Implementation Benchmarks Strategy 4-A: Welcoming All Stakeholders Creating a respectful atmosphere for stakeholders Developing personal relationships Providing opportunities for volunteering Ensuring accessible programming by removing economic obstacles to participation By winter 2017, each principal will complete a family and community engagement audit about the use of family volunteers, programs available to parents, approaches taken to communicate with parents, and current level of parent participation in school events and conferences. Based on the results of these audits as well as parent surveys, principals will be responsible for working with their school councils to develop strategies and SMART goals by May 2017 to drive improvement in this important arena for the school year 2017-2018. Strategy 4-B: Communicating Effectively Using multiple communication paths Surveying families, students, and community members to identify issues and concerns Providing access to school administration Facilitating connections among families and students and community By spring 2017, the district will survey parents to solicit input about their perspectives as parents of students attending district schools. The results of this survey will help identify issues and concerns. Strategy 4-C: Supporting the Success of Children and Linking student work to learning standards which lead to college and career readiness for all students Using standardized test results and other data to inform decision-making about increasing student achievement Helping families support learning at home and at school Promoting out-of-school-time learning By spring 2017, the district will form a planning committee for parent academies and will survey families and community partners to identify interest in activities to promote wellness, adult education, and home-to-school connections.
SOUTHBRIDGE LSG RECOMMENDATIONS MARCH 28, 2016 Numbers within parentheses indicate # of LSG Recommendations below dashed line ( ---- ) did not receive any votes at the final meeting but were discussed at prior meetings. L=Leadership R=Recruitment & Retention I=Instruction C&C=Climate & Culture SI=Specialized Instruction T=Technology C&I=Curriculum & Instruction PRIORITY AREA OF RECOMMENDED ACTION STEPS CATEGORY 1 (22) Closing the Achievement Gap (Curriculum & Instruction) 1. Establish a multi-year cycle to review and implement curriculum that is aligned vertically and horizontally throughout the district. (8) 2. Develop curriculum that aims high by focusing the and expectations to challenge our skilled and confident students and then provides scaffolding that supports the learning of all students to reach those expectations. (8) 3. Develop common skills (e.g., in reading and writing) and strategies that can be used by students across multiple subjects and contexts. (8) 4. Provide free pre-school program to accommodate 100% of eligible children and offer transportation. (6) 5. Expand the alternative curriculum for students who want to stay in Southbridge but will not be attending college. Seek out collaborative opportunities with town businesses to help craft these alternatives. (5) 6. Deploy more special educators who would collaborate with regular education teachers to provide more inclusive learning environments for students. (4) 7. Maintain or increase current levels of funding for arts, and other academic programs. (4) 8. Provide time and support for middle school and high school teachers to work on curriculum development during the summer. (1) C&I
10. Better utilize teams and team structure by allowing team members to select the leaders of those teams. 3(19) Student Behavior Provide support for students who struggle meeting appropriate behavioral standards 1. Explore alternative classroom settings for students with significant behavioral challenges. (12) 2. Increase the number of school-based psychologists and behavioral intervention specialists at each school. (10) 3. Update, streamline, and communicate an updated handbook that spells out behavior expectations. (7) 4. Evaluate the current procedures for tracking students in need of behavioral evaluations, interventions and ongoing supports. (7) 5. Provide more in-class support for students who struggle. (7) 6. Focus on developing a small number of behavioral expectations appropriate for each development stage that are universally embraced and applied at each level (the key is implementation). (4) 7. Institute trauma-sensitive classrooms. (2) 8. Restructure and appropriately staff the in-school suspension room. (2) SI, C&C 4(18) Improve and strengthen processes that are linked to recruitment and retention of effective administrators who will commit to investing in Southbridge over a reasonable period of time. 1. Develop recruitment & retention protocols and faithfully adhere to them. (7) 2. Use the evaluation system as a source of growth rather than as a punitive tool. (7) 3. Strengthen the mentor program. (5) 4. Commit to using the protocols with fidelity. (4) 5. Insure are adequate checks and balances for accountability purposes and also provide sufficient time for growth and development. (4) 6. Compensate educators appropriately and competitively based on their job descriptions. (4) 7. Hire qualified professionals based on credentials and skills, not friendships. (4) 8. Institute a well defined and proven process for hiring superintendent and principals. (3) 9. Hire (or share with town) a professional HR director that can effectively manage resources and human capital (healthcare, salary scales, discipline, negotiate contracts, manage employee assistance issues, etc.). (3) L R
2. Address insufficient curricular offerings at the high school (an impediment to higher expectations). (7) 3. Address preschool opportunities that are uneven or do not reach all students (an impediment to higher expectations). (7) 4. Address very large class sizes at the middle school (an impediment to higher expectations). (5) 5. Allow for flexible grouping so that more students can benefit from accelerated learning in one area (5) 6. Offer an expanded range of after school opportunities/choices. (4) 7. Strengthen college and career planning. (2) 8. Work with local community college to expand dual enrollment potential. (1) 9. Clarify expectations around into accelerated classes. (1) 10(9) Strengthen the technology infrastructure and the ways that technology can support improved instruction, communication, assessment, and data collection 1. Select a student data management system and implement it effectively so that parent/teacher communication can be enhanced. (12) 2. Strengthen professional development so that educators feel equipped to both access and use technology effectively in their instruction and communication (12) T 11(8) Hire additional leaders to effectively manage key areas of learning and support to maximize instructional focus. 1. Key Support Where Leadership is Most Needed a. EL Director (14) b. Grant Writer/Community Resource Director (10) c. Director of Social & Emotional Services and/or Wraparound Services Coordinator (9) d. Technology Director (5) 2. Recruit school-based administrators who have proven records of working in districts with ELs, and a wide variety of special education programs. Leaders must be skilled and knowledgeable about successful programs and techniques to meet needs of this district. (3)