Valley Park School District Comprehensive School Improvement Plan (CSIP)

  • CSIP Leadership Team

    Dave Fowler . . . Board Member/Parent

    Jeanine Sabatino . . . Board Member/Parent

    Jeremy Picker...Board Member/Parent

    Dr. Dave Knes . . . Superintendent

    Susan Dawson . . . Chief Financial Officer

    Emily Krumm . . . Teacher

    Jan Monroe  . . . Elementary School Principal

    Julie Schroeder . . . Coordinator of Special Education

    Kim Bellchamber . . . Parent

    Lauren Fahy. . . Teacher

    Laurie Henderson . . . Lead Transportation

    Lili Schliesser . . . Dir. of Public Relations

    Dr. Matt Bailey . . . High School Principal

    Michele Fitzpatrick . . . Assistant Principal

    Paige Overman . . . Teacher

    Patrick Jones . . . Director of Technology

    Dr. Kelly Muzzey . . . Middle School Principal

    Bill Werton . . . Lead Facilities

    Dr. Tad Savage . . . Assistant Superintendent

      

    Development of Valley Park School District Comprehensive School Improvement Plan

              The Comprehensive School Improvement Plan (CSIP) is a document developed to direct improvement in the district’s educational program and supporting services.  While the document or product is a valuable tool to align and focus improvement efforts, the process involved in developing the document is equally as important.  Allowing stakeholders to examine data, discover trends, understand best practices, exchange ideas, and share their hope for the future of the district is a powerful activity in which to engage.

    While the district has historically developed a CSIP, in 2014, the CSIP leadership team felt the need to rethink and revise our district plan.  As in any industry, the field of education is evolving and changing based upon better information, research, and data.  During the 2013-2014 school year, the Missouri Department of Elementary and Secondary Education (DESE) made major changes to educational standards, state assessments, and performance standards for school districts. The performance standards outlined in the Annual Performance Report (APR) for school districts became more student achievement focused and more outcome based. Rather than simply measure what a district offers its students, emphasis is now upon the actual performance of students as a result of those offerings. Based upon this change in expectations, the CSIP leadership team felt the need to simplify our district CSIP, directly align it to state expectations, and tie it to measurable student achievement data.

    The leadership team met in the spring of 2017 to review our APR and student achievement data.  Strengths and areas of opportunity were noted and new goals drafted, which align directly to our district and building APRs. Our number one goal is to support and increase student achievement of all students in our district. Objectives were established for each building and action plans were created.  District support for the building objectives was identified and documented as a second goal. The leadership team views the CSIP as a living document, which should be implemented, monitored, evaluated and revised each year. The DESE’s APR will serve as our benchmark for improvement and success.

    Data considered: 2016 APR report, 2014-2015 CSIP progress notes, CSIP leadership team notes, MAP data reports, individual data conferences with building principals and Special School District coordinator, facility and support services feedback via program evaluations, and parent input.

    Funding Sources: Valley Park School District maintains its programs and facilities primarily through local funding sources.  Therefore, unless otherwise noted in the plan, strategies and action steps should be considered locally funded.

     

    Goals and Objectives

    Goal 1: Student Achievement – Valley Park School District will achieve 90% or more of the possible points on the district APR. (90% or above recognizes the district as “Accredited with Distinction”)  

    Objective A:  Valley Park Elementary School will achieve 90% of the possible points on the Elementary School APR

    (Person responsible to monitor implementation and results of objective A:  Elementary School Principal and Assistant Principal)

    Strategy 1 (Academic Achievement):  Achieve MPI scores at levels that will ensure 95% of APR points – ELA (374.0) Math (362.5) and Science (344.3).

