ERCSD 7-30-05 Attachment #3
Exeter High School Building Goals
2004-2005
Exeter High School fosters the value of learning and pursuit of academic excellence. As members of a comprehensive institution, we prepare our students to assume responsibility in and for our democracy. Students develop as individuals and citizens in their family, school, and our local, national, and worldwide communities. Our students, their parents, our school staff and our communities share their obligation in this educational and socialization process.
At Exeter High School, we foster intellectual curiosity, critical thinking, self-esteem and respectfulness in our young people. As educators, we must provide our students with the opportunity and resources they will need to develop the academic, social, and vocational skills essential for success in life. Our students will integrate technology into their lives as they develop their potential; our students will understand the importance of career choices in attaining independence in and contributing to the multifaceted demands of the twenty-first century. Our students will learn that literate, articulate and responsible adults are a community’s best assets.
2004/2005 Goals:
1. INSTRUCTIONAL STRATEGIES
Goal:
To provide our students with the opportunity and resources they will need to develop the academic, social, and vocational skills essential for success in life, Exeter High School teachers will utilize of variety of instructional strategies.
Action Plan:
a) Provide and support professional development activities for staff to implement differentiated instructional strategies. Ongoing—June, 2005
Extensive professional development opportunities were offered this summer to assist teachers in implementing differentiated instructional strategies.
b) EHS administrators will collect and review lesson documentation from all teachers illustrating current instructional practices. Ongoing—June, 2005
Lesson plans are collected and reviewed regularly.
2. ASSESSMENT STRATEGIES
Goal:
In order to both promote and measure the value of learning and pursuit of academic excellence, Exeter High School will formalize an assessment plan that: 1) measures student learning; 2) articulates how assessment will be utilized to plan and enhance curriculum; and 3) informs instructional practices.
Action Plan:
a) Provide and support professional development activities for staff to utilize appropriate assessment strategies which measure student learning and inform instructional practices—Ongoing--June, 2005 On-going and NWEA training given to all staff; some having more advanced training than others.
b) Develop and implement common assessment tools that will measure student learning across ability levels throughout the year for each course offered at Exeter High School—Ongoing—June, 2005
On-going and partially met with common mid-terms, finals and some formative assessments used, but results not yet processed.
c) Develop local assessment tools measuring student achievement in, but not limited to, the following areas: Writing, Mathematics, Social Studies, and Science to be implemented Fall, 2005. Ongoing—June, 2005
On-going and partially met. Seacoast Writing Assessment in Grade 9, common midterms and finals used within all multi-section classes within all curriculum areas.
d) Further investigate assessment methods/tools, including standardized testing, and issue recommendations to the Board by September, 2005
Partially Met—Initial exploration of NWEA Science and Algebra options to add to MAP testing suite. Not yet ready for proposal until DINI/SINI process is resolved.
3. CURRICULUM ALIGNMENT
Goal:
Exeter High School will complete curriculum alignment to the NH Frameworks for all subject areas in grades nine through twelve and implement the curriculum in those areas already completed.
Action Plan:
a) Complete and document the alignment of all curriculum (with the NH Frameworks for applicable areas) in all content areas 9-12. By June, 2005 Partially Met--All curriculum areas with the exception of Business, Computers, and Family Consumer Science are completed. Additionally, all curriculum areas are further refining their curriculum with regard to instructional and assessment strategies, new GSEs, and commonly developed content and skills.
b) Clarify and electronically document consistent learning expectations at each grade level and in each subject area by June, 2005 Not Met
c) Continue to identify and define the characteristics of “academic rigor” and ensure high academic standards for all students at Exeter High School. Ongoing—June, 2005
Partially Met—organized faculty and department discussions have taken and will continue to take place, but no formal product produced.
d) Investigate the adoption of additional Advanced Placement courses for potential implementation and report to Board by December, 2004 Met--Three additional courses added for 05-06 school year.
e) Articulate and document expectations of the specific skills (e.g., technology, organizational study skills) necessary for student success at each grade level by June, 2005. Not Met
f) Investigate the implementation of additional math and science requirements and report to Board options, ideas, cost factors, etc. by December, 2004 Partially Met--Addition of a third year of Math (including Algebraic Concepts) will be required for Class of 2009 per state requirements. Science has had discussions about a third year requirement, but no formal presentations are yet planned.
