Wallingford Public Schools



Personalized Learning ProposalsDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #5: Students will explore and understand their own strengths, challenges, and interests and make connections between them and the real world of learning, work, and life.Objective: Develop state of the art support services and curriculum for self-awareness, problem solving, and decision making and planning.Action #2: Develop Individual Success Plans for all students beginning in grade 6. Wallingford 100 Proposal: Student learning plans with goals (Start 3-5+)Enhanced Student Success PlanningImplementation of Student Success Plans grades 6-12MS SSP to focus on career explorationMS SSP to culminate with a mini-capstone experience focused on college and career planningDevelopment of individualized course pathway plans for all studentsDevelopment of program endorsements based on career clustersStudent Success PlansThe Student Success Plan (SSP) is an individualized student driven plan that will be developed to address every student’s needs and interests to help every student stay connected in school and to achieve postsecondary educational and career goals. The SSP will begin in the 6th grade and continue through high school to provide the student support and assistance in setting goals for social, emotional, physical and academic growth, meeting rigorous high school expectations, and exploring postsecondary education and career interests. The Student Success Plan and supporting structures such as student portfolios and academic/personal records should be electronic and portable following the student from school to school and district to district. Public Act No. 11-135CT Comprehensive School Counseling Program Guide – Program StandardsStandard 6: Individual Student Planning. The school counseling program provides ongoing systematic activities and services to help all students in developing, monitoring and evaluating their own academic, personal and career goals. There is a systematic delivery of individual student planning sessions to all students appropriate to their age and grade level on an annual basis beginning in the upper elementary grades and continuing through the high school years. Beginning in middle school and continuing into Grade 12, these sessions result in an individual planning portfolio for each student.CT Comprehensive School Counseling Program Guide – Content StandardsStandard 2 : The student will demonstrate understanding of the academic preparation needed to choose from a wide range of postsecondary choices. This standard addresses the importance of academic preparation from elementary to high school on the postsecondary decision-making process. It ensures that learners will have multiple options to choose from for their future educational and career goals. It focuses on self-control issues; school and classroom rules; choices and consequences; application of interests and abilities to goal setting; resources for planning; and high school courses that maximize achievement and future options.2013-20142014-20152015-20162016-2017Continued implementation and reviewContinued implementation and reviewContinued implementation and reviewContinued implementation and reviewDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #5: Students will explore and understand their own strengths, challenges, and interests and make connections between them and the real world of learning, work, and life.Objective: Develop state of the art support services and curriculum for self-awareness, problem solving, and decision making and planning.New Action #12-13/ Wallingford 100 Proposal: Personalized instruction and standards-based grading, report cards, and graduation (Start K-2+), Flexible learning pathways (Start 6-8+)Graduation RequirementsCommittee of all stakeholders to review/ reviseNumber of credits required for graduationCredit distributionMinimum credits required per yearStandards Based DiplomaDevelop graduation requirements based on attainment of clearly described learning standards founded in the of CCSS and 21st Century SkillsEliminate current use of Carnegie Units as a justification for graduationProvide multiple opportunities/ pathways in which students achieve standardsProvide on-going support for students who need remediation in standards acquisitionCommon Core State StandardsUsing the Common Core State Standards, district graduation and grade level standards (what students need to know and be able to do) would be developed. These standards would consist of two parts – skills/knowledge and attitudes/behaviors. Rubrics to assess these standards would be developed as part of the plan.Teacher and Administrator EvaluationBy developing a standards based diploma, common mastery standards will provide teachers a context for their new teacher evaluation plan. In conjunction with the standardized measures provided by the State Department of Education (Smarter Balanced), district standards for student outcomes would offer a context for the other performance measures used across tested and non-tested areas.NEASC - Curriculum Standard – The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.the design of the curriculum ensure that each student has multiple learning experiences to ensure he/she achieves the learning