School Board
Fremont Public Schools
School Board Links
Board Members
Goals 2012-2013
FREMONT PUBLIC SCHOOLS
DISTRICT GOAL STATEMENTS FOR 2012-2013
Introductory Comments
Achievement of goals requires acceptance, focus, and concentrated efforts centered on the desired outcomes. This suggests there will be necessary fiscal resources to achieve the reality. District Goals reflect the needs, challenges, and areas of concentration required for systemic improvement resulting from analysis of student data at the building level and at the district level.
It is recognized and accepted that some variance in instructional objectives will occur among specific buildings and in their school improvement plans. This is due to the divergence in needs and risk factors identified within the student populations in different schools and programs.
Development of Basic Core Competencies
Fremont Public Schools has established measures, processes, and means of assessment to identify instructional needs. The system uses those data to explore, suggest and develop interventions to help assure that the educational program will produce students prepared to successfully compete in today’s society. These processes include a sophisticated software support system and a comprehensive defined plan for assessment. The system’s elements provide for generation of performance data from assessment, analysis of data, identification of findings and trends, and communication of results reports to faculty.
The district-wide assessment plan is aligned with this target as a means of providing data by which:
- Individual student performance is determined.
- Instructional strategies and decisions are made.
- Interventions are designed and implemented.
- Program effectiveness is reviewed and evaluated.
- Instructional effectiveness is reviewed and evaluated.
- Performance information is compared with statewide data.
The District will continue development of interventions and applications in the following skill areas as priorities as suggested by data derived through assessment.
GOAL #1 – Development of Proficiency in Ability to Write
Fremont Schools will continue the emphasis on developing proficiency and competency in writing and in all areas of literacy.
Objective:
Literacy coaches will continue to be employed and trained to assist in achieving this task more effectively and efficiently. Effective writing is an important dimension of literacy and efforts will continue to build and improve this area of student performance.
Actions:
- Instructional techniques to improve reading ability in grades K-5 will include a formal writing program -- Units of Study in Writing.
- Continued and frequent activities emphasizing effective writing skills across the curriculum is not optional.
- Course development, review and revision must consider writing skills and be addressed in the recommendation presented to the Learning Council.
- Teachers shall review writing skills applied to their area of instruction and provide direction and correction on written assignments.
- The district is developing an online system that will serve as a framework to monitor, through a writing prompt, growth within each year and across years through fall writing prompt. This effort will include collaborative scoring events, creating student friendly rubrics, student self-assessment of products, student developed records of their personal learning, student-teacher conversations on performance, and the development of a collection of exemplars.
- Administrators shall consider this element as an essential part of the evaluation and supervision of faculty.
Measurement:
One measure of such success will result in comparison of growth against the performance results achieved and reported across the State on writing assessments. The degree and level to which student performance within the district compares with student performance across the state and in similarly situated districts will serve as one metric.
As a measure of instructional performance, students shall achieve at or above the proficiency level. Such performance shall be determined by writing samples evaluated on the basis of established criteria. Consideration shall be given to strategies and interventions to realize improved student performance.
Data reviews will determine the degree to which every student at each grade level, recognizing the possible existence of special conditions and accommodations which may be required by an active Individualized Education Plan (IEP), demonstrates grade-appropriate writing skills.
Goal #2 – Development of Proficiency in Ability to Read
Fremont Schools will continue the emphasis on developing proficiency and competency and proficiency in reading at all grade levels.
This goal, initially adopted in 2001-2002, has continued to serve as a basic foundation underlying the educational program. Student growth and performance relative to this goal shall be reported to the Board of Education and to the public on an annual basis.
Objective:
Fremont Public Schools shall continue to focus efforts on assuring that students develop and demonstrate competency and proficiency in their ability to use reading/literacy skills to comprehend various types of reading materials including academic, reference, technical manuals, writing, and literature.
Actions:
- Instructional techniques at the elementary level to improve reading ability will include Reading Recovery, Leveled Literacy, Daily Five, and Units of Study in Writing.
- Course development, as well as review and revision, shall consider reference reading, technical reading, and literature.
- Daily Five will be utilized as a framework to develop and reinforce the daily habits of independent work, reading, and writing critical for proficiency in literacy skills.
- The daily instructional schedules at the elementary school level will be established to develop consistency in and extension of the time on task in the core competency areas.
- Course content and adoption shall provide a balance among these types of materials.
- Fremont Public Schools adopts a balanced literacy approach to instructional program in the Language Arts.
The following performance indicators serve as expectations for the instruction program:
Measurement:
One measure of such success will result in comparison of growth against the performance results achieved and reported across the State on NeSA Reading Assessments. The degree and level to which student performance within the district compares to student performance across the state and in similarly situated districts will serve as one metric.