4. STUDENT TRANSITION
Goal:
At Exeter High School, we must assist students to develop as individuals and citizens in their family, school, and our local, national, and worldwide communities. In order to affect this development, it is our goal to plan an effective academic and social transition particularly as students move from grade eight to nine.
Action Plan:
a) Prepare a plan that incorporates strategies for a more successful transition of students from grade eight to nine and continuation of that success in grades 10-12 including exploration of, but not limited to: Smaller learning communities (i.e. some type of formalized structure by grade or group), Adult advocacy, interdisciplinary structure, etc. Ongoing—June, 2005 Partially Met—Voluntary staff “Freshman Advisory” to begin in September 2005; plus continuation of transition activities at EHS including visitations, forums, and orientation day.
5. TECHNOLOGY
Goal:
To promote opportunities that will ensure that our students will integrate technology into their lives as they develop their potential, Exeter High School will further develop the used of technological applications in all areas of the curriculum.
Action Plan:
a) Have all professional staff continue to identify and discuss with their supervisor during the goal setting process, their current level of attainment on the SAU 16 Levels of Technology Integration (LOTI) Rubric by November, 2004 Completed during the yearly supervisor/professional staff goal setting conference.
b) All professional staff, who have not reached the level of “Infusion,” will list as a personal instructional goal, (by November, 2004) and work toward and demonstrate the attainment of one level beyond their current status on the rubric by June, 2005
Same as above.
c) Administrators will collect data identifying the present level of attainment on the “LOTI” Rubric for each staff member under their supervision (November, 2004) and report results of growth to Board in June, 2005 Partially met – compilation in process.
d) Provide professional development options for professional staff facilitating growth on the SAU 16 Levels of Technology Integration Rubric. On-going--June, 2005
A variety of professional developments have been, and are, being offered.
Cooperative Middle School Building Goals
2004-2005
Mission Statement
The mission of the Cooperative Middle School is to provide a challenging, safe, and healthy learning environment designed to meet the social, emotional, and intellectual needs of all students.
1. Technology
Goal:
In order to provide a challenging learning environment designed to meet the intellectual needs of all students, CMS staff will work to further integrate the use of technology into the curriculum.
Action Plan:
a) Have all professional staff continue to identify and discuss with their supervisor during the goal setting process, their current level of attainment on the SAU 16 Levels of Technology Integration (LOTI) Rubric by November, 2004.
Accomplished as discussions taken place during goal setting in Fall, 2004.
b) All professional staff, who have not reached the level of “Infusion,” will list as a personal instructional goal, (by November, 2004) and work toward and demonstrate the attainment of one level beyond their current status on the rubric by June, 2005. All staff who were not at infusion level, identified a professional goal to move one level toward that target
.
c) Administrators will collect data identifying the present level of attainment on the “LOTI” Rubric for each staff member under their supervision (November, 2004) and report results of growth to Board in June, 2005. This information is available, but has not been compiled to date.
d) Provide professional development options for professional staff facilitating growth on the SAU 16 Levels of Technology Integration Rubric. A variety of options are available through staff through the Cooperative Middle School, EHS and the Seacoast Professional Development Center.
2. Differentiated Instruction
Goal:
In order to meet the social, emotional, and intellectual needs of all students, CMS staff will work to develop teaching skills enhancing the learning opportunities for all students.
Action Plan:
a) Provide and support professional development activities for staff to implement differentiated instructional strategies. All staff took a differentiated instruction online course and a variety of workshops and trainings were offered during the year and in the Summer of 2005.
b) CMS administrators will collect and review lesson/unit plan documentation from all teachers identifying current instructional practices. Lesson plans were collected and reviewed regularly through supervision and evaluation process and during specific “archive” reviews. During teacher goal setting for the 2005-2006 school year, administration will work with teachers to make certain that their instructional practices are current.
