Strategy #1: DCSD will implement an effective schooling and research-based school improvement model that has been shown to significantly improve student learning.
Strategy 1A: Steps Toward Educational Progress and Partnership (STEPP)
- The state STEPP school improvement model will be implemented during the 2010-2011 academic school year and will help guide the school district’s efforts to improve the overall teaching and learning environment. As a result of implementing STEPP, educators will be able to identify world-class district and school improvement goals that will dramatically impact student achievement and that are truly worthy of the district’s time, efforts, and allocation of limited resources.
Strategy 1B: Response to Instruction and Intervention (RTI2)
- The state RTI2 model will be implemented during FY11 and FY12 to assist educators in their efforts to identify and provide effective instructional and intervention strategies to improve individual student academic performance. The Assistant Superintendent and building Principals will ensure the model is systematically and seamlessly implemented within designated grade levels, focusing initially on grades K-3.
Strategy 1C: Universal Screener-Measured Academic Progress (MAP)
- DCSD will continue to implement the universal screening assessment—Measured Academic Progress multiple times throughout the academic school year (e.g., September, January, and May) to assess academic performance of students in grades K-10 in Language Arts, Mathematics, and Science. Based on a thorough analysis of the MAP formative assessment results, Principals and teachers will provide systematic and effective interventions for those students not yet reaching proficiency in any assessed content area. The Assistant Superintendent and building Principals will regularly monitor classroom instructional practices to ensure teachers are effectively employing researched-based instructional strategies, techniques, and methods that have been shown to have the greatest likelihood of improving student learning.
Strategy 1D: Curriculum Alignment with State Standards
- Objective 1: Administer a K-12 school district Curriculum Audit Survey to determine the degree to which written curriculums exist for each of the K-12 taught curriculum content/subject-matter areas and each grade level.
- Create a district-wide Curriculum Alignment team to review the current curriculum development process and collectively and collaboratively determine the curriculum development model, approach, and format that should be implemented to assist teachers in creating and developing quality lesson plans that are aligned with the state standards; content and performance standards and grade level expectations.
- The curriculum audit survey findings and Curriculum Alignment team recommendations will help determine how the curriculum development process will continue into ensuing school years.
- The school district will initially focus on developing a written curriculum and selecting curricula in those Alaska Standard Based Assessment (SBA) tested areas (e.g. Reading, Writing, Mathematics, and Science) for those grades tested.
- All curricula will be identified and adopted based on School Board policies and state and federal guidelines and regulations.
- When appropriate, state curriculum Grade Level Expectations (GLE’s) will guide all classroom instruction and are non-negotiable—teachers must ensure they teach them. Teachers will develop lesson plans using district approved lesson plan templates. Teachers may address other content/subject-matter not expressly identified in the state curriculum standards during the school year if they have the time, and can ensure all the required state standards in those content-subject matter areas and grade levels they are assigned to teach are sufficiently addressed.
- Objective 2: Improve student success in reading.
- Teachers in grades K-6 will continue to fully implement the Reading Streets program and use its supplemental instructional and assessment curricula during FY11 and FY12.
- The school district will focus on continuing to strengthen reading skills for students in grades K-3; seeking the goal of all currently enrolled Kindergarten students achieving proficiency in reading by the time they complete 3rd grade as measured by SBA, MAP, Lexia, and Reading Streets assessments.
- K-12 Principals and teachers will continue to collectively and collaboratively meet at regularly scheduled intervals to identify and implement effective instructional reading strategies, techniques, and methods. Professional development opportunities to enhance individual teaching repertoires will be aggressively pursued and supported.
- All high school students who have not attained proficiency in reading on the HSGQE or SBA will be scheduled into a reading class.
- Objective 3: Improve student success in writing.
- The school district will continue to implement 6+1 Trait Writing assessments, Guthridge reading model, and approved curriculum writing programs in those content/subject-matter areas and at within those grade levels deemed appropriate by building Principals and district leaders.
- District leaders, Principals, and teachers will identify and implement an effective across-the-curriculum writing program beginning in FY11 and fully implemented by the end of FY12.
- The school district will focus on continuing to strengthen writing skills for students in grades K-3; seeking the goal of all currently enrolled Kindergarten students achieving proficiency in writing by the time they complete 3rd grade as measured by SBA, MAP and other writing program assessments.
- K-12 Principals and teachers will continue to collectively and collaboratively meet at regularly scheduled intervals to identify and implement effective instructional writing strategies, techniques, and methods. Professional development opportunities to enhance individual teaching repertoires will be aggressively pursued and supported.
- All students who have not attained proficiency in writing on the HSGQE or SBA will be scheduled into a writing class.
- Objective 4: Improve student success in mathematics.
- The school district will implement envision Mathematics in grades K-5th and continue to implement Math in A Cultural Content (MCC) in middle school.