As a measure of instructional performance, students shall achieve at or above the proficiency level. Such performance shall be determined by standardized, criterion referenced, and informal assessments. Consideration shall be given, where appropriate, to strategies and interventions to realize improved student performance.
Data reviews will determine the degree to which every student at each grade level, recognizing the possible existence of special conditions and accommodations which may be required by an active Individualized Education Program (IEP) or a 504 Plan, demonstrates grade-appropriate skills.
As a measure of instructional outcomes, students shall perform at or above grade level.
- Every student at each grade level, recognizing the possible existence of special conditions and accommodations which may be required, shall demonstrate one year’s growth or greater in reading performance as indicated by standardized assessments, norm-referenced assessments, criterion referenced assessments, and/or informal reading inventories.
- The grade level aggregate reading scores on all standardized tests such as the NWEA MAP shall exceed appropriate grade level norms. When state and national norm data are used for comparisons, such as NWEA MAP, SAT, ACT, and PLAN tests, etc., the aggregate group scores shall exceed norms. Growth will be considered an important factor and will be monitored within NWEA-MAP.
- A progress monitoring instrument, EasyCBM, will be implemented to identify specific needs of K-5 students and track reading growth.
The district-wide assessment plan shall maintain its alignment with this goal and objective as a means of providing the data by which:
- State and/or federal mandates regarding specific assessment instruments, processes, procedures, and data gathering are achieved
- Individual student performance is determined
- Group performance is determined
- Instructional strategies and decisions are made
- Specific individual or group interventions are determined
- Program and instructional effectiveness are reviewed and evaluated
- Performance is compared with national norms
Goal #3 – Development of Proficiency in Mathematics
Initially adopted by the Board of Education in 2001-2002 the goal of basic demonstrated competency and proficiency in mathematics understanding and application is continued.
Objective:
Plans will continue to employ and train mathematics coaches to assist in achieving this task more effectively and efficiently. Effective mathematical skill is an important dimension of the core areas of learning and curriculum, and efforts will continue to build and improve this area of student performance. Performance expectations shall include measured proficiency in the ability to compute, estimate, measure accurately, understand and use mathematical concepts, and use of reasoning to solve problems.
Actions:
Basic demonstrated proficiency, achieved as a graduation requirement with the class of 2005, continues as a performance expectation.
Measurement:
One measure of such success will result in comparison of growth against the mathematics performance results achieved and reported across the State. The degree and level to which student performance within the district compares with student performance across the state and in similarly situated districts will serve as one metric.
As a measure of instructional performance, students shall achieve at or above the proficiency level.
Student growth and performance shall be reported to the Board of Education and public on an annual basis.
Instruments used to measure mathematical growth will include NeSA-M, NWEA MAP, and EasyCBM. The program, Skills Pointer, will be used to identify pre-requisite skills and indicate deficits in students understanding. Tutorials will be printed for additional practice of identified students.
Data reviews will determine the degree to which every student at each grade level, recognizing the possible existence of special conditions and accommodations which may be required by an active Individualized Education Program (IEP) or a 504 Plan, demonstrates grade-appropriate skills.
Goal #4 – Participation of All Students in General Educational Programs and Curriculum
The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. The spirit of this requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age.
The importance of this direction is clear from reviewing the State of the Schools Report data for 2005-2006 compared to 2010-2011 and later. The state special education rate has remained relatively stable at less than 15.5% for the years 2005 and 2011 respectively. However, data for Fremont shows an increase from 17.56%, well above state levels, to 20.05% for the same years.
In addition, FPS has not met the state average target regarding the amount of time Special Education students spend in pull-out classrooms rather than remaining in the general education classrooms for instruction. As indicated below, FPS met the target for the number of students removed greater than 60% of the day. FPS has not made progress in the two other targets: 1) number of students removed less than 21% of the day, and 2) students in separate FPS schools or outside of the district placements.
2007-08 |
2007-08 |
2008-09 |
2008-09 |
2009-10 |
2009-10 |
2010-11 |
2010-11 |
|
Students in General Education AT LEAST 79% of the Time (removed less that 21% of the day) |
58.70% |
52.15% |
58.70% |
50.87% |
58.90% |
54.36% |
58.90% |
54.03% |
Students in General Education Less Than 40% of the Time (removed greater than 60% of day) |
12.00% |
14.00% |
12.00% |
9.84% |
11.80% |
10.81% |
11.80% |
11.61% |
Students in Separate/Outside Placements |
2.80% |
4.03% |
2.80% |
4.48% |
2.60% |
5.59% |
2.60% |
5.69% |
Objective:
Implementation of initiatives started through the application of federal funding during the 2010-2011 school year will be continued and monitored to achieve improved performance of special education students as indicated by new state assessments, criterion referenced assessments, and/or informal reading inventories. Progress will be made toward creating more inclusive classroom environments.