3. Curriculum
Goal:
In order to meet the emotional and intellectual needs of all students, CMS staff will work toward aligning existing curriculum with both SAU and NH Curriculum Frameworks, enhance the already-existing opportunities for integration of curriculum across disciplines, and promote consistency of staff and student expectations for student learning across teams for each grade level.
Action Plan:
a) Complete and document the alignment of all curriculums (with the NH Frameworks and Grade Level Expectations – GLS - for applicable areas) in all content areas 6-8. By June, 2005 GLEs for math, reading, and writing have been reviewed and are in the process of being integrated into the expanded 6-12 curriculum development process.
b) Clarify and electronically document consistent learning expectations at each grade level and in each subject area by June, 2005 This will be integrated into the current curriculum documents, but formal documentation by grade has not yet been completed 6-12.
c) Continue to identify and define the characteristics of consistency and “academic rigor” and ensure high academic standards for all students at the Cooperative Middle School. This discussion happens as a recurring theme in our goal of creating greater consistency and appropriately challenging all students. To date, no document has been produced, but this topic is the essence of our curriculum, instruction, and assessment discussions.
d) Articulate and document school-wide expectations and develop/consistently implement policies related to homework, student projects, and reading and writing across the curriculum. Discussions have taken place with many of these topics at their core, but through the SINI process reading, writing, and math expectations are further along in the discussion of establishing consistency than projects and homework. Much of this is being discussed through the curriculum development/articulation process.
d) Articulate and document expectations of the specific skills (e.g., technology, organizational study skills) necessary for student success at each grade level by June, 2005. This goal has not been achieved and will be carried over to the 2005-2005 CMS Goals.
4. School Structure/Philosophy
Goal:
In order to facilitate the provision of a challenging, safe, and healthy learning environment designed to meet the social, emotional, and intellectual needs of all students, CMS staff will provide opportunities inform and involve parents in the school community.
Action Plan
a) CMS Administrators will periodically present to the Curriculum and Philosophy Sub-committee or full Board (September, 2004, December, 2004, February, 2005 and Spring, 2005) a report which includes the monitoring and assessment of activities related to school organization, grouping practices, and student achievement that provide rigorous and regular input from teachers, administrators, parents, and students through multiple methods. Completed through many activities and discussions previously reported to board/subcommittees.
b) CMS Staff will participate in activities which promote more effective communication among students, staff, and parents--all members of the school community. Completed through many activities and discussions previously reported to board/subcommittees.
5. Assessment of Student Learning
To ensure that we meet the social, emotional, and intellectual needs of all students, CMS will work to develop a formalized assessment plan that: 1) utilizes multiple tools to measure student learning, 2) articulates how assessment will be utilized to plan and enhance curricular presentation, and 3) informs instructional practices.
Action Plan:
a) Provide and support professional development activities for staff to utilize appropriate assessment strategies which measure student learning and inform instructional practices. This goal has been achieved by the use of training of the NWEA tests and the resulting data.
b) Develop and implement common assessment tools that will measure student learning across all ability levels throughout the year for each subject area. Eighth grade Algebra is now using the EHS Midterm and Final, other areas of consistent assessment include 8th grade persuasive speech and 7th grade oral interpretations. Other opportunities will be explored.
c) Develop local assessment tools measuring student achievement (Grades 6-12) in, but not limited to, the following areas: Writing, Mathematics, Social Studies, and Science to be implemented Fall, 2005. This goal has not been achieved and will be carried forward for the 2005-2006 school year.
d) Further investigate assessment methods/tools, including standardized testing, and issue recommendations to the Board by September, 2005. With NECAP beginning in Fall 2005 and continuation of NWEA, no recommended additions are anticipated to be forthcoming.
SAU 16 Goals
2004-2005
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1. Assessment – Develop a consistent SAU-wide assessment plan that will provide information regarding student achievement. Attached
2. Curriculum – Establish a timeline for the completion of curriculum review and alignment. Attached
3. Supervision and Evaluation – Continue administrative in-service to foster reflection and consistency with the staff evaluation process. Several administrative meetings dedicated to the Supervision and Evaluation Process have occurred.
