SOUTH KINGSTOWN

SCHOOL DEPARTMENT

DISTRICT STRATEGIC PLAN

2006-2010

MISSION STATEMENT

The mission of the South Kingstown School Department is to educate the children of South Kingstown in partnership with families and community, so that each student becomes a responsible individual who possesses the knowledge and skills for full productive citizenship.

BELIEF STATEMENTS

· Every human being has intrinsic worth and each individual must be provided opportunities to become a life-longer learner.

· A well-balanced development of mind, body and spirit is important so that the total individual can flourish.

· All children want to learn and do so in a variety of ways.

· Each student will have the resource necessary to discover and develop his or her potential. They will (shall) be provided with equal opportunity to develop, accept, and exercise personal responsibility.

· Collaboration among diverse people builds and strengthens community.

· It is the shared responsibility of family, students, school personnel, and elected officials to work together to create a positive educational environment.

Plan Background

This strategic plan builds on the prior plan that covered the period 2002 to 2006. That plan was assessed through periodic progress reports in 2004 and 2005 with a de novo review in 2006. The 2006 review integrated the strategic planning process with the school committee goal setting process. The goal setting process is grounded in the district’s accountability system and the review of the district’s progress during the summer of 2006. That review was based on quantitative data from the accountability system and focus group data gathered by the school committee. The School Committee’s work was them reviewed by the administration, whose action step recommendations were in turned reviewed by the School Committee. This plan is the result of that work.

The strategic plan has two components. The first consists of the goals and actions derived from the district’s own review of its progress and data. The second consists of mandated components required by either legislation or RIDE regulation, regardless of local review. There is overlap between these two components, as some mandated components also surfaced in local review.

Plan Goals

Locally Determined Goals

1. Continues Accountability Work – the work of the subcommittee this past year provided a solid beginning in creating an accountability structure for the district. This work should continue and accountability should be a component of all our work.

2. Improve Communication Across the School System – to date the committee’s communication work has been focused on the district level. Communication should be a system-wide goal permeating every facet of the school system, including, for example, how someone is greeted when they walk in the door, the technology systems we put in place, consistency in implementation, clarified expectations, and policies.

3. Improve High School Success For All Students – continues a goal from last year and is amplified by the state requirements for proficiency graduation. The committee expressed interest: in learning more about why students drop out; looking for options that intervene early when signs of failure appear; how the K-8 system can support high school success, seeking solutions that both retain students and improve school safety; and resolving the limitations imposed by the high school schedule on flexible programming, most notably internships and work site learning.

4. Supporting Innovative Strategies for Student Achievement –the committee is interested in what policy initiatives would promote innovative programming in the district. This work will need to address the innovation and consistency balance, budgeting for innovation, and necessarily supportive cultural shifts.

Continue Accountability Work – the work of the subcommittee this past year provided a solid beginning in creating an accountability structure for the district. This work should continue and accountability should be a component of all our work.
Action Steps	Implementation Plan	Resource Requirements
Complete the data items in the accountability framework that address critical questions	Create options for accountability measures in cooperation with district staff Select indicators with accountability subcommittee Integrate indicators into system (Lead responsibility - superintendent)	Time: staff, administration and subcommittee
Modify the student data base to include achievement data including state assessments, PLP assessments, and other available data	Select data for inclusion Design pages for data Create process for data input (Lead responsibility – assistant superintendent, technology director)	Time: assistant superintendent and technology staff
Develop an understanding of students’ reasons for dropping out and their history in the school district	Develop survey of students dropping out Develop profile of students who have dropped out Implement survey and profile of students dropping out (Lead responsibility – high school principal)	Time: high school principal and guidance staff
Develop a system that monitors and ensures curricular implementation across the school district	Prioritize curricula for monitoring (Lead responsibility – assistant superintendent)
Improve the linkage between financial data available through In$ite and student achievement data within the accountability system	Analyze In$ite data with accountability subcommittee to determine best linkages Select indicators and include in accountability system (Lead responsibility – superintendent)	Time: administration and subcommittee
Establish data linkages between district accountability system and school improvement plan data	Include accountability system data in school improvement discussions and reviews for individual schools As school improvement plans are revised, include goals and indicators aligned with district goals (Lead responsibility – superintendent)	Time: administration, school improvement teams

Improve Communication Across the School System – to date the committee’s communication work has been focused on the district level. Communication should be a system-wide goal permeating every facet of the school system, including, for example, how someone is greeted when they walk in the door, the technology systems we put in place, consistency in implementation, clarified expectations, and policies
Action Steps	Implementation Plan	Resource Requirements
Develop communication expectations that apply across the school district and become a policy document	Create inclusive process that surfaces expectations regarding communication (Lead responsibility – superintendent)	Time, opportunity
Conduct staff training on communication as it relates to their components of the district expectations	Use district policy on communication expectations to train staff members (Faculty, TA’s, secretaries) Build training into district PD day (Lead responsibility – shared as results from expectations – assistant superintendent, principals)	Time for training Technology support for communication media (phones, internet/webpage, listserv, Connect-Ed)
Complete the technology components of the communication expectations, including (1) web access of parents to student data (2) voicemail access throughout the school system, and (3) improved web site information	(Lead responsibility – technology director)
Develop process to communicate district accountability system to the community utilizing both the district and individual schools	Use district account framework to analyze individual school data. Plan report night to share individual school data with parents and community based on accountability system. This will include goals and strategies to address areas of need (SIT members and staff members would be invited to attend) (Lead responsibility – superintendent for district, principals for schools)	Means to disseminate information include: letter home to parent/guardians, Connect-Ed, website posting