    • Classroom teachers will implement instruction through the Reading Workshop model with fidelity.
    • Classroom teachers will plan together common units, lessons, and assessments to allow sharing and documenting of student performance across the grade level so that instructional adjustments can be made as necessary.
    • Summer School Committee will research student selection process, as well as remedial and enrichment curriculum for the summer of 2019.
    • Implementation of CI3T Plan (Comprehensive Integrated Three-Tiered Model of Prevention)
      • Teachers will meet 80% of students' academic and social/emotional needs with Tier I instruction.
      • Teachers will utilize Tier 2 and Tier 3 interventions to improve student growth.
      • Implementation of clear and consistent school wide academic/behavior expectations.
    • Staff will meet weekly in Data Teams to analyze data.
    • Teachers will use Teachers College Benchmarks to determine reading levels. Teachers will track reading levels throughout the school year.
    • Teachers will use common pre and post assessments in math, reading, and writing to drive instruction and track student progress.
    • Interventionists will progress monitor interventions using Fastbridge and make necessary changes to ensure that students are positively responding to interventions.
    • Teachers will use Galileo assessments three times a year to ensure that all students are on track to meet goals.
    • Teachers will use Fastbridge and other district screeners to help determine students at risk for academic/emotional/behavior concerns.
    • Teachers will review daily schedule to ensure time is utilized efficiently.
    • Any none essential items will be removed from daily schedule and/or school calendar.
    • Administrators will visit every classroom at least 3 times per week.
    • Additional time will be spent on science instruction in all grades.
    • The lab will be utilized at least 80% of the week.
    • The elementary teachers will implement an additional module from PLTW working towards full implementation by 2019-2020.
    • Teachers will use resources from the STEM-R Grant.
      • Teachers will use Mystery Science as a supplement to the science resources.
    • General education topics in Math, ELA and Science will be incorporated in specials areas.
    • Teachers will meet with specialists to give them upcoming topics that can be incorporated into the specials classes.
    • Updates will be given from specialists to grade level teachers as to how these items were incorporated in their lessons.
    • Physical Education instruction will be given 30 minutes daily in Kdg-5 grades.

    Strategy 2 (Subgroup Achievement):  Achieve MPI scores for Super Sub-Group students at levels that will ensure 95% of APR points –ELA (329.2) Math (310.4), and Science (303.0).

    • Staff will meet weekly in Data Teams to analyze data.
    • Teachers will use Teachers College Benchmarks to determine reading levels. Teachers will track reading levels throughout the school year.
    • Teachers will use common pre and post assessments in math, reading, and writing to drive instruction and track student progress.
    • SSD Teachers will utilize Fastbridge for progress monitoring and benchmark data to ensure students with IEPs are on track to meet goals.
    • Interventionists will progress monitor interventions using Fastbridge and make necessary changes to ensure that students are positively responding to interventions.
    • Teachers will use Fastbridge and other district screeners to help determine students at risk for academic/emotional/behavior concerns.
    • Special Education teachers will meet in Data teams six times a year.
    • Teachers will use Galileo assessments at least three times a year to ensure that all students are on track to meet goals.
    • Continued support of the RTI model with targeted interventions that will be developed at the grade level for students in the Super Sub-Group.
    • School wide RTI Plan targeting students in tier 2 & tier 3.
    • Continue use of RTI recording forms, and Individual Problem Solving forms.
    • Weekly Data teams meetings and monthly Building Level Data Teams to support students in tier 2 and tier 3
      • RTI meetings will have an additional focus and emphasis on students who are a part of the Super Sub-Group.
      • Emphasis on data collection, and the use of data in decision making.
      • After interventions are in place, progress monitor and collect data. After 4 weeks, determine if interventions are successful.  If the interventions are not successful, adjust interventions and rigor.
      • Identify and create a bank of research based interventions/resources to be used with students as needed.
      • Allow all teachers access to school wide data tracking forms to document each intervention implemented with students.
    • Continue with standards based IEPs at the elementary level.

    Strategy 3 (College and Career Readiness):  Maintain College and Career Readiness

    • JA in a Day (Junior Achievement)
    • Teachers and 5th grade students will participate in Biz Town curriculum and site visit
    • Monthly college attire days
    • High School graduation walk through
    • Teacher name plates with degree held and university from where degree was attained
    • Embedding community based and vocation instruction for some students with IEPs
    • Providing access to the SSD transition facilitator at the elementary level

    Strategy 4 (Attendance):  Increase attendance rate to 95% for all students, including 90% of students present 90% of the time

    • Utilize school and VICC counselors for attendance issues
    • The daily attendance will be included in the daily announcements
    • Grade vs. grade competition will be created with a monthly celebration for the grade with the highest average daily attendance. The winning grade will be announced at a monthly school-wide assembly.
    • Classrooms will display 100% attendance day signs on their door. Administrators and others will visit the classroom to congratulate them.
    • Attendance club for students with 90% or lower attendance
    • Attendance phone calls will be made daily
    • Attendance letters will be sent home after 6, 8, and 10 absences
    • Administration and counselors will call parents of students with excessive tardies and absences to work with the families to create a plan for arriving at school on-time.

