Strategic Plan 2018-2023 SUFFOLK PUBLIC SCHOOLS

SUFFOLK PUBLIC SCHOOLS Strategic Plan 2018-2023

Vision:All students will become

lifelong learners equipped with the knowledge, skills, and

attitudes to succeed as productive citizens in a local, national and global society.

Mission:To partner with the community

To provide an effective educational experience

To prepare every student to find success in our complex

society.

1. Ensure all students demonstrate academic growth & acquire skills to become productive citizens.

2.Ensure all students learn in a supportive, safe and nurturing environment.

3. Maintain efficient, effective & accountable management of operations and resources.

4. Attract, develop and retain high quality and diverse staff.

5. Strengthen family engagement and community investment.

STRATEGIC PLAN 2018-2023

G O

A L

S

STRATEGIES & INITIATIVES

★ Meet the needs of all learners through a Multi-Tiered System of Supports (MTSS).

★ Strengthen alignment and rigor through a “backwards design” instructional planning process and data driven instruction.

★ Deepen student learning through real world connections, cross-curricular content integration, project-based learning and performance based assessment.

★ Embed the 5 C’s (critical thinking, creative thinking, communication, collaboration, citizenship) and expand high demand career course offerings to prepare students for college and career.

★ Expand effective instructional practices through increased teacher collaboration, teacher modeling and co-teaching opportunities in all schools.

★ Implement a division-wide instructional framework that promotes increased student engagement, teacher efficacy and quality feedback to students.

Goal 1: Ensure all students demonstrate academic

growth and acquire skills to become productive citizens.

PERFORMANCE MEASURESGoal 1: Ensure all students demonstrate academic growth and acquire skills to become productive citizens.

17-18 18-19 19-20

★ Increase percentage of students achieving proficiency and/or growth on English, math and science SOLs

English 79%*

Math 78%*

Science 82%*

★ Increase the percentage of students meeting SAT and ACT college readiness benchmarks

SAT †

ACT †

★ Increase advanced proficiency rate on SOL assessments

Reading 12%*

Math 10%*

Science 10%*

History 21%*

★ Increase the number of Industry Credentials earned †

★ Decrease the achievement gaps in Reading and MathReading 21%*

Math 19%*

★ Increase the percentage of students with disabilities graduating with a Standard or Advanced Standard diploma

†

★ Decrease the high school drop-out rate †

★ Increase the number of students enrolled in advanced courses 4,276

GOAL

1


★ Incorporate Positive Behavior Interventions and Supports in all schools

★ Establish anti-bullying campaigns in all schools

★ Provide ongoing mental health professional development for staff, students and parents/community

★ Provide professional development on classroom management, teacher-student relationship building, de-escalation, implicit bias, functional behavioral assessment and behavior intervention plans

★ Establish teams in each school for restorative practices and threat assessment

★ Restructure In School Suspension in each school and integrate strategies to change inappropriate behaviors

★ Conduct external school safety audits

★ Provide student leadership opportunities

Goal 2: Ensure all students learn in a supportive, safe

and nurturing environment.

PERFORMANCE MEASURES

Goal 2: Ensure all students learn in a supportive, safe and nurturing environment.

17-18 18-19 19-20

★ Decrease percentage of students receiving office referrals per year 7,102

★ Decrease percentage of students receiving OSS per year 1,812

★ Decrease safety concerns generated in annual safety audits †

★ Decrease number of bullying incidents 50

★ Increase number of students participating in at least one club or organization

†

★ Decrease the chronic absenteeism rate †

GOAL

2


★ Improve electronic systems for submitting and tracking maintenance requests, custodial supply orders, and technology support

★ Continuously improve infrastructure, monitoring, backup, and security systems that allow collection of data and support of all systems and system users

★ Improve training and development of all staff through online and face-to-face classes, and improved standard operating procedure manuals.

★ Improve systems designed to control costs, seek rigorous competition, increase communication, and provide clear and transparent information to stakeholders

★ Report annually - metrics and benchmarks on allocations of funds, Finance and Purchasing costs per function and SOQ position reconciliation

Goal 3: Maintain efficient, effective management of operations and resources.


Goal 3: Maintain efficient, effective and accountable management of operations and resources.

17-18 18-19 19-20

★ Decrease time between submission and fulfillment of requests for maintenance, technology assistance, and supply orders

3-10 Days

★ Fully implement replacement cycles and increase collection of pertinent data/decrease staff support time to accurately complete all state, federal, and local reporting

6 Weeks

★ Increase use of technology by all staff by conducting monthly, annual, and biannual meetings, preparing videos, and online learning opportunities for all staff

2 Per Year

★ Provide multi-media mechanisms through which dialog can be created to increase transparency and provide clear and concise data to stakeholders

2

★ Increase use of data collection to improve and control costs and increase competition for bids

†

GOAL

3


★ Ensure the district’s salary scale remains competitive within the region

★ Ensure onboarding process fully informs and prepares newly hired staff for the expectations of their assigned position

★ Prioritize regular salary increases for continuing contracted staff in the annual budget process

★ Maintain a rigorous teacher induction program that includes a variety of mentoring and training opportunities for newly hired staff throughout their first three years of employment

★ Collect and utilize exit interview feedback to improve hiring and retention of staff

★ Implement a Tiered System of Support for non-traditional instructional staff

Goal 4: Attract, develop and retain high quality and

diverse staff.