expectationswhen appropriate, alternative paths/programs and time options are available to those students who need significant additional support or time to meet expectations (e.g., on-line learning, summer programs, extra courses, evening courses, Saturday programs)NEASC – Assessment Standard -Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.the professional staff is focused on standards-based grading practices which measure student proficiency and promote mixed ability grouping2013-20142014-20152015-20162016-2017Committee of all stakeholders to review/ revise credit systemCommittee of all stakeholdersMay recommendationsPublic will developmentImplementationDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #5: Students will explore and understand their own strengths, challenges, and interests and make connections between them and the real world of learning, work, and life.Objective: Develop state of the art support services and curriculum for self-awareness, problem solving, and decision making and planning.Action #8: Create Capstone project guidelines aligned with graduation requirements for academic, civic, and social expectations.Wallingford 100 Proposal: Interdisciplinary project-based learning. (Start 3-5+)Curriculum and InstructionGoal #4: Students will be highly prepared for their next challenge in school and in life.Objective: Develop a culture that promotes excellence, innovation, and continuous improvement.Action #1: Explore and select school models that promote excellence.Wallingford 100 Proposal: Themed projects (PBL model) including engineering (Start 6-8+)Community PartnershipsGoal #1: To graduate students who are ready to meet the challenges that await them after they leave Wallingford Public Schools.Objective: Students will have increased opportunities through collaborative and cooperative efforts of school and community.Action #2: Create expert database of community members to serve as mentors, guest speakers, etc.Wallingford 100 Proposal: Internships, apprenticeships, and independent learning projects (Start 9-12)Action #3: Implement Capstone projects for grade 12 students.CapstoneCulminating experience for seniors that allows students to focus on an area of interest and demonstrate skills and understandings mapped to their SSP and Expectations for Student LearningIncorporate Career Counselors to oversee the processExpand current opportunities for student internshipsDevelop structures within the current advisory program to monitor student progress Capstone ProjectsThe end-product of each student’s school experience is a “capstone” project culminating in a product that integrates many, if not all of the essential skills acquired over a student’s seven-year history in secondary school. Each student will complete this project as one of the requirements for graduation from high school.Connecticut High School Reform Proposal – Engagement Component 2: Require a Capstone Experience for Every Student The end-product of each student’s school experience is a “capstone” project culminating in a product that integrates many, if not all of the essential skills acquired over a student’s seven-year history in secondary school. Each student will complete this project as one of the requirements for graduation from high school. Students have several choices for completing the capstone experience—from developing a portfolio of best work, to completing a set of experiments organized around one or more scientific problems, doing community service, or working as an intern in a local business. The options are varied, but firmly anchored to both the SSP and the Grade 8 portfolio or project. All capstone requirements will include research, written, and presentation components, and, as suggested above, the SSP and the advisor/mentor will play critical roles in helping each student adjust as necessary and complete the Capstone Experience successfully.NEASC – Curriculum StandardThe curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.Students are regularly called upon to demonstrate their growing body of knowledge, skills, ideas, and concepts and to apply them to real life situationsNEASC – Community Resources for Learning – The school develops productive parent, community, business, and higher education partnerships that support student learning.The school has created formal business and industry partnerships, which are consistent with its core values and beliefs about learning and which provide students with opportunities for job shadowing, mentoring, internships, apprenticeships, school to career, and summer employment. Students are encouraged to participate in real-world activities that link classroom knowledge with authentic application.2013-20142014-20152015-20162016-2017Teacher committeePilot/ evaluate implementationDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #1: Students will master foundational skills and knowledge at every level of their education.Objective: Increase achievement for all students through a standards-driven, rigorous curriculum with supports and differentiation for diverse learners.Action #9: Literacy and Numeracy targeted intervention programs for high school students.Wallingford 100 Proposal: Credit recovery program (Start 9-12)TechnologyGoal #1: Engaging and empowering learning experiences: All