     

    Objective B:  Valley Park Middle School will achieve 100% of the possible points on the Middle School APR (70 points possible)

    (Person responsible to monitor implementation and results of objective B:  Middle School Principal)

    Strategy 1 (Academic Achievement):  Elevate MPI scores on a three year (status) rolling average of 380 in ELA, 380 in Math, and 380 in Science as measured by MSIP 5 Academic Achievement scores

    • Departments will align curriculum and course objectives with Missouri Learning Standards (MLS), and Grade Level Expectations (GLE) where applicable
      • Departments will collaborate to demine subject area power standards and course specific standards for all subjects and courses offered
      • Departments will break down standards to student friendly language and related learning targets and objectives.
      • Departments will meet K-12 to amend and edit scope and sequence of curriculum
    • Staff will review MAP test data, Galileo, Teachers College, and classroom assessments to determine areas of improvement.
    • Teachers will monitor student progress throughout the year with Galileo benchmark tests 3 times a year, Fastbrindge Assessment, common classroom assessments, and semester benchmark assessments
    • Teachers will use Teachers College Benchmarks and Fastbridge Assessment throughout the year to determine reading levels/skills for determining intervention grouping and strategies.
    • Teachers will track reading levels throughout the school year for the students performing under grade level.
    • Teachers will use pre and post assessments in all areas to drive instruction, implement research based tier 1 instructional strategies and track student progress.
      • Teachers will write a Student Learning Objective in an area identified by the teacher as an area of concern or need for improvement. The SLO will include a pre and posttest to track student progress.
      • Teachers will use a Standards Based Report Card for the 2018-2019 school year to communicate student progress
      • Teachers will meet in Data Team meetings monthly and progress monitor struggling students
      • Teachers will progress monitor interventions and make necessary changes to ensure that students are positively responding to interventions taking place during ELA Lab hour based on Galileo and Fastbridge data.
      • Full time reading and math interventionists will identify researched based strategies and interventions to share out/model for teachers during lessons, support teacher instruction in the classroom and work with small groups and/or individual students as needed based on data resources. Interventionist will work with targeted students to advance math and reading skills in fluency, comprehension, critical thinking and problem solving.
      • Reading and Math interventionist will create a Summer Activities Website to encourage learning through the summer months to help students retain skills and knowledge gained during the school year.
    • Improve best practices in instruction
    • Increase vertical articulation K-12
    • Fully implement the new Teacher Evaluation Program-use of walkthrough process to monitor teacher instruction and provide feedback
    • Continued professional development focused on Standards Based Grading, Assessment for Learning and Tier 1/differentiated instruction.
    • SSD teams continue to implement learning systems and go deeper with IEP students
    • Establish student goal setting and monitoring of academics and attendance during Hawk Time
    • Teachers will continue to use research based strategies during Hawk Time to implement character education, service learning and growth mindset activities
    • Staff will work together to create a walkthrough checklist for administration to hold each other accountable for Hawk Time expectations and opportunity for constructive feedback
    • Implementation of ELA Lab for small group instruction in identified areas of needs using researched based interventions
    • Greater use of afterschool Academic lab to support students' needs.

    Strategy 2 (Subgroup Achievement):  Increase subgroup MPI scores at a three year (status) rolling average of 360 in ELA, 340 in Math, and 340 in Science as measured by MSIP 5 Academic Achievement scores

    • Staff will review MAP test data, Galileo, Teachers College, Fastbridge and classroom assessments to determine student are not scoring proficient
    • Teachers will identify low achieving students and meet in monthly Data Team meetings. Students not meeting expectations will be progress monitored at a minimum every two weeks and discussed at monthly building level data team meetings
    • Teachers will monitor student progress throughout the year with Galileo benchmark tests, Fastbridge, common classroom assessments, and semester benchmark assessments
    • Strategies and interventions will be documented by the counselor and progress monitoring charts used to track improvement
    • Staff will improve best practices in instruction and use available resources
    • Focus on the importance of having a growth mindset and metacognition in the classroom
    • IXL will be used to support the instruction of math and science skills for student not meeting identified standards
    • Teachers will research, implement and share out research-based strategies to share out at staff professional development including differentiated instruction and tier one and two strategies
    • Teachers will write a Student Learning Objective in an area that identified as an area of concern or needs improvement. The SLO will include a pre and posttest to track student progress
    • Weekly Truancy and Academic Assist Group (TAAG) weekly meeting with St. Louis County Family Court Judge Schroeder
    • Continue to improve on best practices instruction including incorporating technology into daily lesson planning
    • Utilize school psychologist for preventative and evaluative services
    • Report out student progress using standards based IEPs at the middle school level