- Principals and teachers will continually monitor mathematics skill acquisition in each of the state curriculum standards domains (i.e., numeration, measurement, estimation and computation, functions and relationships, geometry, and statistics & probability); focusing on strengthening group instruction and individual interventions based on assessment analysis.
- Principals and teachers will participate in educational webinars, and quick sessions on-line at renlearn.com.
- Teachers will become proficient in using of mathematics manipulatives and other technology based instructional assessment strategies, techniques, and methods.
- Teachers will utilize Timez Attack with students having difficulty with multiplication—this should take place daily with those student that need additional help.
- Objective 5: Maximum Achievement Program (M.A.P.) Alternative School
- Improve the curriculum using curriculum audit survey findings and Curriculum Alignment team recommendations.
- Continue to monitor and track students using SBA, MAP, and other program assessments appropriate for students enrolled in the alternative school.
- Improve student success in reading and writing:
- All students who have not passed the writing portion of the HSGQE or SBA will be scheduled into a class utilizing the George Guthridge writing method.
- Student electronic portfolios will contain a complete history of student assignments and progress toward graduation.
- Review special education student needs for service
- Review curricula for reading and literature
- Improve student success in mathematics:
- Monitor math skills particularly numeration, estimation and computation, functions and relationships, measurement, and stats/probability
- Staff will participate in webinars, quick sessions on-line at renlearn.com.
- Increase the use of math manipulatives
- Utilize Timez Attack with students having difficulty with multiplication—this should take place daily with those students that need the services
Strategy 1E: Positive Behavior Intervention Support (PBiS)
- Elementary and Middle/High School will tract student behavior/conduct using such tools as Power School and/or SWISS to gather data, generate reports, analyze the data, and make adjustments to promote positive behavior.
- PBS site teams will meet to plan and implement activities at the school site levels based on the data provided from PS and/or Swiss.
- Principals will continue to provide professional development activities for PBIS/RTP and ensure implementation of the program
- Principals and teachers will work with state and local agencies to promote PBIS/RTP. Staff will continue to implement the program, monitor, evaluate, and improve the programs when and wherever necessary.
Strategy 1F: Counseling
- The counselor will arrange for computer camp as part of the one-to-one program.
- Educational counseling will be guided by recognized guidance and counseling standards.
- Career counseling will be coordinated with outside agencies to maximize opportunities for students.
- A career-counseling center will be developed and coordinated with the school counselor and other staff during FY11 and FY12.
Strategy 1G: Secondary School Restructuring
- Models for secondary school improvement will be reviewed for making changes in the current structure of DMS/DHS during FY12.
- A focus for relevancy, rigor, and relationships must be evident.
- Strong core academics are important.
- Initiatives that result in increased graduation rates and reduced drop out rates are important.
- Research based, data driven, best practices for high performing schools are a priority.
- Initiatives that build on existing talents, expertise, and programs that are performing at a high level are important need to be considered.
Strategy #2: DCSD will develop a teacher recruitment and retention plan.
- Objective 1: Teacher Recruitment
- Create a DVD of Dillingham school-community area; consider the DEED office of ATP who has already developed one for Alaska and it may meet the district’s needs.
- Assign a contact person for each new hire to ease the transition in moving to Dillingham
- Use interactive technology for interviews such as Skype.
- Involve Principals in the hiring process.
- Add to the application packet a list of culturally appropriate books (e.g., Father Michael Oleska, etc.-HR).
- Update district website to include employment data of interest to potential employees; Technology and HR.
- Objective 2: Teacher Retention
- Partner with UAF whenever possible to attract and retain teachers for educational opportunities.
- Peter Pan Housing
- Negotiate gas/heating fuel for lower cost.
- Spring Barge order “piggy back” on district food service order.
- Keep track of states w/licensing, reciprocity and guidelines—HR
- Competitive salary and benefits within our region and state i.e. recently settled Collective Bargaining Agreement (CBA).
Strategy #3: DCSD will renovate, maintain and repair its K-12 facilities.
- Objective 1: Internally assess facility needs.
- DCSD Maintenance and Operations (M&O) staff will coordinate annual audits of the facilities with SERRC, AML/JIA, DEED Facility monitors, City of Dillingham, and other outside resources to identify and prepare reports on findings.
- Such findings will be reported to the Facility Committee for recommended action.
- Objective 2: Annual resources for facility improvements will be incorporated into the budget process.
- District resources in the M&O budget, capital improvement program (CIP), and City of Dillingham will be identified to address needs.
- Major facility needs will need to be coordinated with the bonding capacity of the CofD and state CIP process.
- Objective 3: Form a committee to analyze funding, facilities and staff.
- The facilities committee has been established. It has representation from DCSD and the CofD.
- School building/facility/Modification Policy has been developed to determine facility modification.
- The Six (6) Year Capital Improvement Plan has been completed and submitted to the CofD by the committee.