learners will have engaging and empowering learning experiences both inside and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.Action #7: Implement on-demand learning opportunities to provide students required knowledge that cannot be covered in school (credit recovery/ concept recovery).Wallingford 100 Proposal: Credit recovery program (Start 9-12)Credit Recovery (mid-year implementation)Online program designed to assist students identified at risk of failurePilot program with grade 9 students at risk of failure in math and EnglishUtilize program such as APEX or Odysseyware that provide benchmark assessments for program placement and progress monitoring to measure academic growthPossible expansion to include additional courses for students at risk of failurePotential to reduce the number of students in summer school (5-10 students)Potential to increase graduation ratesUtilize curriculum resource teachers for program evaluation/ academic supportSRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. Common Core State StandardsUsing the Common Core State Standards, district graduation and grade level standards (what students need to know and be able to do) would be developed. These standards would consist of two parts – skills/knowledge and attitudes/behaviors. Rubrics to assess these standards would be developed as part of the plan.NEASC – Curriculum Standard –The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.the design of the curriculum ensure that each student has multiple learning experiences to ensure he/she achieves the learning expectationswhen appropriate, alternative paths/programs and time options are available to those students who need significant additional support or time to meet expectations (e.g., on-line learning, summer programs, extra courses, evening courses, Saturday programs)2013-20142014-20152015-20162016-2017January 2014 implementationDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #1: Students will master foundational skills and knowledge at every level of their education.Objective: Increase achievement for all students through a standards-driven, rigorous curriculum with supports and differentiation for diverse learners.Action #9: Literacy and Numeracy targeted intervention programs for high school students.Wallingford 100 Proposal: Credit recovery program (Start 9-12)Curriculum and InstructionGoal #4: Students will be highly prepared for their next challenge in school and in life.Objective: Develop a culture that promotes excellence, innovation, and continuous improvement.Action #1: Explore and select school models that promote excellence.Wallingford 100 Proposal: AP Boot Camp Bridge AcademySummer institute for identified at risk entering ninth grade studentsFocus on academic supports, post-secondary planning, work habits, etc.Include high school core teachers, school counselors, team building facilitatorsField trip to college campusSRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. NEASC – Curriculum Standard –The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.the design of the curriculum ensure that each student has multiple learning experiences to ensure he/she achieves the learning expectationswhen appropriate, alternative paths/programs and time options are available to those students who need significant additional support or time to meet expectations (e.g., on-line learning, summer programs, extra courses, evening courses, Saturday programs)Great Schools Partnership -Ninth Grade Counts – Bridge Academies – During the transition into high school, incoming ninth-grade students encounter a bewildering array of new emotions, faces, responsibilities, distractions, social situations, and intellectual challenges. And for those students who enter high school unprepared academically, emotionally, or socially, the stakes are incredibly high: for every full-year course that ninth- grade students fail, their chance of graduating in four years decreases by 30 percent. Many schools and districts throughout the country are creating summer bridge programs to accelerate academic achievement, mitigate summer learning loss, and strengthen preparation for high school. 2013-20142014-20152015-20162016-2017Teacher committeeSummer 2014 ImplementationDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentTechnologyGoal #1: Engaging and empowering learning experiences: All learners will have engaging and empowering learning experiences both inside and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.Action #6: Build and utilize online learning communities- connecting students to professional content, resources, and systems that empower them to create, manage and assess engaging and relevant learning experiences for students both in and outside of school.Wallingford 100 Proposal: Flatten the classroom (Start K-2+), Develop an interest-based personal learning network (Start 9-12)Action #7: Implement on-demand learning opportunities to provide students required knowledge that cannot be covered in school (credit recovery/ concept recovery).Accelerated GraduationEnhance current opportunities for accelerated graduation through the use of online coursesProvide high school credit opportunities for students in middle schoolOffer first period courses at the high school to eighth grade studentsUtilize