Chatham School District Strategic Plan - Up for Revision

Chatham School District
2005-2006 Strategic Plan

Beliefs

We believe that:
• Excellent teachers spark high student achievement.
• Teachers have a responsibility to deliver excellent instruction.
• Students are responsible for their own learning.
• All children can learn and meet individual goals with community support.
• Community support promotes equal worth among people.
• Family is a major influence in the development of the individual.
• The full education of our children belongs to our school and community.
• Students learn and achieve best when school and community are a fun, challenging, respectful, and safe place to learn and teach.


Mission

In partnership with families and communities, the Chatham School District will provide safe and challenging education built upon the uniqueness of each community enabling students to become self-sufficient, responsible, contributing members of our diverse and changing world.


Critical Issues Facing the District
• Funding
o Old text books
o Building maintenance
o Fewer total staff
• Academic Achievement
o Meeting AYP
o HSGQE requirement
o NCLB—highly qualified teachers and greater accountability
• Loss of students to home schooling
• Loss of jobs
• Curriculum
• Need to improve community and interagency involvement/engagement

Major Objectives

• CSD will implement a standards-based curriculum beginning with reading, writing, and math that results in incremental increases in student achievement as measured through state and district formal assessments.

• CSD will have all students achieve proficiency or beyond in all benchmarks by the end of 3rd grade or meet their IEP.

• CSD will make 100% of community members aware of the importance of their involvement for all children in a community.


Strategy #1

CSD will provide, implement, maintain, and evaluate curriculum documents and support materials/programs, including district assessments, in the areas of reading, writing, and math. (District Led)

Action Goals and Action Steps

1.1 Review existing reading, writing, and math curriculum documents from CSD and other districts.
1.1.1 Identify a district core team to secure and review curriculum documents.
1.1.2 Secure curriculum documents from similar districts.
1.1.3 Select most appropriate curriculum documents as a starting point.

1.2 Revise and adopt curriculum documents
1.2.1 Identify a curriculum expert or in-house staff member to tailor the select curriculum documents to meet CSD needs.
1.2.2 Secure input from key in-district stakeholders during the refinement of the curriculum documents and make revisions accordingly.
1.2.3 CSD school board formally adopts the curriculum documents

1.3 Implementation of Adopted Curriculum
1.3.1 Identify and pilot any formal texts, programs, and/or local assessments to support each curriculum.
1.3.2 Acquaint staff with each curriculum prior to implementation and train staff in the use of recommended texts, programs, and/or local assessments.

1.4 Evaluate each curriculum and adopted texts/programs on an ongoing basis to ensure effectiveness
1.4.1 Utilizing state and local student achievement data, staff, parent, and student feedback, and other appropriate indicators revise the curriculum documents on an ongoing basis.
1.4.2 Monitor and supplement adopted texts, programs, and/or local assessments as appropriate.


Strategy #2

Improved student achievement so all children reach or exceed the 3rd grade benchmark proficiencies. (Individual School Led)

Angoon Student Achievement Strategy: Angoon School will increase the proficiency level of all students in reading and math with a target of achieving NCLB “safe harbor.”

Action Goals and Action Plans

2.1 By spring 2006, increase by 10% each year the number of grade 3-10 students demonstrating proficiency in word identification reading standards 1.1, 2.1, 3.1, and 4.1 as measured by the benchmark and HSGQE assessments.
2.1.1 Use the lessons and assessments from Works Their Way and Words, Words, Words to improve phonics, spelling, and language acquisition.
2.1.2 Use sight words at all grade and reading levels.
2.1.3 First/last 10 minutes of class allotted for daily read aloud.
2.1.4 Increase decoding skills by using words study 15 minutes daily at all grade levels (K-12).
2.1.5 Identify and offer staff development in Alaska literacy strategies for children.
2.1.6 Incorporate and utilize school-wide reading logs in a consistent format.

2.2 By spring 2006, increase by 10% each year the number of students grade
3-10 demonstrating proficiency in comprehending literal and inferred
meaning from text reading standards 1.2, 2.2, 3.3, and 4.2 as measured by
the benchmark and HSGQE assessments.
2.2.1 Provide professional development designed for teachers to gain skills in teaching literacy (ELL strategies).
2.2.2 Increase classroom opportunities for retelling and paraphrasing music, literature, and television shows (plays, story-telling, Readers Theatre, etc.).
2.2.3 Develop and utilize a language arts continuum (standards-based) for grades K-12.
2.2.4 First/last 10 minutes of class allotted for daily reading aloud.
2.2.5 Set up and implement a plan for reading buddies (older students reading to younger students/listening to younger students read aloud).
2.2.6 Establish open library nights for students and community members to increase literacy.

