South Kingstown Public Schools
interoffice memorandum
to: school
committee
from: Robert
Hicks
subject: strategic
plan update
date:
cc: administrators,
town manager
Attached to this memo is an
update of the district’s strategic plan. It has been compiled over the past several
months 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. This also serves as an updated of
the last reported, provided in May, 2004.
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: those items in bold
are new since the last report.
I would bring to your attention
the following summarization:
·
Action plans that
deal with the development of curricula (Strategy #1) continue to move
forward. Work was completed in ELA and
mathematics and nears completion in social studies and library media services. Additionally, processes were added to provide
for consistent implementation across schools and grades through grade level
meetings. We also use state GLE’s in areas where our new curricula are not yet complete
(science and health).
·
The progress in
professional development detailed in Strategy #2 has accelerated. In addition to the progress in the earlier
report, job-embedded professional development is now a part of our structure,
school-based time for professional development is expanded through additional
meetings, coaching is an established strategy and will expand, our involvement
with the IFL is expanded to include Disciplinary Literacy, and the lab
classrooms support practiced-based learning.
·
Strategy #3,
which is focused on community relations, expanded beyond earlier progress related to CARES, Family Advocacy,
community communications, and an expansion of relationships though school-based
actions. Noticeable are the first and
second grant awards by
·
The creation of
intervention and support services for students (Strategy #4) expanded to
include implementation of the high school literacy intervention (designed in
last report) and expansion to grade 10, high school advisory, and middle school
learning center structures.
·
A district wide student management database is
in place in all schools with the conversion to web-based systems initiated.
The following next steps are recommended to build on
the work of this update.
·
The district
strategic plan is updated to refocus on critical areas. When the last plan was developed, creating
common curricula and a professional development system were critical. Much progress has been made in those areas,
and our student achievement data system is in need of attention.
·
The strategic
plan should be aligned with
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 new curricula in English and Mathematics and are nearing
completion in Social Studies (K-8) and Information Services (Library/Media) ·
Grade level (K-8) and grade span
(9-12) expectations are complete in English and mathematics and nearing
completion in Social Studies (K-8) and Information Services ·
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 and mathematics, and nearing completion in Social
Studies (K-8) and Information Services.
Science (K-6) is in place through GEMS-Net, although not 100%
implemented. Additional subjects are
planned for years coming. ·
Prospectively, consider expanding
standards to include areas within the RI Common Core of Learning (physical
education, technology, fine arts). ·
Grade level and span expectations (GLE’s and GSE’s) are complete
and benchmarks under development. ·
GLE’s are available in science and health and will be used to
align K-12 curriculum. |
|
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
School report nights and curricula-focused Open Houses o
School-based curriculum guides and newsletters enhancing
district materials o
LAC restructuring on communication and sharing |
|
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 reading intervention
implementation and training (implemented and planned) o
Differentiation built into coaches’
preparation (implemented and expanding) o
Training through the principles of
learning (POL) o
Disciplinary Literacy training implemented on 04-05, ramped up
05-06 o
Implementation of Lab Classrooms to assist standards-based
instruction and individualized support ·
Performance based instructional
measures: o
Personal literacy plans (PLP)
implemented in 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 tool being made in 6-12 |
|
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 |
·
Coaching roles are being established
for existing literacy staff and three coaches will be added over the
coming three years (one per year). ·
A three-tiered model: classroom
intervention, supplemental support, and intensive instruction. ·
The high school literacy support model
is implemented in grade 9 in 04-05, grade 10 in 05-06, and grades 11 and 12
in 06-07. |
|
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 ·
The district implemented a middle and secondary alternative
program (The Center) in 03-04 and expanded it in 04-05. The alternative program will this year offers
elementary, middle and high school classes, separate and transition classes,
and integration with regular education programs. |
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 ·
The prior assessment reviewed in public session with the
committee, included in the district newsletter and placed on the district
website. Similar action will publicize
this update. |
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 with annually expanded participation ·
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 ·
JEPD added to district professional development program through
teacher contract ·
Professional development added for para-pro’s
and clerical staff |
|
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 (in place) o
Externships (implemented) o
Looking at students work (planned) o
Teacher-Support Team o
Job-Embedded professional development o
Disciplinary Literacy |
|
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 o
Disciplinary Literacy o
HS Advisory development and training o
Job-Embedded professional development |
|
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. Spending was on track to reach that
goal, hurt by budget reduction, but will regain ground in 05-06 with an
increased allocation. In 2003-04, the
district spent $96 per pupil on professional development versus a state
average of $139. |
|
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. |
·
Coordination occurred with the
following agencies: 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 o
Pilot program with CCMS liaison with Family Services ·
Youth Group coordination: o
Athletic and recreation programs
coordinated with Town Recreation and YMCA 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 ·
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 ·
RIPIN supporting parents of special needs students |
|
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 ·
E-mentoring through CARES to link students with businesses ·
Faculty externships |
|
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
Reading Recovery (implemented) o
Center for Academic Achievement
(implemented) o
ESY programs for special education
(implemented) o
K-8 school reading interventions
(implemented) o
High School literacy (implemented) o
Project success (high school
personalization) o
HS Advisory and MS Learning Center ·
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 o
Special education policy and procedures manual aligned with IDEA o
HS Advisory and MS learning Center Protocols |
|
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 ·
SORICO child find and K screening ·
|
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. |
·
HS Advisory and MS Learning Center ·
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 interns ·
Implementation of Harcourt reading interventions
(k-5) ·
Differentiated instruction training
(partially implemented) ·
CARES after school homework clubs |
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 ·
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 o
transition from WinSchool to web-based SMS |
|
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 ·
All schools on data base system in August 05, elementary schools
on SMS |
|
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. |
Action Planning Priorities identified in 8/05 Administrative
Review
(These items do not constitute a comprehensive
review, but, rather, individually identified issues for planning)
1.
Increase distribution of
Superintendent’s newsletter to entire community.
2.
Clarify and expand the role of the
school-based coordinator.
3.
Create a data warehouse for common
assessments and to monitor program success.
4.
Articulate GLE’s and GSE’s with common assessments.
5.
Expand ESY program for regular
education students (e.g. summer literacy ramp-up).
6.
Create district wide family literacy
model.
7.
Establish a district professional
development center.
8.
Establish professional development
models for support staff.
9.
Expand PD offerings to better
support JEPD.
10. Expand
connections within the community.