Goal 4: Attract, develop and retain high quality and diverse staff. 17-18 18-19 19-20

★ Increase staff satisfaction with professional development opportunities 72%

★ Increase retention of effective employees †

★ Increase participation in the wellness program 261

★ Increase staff job satisfaction 84%

★ Increase position fill rates 96%

★ Increase staff morale 53%

GOAL

4


★ Enhance family outreach & communication tools to impact student success

★ Support proactive & transparent communication with all stakeholders to foster trust and collaboration

★ Broaden partnerships with community organizations and individual volunteers to create programs and resources needed by students and families

★ Increase visibility of school needs and school programs with all stakeholders

★ Expand learning opportunities for parents at home, school and/or in the community

★ Showcase current and former students to demonstrate SPS excellence

★ Enhance Partners-in-Education program and Volunteer Connect program

Goal 5: Strengthen family engagement and community

investment.

PERFORMANCE MEASURESGoal 5: Strengthen family engagement and community investment.

17-18 18-19 19-20

★ Increase number of volunteer hours and partnerships with local organizations

Hours 7497

Partners 103

★ Increase percentage of parents participating in annual perception survey 22%

★ Increase parent attendance at school and division parent engagement activities

6486

★ Increase the number of enrichment activities offered by community partners †

★ Increase social media and website usage

Facebook Likes 5431

Twitter Followers 854

SPS.net Daily Users 1,456

★ Increase use of Peachjar, Home Access Center (HAC), and other communication tools in the division

Peachjar Rate 32%

HAC Parent Rate 26%

HAC Student Rate 62%

App Downloads 1443

GOAL

5

Key Terms and Acronyms

TERM/ ACRONYM DEFINITION OR DESCRIPTION SOURCE

5 C's

The new standards of Accreditation implement the “Profile of a Virginia Graduate,” which includes knowledge, skills, attributes and experiences identified by employers, higher education and the Virginia Board of Education as critical for future success in the workplace and in college. Embedded within the Profile of a Virginia Graduate is the expectation that students will demonstrate foundational skills in what are known as the “Five C’s”: critical thinking, creative thinking, communication, collaboration and citizenship.

Virginia Department of Education

Achievement Gap

The difference between the performance of subgroups of students, especially those defined by gender, race/ethnicity, disability and socioeconomic status.

http://www.doe.virginia.gov/glossaries/index.shtml

ACTOne of two commonly used tests designed to assess high school students' general educational development and their ability to complete college-level work in four skill areas: English, mathematics, reading, and science reasoning.


Advanced Diploma

For an advanced diploma, students must earn 26 standard credits. 5 must be verified credits--credits earned by passing the course and an end of course SOL test (or approved substitute test). Virginia Department of Education

Backwards Design

This is a systematic instructional planning process that involves:1. Identifying the desired results2. Determining the acceptable evidence3. Planning learning experiences and instruction

Wiggins, G., & McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: ASCD.

Bullying

Any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim; involves a real or perceived power imbalance between the aggressor or aggressors and victim; and is repeated over time or causes severe emotional trauma. Bullying includes cyber bullying. Bullying does not include ordinary teasing, horseplay, argument, or peer conflict.









Continuing Contracted Staff

Virginia law requires teachers to serve a probationary period of three consecutive years in the same school division before being eligible for continuing contract. Continuing contract takes effect when the teacher returns for the fourth consecutive year in the same school division. A teacher who moves to another school division in year four must begin a new three-year probationary term.

www.veanea.org

Cross- curricular integration

Cross-curricular instruction integrates content and skills from multiple content areas into one cohesive learning experience. When using this model, students are able to experience their school subjects as connected and interrelated, rather than isolated and fragmented. This approach allows students to build on their current knowledge base and connect what they know with what they are learning; and it promotes higher level thinking and collaborative skills needed for lifelong success.

http://www.doe.virginia.gov/instruction/cross-curricular_instruction/index.shtml

Data-Driven Instruction

Data Driven Instruction and Inquiry (DDI) is a precise and systematic approach to improving student learning throughout the year. The inquiry cycle of data-driven instruction includes assessment, analysis, and action and is a key framework for school-wide support of all student success.

https://www.engageny.org/data-driven-instruction

Digital Learning

Any instructional practice that uses technology to support student learning, including digital learning content (which may include openly licensed content, software or simulations); access to online databases and to primary source documents; online and computer-based formative and cumulative assessments; interactive collaborative environments which may allow student collaboration with content experts and peers; hybrid or blended learning; and fully online course opportunities.


Exit Interview A survey conducted when an employee separates from an organization or company.

Functional Behavioral Assessment

An assessment to determine the underlying cause or functions of a child’s behavior impeding the learning of the child with a disability or the learning of the child’s peers.