    Strategy 3 (College and Career Readiness):  Support the high school by setting high expectations and providing opportunities for students to be exposed to colleges and careers

    • South County Tech field trip for all 8th grade students
    • A+ Scholarship advertised to middle school students in weekly newsletters
    • NJHS College visits
    • Junior Achievement Lessons and field trips
    • Eighth grade students set long term goals with HS Counselor, 4 year plan – Course schedules developed
    • 8th Grade Careers Interdisciplinary Unit
    • Students age 15 with IEPs will have transition planning included in the IEP
    • Future’s Meetings conducted for students with unique needs who will be transitioning from middle school to high school
    • College gear days as college conversation starters
    • 4 year high school planning

    Strategy 4 (Attendance):  Maintain attendance rate of 95% for all students, including 90% of students present 90% of the time

    • Daily attendance calls from MS office-use parent email system for notification of absences through Blackboard
    • Use of school and VICC counselors for attendance check-in’s
    • Students monitor and track their own attendance through Hawk Time goal setting
    • Introduction attendance letter clarifying policies related to attendance including when to expect attendance letters base on 4, 8, and 10 absences-reconstructing the current attendance letter to compare individual attendance average to classmates (grade level) average, as well as the school average
    • Principal meetings with parents and student after five unexcused absences each quarter
    • School wide attendance bulletin board including grade levels, students and teachers.

    Objective C: Valley Park High School will achieve 95% of the possible points on the High School APR

    (Person responsible to monitor implementation and results of objective C: High School Principal)

    Strategy 1 (Academic Achievement) : Maintain EOC MPI scores at a three year (status) rolling average of 385.7 in ELA, 392.8 in Math, 352.8 in Science, and 375 in Social Studies as measured by MSIP 5 Academic Achievement scores

    • Departments will align curriculum and course objectives with Missouri Learning Standards and develop scoring guides to determine proficiency levels
      • Departments will collaborate to determine subject area standards and course specific standards for all subjects and courses offered
      • Departments will meet with teachers from other high schools to review curriculum and assessments, and best practices for classroom instruction
      • Departments will align assessments to standards and develop scoring guides
    • Staff will review test data, classroom grades, and other student data including EOC reports, practice EOC tests, Cambridge practice ACT testing, ACT reports, and classroom assessment and determine areas of need and improvement
      • Teachers will provide practice EOC tests and EOC type questions to all students throughout instructional units
      • Review curriculum objectives and align with ACT objectives as appropriate
      • Review practice ACT data, including subscore information, with all staff members throughout the school year
      • Teachers and principal will meet to review assessment practices and test development
    • Improve best practices in instruction
      • Increase vertical articulation 6-12
      • Meeting with other high schools to determine best practices
        • Meet with teachers within departments to maximize instruction
        • Meet with administrators to maximize instructional opportunities
        • Meet with guidance to maximize college and career readiness
      • Professional development focused on scoring guides, student self-assessment, standards-based processes
      • Professional development centered around trauma-informed schools
      • Professional development menu options provided to teachers to individualize professional development to meet teacher need
    • Improve use of technology within the classroom to maximize instruction
      • Implement Microsoft training opportunities for various apps
      • Review technology plans and strategies for instruction

     

    Strategy 2 (Subgroup Achievement): Increase super subgroup EOC MPI scores by 5% of gap scores to attain full point scores on status + progress scores in ELA, math, science, and social studies as measured by MSIP 5 Subgroup Academic Achievement scores

    • Increase super subgroup scores to levels indicated below each year

     