4. SAU Data Driven Decision Making – Provide each district with appropriate information and work sessions so all SAU schools proceed towards the QSP Data Driven Decision Making Model. This goal is being met by presentations before the SAU Joint Board and SAU Chairs regarding how the SAU schools are using and hope to use data collected from: staff, student and parent surveys from the NWEA tests in all SAU 16 schools; the on-going state and past standardized tests in schools; and the upcoming Administrative Retreat in August 2005 with the major theme being “Using Data Facilitators”.
· Assessment Plan - In May of 2004, an assessment schedule through 2008 was presented to the SAU 16 Joint Boards. That schedule can be accessed from the Curriculum and Assessment link on the SAU 16 web page and includes the current plan for assessing student achievement through a variety of standardized and locally developed instruments. That same link provides access to NHEIAP results for grades 3, 6, and 10, explanations of the NWEA Assessment Program (Measures of Academic Progress), New England Common Assessments, and "National Assessment of Educational Progress" (The Nations Report Card).
Ongoing Professional Development opportunities are provided to allow staff members the training needed to get the most out of these resources.
Through the work of the Instructional Council, the SAU Administration continues to seek alternative means of assessing student performance and gains in academic achievements.
· Our curriculum alignment timeline is set forth as part of the Professional Development Master Plan accepted by the State of N.H. Department of Education and spans the years 2002-2007. The following is a progress report of the various curricular priorities for the 2004-2005 school year.
Literacy - Writing prompts for assessing writing in grade levels K-10 are developed for spring administration.
Science - Grade level vocabulary and essential questions for each grade level are currently being identified by representatives from all school and grade levels.
Mathematics - Training for EDM and MathScape is ongoing. Common grade level assessments, parent resource guides, and extended learning packets are topics which are under discussion.
Social Studies - Members are convening to discuss appropriate program and student assessments.
World Languages - In addition to the scheduled 6-12 review this year, a steering committee has been formed to investigate the potential of applying for a Foreign Language Assistance Program Grant, if they become available.
Music - As an extension of work which brought about a series of recommendations in 2002, a task force of SAU 16 music educators are discussing the possibilities of common SAU 16 assessments and resources in music education.
Family and Consumer Sciences - Beginning last spring, discussions are taking place reviewing the content standards for FACS and how we are meeting them through our programming and integration with other subjects.
Health - Although the Physical Education and Health Guidelines were adopted in May of 2002, a task force of Health and Physical Education educators, school nurses, and others have recently reconvened to address the crisis of youth obesity and initiate a proactive plan to address it in our school communities.
· Grade Reporting Systems - A task force has been formed to investigate "best practices and effective characteristics of grade reporting systems". The purpose of the group is to identify practices and develop recommendations to consider when revising grade-reporting systems.
In all areas where the state has entered into the New England Common Assessment Program, grade level teachers are reviewing the Grade Level Expectations which were released from draft form in October for alignment to our adopted curriculum.
SAU 16 Curriculum Cycle
2004-2005
The Professional Development Master Plan has been revised to reflect the following curriculum cycle priorities for the 2004-2005 school year.
Literacy - Writing prompts at each grade level will be competed for administration in the spring of 2005.
Science - Grade level alignment will be reviewed with common vocabulary lists distributed, and common grade level assessments developed.
Math - Common grade level assessments for Everyday Math will be developed for implementation during the 2005-2006 school year. MathScape will be implemented at grades six and seven.
World Languages - The 6-12 program is scheduled for review and revision. At the direction of the Joint Board Chairs, a committee is being formed to look at the possibility of applying for a federal "Foreign Language Assistance Program" grant for implementing a K-12 world language component. The committee will research existing programs, best practices, and fiscal impact of such programs. A report will be presented at the December meeting of the SAU 16 Joint School Boards.