HACHome Access Center (HAC) allows parents and guardians to:– View student academic information– Communicate with teachers– Access information 24/7 in real-time

https://www.spsk12.net/home_access_center

http://www.veanea.org













Implicit Bias Refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.

http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/

Industry Credentials

A Board of Education-approved credential in a career and technical education field from a recognized industry, trade or professional association; or a state-issued professional license in a career and technical field. Types of credentials include Full Industry Certification, Pathway Industry Certification, Occupational Competency Skills Assessment, State License, and Workplace Readiness Skills for the Commonwealth Certification.


ISS In School Suspension

Multi-Tiered Systems of Support

A system for providing research-based instruction in general education and targeted interventions for struggling students. MTSS provides the framework for delivering effective instruction and behavioral supports through differentiated instruction and Universal Design for Learning principles and practicesThe MTSS is divided into three distinct tiers:

● Tier 1. High-quality, evidence-based core instruction in general education with frequent student progress monitoring

● Tier 2. Supplemental targeted interventions, generally delivered in small groups to students who aren’t meeting expected curriculum benchmarks

● Tier 3. More intensive and individualized interventions for students who do not respond adequately to Tier 1 and 2 interventions.

Villa, Richard A., and Jacqueline S. Thousand. "Maximizing Resources and Designing Interventions Through a Multitiered System of Supports." Leading an Inclusive School: Access and Success for All Students, ASCD, 2017, pp. 94-104.

Non-traditional instructional staff

Teachers who have followed non-traditional pathways to a career in education. Also referred to as “career switchers.”

OnboardingNew employee onboarding is the process of integrating a new employee with a company and its culture, as well as getting a new hire the tools and information needed to become a productive member of the team.

New employee onboarding guide. www.shrm.org





http://www.shrm.org

TERM/ ACRONYM DEFINITION OR DESCRIPTION SOURCEOSS Out of School Suspension

Partners in Education

The Suffolk Public Schools Partners-In-Education program brings together businesses, corporations, churches and nonprofit organizations with our schools to enhance the education of our students. www.spsk12.net

PBISA research-based program that uses methods and approaches to discipline that reduce office referrals while increasing teaching and learning time in the classroom. PBIS is designed to impact school culture by shifting attention to positive behavior and successful learning systems.


Peachjar Digital flyer delivery system used in Suffolk Public Schools www.peachjar.com

Performance Based Assessment

Performance-based assessments measure subject-matter proficiency and the ability of students to apply the content and skills they have learned. Performance-based assessments may also assess acquisition of the “Five C’s” – critical thinking, creativity, communication, collaboration and citizenship – described in the Board of Education’s Profile of a Virginia Graduate. Performance-based assessments are designed to encourage deeper learning and are an essential component of a balanced testing program.


Proficient Evidence that the student demonstrated the skills and knowledge defined in the Standards of Learning as appropriate for the grade level or course.


Project Based Learning

An educational approach emphasizing creativity and critical thinking which uses broad, complex problems as a method for learning both content and skills. Projects are authentic and generally cross-curricular and require collaboration, either with peers or experts.


Restorative Practices

Restorative practices enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right. Restorative practices also refer to a range of methods and strategies which can be used to prevent relationship-damaging incidents from happening.

https://restorativejustice.org.uk/restorative-practice-schools

http://www.spsk12.net



http://www.peachjar.com










Safety Audits

Since 1997, state law requires all public schools to conduct school safety audits (§ 22.1 -279.8). The purpose is to assess the safety conditions of schools, identify and develop solutions for physical safety concerns, and identify and evaluate patterns ofstudent safety concerns.

https://www.dcjs.virginia.gov/

SATOne of two commonly used tests designed to assess high school students' general educational development and required for college entrance by many institutions of higher education; published and administered by the College Board.


SOLs

The minimum grade-level and subject-matter educational objectives, described as the knowledge and skills "necessary for success in school and for preparation for life,” that students are expected to meet in Virginia public schools and specified by the Standards of Quality.


SOQ Position Reconciliation

Standards of Quality provide a minimum framework of the state funded positions required, both instructional and support and is based upon numbers of students. Each year, the budget calculation tool, shows the exact number of state supported positions in detail. Reconciling the state minimum positions with the number of positions hired by SPS is a tool to ensure that the school division is in compliance with the state standards and for administration to know which positions are locally funded above the state requirement.

Standard Diploma For a standard diploma, students must earn 22 standard credits. 5 must be verified credits--credits earned by passing the course and an end of course SOL test (or approved substitute test). Virginia Department of Education

Threat Assessment The assessment of and intervention with individuals who may pose a threat to the safety of school staff and/or students

https://law.lis.virginia.gov/vacode/title22.1/chapter7/section22.1-79.4/

Volunteer Connect The division’s online volunteer management system. https://www.spsk12.net/volunteer_connect

https://www.dcjs.virginia.gov/








https://www.spsk12.net/volunteer_connect

https://www.spsk12.net/volunteer_connect

Strategic Plan 2018-2023 SUFFOLK PUBLIC SCHOOLS

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