Goals

Process

THE SCHOOL IMPROVEMENT PROCESS

School improvement is a multi-year process that enable all stakeholders the opportunity to understand and measure the effect of the process. Once implemented it allows continuous improvement efforts to survive through personnel changes. With practice it decreases the time required to implement change. The first three steps listed below are a foundation and only need to be revisited when there is a felt need to do so. Steps 4 – 15 must be repeated on an annual basis.

1) Establishing Awareness

* History

* Correlates

* Process

2) Selecting Leadership Team

Leadership Inservice

3) Developing Foundation

* Mission Statement

* Beliefs

* Vision

* Exit Outcomes

* Profile

4) Conducting Perception Survey

5) Analyzing Results

6) Collecting Data

7) Disaggregating Data

8) Establishing Goals/Objectives

9) Selecting Task Forces

10) Review Research and Quality Programs

11) Developing Action Plans

12) Monitoring Progress/Make Revisions

13) Document Change

14) Celebration

SCHOOL BOARD RESPONSIBILITIES

Approve policies and direction in support of shared decision making.
Become knowledgeable of the philosophy and process of school improvement.
Approve exit level outcomes for students.
Provide resources (people, money, materials, time and space) to bring about change.
Demonstrate support for personnel involved in the transformation.
Monitor, encourage, recognize and verify improvement efforts.
Celebrate improvements in the system.

CENTRAL OFFICE RESPONSIBILITIES

*Planning. The central office personnel must assure that a district understanding exists in that planning will include input from all stakeholders in the local educational system. Through this planning one to five year goals will be developed that will focus on the major areas of need. The board and administration have the right to make the final decisions: however, these decisions will reflect the input received from all stakeholder groups within the district.

*Involvement. It is a district understanding that those affected by a decision will have a chance for input on the decision. The decision will still be made at an appropriate level but input will be received and considered before a decision is made. Stakeholders will also be very involved in completing many district level tasks essential for school improvement. Discussions concerning involvement have caused an increase in help from parents, support staff, community, and business partners.

*Communication. The Central Office personnel must have communication at a level where staff and community members are aware of district directions and major issues confronting the district’s improvement efforts. There needs to be openness and trust established that allows frank, honest discussions about school concerns and direction.

*Curriculum. A district twelve through kindergarten, designed down curriculum is developed, taught and tested. This articulated group of specific objectives led to desired exit competencies for all students upon graduation. This curriculum is used to guide classroom instruction, testing and improvement efforts.

*Measuring student achievement. Student mastery of the intended curriculum is measured and the results are provided to those who can affect a change in the instructional program leading to the measurements. All students do not need to show mastery of the curriculum in the same way. Authentic assessments of portfolios, performance rating scales or rubrics, interpersonal behavior and paper pencil tests are provided for students to demonstrate mastery.

*Instructional data management. A system is developed to provide immediate and specific information to students, teachers, administrators and parents on student achievement. The system allows for disaggregation of student data, multi-year comparisons with the least amount of time and effort on the part of the educators involved.

*Personnel evaluation. A personnel evaluation program that centers on instructional improvement exists in the district. Teacher evaluators are trained in data analysis, effective instruction, clinical supervision and coaching and counseling skills. The instruments and procedures are consistent throughout the district and there is a high level of inter-rater reliability.

*Staff development. The staff development program is prescriptive, centered around research of processes that improves student learning and focused on enhancing the school’s journey towards its mission. Resources are provided so that a varied and quality staff development effort exists throughout the district.

PRINCIPAL’S RESPONSIBILITIES

*Understand what causes success. The most successful principal is the principal that has the highest percentage of successful teachers. The most successful teacher is the teacher that has the highest percentage of successful students. A successful student has three attributes: high achievement, positive self-esteem and a zest for learning. A Principal’s role is to create a work force of learners. Today leadership is no longer the direction of things, it is the development of people, enabling them to help all students learn, feel good about themselves and love to learn.

*Be a visionary. Develop a vision of what your school will look like when you have accomplished your school’s mission. Know it, live it, and motivate others to move toward it.

*Collect and analyze data. Develop multi-year profiles of school data including test data, affective data, survey data, parent/community involvement data, and staff development data. Analyze this data to identify strengths and areas of concern that are consistent over time and establish happenings to address them.

*Keep others on the process of improvement. Recognize the worthiness of your staff’s work. Verify, through the use of data profiles and monitoring reports, school improvement. Knock down barriers for your early adopters.

*Insure that goals are well written. Insure that goals state who will do what when and that they are observable, measurable, attainable and a challenge. Be sure they include a rationale, expected outcomes, monitoring procedures and a documentation method to use on completion.

*Understand the decision making worksheet. Site based decision making does not mean that the site based teams make all the decisions. There are state laws and regulations, board policies, master contracts that give guidance in determining who should be involved in different decision.

