Strategic Plan- Vision 2018

Introduction:

The Chariho Regional School District utilized the collective capacity of various stakeholders consisting of more than fifty school personnel, community members, parents, students, and school committee members to provide essential input into the revision and creation of the Strategic Plan¡VVision 2018. The committee met in the late winter of 2013 with the sole purpose of coming together as one community with diverse perspectives to contribute to the development of a comprehensive and measurable strategic plan that has the power of unleashing the unlimited potential of every student in the Chariho Regional School District.

The committee analyzed the current plan and District data, as well as utilized the relevant research provided in the McKinsey Report: How the World¡¦s Most Improved School Systems keep Getting Better to guide the planning process. The successes of the previous plan included but were not limited to:

  • Creation of common summative assessments aligned to the standards.
  • Use of data to assess and refine instructional programs.
  • Providing a structure to identify and serve highly capable students.
  • Designing systems of programmatic and instructional options for students who have demonstrated proficiency.
  • Implementing a Response to Intervention system in each school.
  • Evaluating the effectiveness of student behavior and attendance policies and practices.
  • Implementing Personal Literacy Plans for all students reading below grade level.
  • Examining reading practices at all grade levels to be sure of alignment with the Regents reading policy.
  • Recruiting, hiring, and retaining highly qualified administrators, teachers, and support staff, and acknowledging excellence.

The Strategic Plan-Vision 2018 will provide all schools throughout the District the necessary guidance for the development of their individual school improvement plans. District planning and implementation of curriculum programs and activities will ensure equity and adequacy of resources including staff, materials, and financial support that will produce high outcomes for all students.

Mission

The Chariho Regional School District ensures that all students meet high academic standards and are prepared for lifelong learning and productive global citizenship.

Vision

With a commitment to continuous improvement, the District¡¦s highly-qualified staff engages with students in state-of-the-art facilities to master challenging content, to promote creativity, and to foster critical thinking. The District is recognized by the community as its greatest asset.

Beliefs

We believe that high academic standards and research-informed decision making are critical ...

All professionals operate from a belief that all students can learn and meet or exceed demanding standards.
All students at every level must be engaged in challenging academic experiences.
Rigorous academic standards are the foundation of this school District.
Instructional and program decisions must be data-informed and research-based.
Learning is a continuous lifelong process.
Schools must prepare students to be creative and critical thinkers, problem solvers, and effective communicators.
The physical, social, and emotional wellness of every child is necessary for optimum learning.

We believe that the larger community must be fully engaged in the learning process...

Education is a shared responsibility of students, parents, staff, and the community.
Students thrive when supported, nurtured, and engaged by the community.
In an environment that emphasizes school safety, everyone must be treated with kindness, dignity, and respect.
Schools must prepare students to be team members and leaders, community contributors, and productive citizens in a global society.

Goals

  1. All students will acquire the knowledge to meet the increasing demands of a globally influenced world.
  2. All schools will be rated as commended or leading.
  3. All families and the community will demonstrate respect for and value of education.
  4. All students will utilize technological tools to enhance and expand opportunities to learn.

Strategy #1: Assessment

Objective:

Adopt a pre-kindergarten through grade twelve assessment structures that considers both state and local formative and summative assessments.

Actions:

  • Develop multiple and varied formative and summative assessments, to include but not be limited to portfolios, experiments, projects, and tests aligned with CCSS and other professionally endorsed standards.
  • Provide training designed to enhance educators¡¦ skills to effectively analyze and use assessment data to improve instruction to meet individual student needs, as well as for refining instructional programs.
  • Develop local assessment timelines that take into account state mandated time requirements for NECAP/PARCC.
  • Provide training to facilitate the seamless integration of instruction and assessment.
  • Create opportunities to celebrate school and District successes based on growth in student achievement data.

Strategy #2: Communication

Objective:

Create a district-wide communication plan that promotes community engagement in the educational process.

Actions:

  • Use advisory committees and technological tools as structures for gathering ideas and effectively communicating to the community.
  • Utilize social-media as a tool for effective communication with the broader community.
  • Utilize the Chariho 1:1 Initiative and Learning Management System to enhance communication with students and families.
  • Gather data by providing entrance and exit surveys for families entering or leaving the District and utilize gathered data to inform planning.
  • Devise a plan for parent and student awareness, communication, and participation in deciding the scope of supports for students.

Strategy #3: Technology Resources

Objective:

Increase resources to provide the technological tools that will significantly and positively impact the quality of the educational program.