2.3 By spring 2006, increase by 10% each year the number of students grades 3-10 demonstrating proficiency in numeration and estimation/computation math standards appropriate to the grade level as measured by the benchmark and HSGQE assessments.
2.3.1 Use newly adopted math programs, K-8.
2.3.2 Train K-8 with the newly adopted math program.
2.3.3 Research and pilot new pre-algebra level program for grades 8-10.
2.3.4 Implement new pre-algebra program with computer-based tutorial program.
2.3.5 Utilize math/science team, teach basic construction class for high school students, emphasizing practical uses of numeration and estimation/computation.
2.3.6 Implement “Math Facts in a Flash” as a computer-based software program.
2.3.7 Revise math curriculum to include assessments that are similar in design to language arts; secure formative math assessments based on Alaska performance standards.
2.3.8 Use Carnegie Algebra I and Geometry as 9-12 math programs with computer-based tutorial.

2.4 By spring 2006, increase by 10% each year the number of students grades 3-10 demonstrating proficiency in measurement math standards appropriate to the grade level as measured by the benchmark and HSGQE assessments.
2.4.1 Use newly adopted math programs, K-8.
2.4.2 Train K-8 teachers with the newly adopted math programs.
2.4.3 Use “Basic Construction Training” software.
2.4.4 Utilize math/science team to teach basic construction classes for high school students, emphasizing practical uses of measurement tools.
2.4.5 Become proficient with measuring tools and materials (scales, measuring cups, tape measure, rulers, etc.).


Gustavus Achievement Strategy: Gustavus School will provide enhanced and expanded educational opportunities for all students.

Action Goals and Action Plans

2.1 Improve reading comprehension and decoding in all grades in the current academic year.
2.1.1 Teach a phonics program at the elementary school level.
2.1.2 Assess middle school student progress in decoding and comprehension.
2.1.3 Teach decoding and comprehension to middle school students as revealed by the assessment.
2.1.4 Focus on cross-curricular reading.

2.2 Initiate project-based learning in all grades.
2.2.1 Develop guidelines for a Senior Project, ROPES, and other project-based learning that emphasize personal responsibility, the use of community resources, and integration of disciplines.
2.2.2 Identify a timeline for introducing project-based learning and determine which will be introduced first.
2.2.3 Support the adoption of a Senior Project requirement for graduation.
2.2.4 Provide in-service to staff and students on the new Senior Project requirement.
2.2.5 Incorporate cross discipline (math/writing/science) projects involving choice and critical thinking skills into the primary grades.
2.2.6 Support the adoption of a ROPES requirement for 8th grade students.


Klukwan Student Achievement Strategy: Klukwan School will increase the proficiency level of each student in reading, writing, and math.

Action Goals and Action Plans

2.1 Each student will increase reading comprehension by 10% annually as measured by benchmark exams or meet an IEP.
Primary Level
2.1.1 Guided reading using pre-reading, during reading, and after-reading activities and direct teaching of decoding and comprehension strategies. Materials include leveled books (both paper and digital).
2.1.2 Increase frequency of stories read aloud and discussion of stories read.
2.1.3 Increase frequency of students’ opportunities to retell stories they have read or heard.
2.1.4 Increase frequency of self-selected books according to personal interests.

Elementary Level
2.1.1 Read Aloud every day from good literature of high interest. Focus whole group discussion on multiple interpretations to enhance.
2.1.2 Silent independent reading. Provide opportunities and choice for students to respond to literature in creative ways to demonstrate comprehension.
2.1.3 Provide students with a well-organized classroom library that includes a wide and rich selection of books and other print resources. Shelve books by topic/genre to facilitate student choice. Instruct students in methods.
2.1.4 Guided reading groups (sometimes grouped by interest level, sometimes grouped by reading needs) using pre-reading, during-reading, and after-reading activities; incorporate literature circles.
2.1.5 Incorporate phonics instruction for a well-balanced literacy program; implement both embedded and direct instruction approaches.
2.1.6 Standardized test preparation—familiarize students with test formats to promote student success.

Middle/High School Level
2.1.1 Read nonfiction aloud to build background; emphasize nonfiction text features and discuss content.
2.1.2 Form informational study groups around common interest; allow students to investigate particular interest within units of study.
2.1.3 Provide students with a variety of nonfiction texts including recounts, procedural, informational, journalistic, and persuasive texts.
2.1.4 Provide students with graphic organizers to organize information. Examples include link-ups, compelling questions, problem/solution maps, concept charts, network trees, series of events, spider maps, point-of-view guides, patterned poems, etc.
2.1.5 Incorporate guided reading procedures.
2.1.6 Direct instruction on comprehension techniques such as overviewing, identifying nonfiction features, analyzing text structure , rereading/retelling, sorting out and expanding vocabulary, distilling important ideas, coding (marking) text.

