Transcript Marshall County Schools Five

Marshall County
Schools
Five-Year Strategic Plan
2007-2008
School Year
Planning for Success
Components of the Plan
Five Year Plan Section
Annual Updates
Membership
Work Plan
Core Beliefs
Federal Compliances
Mission
Technology
Data Analysis
Annual Budget
Goals & Objectives
OEPA
High Yield Strategies
Planning Priorities
Membership Committee
Continuous school improvement is a
collaborative process and the
committee is the cornerstone of
success. The committee represents
various perspectives and should be a
microcosm of the community.
Core Beliefs
We Believe……
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The future depends on the success of our students.
Every student, in different ways and at different rates,
will be educated to the fullest potential.
Mutual respect and shared responsibility are the
keystone of learning.
Continuous improvement is imperative to enable
students to become confident, self-directed, lifelong
learners.
All students and employees are entitled to a safe and
caring environment.
Family and community involvement are vital to
maintaining a high quality educational system.
Mission Statement
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Marshall County Schools will provide a safe,
supportive, and high quality learning
environment that fosters intellectual,
emotional, and social growth, empowering all
to become confident, self-directed, lifelong
learners in a continuously changing and
competitive world.
Data Analysis
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Priorities related to Data Review
External Trend Priorities
Academic interventions and assistance for students from families that are economically disadvantaged
will be emphasized.
Student Achievement Priorities
Increase academic achievement in reading/language arts for all subgroups, especially low SES and
students with disabilities.
Increase academic achievement in math for all subgroups, especially low SES and students with
disabilities.
Increase student achievement in writing with emphasis on mechanics and sentence structure.
Increase student achievement in science.
Student Outcome Priorities
Increase the graduation rate for economically disadvantaged students and special education students.
Culture Conditions and Practices Priorities
Curriculum alignment and research based instructional strategies will be emphasized stressing student
academic achievement on the CSOs. Benchmark assessments will direct instruction so teachers can
target areas of need for individuals and groups of students.
The schools will address Positive Behavior Support. JMHS will continue the second year of a
program designed to promote faculty student engagement, multicultural education, relationship building
across grades and years with a continuing group of peers, and a consistent teacher and counselor who
address areas of specific needs and interest to high school students.
Goals & Objectives- Goal 1
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Goal 1: Marshall County Schools will increase the
percentage of students from the low SES subgroup who are
performing at Mastery Level in Reading/Language Arts and
Mathematics reaching Marshall County’s mandated targeted
percentage for students at the Mastery Level in the year
2009-2010.
The percentage of low SES students scoring at the mastery or
above levels on the WESTEST will increase in mathematics by
4% each year, until the year 2009-10.
The percentage of low SES students scoring at the mastery or
above on the WESTEST will increase in Reading by 4% each
year, until the year 2009-10.
Goal 2
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Goal 2: Marshall County Schools will increase the
percentage of students in the Disability subgroup who are
performing at Mastery Level in Reading/Language Arts and
Mathematics reaching Marshall County’s mandated targeted
percentage for students at the Mastery Level in the year
2009-2010.
The percentage of students in the disability subgroup scoring at
mastery or above levels on the WESTEST will increase in
mathematics by 5% each year, until the year 2009
The percentage of students in the disability subgroup scoring at
the mastery or above levels on the WESTEST will increase by
5% each year in Reading, until the year 2009-2010.
Goal 3
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Goal 3: Marshall County will increase the overall
percentage of students performing at Mastery
Level, Above Mastery Level, and Distinguished
level in Reading/Language Arts and Mathematics
by 2009-2010.
The percentage of increase at the levels of mastery
and above on the WESTEST will be at least 3% per
year in Reading, until 2009-2010.
The percentage of increase at the levels of mastery
and above on the WESTEST will be at least 3% per
year in mathematics, until 2009-2010.
Goal 4
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Goal 4: All students will be educated in a safe and drug free learning
environment that supports academic achievement. (Title IV)
To increase the identification and involvement of students to the Student Assistance
Team.
To improve attendance, reduce repeat ATOD/Violence policy violations, and/or
improve academic performance of students participating in SAP.
To reduce the number of violence (Aggressive) and/or weapons related incidents in or
on school grounds by 5%.
To increase skill of students in utilizing nonviolent means to solve interpersonal
conflicts.
To reduce disciplinary infractions related to bullying.
To increase skill of students in rejecting alcohol, tobacco, and/or other drug use.
To reduce the number of alcohol, tobacco, and/or other drug policy violations by 5%.
To increase the number of students participating in the Character Education Program.
To increase Parent Involvement in ATOD and Violence Prevention Awareness
Program.
To assure the appropriate administration and coordination of the Title IV Program.
Goal 5
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Goal 5: Marshall County Schools will
enhance teaching and learning through
the use of 21st Century Skills via
technology to increase student
achievement levels.
Increase the number of Windows XP
computers.
Goal 6
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Goal 6: Increase the number of schools
having adequate security systems in
place
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Ensure adequate security is in place at
each school facility.
High Yield Strategies
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PreK-12 Literacy Model – Teachers will receive extensive
professional development on the selected researched-based
reading program at the elementary and secondary levels. K3 teachers will begin LETRS training during the summer and
throughout the year. LETRS will begin at the middle level with
the identification and training of TOT teachers. All teachers will
begin training in Assessment FOR learning. Formative
assessment including Dibels and progress monitoring in K-3 and
benchmarking will continue. Training on three-tiered
instruction including differentiated instruction, professional
development in LETRS, and implementation of Response to
Intervention (RtI) will be completed. Title 1 teachers and
special education teachers coteach and are involved in
training and implementation.
