Mike's CSIP ppt


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Mike's CSIP ppt

  1. 1. [insert school name] School Improvement Plan 2013 - 2014
  2. 2. Bethel Public Schools 2013 - 2014 School Mission School Information
  3. 3. Bethel Public Schools Goals Culture of Learning and High Expectations -State-of-the-art facilities provide safe, healthy learning environments in support of the district’s goals -High-quality programs and training honor diversity and individuality -Strong family/school partnerships and community involvement aimed at improving student achievement -All students prepared for careers and/or post-secondary education -Budgeting that drives the goals of the district and is transparent to the community Exceptional Teaching and Learning -Classroom instruction and student performance connected to common core state standards -Effective instructional strategies to meet the needs of all students -Meaningful learning experiences ensure that all students succeed -Integrated, progressive technology that supports teaching, learning and communication -Recruitment, retention and support of high- quality, professional staff Effective Community Relations -Stakeholders involved in the school improvement process -Business partnerships recognized for work with schools -Parent and community volunteers encouraged and supported -Collaborative relationships with school, family and community groups -Frequent and open communications with staff, families and the community Preparing All Students to Meet the Challenges of the Future The Bethel School District will meet the challenges of a changing world by graduating students who are: -Knowledgeable individuals -Effective communicators -Creative, analytical thinkers -Caring, responsible citizens, possessing strong human relations skills Students will acquire the skills necessary to work collaboratively on a team as well as have the ability to solve problems and think creatively. By having exposure to the arts, athletics and activities, students will be academically and socially prepared to make choices beyond high school graduation. To accomplish this, Bethel School District will: -Emphasize student learning in basic skills and core academic areas -Coordinate curriculum, instruction and assessment with grade level expectations/common core standards -Form partnerships within the community to nurture student learning and citizenship -Use assessment tools to monitor and adjust instruction
  4. 4. Bethel Public Schools 2013 - 2014 Data Page
  5. 5. Bethel Public Schools 2013 - 2014
  6. 6. Bethel Public Schools 2013 - 2014 School Plan forExceptional Teaching and Learning
  7. 7. Bethel Public Schools 2013 - 2014
  8. 8. Bethel Public Schools 2013 - 2014
  9. 9. Bethel Public Schools 2013 - 2014
  10. 10. Bethel Public Schools 2013 - 2014
  11. 11. Bethel Public Schools 2013 - 2014
  12. 12. Bethel Public Schools 2013 - 2014
  13. 13. Bethel Public Schools 2013 - 2014
  14. 14. Bethel Public Schools 2013 - 2014 1) What comprehensive needs assessment was used to determine the populations you would serve? (i.e. MSP/HSPE, district assessment, program assessments, parent or staff surveys, demographics, student turnover rates, etc.) 2) What specific methods and scientifically-based research strategies were used to target and determine the academic program for low-achieving students and those most at risk of not meeting the state standards? (Address how the school will determine if needs have been met.) 3) How is your program providing instruction by highly qualified teachers and paraprofessionals? 4) How does the school or district provide high quality and ongoing professional development to teachers, principals, and paraeducators to enable children to meet academic achievement standards? Title I Schoolwide Questions
  15. 15. Bethel Public Schools 2013 - 2014 5) What strategies does your school use to attract and retain highly qualified teachers? 6) Describe the strategies used to increase parent involvement? (How you include parents in the planning and review of the program, the PI policy, the Compact, and meetings?) 7) Describe the plan for assisting preschool children and the transition from early childhood programs? (Such as Head Start, ECEAP, or a State-run preschool program, to the local school program.) 8) How are teachers included in the decisions made regarding the choice and use of academic assessments? (Describe how teachers will use these assessments to provide information and improve the achievement of individual students and the overall instructional program.) 9) What strategies are used to provide timely additional assistance to students experiencing difficulties mastering state standards? (Include a description of the interventions(s) used for identified students.) Title I Schoolwide Questions
  16. 16. Bethel Public Schools 2013 - 2014 Title I Funding Sources Budget Form Funding Source Amount Contributed How Funds will Support Schoolwide Programs Local Levy Basic Education Title I Part A Title II Part A
  17. 17. Bethel Public Schools 2013 - 2014 Title I Funding Sources Budget Form Funding Source Amount Contributed How Funds will Support Schoolwide Programs Title II Part D Title IV Part A Title V Other Funding Sources