2.2 Each K-12 student will increase their ability to write on a topic and to different audiences by 10% annually as measured by the benchmark exams and CSD writing assessment or meet an IEP.

Primary Level
2.2.1 Help students brainstorm a collection of ideas related to their topic with graphic organizers and group writing activities.
2.2.2 Provide rubrics for students to self-monitor their adherence to the topic.
2.2.3 Increase the frequency of opportunities for students to practice writing by incorporating writing workshop approach.
2.2.4 Incorporate literature study to model effective writing techniques and organizational patterns used by published authors and peers.
2.2.5 Increase practice of self and peer feedback during revisions to model cognitive strategies necessary for independent literacy.
2.2.6 Share student work samples with teaching teams following structured, conversational protocols resulting in improved practice and increased student achievement.

Elementary Level
2.2.1 Help students brainstorm a collection of ideas related to their topic with graphic organizers and group writing activities.
2.2.2 Provide rubrics for students to self-monitor their adherence to the topic; discuss idea development and organization descriptors.
2.2.3 Increase the frequency of opportunities for students to practice writing by incorporating writing workshop approach.
2.2.4 Incorporate literature study to model effective writing techniques and organizational patterns used by published authors and peers.
2.2.5 Increase practice of self and peer feedback during revisions to model cognitive strategies necessary for independent literacy.
2.2.6 Share student work samples with teaching teams following structured, conversational protocols resulting in improved practice and increased student achievement.

Middle/High School Level
2.2.1 Help students brainstorm a collection of ideas related to their topic with graphic organizers and group writing activities.
2.2.2 Provide rubrics for students to self-monitor their adherence to the topic; discuss idea development and organization descriptors.
2.2.3 Increase the frequency of opportunities for students to practice writing by incorporating writing workshop approach.
2.2.4 Integrate writing process instruction in every content area.
2.2.5 Incorporate literature study to model effective writing techniques and organizational patterns used by published authors and peers.
2.2.6 Increase practice of self and peer feedback during revisions to model cognitive strategies necessary for independent literacy.
2.2.7 Share student work samples with teaching teams following structured, conversational protocols resulting in improved practice and increased student achievement.

2.3 Each student, K-12, will increase proficiency in math reasoning and constructed responses as demonstrated on benchmark exams, NCTM based assessments, and/or in-house formative assessments or meet an IEP.
Primary Level
2.3.1 Use Cognitively Guided Instruction (CGI) model to present word problems to primary students. Provide counters, paper, and pencil, and give oral directions to solve and explain their process. Let them know you will be asking them to either tell you or show you how they solved the problem. Read each.
2.3.2 Increase the frequency of students’ opportunities to write explanations for their mathematics reasoning efforts.
2.3.3 Provide students with models of constructed responses that are complete, rational, and demonstrate mathematic reasoning development.
2.3.4 Provide students with rubrics or checklists to self-assess completeness of responses.
2.3.5 Share student work samples with teaching team following structured, conversational protocols resulting in improved practice and increased student achievement.

Elementary Level
2.3.1 Individual and group problem-solving activities in which students articulate strategies, reasoning, and approaches orally and in print.
2.3.2 Extend skills learned from guided problem-solving activities to those closer to real life (calculate size of playground, find height of school building, calculate amount of cereal each family would buy in a week, month, etc.).
2.3.3 Employ activities from cited resource to enhance practice and improve student understanding and achievement.
2.3.4 Share student work samples with teaching team following structured, conversational protocols resulting in improved practice and increased student achievement.

Middle/High School Level
2.3.1 Individual and group problem-solving activities in which students articulate strategies, reasoning, and approaches orally and in print.
2.3.2 Instruct students to evaluate their own and their peers’ work with rubrics created with student input.
2.3.3 Employ activities from cited resource to enhance practice and improve student understanding and achievement.
2.3.4 Integrate use of projects, research, student-led inquiry, and journaling into math curriculum. Evaluate mathematical strategies, attitudes, etc.
2.3.5 Share student work samples with teaching team following structured, conversational protocols resulting in improved practice and increased student achievement.


Tenakee Springs Student Achievement Strategy: Tenakee School will create greater academic opportunities for all students.