Actions:
Every student at each grade level will be included in the general educational program to the extent appropriate and reasonably achieved based on the individual needs and abilities. Faculty and staff members, including general education teachers, will be responsible for the implementation of identified accommodations and modifications as specified in the student’s IEP (Individual Educational Program or 504 Plan under the Americans with Disabilities Act (ADA). The need for this to be standard belief and procedures is not optional.
Measurement
One measure of such success will result from comparison of growth of the special needs population against the performance results achieved and reported across the State. The degree and level to which student performance within the district compares with that across the state and in similarly situated districts will serve as one metric.
Student growth and performance shall be reported to the Board of Education and public on an annual basis.
Data reviews will determine the degree to which special needs students achieve relative to past performance.
Goal #5 – Development of Proficiency in Appropriate Social Skills and Behaviors
Socialization which establishes boundaries and expectations regarding what is and is not appropriate and acceptable behavior begins with early interactions between the parent and child. These events are major contributors to preparations for properly addressing more complex social situations which will be experienced by children. An increased concern has been identified by local as well as regional educators concerning the degree to which inappropriate early behaviors on the part of children have become apparent. It is likely that this phenomenon could be traced to the broad based risk factors that seem to accompany poverty, and the fact that the poverty population has steadily grown.
Objective
The objective of social skills training focused to assist children and youth in establishing responses to complex social situations and actively demonstrate the means of functioning in ever-changing social environments will continue.
Actions
Positive Behavior Interventions and Support (PBIS)
PBIS is an application of a behaviorally-based approach and practice designed to enhance the capacity of schools, families, and communities. It is designed to improve the interrelationships and communications between participants and the environments where teaching and learning typically take place. Focus is placed on creating and maintaining support among all levels including the school, classroom, and individual in an effort to make positive behavior more desired and effective thus making negative behavior less relevant. Efforts to maintain and expand implementation of these concepts throughout the district shall continue. Bell Field Elementary School and Clarmar Elementary School have completed all three levels of implementation including building, classroom, and individual student areas. Linden Elementary School formally completed building level implementation. The remaining buildings are at various stages of implementation between building level and classroom levels of completion.
Boys Town Training
The emphasis will continue on training to foster a common set of expectations, vocabulary, procedures, and proactive teaching models at all schools. This is an exacting task requiring time and resources to complete.
“Ready Set Learn”
Substitute teachers will again be utilized in working with kindergarten teachers for a period of five days at the beginning of the school year, depending on the needs of the students. The objective is to make a significant impact on assisting students adapt to the routines, procedures, and structures of the school setting. This will be facilitated through the use of Kindergarten Social Skills Curriculum and Instruction Maps.
Measurement
One measure of success will be determined by a comparison of office referrals and other serious disciplinary interventions that occur by grade level during the school year. Data will be disaggregated to determine the scope and tone of behavior infractions.
Goal #6 Continuous Improvement Process - Building Goal Setting - Interventions - and Periodic Evaluation
Effective district involvement in AdvancED requires a reasoned and systematic method of planning and action at the building level to assure that orderly process occurs. Therefore, a plan shall be set in place for 2012-2013 that provides for annual analysis of data at the outset of each school year, orderly use of all relevant data sources, development of smart goals to point the direction of developmental efforts at the building level, identification of actions to be taken to achieve the goals, and end-of-year analysis to determine mid-course corrections.
Objective
The function of a district-wide systematic and documented approach in buildings and programs is to establish a clear and understood method of planning and action that provide greater accountability and understanding by and for all participants.
Actions
- Initial implementation of Continuous Improvement Process in May, 2012
- Implementation of Continuous Improvement Process manager on line by April of 2013
- Professional development of users of CIP Manager by May 1, 2013
- Fall, mid-winter, and annual “wrap-up” report by building administrators indicating and demonstrating:
- Evidence used to verify school and program strengths
- Evidence that the goal or goals selected for building focus were necessary focal points as indicated by performance data
- Evidence of strategies/interventions that were implemented
- Evidence of effectiveness of interventions
- Discussion of “lessons learned” from the year’s effort
- Evidence of plan to use results for continuation or modification of goals or interventions for the coming year
- Professional development needs and plans for coming year to support the continuation or improvement of the goal focus
Measurement
Implementation of the process and actions to bring about completion of this goal will be a fundamental determinant of success of the undertaking. In addition periodic monitoring of data and documentation at the building level by central office administration will also constitute verification of completion. Monitoring student growth and development documentation will show functionality or difficulties with the system as implemented.