Actions:

  • Implement, monitor, and continuously evaluate the Chariho 1:1 initiative and all of its components.
  • Communicate and collaborate with families and community regarding technology resources and uses.
  • Develop policy and a structure that supports virtual learning across all grades.
  • Develop and implement a user-friendly technology plan that specifically addresses human interactions, 21st century skills, engagement and training of staff, and teaching and learning.
  • Extend access for parents to student grades at the elementary level.
  • Chariho Regional School District
  • Provide professional development to all school stakeholders, including parents, students, and educators, on technology as a vehicle to improve teaching and learning.

Strategy 4: Safe Schools & Student Supports

Objective:

Develop and implement a system of supports to maintain and improve the physical, social, and emotional health of all students.

Actions:

  • Improve the structure and increase opportunities to identify and serve 'Highly Capable' students at all levels.
  • Design systems of programmatic and instructional options for students who have demonstrated proficiency.
  • Implement and refine a comprehensive system of supports for students not making adequate progress.
  • Develop a technology-based comprehensive Individual Learning Plan that includes personal, emotional, and physical wellness for all students.
  • Implement an effective and efficient RtI program for all schools that includes both an academic and behavior component.
  • Continue implementation and monitor effectiveness of research-based positive behavior support systems at all levels.
  • Increase opportunities for students to engage in structured and unstructured physical activity.

Strategy # 5: 21st Century Skills

Objective:

Enhance the curriculum by developing 21st century skills in the areas of learning and innovation (critical thinking and problem solving, creativity and innovation, collaboration, communication), informational literacy (digital literacy, media literacy, information and communication technology literacy) and career and life (flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability, leadership and responsibility).

Actions:

  • Provide structures, training and resources that support educators as they facilitate problem solving, critical thinking, and collaborative skills through the use of applied learning opportunities across all subject areas.
  • Expand, develop, and monitor a relevant K-12 world languages program.
  • Integrate STEM (Science, Technology, Engineering, and Math) and digital literacy across content areas.
  • Develop curriculum to incorporate critical 21st century skills.
  • Encourage the integration of important concepts across curriculum areas.
  • Provide multiple opportunities for students to practice 21st century skills in meaningful, integrated, and mentally and physically rigorous ways.

Strategy #6: Educator Quality

Objective:

Ensure the quality of support staff, teachers, and leaders engaged in the educational process.

Actions:

  • Invest in a research-based professional development system that taps into District innovation, allocates funds, and allows for differentiation and choice to educators to chart their individual development course.
  • Develop a system and policy to identify and prioritize the recruitment, hiring, and retaining of highly qualified administrators, teachers, and support staff.
  • Acknowledge excellence exhibited by staff.
  • Use RIDE/Chariho evaluation system and student data to provide differentiated professional training to meet the needs of educators and identify innovative teachers and leaders.

    Glossary of Educational Terms

Common Core State Standards (CCSS)

provide a consistent, clear understanding of what students are expected to learn and what teachers are supposed to teach. These learning expectations were designed to be robust and relevant to the real world and reflect the skills and competencies that students need to acquire to be best positioned to compete in the global economy. (retrieved from www.corestandards.org/, 2013)

Digital learning

is learning facilitated by technology. (retrieved from http://digitalliteracy.us, 2013)

Formative assessments

are on-going assessments, reviews, and observations in the classroom. Teachers use formative assessments to improve instructional methods to best meet individual students¡¦ learning needs in the daily teaching and learning process . (Dufour, Dufour, & Eaker, 2010)

ICT (Information and Communication Technology)

is a term used as an extension of and synonym for (IT), but is a specific term that stresses the role of unified communication and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary, middleware storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate a variety of information (retrieved from www.techterms.com/definition/ict, 2013)

Response to Intervention

is a three-tiered approach to instruction. This process, nationally known as Response to Intervention (RtI), gained attention when federal law established these practices as an approach to identify and provide early intervention to struggling students. RtI supports the experts in the school as they determine, implement, monitor, and address the specific needs of the student. RtI ensures that academic or behavioral concerns are addressed quickly, with proven, researched-based teaching strategies and interventions. (retrieved from shttp://www.chariho.k12.ri.us/rti , 2013)

Rigorous

defines the level of depth acquired in subject matter and students¡¦ ability to apply those skills across different subject areas. (Skyrla, McKenzie, Scheurich, 2009)

STEM/STEAM

is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise. (Tsupros, 2009) The ¡¥A¡¦ in STEAM includes art as a part of the interdisciplinary approach. (Retrieved from www.nsta.org, 2013)

Summative assessments

are used to evaluate the effectiveness of instructional programs and services at the end of an academic year, quarter, or other pre-determined time. The goal of a summative assessment is to determine a student¡¦s competency level at these pre-determined points in time. (Dufour, Dufour, Eaker, 2010)
21st century skills are those students need to be successful in the 21st century. These skills include core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that schools need to teach to help students thrive in today's world. (retrieved from www.corestandards.org/, 2013)