BUILDING LEADERSHIP TEAM (BLT) RESPONSIBILITIES

Guide and coordinate the School Improvement Process
Develop training programs for staff to enhance knowledge and skills related to school improvement process
Coordinate the assessment of school’s effectiveness
Analyze assessment data
Insure the development of plans for purposeful change and improvement
Coordinate communications with colleagues during planning and implementation
Monitor and evaluate the implementation of the short and long term plans for improvement
Provide support and resources
Insure the active participation of the school staff in the school improvement process
Guarantee all staff members representative input on decisions and plans
Recognize staff members successes
Verify through the use of data the worthiness of staff member’s work

DISTRICT LEADERSHIP TEAM (DLT) RESPONSIBILITIES

Review information from the Building Leadership Team (BLTs).
Analyze district-level data (e.g. Iowa Youth Survey information, graduation rate, achievement data, and data from the climate surveys.
Review information regarding the implementation of actions and activities to support current district goals.
Help to identify future student learning and program needs.
Ensure that the action plans designed to meet the district goals include specific outcomes for each activity designed to support the proposed actions.
Implementation data on these activities is also collected and analyzed by the DLT.
Engage in annual conversations about supports for established student needs, adjustments to actions, programs and services, and progress toward district goals.
Makes recommendations to the Board of Education regarding district goals.

Beliefs

District Beliefs

We believe that:

Everyone is unique, has value, and wants to be successful
Everyone can learn
Learning is lifelong
A safe environment contributes to well being
Change is inevitable
Everyone needs personal, social, and job skills
Everyone needs to enjoy life
Communication builds mutual understanding
With rights come responsibilities
Education is a shared responsibility
Family is important

Mission

The mission of the Sheldon Community School District is to prepare all learners to be productive citizens.

(Economically self-sufficient/skills for post-secondary success)

Our caring and dedicated staff will accomplish this, in partnership with family and community, by providing a developmentally appropriate curriculum in a stimulating environment.

Motto: Striving for Excellence in Education

Goals

READING
Reading Long-Range Goal:

Goal 1: All K-12 students will achieve at high levels in reading comprehension.

The following indicators will measure district progress with Goal 1:

1a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the Iowa Assessments in Reading Comprehension in grades 3 through 8 and grade11, including data disaggregated by subgroup.

1b. Percentage of students in grades 4, 8, and 11 who achieve at the proficient level or above on the district developed reading assessments.

2014-15 Reading Goals:

4th Grade Reading Goal: The percent of 4^th grade students proficient in reading will be 83% or higher as measured by the Iowa Assessments National Standard Scores.

8^th Grade Reading Goal: The percent of 5-8^th grade students proficient in reading will be 85% or higher as measured by the Iowa Assessments National Standard Scores.

11^th Grade Reading Goal: The percent of 11^th grade students proficient in reading will be 80% or higher as measured by the Iowa Assessments National Standard Scores.

Progress on 2014-15 Reading Goals:

4th Grade Status: 77% of 4^th grade students were proficient on the Iowa Assessments in Reading. The 4^th grade Reading Goal was not met.

8th Grade Status: 79.3% of 5-8^th grade students were proficient on the Iowa Assessments in Reading. The 5-8^th grade Reading Goal was met.

11^th Grade Status: 77.2% of 11^th grade students were proficient on the Iowa Assessments in Reading. The 11^th grade Reading Goal was not met.

2015-16 Reading Goals:

4th Grade Reading Goal: The percent of 4^th grade students proficient in reading will be 80% or higher as measured by the Iowa Assessments National Standard Scores.

8^th Grade Reading Goal: The percent of 5-8^th grade students proficient in reading will be 85% or higher as measured by the Iowa Assessments National Standard Scores.

11^th Grade Reading Goal: The percent of 11^th grade students proficient in reading will be 78% or higher as measured by the Iowa Assessments National Standard Scores.

Strategies for Meeting 2015-16 Reading Goals:

East Elementary Intervention Strategies: The East Elementary staff will continue to analyze and utilize data from student FAST data at least three times per year, BRI data at least four times per year, and continue to align and implement the Iowa Core standards for Reading. Staff will also utilize intervention time for students that have not acquired specific standards. Staff members will be responsible for tracking the data to make sure we are being successful with reaching the student needs during intervention time.

Middle School Intervention Strategies: The middle school staff will analyze and utilize data from student STAR and Jamestown assessments at least four times per year; they will continue to study, align, and implement the Common/Iowa CORE for Reading Comprehension; and utilize intervention time on a daily basis for students have not acquired specific standards of learning.

High School Intervention Strategies: The high school will analyze results from the Iowa Assessments to determine which subgroups and/or individuals are deficient in Reading. Next, the high school staff will determine SMART goals to address the deficits. We will continue to use Intervention time to work with struggling readers.

MATH
Math Long Range Goals:

Goal 2: All K-12 students will achieve at high levels in mathematics.

The following indicators will measure district progress with Goal 2:

2a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the on the Iowa Assessments in Mathematics in grades 3 through 8 and grade 11, including data disaggregated by subgroup.

2b. Percentage of students in grades 4, 8, and 11 who achieve at the proficient level or above on the district developed mathematics assessment.

2014-15 Math Goals:

4^th Grade Math Goal: The percent of 4^th grade students proficient in mathematics will be 88% or higher as measured by the Iowa Assessments National Standard Scores.