Family and Consumer Sciences - A review of the current curriculum, its alignment with state and national standards, and appropriate revisions are planned.
Social Studies - Program and student assessments will be researched and developed for implementation during the 2005-2006 school year.
SAU Grade Reporting - The purpose of this group is to review current grading practices, study various methods of grade reporting, and present their findings with an eye toward identifying consistencies and inconsistencies within SAU 16. The goal will be to establish more meaning and consistency to grade reporting.
Music - A member of the middle school music staff has volunteered to organize a committee to review the SAU 16 music program. This group will review the recommendations made at the conclusion of the 2001-2002 music curriculum. During the 2004-2005 school year, the focus will be on:
1) The identification and development of common assessment tools for all grades.
2) Review of common texts and resources.
Next year a proposal will be developed, after a year of research and investigation, to promote the development of instrumental programming in all of the SAU 16 schools.
This is a rather ambitious schedule, however, the opportunity for study and revision is driven by the need to clarify programs prior to moving to the new high school, continually evaluate the effectiveness of newly introduced curriculum, and act in a timely fashion to public concerns of rigor and student achievement levels.
ERCSD GOALS 2004-2005
Curriculum and Philosophy
1. To have all staff attain the level of “Infusion” on the SAU 16 levels of Technology Integration Rubric by September 2004. (continued goal)
Action Plan
2. To ensure that all students experience a consistent, academically rigorous curriculum that is aligned to the local/state/national curriculum standards. (continued goal)
Action Plan
a. Complete and document the alignment of curriculum in all content areas in grades 6-12 by June 2005.
b. Identify/define the characteristics of “academic rigor” by June 2005.
c. Clarify (and electronically document) consistent learning expectations at each grade level and in each subject area by June 2005.
d. Articulate and document expectations of the specific skills (e.g. Technology, organizational study skills) necessary for student success at each grade level by June 2005.
3. Provide instructional strategies that meet the diverse needs of all learners at CMS and Exeter High School. (continued goal)
Action Plan
4. To formalize an assessment plan that provides information for academic accountability, informing instruction and supporting student learning. (continued goal)
Action Plan
5. The administration is to develop, present and implement a monitoring and assessment plan for sixth grade grouping to be conducted throughout the 2004-2005 school year.
Action Plan
6. Examine the potential for all SAU 16 Elementary Schools to offer the same foreign language in consistent grade levels.
Action Plan
Facilities
1. Articulate the future space needs of CMS/EHS to the full board by December 2004. (continued goal)
2. By December 2004 have the Facilities Committee clarify deadlines/recommendations for Linden Street properties. (continued goal)
3. Identify a subcommittee of the Facilities Committee to work with Walter and Skip regarding the use of Pickard Property and the United Methodist Church and report back to full committee by October 2004.
Finance
1. Develop a budget process that develops ways to include public input and to report back to the board by October 2004.
2. Formalize a plan for compliance with GASB Statement #34 by May 2006.
3. Establish a plan to address the impact of the new high school facility on the budget by 2005.
4. Analyze the historic cost/budget increases from the inception of the Cooperative School District to date by June 2005.
Personnel, Policy and Communications
1. Beginning August 2004, the PP&C Committee will ensure that quarterly progress updates are shown on EX TV until the completion of the new high school. (continued goal)
2. To develop plans to communicate a broader understanding of the SAU organization to the community by June 2005. (continued goal)
3. By September 2004, all professional staff with fully utilize their First Class email account.
Action Plan
4. Soliciting committee, staff and school board input, review and make a recommendation on the practice of weighing grades at EHS by October 2004. (continued/new goal)
5. Develop various methods of communication regarding assessment, differentiated instruction, PTO, parent nights, math nights, etc.
Action Plan
6. To develop practices that guarantee consistency and commonality in homework, projects, tests, etc., in all pods at CMS.
Action Plan
7. To examine academic curriculum offerings in order to add academic rigor at Exeter High School.
Action Plan
8. To examine the district’s drug and alcohol policies and procedures for relevance and uniformity and report back to the board by June 2005.
Action Plan