digital conferencing equipment and software to allow middle school students to virtually attend high school coursesOffer high school credit for online learning experiences for middle school studentsProvide credit bearing online courses for high school students to supplement existing coursework/ replace summer schoolCommon Core State StandardsUsing the Common Core State Standards, district graduation and grade level standards (what students need to know and be able to do) would be developed. These standards would consist of two parts – skills/knowledge and attitudes/behaviors. Rubrics to assess these standards would be developed as part of the plan.NEASC – Curriculum Standard –The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.the design of the curriculum ensure that each student has multiple learning experiences to ensure he/she achieves the learning expectationswhen appropriate, alternative paths/programs and time options are available to those students who need significant additional support or time to meet expectations (e.g., on-line learning, summer programs, extra courses, evening courses, Saturday programs)Connecticut Association of Public School Superintendents – Next Ed – Transforming Connecticut’s Education SystemAllow children to advance through school and ultimately graduate based on their own demonstration of essential knowledge, skills and dispositions – not on the amount of time they’ve spent in the classroomRedefine the use of time in order to support a personalized learning system2013-20142014-20152015-20162016-2017Offer first period courses at the high school to eighth grade studentsDistrict Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #5: Students will explore and understand their own strengths, challenges, and interests and make connections between them and the real world of learning, work, and life.Objective: Develop state of the art support services and curriculum for self-awareness, problem solving, and decision making and planning.New Action #12-13/ Wallingford 100 Proposal: Personalized instruction and standards-based grading, report cards, and graduation (Start K-2+), Flexible learning pathways (Start 6-8+)Delayed GraduationOffer extended high school programs for general education students based on individual circumstances as outlined in individual SSPSRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. NEASC – Curriculum Standard –The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.the design of the curriculum ensure that each student has multiple learning experiences to ensure he/she achieves the learning expectationswhen appropriate, alternative paths/programs and time options are available to those students who need significant additional support or time to meet expectations (e.g., on-line learning, summer programs, extra courses, evening courses, Saturday programs)Connecticut Association of Public School Superintendents – Next Ed – Transforming Connecticut’s Education SystemAllow children to advance through school and ultimately graduate based on their own demonstration of essential knowledge, skills and dispositions – not on the amount of time they’ve spent in the classroomRedefine the use of time in order to support a personalized learning system2013-20142014-20152015-20162016-2017District Strategic Plan/ Wallingford 100 Alignment High School Reform ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #4: Students will be highly prepared for their next challenge in school and in life.Objective: Develop a culture that promotes excellence, innovation, and continuous improvement.Action #1: Explore and select school models that promote excellence.Dual language immersion programsWallingford 100 Proposal: Dual language immersion program (Start K-2+)Heritage Language ProgramProvide Heritage Language Program in Spanish for native speakersFocus on writing and literatureOffered with strong use of technology and community interaction NEASC Curriculum Standard – The written and taught curriculum is designed to result in all students achieving the school's 21st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school's 21st century learning expectations. The curriculum includes a purposefully designed set of course offerings, co-curricular programs, and other learning opportunities. The curriculum reflects the school’s core values, beliefs, and learning expectations. The curriculum is collaboratively developed, implemented, reviewed, and revised based on analysis of student performance and current research.2013-20142014-20152015-20162016-2017Curriculum writingImplementationSocial Emotional ProposalsDistrict Strategic Plan/ Wallingford 100 Alignment Social Emotional ProposalsNEASC and State AlignmentDistrict ClimateGoal #4: All students will be educated in effective problem-solving skills so that they experience fairness in their interactions with all members of the school community.Objective: PD will be uniformly provided at all levels to develop proficiency and positive behavioral support and problem solving strategies. Standards that are set will be applied and communicated uniformly.Action #2: Based on the survey- determine standards and common language- set those standards uniformly across the district.Wallingford 100 Proposal: District wide behavior management system (PBIS)Provide