Gladstone School District Goals
“In concert with the community, Gladstone schools celebrate learning and develop individuals who create their future”
Goal #1: Student Success
Each school is to develop two measures of student success that are determined by means other than state assessments. The goals are to be developed in cooperation with staff, site council and parents. The measurements should be substantive and measurable. The goals should be developmentally appropriate and based on the whole child. Possible areas to measure are to be meaningful to the parents and staff associated with the school. Some examples are critical thinking, social and emotional well-being, building resiliency and perseverance, asset development, student creativity, family involvement, student vision building, student connections, career exploration, etc.
Goal #2: SB290
Implement the Teacher and Administrator Supervision and Evaluation process in a clear and consistent manner assuring all stakeholders have a shared understanding of the process. In an effort to implement this process;
Administrators will meet monthly to collaboratively develop a comprehensive training plan that includes:
• Development of inter-rater reliability K-12.
• Assembling a communication bank of information and samples that can be readily accessed by all supervisors/evaluators.
• Identifying three or four instructional strategies that all teachers employ consistently.
• Participation in collaborative observation processes in each building.
• Sharing reflections on observations using the district rubric as a guide.
• Sharing tools and methodologies that will assist in meeting evaluation timelines.
• Familiarizing all supervisor/evaluators in the consistent use of the manual.
Administrators will assess and evaluate implementation of the evaluation process and determine next steps.
Goal #3: Special Education
A “standards based IEP” is an IEP that contains goals based on the academic content standards (common core). The first step in this process includes a thorough analysis of the standards and development of differentiated and scaffolded outcomes that meet the standards across the curriculum for a variety of learners. Following the analysis, training of all staff about implementation and integration into IEP goals is required. This is a complex process that will span several years.
• By June of 2014, 10% of academic IEP goals will be written to measure growth in the common core.
• By June 2015, 60% of academic IEP goals will be written to measure growth in the common core.
• By June 2016, 100% of academic IEP goals will reflect performance in the common core.
Goal #4: Common Core State Standards
The superintendent and administrators will work collaboratively to ensure a seamless transition to new required state standards in order to ensure that our students are college and career ready by the end of their high school career.
This includes an emphasis on professional development in Math and Literacy, in all content areas, as well as the development of best instructional practices and the acquisition of appropriate materials. We will maximize our use of data to improve student learning as we transition to a new format of state assessment.
In 2013-14 the focus will be in professional development related to creating formative assessments aligned to the common core standards. An assessment cadre will be formed and trained in formative assessment. The members of the cadre will train the members of each professional learning community (all teachers). At year’s end, formative assessments will be developed in each curricular area.
Community Engagement & Family Involvement
Family participation in education is twice as predictive of student academic success as family socioeconomic status. It increases grades, graduation rates, and attendance, as well as self esteem and motivation.
To leverage this asset, the Communications & Partnership Development team will initiate projects aligned with national standards for family involvement:
Support Families, with at least 100 parent participants in free parent classes at GCCF, JWE & WLK and 70 families served weekly by Backpack Buddies.
Expand Two-Way Communication, with 20% of parents completing a district survey on education needs and priorities, and increases in parent conference participation as follows:
• 90% of kindergarten parents at GCCF participating either in teacher conference or through staff outreach.
• 80% of parents at John Wetten Elementary participating.
• 80% of parents and students at Kraxberger Middle School participating.
• 60% of Gladstone High parents participating in conferences or another opportunity to overview their student’s learning and achievement by spring.
Build Community through partnerships and grant-funded initiatives in each school to increase wraparound supports for family stability and student learning success.
Increase Volunteerism to staff a clothes closet, a food pantry, and student support at the GCCF.
Support Learning at Home by providing parents with information on kindergarten readiness goals and Common Core standards.