High Yield Strategies
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PreK-12 Mathematics Model – Teachers will continue to receive
training and on-site assistance with implementation of
standards-based mathematics. The Cognitive Tutor
Program will continue at the high school level with on-site
training provided for staff as needed. Professional Learning
Communities in mathematics will continue at the secondary
level, for teachers of grades 3-6, for Title 1 teachers, and for
elementary special education teachers. All teachers will begin
training in Assessment FOR learning. Formative assessment
including benchmarking will continue. Title 1 teachers and
special education teachers coteach and are involved in
training and implementation.
High Yield Strategies
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21st Century Skills – Principals will be
trained in 21st Century Skills along with
teachers. During the year teachers will
begin review of the 21st Century CSOs and
strategies to implement rigorous 21st
Century content standards and performance
measures. Principal and county office
leadership will be an important part of the
process.
Work Plan
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Transition
Title II - Highly Qualified/Professional
Development
Special Education
Title I
Technology
Title IV – Safe and Drug Free
Title III – English as a Second Language
Work Plan
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Transition: Assisting school staff with
developing and implementing transition plan
related to the reconfiguring of classrooms
Title IV: Providing Counselors and Nurses
with training/attending conferences to update
skills and practices
Title III & II: Providing staff development and
support for teachers striving to assist ESL
students in obtaining high levels of academic
achievement
Work Plan: Professional
Development
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Training for PreK teachers stressing effective
instructional strategies and the use of Creative
Curriculum
Training on analysis and utilization of various
formative assessments with emphasis on
Assessment FOR Learning
Training in Response to Intervention (RtI)
Training for professional support personnel and
beginning teachers to enhance skills and knowledge
Work Plan: Professional
Development
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Providing workshops and sessions for current
administrators, new principals, and aspiring
principals to enhance instructional leadership skills
Reviewing the mathematics programs to provide
information to assist in instructional decision-making
and determine professional development needs
Providing training in Assessment FOR Learning,
Differentiated Instruction, Coteaching, Professional
Learning Communities, Cognitive Tutor, Kansas
Writing, Standards Based Instruction, effective
content area instruction, reading research, K-3
Reading Model, LETRS, and other research-based
instructional practices
Work Plan: Professional
Development
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Providing training in 21st Century Learning
Skills
Training for teachers of mathematics grades
6-12 in developing algebraic thinking skills
Training and support for vocational teachers
Providing training and support for new
teachers and those working toward National
Board Certification or requirements to
become Highly Qualified
Work Plan: Special Education
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Providing the personnel and obtaining the services
to ensure the provisions of a free appropriate
education for eligible students with disabilities
Providing training for personnel that will impact the
education and performance of students with
disabilities
Providing materials, supplies, equipment, and other
activities to ensure the provisions of a free
appropriate education for eligible students with
disabilities
Work Plan: Title I
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Conducting a local review of accountability
indicators
Assisting low achieving schools
Providing assistive technology
Work Plan: Technology
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Acquiring internet ready PCs through
telecommunications infrastructure funds
Supporting Compass and Odyssey learning systems
Continuing access to EBSCO databases and Follett
online school libraries
Increasing the number of electronic whiteboards and
related equipment
Providing adult technology classes through
vocational education
Providing access and support to virtual school
environments
Supporting personnel with schools server sysop
Work Plan: Technology
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Upgrading and replacing hardware and software
including windows ’95 & ’98
Supporting the use of whiteboards for classroom
curriculum integration
Using RESA-6 technicians for repair and support
Utilizing online learning resources such as SAS and
Discovery United Streaming
Providing parents with information via school web
pages
Providing instruction for instructional leaders related
to technology as a productivity tool
Technology Plan: Supporting
Teaching and Learning
The county and school technology plans provide a description of
how the county and schools plan to allocate adequate resources to
provide students with equitable access to 21st century technology
tools, including instructional offerings and appropriate curriculum,
assessment and technology integration resources aligned to both
the content and rigor of state content standards as well as to
learning skills and technology tools. The plans include the various
technologies that enable and enhance the attainment of 21st
century skills outcomes for all students. How we plan for
technology in our county and schools is based upon the validation
from research-based evaluation findings from previous West
Virginia-based evaluation projects.
Budget
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Title II
Title V
Technology
OEPA – Office of
Education Performance
Audits
Annual submission of school system compliance information
Planning Priorities
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Marshall County Schools did not make AYP in the
subgroup of special education. During the 20052006 school-year professional development related
to effective research based instructional strategies
for special education and low SES subgroups were
identified and initiated. Marshall County Schools is
continuing the systemic, systematic
professional development outlined in the 5 year
plan. This includes but is not limited to coteaching,
differentiated instruction, formative assessment,
frequent monitoring of student progress, standards
based instruction, and professional learning
communities.
Planning Priorities
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Response to Intervention (RtI) pre-kindergarten
through high school needs to be in place. Our goals
for RtI Pre-Kindergarten through high school include
Increasing mathematics and reading skills for ALL
students especially those in the special education
subgroup, Strengthening early identification of skill
deficits and providing prevention and intervention for
students who are struggling or academically at-risk
in reading and/or math, and Establish a method of
identifying students with learning disabilities.
Planning Priorities
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Leadership development including the implementation of
effective schools research will be a priority in Marshall County
Schools. Monthly leadership seminars will be held for principals
and county office administrators with effective schools and
leadership for student achievement being emphasized. This will
be coupled with beginning principal leadership seminars for new
principals/administrators in MCS with less than 5 years of
administrative experience in the county. School Leadership that
Works by Marzano, Waters & McNulty will be part of the
seminars along with other research related topics that support
student achievement, Continuous Improvement Model and
Effective Schools.