systems-based approach that supports appropriate behavior and positive school environments SRBI Scientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. School ClimateConnecticut mandates that a policy be in place to create physically, emotionally, socially, and intellectually safe and healthy learning environment for children. The law places an increased focus on prevention by being proactive rather than reactive. This also aligns with the national School Climate Standards. NEASC – Leadership StandardThe school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning.The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all.CT Comprehensive School Counseling Program Guide – Content StandardsStandard 7 Analyze the attitudes and beliefs that influence behavior.The intent of this standard is to develop an awareness of the factors that influence attitudes and behaviors in developing interpersonal skills. The emphasis in this standard is on cooperative behavior and team work; personal attitudes and beliefs that influence behavior; personal boundaries and privacy rights; respect for cultural differences; individual similarities and differences; changing personal and social roles; and conflict resolution.2013-20142014-20152015-20162016-2017Phase I trainingPhase II training/ implementationPhase III training/ implementationDistrict Strategic Plan/ Wallingford 100 Alignment Social Emotional ProposalsNEASC and State AlignmentDistrict ClimateGoal #5: Students will feel they are in a safe, healthy environment that respects individual differences.Objective: Students will be able to self-advocate.New Action #7/ Wallingford 100 Proposal: Catch program to identify and track at risk students (Start K-2+)Implement school-wide intervention system softwareSRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. School ClimateConnecticut mandates that a policy be in place to create physically, emotionally, socially, and intellectually safe and healthy learning environment for children. The law places an increased focus on prevention by being proactive rather than reactive. This also aligns with the national School Climate Standards.NEASC – Leadership StandardThe school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning.The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all.The school can cite specific programs to document that students feel a sense of pride and ownership in their school, e.g. participation numbers for school or community clean-up days, wide-scale participation in academic programs, portfolio nights, science fairs, as well as athletic and performing arts programs.2013-20142014-20152015-20162016-2017District Strategic Plan/ Wallingford 100 Alignment Social Emotional ProposalsNEASC and State AlignmentCommunity PartnershipsGoal #4: Students will contribute to and benefit from their interaction with community groups.Objective: Students will benefit from access to community groups and the support they offer.New Action #3/ Wallingford 100 Proposal: Check and Connect program to support at risk students (Start K-2+)Include Check and Connect for tier two and three intervention supports for at risk students (Check and Connect advisor)SRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. School ClimateConnecticut mandates that a policy be in place to create physically, emotionally, socially, and intellectually safe and healthy learning environment for children. The law places an increased focus on prevention by being proactive rather than reactive. This also aligns with the national School Climate Standards.NEASC – School Resources for Learning StandardStudent learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school's core values and beliefs. Student support services enable each student to achieve the school's 21st century learning expectationsThe school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students that support each student’s achievement of the school’s 21st century learning expectations.2013-20142014-20152015-20162016-2017District Strategic Plan/ Wallingford 100 Alignment Social Emotional ProposalsNEASC and State AlignmentDistrict ClimateGoal #5: Students will feel they are in a safe, healthy environment that respects individual differences.Objective: Students will be able to self-advocate.New Action #9/ Wallingford 100 Proposal: Evaluate and increase intensiveness of advisory programs (Start 3-5+)Advisory program revision and expansion to grades 6-12SRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. School ClimateConnecticut mandates that a policy be in place to create physically, emotionally, socially, and intellectually safe and healthy learning environment for children. The law places an increased focus on prevention by being proactive rather than reactive. This also aligns with the national School Climate Standards.NEASC – School Resources for Learning StandardStudent learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school's core values and beliefs. Student support services enable each student to achieve the school's 21st century learning expectationsThe school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students that support each student’s achievement of the school’s 21st century learning expectations.2013-20142014-20152015-20162016-2017District Strategic Plan/ Wallingford 100 Alignment