  18. 18. Title I Section 1119 Qualifications for Teachers and Paraprofessionals Verification of Compliance – Principal Attestations The Elementary and Secondary Education Act (ESEA) No Child Left Behind Act of 2001, states in Title I Section 1119(h) that each local educational agency shall require that the principal of each school operating a program under Section 1114 - Schoolwide Programs or Section 1115 - Targeted Assistance Schools attest annually in writing as to whether such school is in compliance with the requirements of Section 1119. In addition, copies of attestations shall be: • Maintained at each school operating a Schoolwide or Targeted Assistance program, and • Maintained at the main office of the school district, and • Available to any member of the general public on request. Requirements of Section 1119 - Teachers • Beginning with the first day of school year 2002-03 teachers hired and teaching in a program supported with • Title I funds are highly qualified. • A plan was developed to ensure all teachers are highly qualified no later than the end of the 2005-06 school year. (Exception to this requirement is available to small rural schools identified in the flexibility provisions of March 2004.) Components of the plan shall include annual measurable objectives to: o increase the percentage of highly qualified teachers, and o increase the percentage of teachers who are receiving high-quality professional development, and o such plan may include other measures determined by the school and/or district. • Beginning with the 2002-03 school year, progress to meet annual measurable objectives must be publicly reported (can be met through reports to OSPI and used for data posting on the OSPI website for state, district and building report cards). Requirements of Section 1119 – Paraprofessionals • All paraprofessionals hired after January 8, 2002, hired with Title I funds or employed in a Title I Schoolwide program and assisting with instruction must meet one of the following requirements: o Completed at least 2 years of study at an institution of higher education o Obtained an associate degree (or higher) o Met a rigorous standard of quality and can demonstrate through a formal state approved assessment the knowledge of, and the ability to assist in instructing, reading, writing and mathematics, or assisting in instructing and the readiness of above named subject areas, as appropriate. • Existing paraprofessionals working in a program supported with Title I funds or employed in a Title I Schoolwide program and assisting with instruction must have met the Title I requirements by the end of the 2005-06 school year. • All paraprofessionals working in a Title I funded program, including a Title I Schoolwide program, shall have earned a secondary school diploma or its recognized equivalent. • Title I paraprofessionals will not be assigned a duty inconsistent with duties outlined in Section 1119. • Paraprofessionals work under the direct supervision of teacher consistent with Section 1119. Statement I attest that the provisions of Section 1119 - Qualifications for Teachers and Paraprofessionals are met in this Title I school for school year 2013-2014. __________________________________________ (School Name) ________________________________ (Date Signed)
  19. 19. HIGHLY QUALIFIED IMPROVEMENT STRATEGY FOR ENSURING HIGHLY QUALIFIED STAFF District recruitment and retention activities: Bethel School District actively recruits highly qualified certificated staff members through participation in Career Fairs, collaboration activities with local universities, and by providing a continuously updated website and promotional materials. The district's Diversity Partnership has developed a plan to actively recruit and retain minority candidates. Applicants' qualifications are screened at the district level. A school-based committee interviews possible candidates, allowing a match between the school's needs and candidates. Ongoing professional development opportunities and a mentoring program for new teachers enables Bethel to better retain its staff. District professional development activities: Professional development within Bethel School District is district-wide and school-based. It is aligned with state standards including the use of classroom-based assessments of standards. Each school determines its professional development needs through the strategic planning process. A school-based Leadership Team facilitates the planning process and the improvement of teaching and learning. The district offers on going Core Training opportunities to develop common knowledge and skills. An Instructional Coach, located at each elementary and junior high, provides instruction in literacy and assessment development. A district teacher on special assignment promotes the development of mathematics and science instruction. The district has targeted mathematics as an area of needed concentration and improvement, and the district has afforded mathematics workshops and curriculum to enable improvement of student learning by Bethel School District teachers. School specific strategies to attract and retain highly qualified teachers: Our school is committed to the establishment of Professional Learning Communities to incorporate best practices and help with classroom implementation of new practices. Teams are designed to build collegial support and assist in learning from each other. In part, retaining highly qualified teachers involves teachers sharing what teachers know with each other. Professional learning communities create the culture in which we make the necessary changes to improve student achievement for all students. I certify that my teachers and paraprofessionals meet the “highly qualified standards” of the No Child Left Behind Act of 2001 (ESEA). _____________________________________________Date________________ (Principal Signature)
  20. 20. CERTIFICATION: This plan has been developed by the school site council representing certificated staff, classified staff, and community representatives. Opportunities for review and input regarding the plan have been provided to the total staff and to the community at large. Details of the plan have been developed in a collaborative manner with operational and instructional support staff impacted by proposed changes. SCHOOL SITE COUNCIL MEMBERS: Administrator __________________________________ Certificated Staff __________________________________ Classified Staff __________________________________ Parent Representatives__________________________________ __________________________________ Title 1 LAP Director __________________________________ Parent Signatures __________________________________ __________________________________ Title 1 / LAP Specialist _____________________________________ Community Representatives__________________________________