8th Grade Math Goal: The percent of 8^th grade students proficient in mathematics will be 91% or higher as measured by the Iowa Assessments National Standard Scores.

11^th Grade Math Goal: The percent of 11^th grade students proficient in mathematics will be 83% or higher as measured by the Iowa Assessments National Standard Scores.

Progress of 2014-15 Math Goals:

4th Grade Math Status: 80% of 4^th grade students were proficient on the Iowa Assessments in Mathematics. The 4^th grade Math Goal was not met.

8th Grade Math Status: 91.1% of 5-8^th grade students were proficient on Iowa Assessments in Mathematics. The 8^th grade Math Goal was met.

11^th Grade Math Status: 88.5% of 11^th grade students were proficient on Iowa Assessments in Mathematics. The 11^th grade Math Goal was met.

2015-16 Math Goals:

4^th Grade Math Goal: The percent of 4^th grade students proficient in mathematics will be 82% or higher as measured by the Iowa Assessments National Standard Scores.

8th Grade Math Goal: The percent of 8^th grade students proficient in mathematics will be 91.2% or higher as measured by the Iowa Assessments National Standard Scores.

11^th Grade Math Goal: The percent of 11^th grade students proficient in mathematics will be 89% or higher as measured by the Iowa Assessments National Standard Scores.

Strategies for Meeting 2015-16 Math Goals:

East Elementary Intervention Strategies: The East Elementary staff will continue to align and implement the Iowa Core standards for Math. Staff will continue to analyze and utilize our intervention time, as Fridays have been dedicated to math. During this time staff will provide remediation to students that are struggling and have not acquired the necessary skills to be proficient in math. Staff members will be responsible for tracking the data to make sure we are being successful with reaching the student needs during intervention time.

SCIENCE
Long-Range Science Goal:

Goal 3: All K-12 students will achieve at high levels in science.

The following indicators will measure district progress with Goal 3:

3a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the Iowa Assessments in Science Test in grades 5 and 8 and grade 11, including data disaggregated by subgroup.

3b. Percentage of students in grades 4, 8, and 11 who achieve at the proficient level or above on the district developed science assessment.

2014-15 Science Goals:

The percent of 8^th grade students proficient in science will be 89.6% or higher as measured by the Iowa Assessments National Standard Scores.

The percent of 11^th grade students proficient in science will be 80.0% or higher as measured by the Iowa Assessments National Standard Scores.

Progress on 2014-15 Science Goals:

8^th Grade Science Status: 89.8% of 8^th grade students were proficient on Iowa Assessments in Mathematics. The 8^th grade Science Goal was met.

11^th Grade Science Status: 84.3% of 11^th grade students were proficient on Iowa Assessments in Mathematics. The 8^th grade Science Goal was met.

2015-16 Science Goals:

The percent of 8^th grade students proficient in science will be 91% or higher as measured by the Iowa Assessments National Standard Scores.

The percent of 11^th grade students proficient in science will be 85.0% or higher as measured by the Iowa Assessments National Standard Scores.

Strategies for Meeting 2015-16 Science Goals:

N/A

SCHOOL CLIMATE
Climate Goal:

Goal 4: Students will have a positive attitude about school.

The following indicators will measure district progress with goal:

4a. Iowa Youth Survey data collected every two years;

4b. Selected questions from Iowa Youth Survey collected annually.

2014-15 Climate Goals:

East Elementary Climate Goal: The percent of 4^th grade students with a positive attitude about school will be 86% or above as measured by district assessment measures.

Middle School Climate Goal: The percent of 8^th grade students with a positive attitude about school will be 91.6% or above as measured by district assessment measures.

High School Climate Goal: The percent of 8^th grade students with a positive attitude about school will be 72.5% or above as measured by district assessment measures.

Progress on 2014-15 Climate Goals:

Elementary School Climate Goal Status: 91% of 4^th grade students had a positive attitude about school. The 4^th Grade Goal met.

Middle School Climate Goal Status: 89.7% of 8^th grade students had a positive attitude about school. The 8^th Grade Goal was not met.

High School Climate Goal Status: 66% of 11^th grade students had a positive attitude about school. The 11^th Grade Goal was not met.

2015-16 Climate Goals:

East Elementary Climate Goal: The percent of 4^th grade students with a positive attitude about school will be 92% or above as measured by district assessment measures.

Middle School Climate Goal: The percent of 8^th grade students with a positive attitude about school will be 91% or above as measured by district assessment measures.

High School Climate Goal: The percent of 8^th grade students with a positive attitude about school will be 70% or above as measured by district assessment measures.

Strategies for Meeting 2015-16 Climate Goals:

Middle School strategies: Continue to focus on building respect through monthly assemblies, direct instruction and practice of Boystown Social Skills, community service emphasis in which all students can participate

High School strategies: We plan to establish a Student Climate Committee as well as a Teacher Climate Committee to study the issue in a deeper fashion. Next, we plan to establish SMART goals to address the areas of concern. We will continue to collect annual data as well as to administer the Iowa Youth Survey every other year to assess our school climate and to determine whether or not our action plans are proving beneficial.

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