning and staffing for high school literacy o
Advanced high school students take college courses ·
Policy, procedures and protocols established through: o
Literacy intervention model o
CAA protocols o
ESY reorganization o
High school literacy in course descriptions |
|
4:1-2 |
Sustain Student Intervention Programs |
|
|
4:1-3 |
Establish policy, procedures and protocols that direct and support
student intervention programs |
STRATEGY #4 Ensure appropriate intervention and support services for all
students from Preschool through high school graduation to maximize achievement
in all educational programs
We will establish a school-community
environment dedicated to ensuring that no student that support services exist
to permit every student the opportunity to achieve our stated performance
outcomes
Action Plan #2 To develop a
comprehensive system of early intervention/prevention
|
|
Action Steps |
Update |
|
4:2-1 |
Explore possibilities for the reorganization of
kindergarten. (For example: extended
day, class size, use of teaching assistants, daily schedules). |
·
Extended day kindergarten implemented ·
Single full-day kindergarten implemented at Peace Dale ·
Full day kindergarten costed-out and
brought to budget discussion ·
Preschool transition process redesigned with home school
placement prioritized |
STRATEGY #4 Ensure appropriate intervention and support services for all
students from Preschool through high school graduation to maximize achievement
in all educational programs.
We will establish a school-community
environment dedicated to ensuring that no student is left behind; that support
services exist to permit every student the opportunity to achieve our stated
performance outcomes
Action Plan #3: Sustain various ancillary/alternative
services and programs
|
|
Action Steps |
Update |
|
4:3-1 |
Coordinate and access a variety of support services for children
with various needs within general education and increase the variety /level
of support services available to students (also see "curriculum"
for support/alternative programs. |
·
Student support center at high school ·
Literacy initiative (reading K-8, literacy at high school) ·
ESY open to regular education on space available basis ·
Expansion of Family Advocacy ·
CARES volunteers and URI reading interns ·
Implementation of Harcourt interventions (k-5) ·
Differentiated instruction training (partially implemented) |
STRATEGY #5 To create a process to analyze and
utilize data to measure the success of each program supporting student
achievement.
We will establish a school-community
environment that values data as vital component of the decision-making process,
a district capable of processing and utilizing and sharing data
Action
Plan #1 Build internal
school networks and an inter-school network that will allow access to the
Internet and a capacity for information collecting, sharing, and analysis.
|
|
Action Steps |
Update |
|
5:1-1 |
Hire a communications consultant to design an inter-school network
for data communications, provide cost estimates and specifications suitable
to bid, and to identify support staff requirements. |
·
Consultant not hired, initial design completed in-house ·
Program funded through capital budget ·
Completed for Hazard, High School summer 04, other schools on
5-year timeline ·
Frame relay operated district Wide Area Network (WAN) ·
See Technology Plan for additional details |
|
5:1-2 |
Identify funding sources |
STRATEGY #5 To create a process to analyze and
utilize data to measure the success of each program supporting student
achievement.
We will establish a school-community
environment that values data as vital component of the decision-making process,
a district capable of processing and utilizing and sharing data
Action Plan #2 Purchase
district student information software to facilitate student data collection.
|
|
Action Steps |
Update |
|
5:2-1 |
Form a committee to develop a listing of the particular data
needs that the schools and the administrators have |
·
Purchases made, final in 03-04, Installation complete by
September 04 ·
Future steps- o
link data collection to standards-based report card o
create electronic portfolio |
|
5:2-2 |
Submit a request for proposals to vendors of student data
software |
|
|
5:2-3 |
Purchase individual school software packages and district
software package |
STRATEGY #5 To create a process to analyze and utilize data to measure
the success of each program supporting student achievement.
We will establish a school-community
environment that values data as vital component of the decision-making process,
a district capable of processing and utilizing and sharing data
Action Plan #3 To identify
data necessary to support strategic plan and to format that data to facilitate
collection and analysis
|
|
Action Steps |
Update |
|
5:3-1 |
Identify data sets and individual data points that will be
collected using district-wide student data software as selected in 5:2
necessary for reporting on district, state, and federal evaluation reports |
·
Data points for student demographics selected through SASID
dictionary (statewide and federal system) ·
Local assessment data points need to be determined, will be
complete when final assessments chosen ·
E-class electronic grading implemented 6-12 ·
Design of electronic elementary report card underway with
Assistant Superintendent and software vendor |
|
5:3-2 |
Develop procedures to guide teachers in the recording of student
achievement and assessment information. |
STRATEGY #5 To create a process to analyze and
utilize data to measure the success of each program supporting student
achievement.
We will establish a school-community
environment that values data as vital component of the decision-making process,
a district capable of processing and utilizing and sharing data
Action Plan #4
Train teachers and staff to enter
data and access data in the format that they require.
|
|
Action Steps |
Update |
|
5:4-1 |
Specific training in the use of district-wide data software to
be provided by the software vendor. |
·
Filemaker system for
special education implemented and training near completion ·
District data package installed in April 04, district training
in April, school training in May ·
August implementation for Hazard, Peace Dale, Farm and Center
(last schools not on district system) ·
Middle School schedule training in April and May |
|
5:4-2 |
On-going training from the software vendor as new features are
added and new versions are created |
|
|
5:4-3 |
Local training in various software packages (spreadsheets, etc.)
and the transfer of information from the student data system to them to
assist in the analysis of the data. |