Action Goals and Action Plans

2.1 Improve science instruction by initiating a scientist-in-residence program.

2.2 Increase opportunities in the arts by initiating an artist-in-residence program.


Strategy #3

Increase parental and community involvement targeted to improved student learning. (Individual School Led)

Angoon Parent/Community Involvement Strategy: Angoon School will create opportunities and reach out to our diverse and rich community residents to support learning for all children.

Action Goals and Action Plans

3.1 Greater family support for student learning will occur as a result of intentional outreach efforts.
3.1.1 On at least an annual basis, parent literacy (Did You Know Nights?) will be offered to families by each teacher.
3.1.2 The local television channel will be utilized to showcase children, offer parental tips, and celebrate student success.
3.1.3 The district-wide counselor will engage high school students and their families in individual career planning, and in doing so will promote quality school achievement as a means of meeting learning targets for specific careers.
3.1.4 Student academic performance will be enhanced by promoting greater participation in the school lunch/breakfast program for all eligible youth. The potential benefits will be explored of reducing the cost of lunch for youth not qualifying for free lunch as a means of increasing participation and eliminating hunger among learners.
3.1.5 Open the library and computer lab on a regular basis for community member use particularly targeted to family units.
3.1.6 Examine the benefits and associated costs with the web-based Skill Tutor program designed to help build fundamental skills in language arts and math as a supplemental program to increase student achievement.
3.1.7 Implement Pro-Star, the district student accounting system, which creates opportunity for parents to utilize the internet to access student progress on a regular basis and remain current with class assignments and projects.

3.2 Through the incorporation of the local culture, elders and other students will be exposed to successful adult role models that will motivate students to succeed.
3.2.1 Experts, including hunters, fishers, cultural and language role models, will be invited into the classrooms on a regular basis.
3.2.2 Explore the potential of grants to support ongoing Tlingit dance opportunities as a component of the school program.
3.2.3 In cooperation with the other CDS schools and communities, the Angoon Community will host a 2005 spring youth/adult leadership conference involving students and adult chaperones from all Chatham School District communities.
3.2.4 The Angoon student council will serve as the host organization for the spring leadership conference and assume primary responsibility in the area of lodging, meals, and logistics. In addition, the Council will share responsibility for planning and implementing the conference content and activities.
3.2.5 During the planning and implementation of the youth/leadership conference, sufficient members of the Angoon community will be secured to ensure success with all aspects of the conference.


Gustavus Community/Parent Strategy: We will improve communication with the community and the involvement of community members and organizations in the school.

Action Goals and Action Steps

3.1 Harness community and regional resources to improve student involvement and learning.
3.1.1 Using input from teens and activity mentors, plan and develop an activity center for teens.
3.1.2 Create greater interaction with and focus on Tlingit history and culture by:
• using in-class time to draw attention to the history and culture;
• securing Native presenters to interact with students; and
• offering a subsistence living class.

3.2 Increase two-way communication between the school and parents/community in 2004-2005.
3.2.1 Twice each month during the Wednesday afternoon meeting, staff will review and follow up on school/community communications that result from comments in the red folder, personal communication, or annual district report card.
3.2.2 A program like Big Brothers-Big Sisters will be included in the school for students who need or could benefit from a mentoring program.
3.2.3 A student government will be established in the school.
3.2.4 The principal and ASB will include information about the school in newspapers and the Gustavus News Group list-serve.
3.2.5 Food donations and a food-bank will be available for students who may need lunch or breakfast.


Klukwan Community/Parent Strategy: Klukwan School will instill cultural values in students through involvement of local and state partners.

Action Goals and Action Steps

3.1 In partnership with parents, community, school, and SEARHC, we will adapt and deliver Sons and Daughters of Tradition (program) to instill Tlingit values of respect and pride in middle and high school students.

3.1.1 Analyze recent attitude and behavior surveys to develop and implement structures that meet student needs.
3.1.2 Revise and implement a Tlingit program design specifically for Native American communities to use with youth (Sons & Daughters of Tradition).
3.1.3 Collaborate with SEARHC mental health providers to procure grant funding to support onsite counselors in the school (School Aunties and Uncles) and develop activities to promote healthy life skills.

3.2 Collaborate with other CSD communities to support spring youth/adult leadership conference event and website.


Tenakee Community/Parent Strategy: We will involve the community in identifying opportunities for youth outside of Tenakee Springs.

Action Goals and Action Steps

3.1 Identify potential opportunities for youth by developing a local web-based resource tool.
3.2 Work with other school communities to support a youth/adult leadership spring conference event and web-site.