    2017

    2018

    2019

    2020

    English

    377.48

    380.22

    382.96

    385.7

    Math

    373.06

    379.64

    386.22

    392.8

    • Maintain Science and Social Studies MPI averages to at least 375.
    • Staff will review test data, classroom grades, and other student data including EOC reports, Cambridge practice ACT testing, ACT reports, and classroom assessment and determine areas of need and improvement
      • Teachers will provide practice EOC tests and EOC type questions to all students
      • Teachers and administrator will determine test preparedness
      • Review ACT subscore data and determine improvements needed for subgroup improvement
      • Teachers and principal will meet to review assessment practices and test development
      • Determine any needed supports or accommodations students require for standardized tests
    • Assign supports and interventions to students
      • Use SWAT and other after school supports
      • Utilize mentor system for A+ students to support peers
      • Utilize VICC counselors and parent meetings to support students
      • Utilize coaches to provide motivation for students to improve performance
      • Continue system of no sports if 2 or more F grades each report card cycle
    • Use walkthrough process to monitor teacher instruction and differentiation
    • Improve best practices in instruction
      • Increase vertical articulation 6-12
      • Participating in a peer observation of another teacher in the building to improve instructional strategies and approaches
      • Meeting with other high schools to determine best practices
      • Professional development focused on scoring guides and student self-assessment
      • Review research on poverty and impactful practices for students of poverty
      • Investigate trauma-based supports
    • Implement standards based IEPs at the high school level

    Strategy 3 (College and Career Readiness): Maintain College and Career Readiness scores of 95% of possible points as measured by MSIP 5 CCR-HSR scores for ACT/SAT/COMPASS/ASVAB/WorkKeys and AP/Dual Credit/Dual Enrollment/IRC (Industry Recognized Credentials) and Graduate Follow-up

    • Maintain CCR rolling average (status) scores for ACT/SAT/COMPASS/ASVAB/WorkKeys of 71.5% to attain 100% of possible points
      • Maintain average ACT of 23 or above
      • Offer full length practice ACT (Cambridge) to all sophomores twice a year and juniors once
      • Disaggregate data from Cambridge to determine curricular areas for improvement
      • Provide all teachers ACT College readiness standards
      • Use ACT Curriculum Review Worksheets to review English, Math, Reading, Science, and Writing standards and determine college readiness of standards
        • All departments review curriculum using these worksheets
        • Meet and determine subject area standards and course specific standards
      • Utilize military recruiters to increase number of students taking ASVAB test
      • Offer ACT preparation courses after school for any student interested
      • Implement ACT boot camp
      • Review ACT Writing prompts and scoring guide to improve student essay writing
      • Provide parents with ACT and other assessment information
      • Counselor meets with each senior to prepare post-high school plans
      • Increase use of Missouri Connections to develop 4 year plans and career investigation
      • Utilize technology to improve post-secondary planning
      • Provide Pre-ACT testing to 9th and 10th graders, full length practice ACT to 11th graders, and ACT WorkKeys assessment to 12th graders
      • Utilize online ACT practice modules to provide students constant access to practice materials and sessions
    • Maintain CCR rolling average (status) scores for AP/Dual Credit/Dual Enrollment/IRC of 50% to attain 100% of possible points
      • Increase dual credit offerings and dual credit college partnerships
        • Investigate adding business, music classes as dual credit courses
        • Meet with Meramec, UMSL to increase partnerships for dual credit and possible dual enrollment courses
        • Dual credit added for Band, Leadership, College & Career Readiness
      • Increase number of AP courses
      • Increase number of students scoring at least a 3 on AP exams
        • Collaborate in departments to align AP curriculum to AP guidelines
        • Participate in professional development geared towards AP courses
        • Provide rigorous practice assessments for students
        • Increase enrollment in AP courses
      • Determine course eligible for IRC assessments and provide to students
        • Implement Microsoft Office Specialist Certification in Computer Apps classes
        • Investigate implementation of IRC for World Foods, Nutrition courses
      • Increase use of Missouri Connections to develop 4 year plans and career investigation
    • Increase and maintain CCR rolling average (status) scores for Graduate Follow-up of 90% to attain 100% of points possible
      • Increase use of Missouri Connections to develop 4 year plans and career investigation
      • Each senior meets with counselor to develop personalized post-high school plan
      • Colleges are scheduled for visits throughout the school year
      • ACT registration through guidance office to increase participation and scores
      • Each student determines long-term goals for after graduation through various assessments and meetings with advisory teachers, counselor, principal, and parents
      • Course schedules developed with long-term goals in mind
      • South County Tech presentations, visits for all sophomore students
      • Continue enrolling students in South County Tech
      • Increase visits from military representatives and increase ASVAB participation

    Strategy 4 (Attendance): Maintain attendance rate of 95% for all students, including 90% of students present 90% of the time