Improve High School Success For All Students – continues a goal from last year and is amplified by the state requirements for proficiency graduation. The committee expressed interest: in learning more about why students drop out; looking for options that intervene early when signs of failure appear; how the K-8 system can support high school success, seeking solutions that both retain students and improve school safety; and resolving the limitations imposed by the high school schedule on flexible programming, most notably internships and work site learning
Action Steps	Implementation Plan	Resource Requirements
Examine the linkages between K-8 programming and requirements for high school success and align K-8 work with these requirements	Using district scope and sequence/expectations Review GLE and GSE Align student programs with GSE/GLE Utilize lab classrooms and math coaches to implement strategies for at risk students Review PLP strategies and monitoring data, revise for effectiveness (Lead responsibility – K-8 principals)	Summer retreat for administrative work Elementary time for lab classroom and math coach work (JEPD/article 31/unified arts schedule
Examine and, as necessary, revise the high school schedule to facilitate alternative and flexible programming for students	(Lead responsibility – high school principal)
Assess the need for alternative programming within the structure of the high school to provide more flexible options for students within the high school	(Lead responsibility – PPS director and assistant)
Analyze and improve the high school system for spotting student failure early, involving families, and in developing interventions	(Lead responsibility – high school principal)
Analyze data on course enrollments by racial, economic and special education status and incorporate in school improvement plan actions related to disparate patterns	(Lead responsibility – high school principal)
Establish linkages and partnerships with community agencies that expand the system of supports available to students and families	Conduct community planning session on substance abuse prevention and intervention resources (Lead responsibility – PPS Director)	Administrative time

Supporting Innovative Strategies for Student Achievement –the committee is interested in what policy initiatives would promote innovative programming in the district. This work will need to address the innovation and consistency balance, budgeting for innovation, and necessarily supportive cultural shifts
Action Steps	Implementation Plan	Resource Requirements
Use accountability data to identify where innovative strategies are most pressingly needed	Identify ineffective intervention program strategies through PLP and NECAP data (Lead responsibility – shared, superintendent for district, principals for schools)	Data from school improvement planning Planning time
Identify opportunities for innovative strategies within structural changes to the school district (e.g. middle school reorganization, school day expansion)	Revise unified arts/itinerant schedules After-school remedial math program Explore a language program Explore enrichment activities Service low level reading during 6^th grade reading block on 3-person team (Lead responsibility – shared, superintendent for district, principals for schools)	Elementary scheduling software Coaching time
Build professional learning communities that support innovation	Establish common district understandings re lab classrooms, reflective practice, coaching, JEPD Establish classroom visit schedule with learning walks, lab classrooms, coaches PD in the principles of Professional Learning Communities (Lead responsibility – shared, superintendent and assistant superintendent for district, principals for schools)

Mandated Elements
Requirement	District status	Action Necessary
Include strategies to decrease obesity and improve the health and wellness of students and employees through nutrition, physical activity, health education and physical education	Committee formed and working Policy adopted	Implementation planning Policy review and evaluation
Include assurances that the district has adopted a plan to ensure continued education of students who are removed from the classroom because of a suspension of more than ten (10) days or who are chronically truant	Alternative programming developed Partially implemented, full implementation expected during 06-07	Implement and monitor
Indicate the method in which school administrators and staff shall achieve and maintain an orderly educational environment	Indicators included in accountability system Safety and discipline policies adopted	Evaluate effectiveness through accountability system
Indicate the manner in which self-studies will be completed at the school level	Includes goals for alignment between school improvement plans and accountability system	Continue implementation
Develop, implement and evaluate a Personal Literacy Program for each student [K-3] who is performing below grade level	PLP’s developed and in place K-12	Evaluate effectiveness of PLP’s
Describe a scientific research based…reading instruction to improve the reading skills of all students in the early grades [K-3]…aligned with the Regents reading policy	Reading instructional plan developed through curriculum and supported by Principles of Learning	Monitor effectiveness and implementation
Include strategies and a two year timeline for creating more personalized learning environments for high school students.	Strategies included in SKHS submission for Commissioner’s PBG review	Implement strategies
Include specific information about the methods and means by which students who are reading below grade level will attain at least grade-level abilities [by May, 2004].	Information included in PLP and RTI plans and manuals	Continue implementation
Describe how high schools will incorporate applied learning for all students through classroom, work-related and/or community service experiences [by May, 2004].	Described in SKHS submission for Commissioner’s PBG review	Implement strategies
Address strategies for responding to, recording, and planning for each individual student’s social/emotional, academic, and career needs beginning [by] grade five [by May, 2004].	Included in comprehensive guidance program	Implementation and monitoring
Be based on high academic standards for student performance consistent with the statewide standards and benchmarks.	Standards set in accountability system and graduation requirements	Maintain
Be the product of a shared community wide process which defines a vision of what students should know and be able to do.	Process included survey data, focus group data, and public review sessions	Completed
Address the needs of each school in the district.	Includes goals for alignment between school improvement plans and accountability system	Continue implementation
Encourage the development of school-based improvement planning and implementation.	Includes goals for alignment between school improvement plans and accountability system	Continue implementation
Include a process for mentoring of new teachers.	Included in CBA and implemented	Maintain
Be designed to improve student achievement with emphasis on closing the performance gaps…correlated with poverty, gender, language background, and disability.	Included in accountability system	Continue implementation
Include establishment of student intervention teams to address the instructional needs of diverse learners.	Teams established through TST, RTI, and other school-based models	Monitor implementation
Include high standards for student behavior.	Indicators included in accountability system Safety and discipline policies adopted	Evaluate effectiveness through accountability system
Be consistent with Rhode Island’s Comprehensive Education Strategy.	Plan aligned with RIDE’s PSI framework	Completed
Include strategies to improve the performance of students in mathematics, reading and writing.	Included in accountability system	Completed