Academic ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #1: Students will master foundational skills and knowledge at every level of their education.Objective: Increase achievement for all students through a standards-driven, rigorous curriculum with supports and differentiation for diverse learners.Action #7: Create a plan for PD and the use of instructional best practices for diverse learners.District ClimateGoal #4: All students will be educated in effective problem-solving skills so that they experience fairness in their interactions with all members of the school community.Objective: PD will be uniformly provided at all levels to develop proficiency and positive behavioral support and problem solving strategies. Standards that are set will be applied and communicated uniformly.Action #3: PD training at all levels to develop proficiency when interacting with a variety of students.Provide Bi Weekly Data Team/Professional Development Time for all Professional StaffNEASC – Instruction StandardTeachers, individually and collaboratively, improve their instructional practices by: using student achievement data from a variety of formative and summative assessmentsexamining student workusing feedback from a variety of sources, including students, other teachers, supervisors, and parentsexamining current researchengaging in professional discourse focused on instructional practice.using student achievement data from a variety of formative and summative assessmentsteachers have regular, formal time to meet to review assessment data through professional learning communities, critical friends’ groups, faculty/department meeting time purposefully designed for the review of assessmentsteachers examine local assessment data -- including assessments which employ the school-wide rubrics, common-assessment data, individual teacher assessment data – and modify their teaching practices based on what they have learned from this examination of dataexamining student workteachers regularly meet within their content area and across content areas to look at student work, e.g., writing samples, projects, etc.NEASC – Assessment StandardProfessional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement.the professional staff collects, disaggregates, and analyzes, a range and variety of data, including both formative and summative assessments, to identify inequities in student achievement the professional staff regularly uses the data to inform changes/modification in curriculum design and instructional practices to resolve these inequities on a regular basis, including analysis at the conclusion of a unit of study, in the review of common assessments given during mid-year of final exams; student portfolios and end of semester or yearly performance projects2013-20142014-20152015-20162016-2017District Strategic Plan/ Wallingford 100 Alignment Social Emotional ProposalsNEASC and State AlignmentCurriculum and InstructionGoal #1: Students will master foundational skills and knowledge at every level of their education.Objective: Increase achievement for all students through a standards-driven, rigorous curriculum with supports and differentiation for diverse learners.Action #9: Literacy and Numeracy targeted intervention programs for high school students.Expand openings at Alternative Program and ARTSSRBIScientifically Research Based Intervention is a State of Connecticut mandate to offer “in time” support for students that are experiencing difficulties in the areas of English/language arts and mathematics. As part of the district approach to provide students at all level the support to increase their knowledge and skill acquisition while also providing them with the ability to demonstrate their understanding, credit recovery will address this area of focus. Calling upon the Common Core State Standards, Credit Recovery programming will allow students to demonstrate their mastery of the standards at their own pace, thus personalizing their experience. NEASC – Community Resources for Learning StandardThe community and the district’s governing body provide dependable funding for: a wide range of school programs and servicessufficient professional and support staff2013-20142014-20152015-20162016-2017Reform Proposal Area2013-21042014-20152015-20162016-2017Enhance Student Success PlanningContinued implementation and reviewContinued implementation and reviewContinued implementation and reviewContinued implementation and reviewGraduation Requirements/ Standards Based DiplomaCommittee of all stakeholders to review/ revise credit systemCommittee of all stakeholdersMay 2015 Committee recommendationPublic Will DevelopmentImplementationCapstoneTeacher committeePilot/ evaluate implementationCredit RecoveryJanuary 2014 implementationBridge AcademyTeacher committeeSummer 2014 implementationAccelerated GraduationOffer first period courses at the high school to eighth grade studentsDelayed GraduationHeritage Language ProgramCurriculum writingImplementationPBISPhase I trainingPhase II training/ implementationPhase III training/ implementationIntervention softwareAdvisoryCheck and ConnectData Team/ Collaboration TimeUnify Existing Student Support SystemsExpand Openings at Alternative Program and ARTS ................
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