    • Use phone calls home to determine why not at school
    • Investigate board approved attendance policy regarding loss of credit for multiple absences
    • Provide incentives for attendance (perfect attendance prizes, Renaissance awards, recognition at end of school year and at graduation)
      • Monthly incentive prizes given to students with 100% attendance
    • Utilize parent email system to contact parents
    • Inform parents about A+ attendance requirements of 95% over 4 years
    • Disaggregate attendance data to determine most frequent missed hours and other patterns
    • Utilize school and VICC counselors for attendance issues
    • Utilize "nudge letters" to inform parents and students about attendance

    Strategy 5 (Graduation Rate): Maintain graduation rate of 95% for 4-year and 5-year cohorts

    • Personal plans of study for all students
    • Counselor meets with all juniors to review scheduling requirements for graduation
    • Utilize onsite Community School for students who are behind on credits and need alternative means for graduation and credit recovery
    • Investigate credit recovery systems, including online systems and summer school
    • Principal meets with each senior to review progress, plans for future, credits
    • Inform 8th graders of graduation requirements
    • Inform parents each year of graduation requirements
    • Email report cards to parents to ensure receipt
    • Meet with parents of students who are more than 3 credits behind at end of 10th grade
    • College gear once a month

     

    Objective D:  Valley Park School District will dedicate resources and support to directly and indirectly advance student achievement Pre-K through Grade 12 as measured by the district APR score of 90% or above.

    Strategy 1:  The district will ensure accurate reporting of data to the Department of Elementary and Secondary Education as measured by MOSIS and Core Data reports.  

    (Person responsible to monitor implementation and results of strategy 1: Assistant Superintendent)

    • Participate in DESE webinars for reporting
    • Attend local workshops regarding reporting procedures
    • Prepare reports in advance of deadlines
    • Ensure that data entered into the student information system is accurate
    • Create processes and procedures for data collection and entering as needed
    • Train and monitor applicable personnel as needed
    • Begin the process of moving from SIS to Infinite Campus in 2018-2019

    Strategy 2:  The district will ensure that district funds are handled efficiently, effectively, and accurately as measured by DESE feedback and budget reports/audits.

    (Person responsible to monitor implementation and results of strategy 2: Superintendent)

    • Maintain accurate budgeting and tracking of federal program funds to ensure federal program compliance including coordination with non-public schools. (on-going)
    • Maintain accurate budgeting and tracking of local funds through monthly internal budget meetings, BOE budget reports, and annual audits. (on-going)
    • Support efficiency of the business department. Business department started using Paycor in 2017.
    • Create and facilitate a long range facility committee to identify immediate and future needs (on-going)
    • Consider a No Tax Increase Bond Issue in 2021. Last bond issue was 10 million dollars completed in April 2017. Bond Issue passed with 75% approval from community.
    • Develop future budgets to support increasing the district fund balance to 25%- We ended FY16 with a fund balance of 13.46. We project to end FY17 with a fund balance of 20.46%
    • Utilize EducationPlus salary analysis to ensure educator salaries are competitive.-(on-going) Each year we make recommendations to the school board on salary adjustments after completing a market analysis of certain certified and non-certified positions.

    Strategy 3:  The district will ensure that all teachers are highly qualified and certified

    (Person responsible to monitor implementation and results of strategy 3: Assistant Superintendent)

    • Continue to utilize federal program funds for reading and math support in the elementary school, as well as a class size reduction teacher (Title I and Title II funds)
    • Ensure teachers have proper certification and meet state requirements. Beginning 2018 teachers are required to check certification status as part of back to school training.
    • Ensure the use of professional development funds aligns directly with identified needs for advancing student achievement (Title II funds and local funds)
    • Monitor Educator Evaluation System including goals connected to student achievement via Student Learning Objectives. Attend workshops via DESE, train teachers, adjust and monitor implementation.

    Strategy 4:  Allocate district resources to support student achievement as measured by the district APR score of 90% or greater.

    (Person responsible to monitor implementation and results of strategy 4: Superintendent and Assistant Superintendent)

    • Utilize annual department program goals to allocate resources and provide support for student achievement. Program evaluations to be completed annually and reported to the Board of Education bi-annually.
    • Ensure a Safe and Healthy School Environment for Students – Health Services, Facilities, Wellness Committee, Food Services, Transportation, Safety Committee
    • Ensure adequate Resources for Student Learning – Technology, Curriculum, Professional Development, Library Media
    • Ensure effective Student Services and Support Programs – Guidance, A+, Special Education, ELL, Gifted, Preschool, Early Childhood
    • Ensure Parent and Community Support for Learning – Community and Public Relations