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Mission Statement
Fremont Public Schools
Vision and Goal Statement for 2009-2010
VISION
Schools will remain competitive, viable and of high quality in the future only if they continue to develop and evolve as may be necessary to meet new demands and challenges of an uncertain future. To develop in our children the ability to successfully compete in a global society, we envision the need to provide direction to our schools through goals and initiatives that are well thought through and stable in that they are not subject to position of special interests or initiatives, designs, or demands that are not validated by superior quality research data.
DISTRICT GOAL STATEMENTS
Introductory Comments
Achievement of any goal requires acceptance and focus on concentrated efforts and commitment towards the desired outcomes together with the necessary fiscal and human resources necessary to achieve the reality. A consistent focus and emphasis has resulted in building goals and objectives that are similar. However, differences in objectives among specific buildings are the result of variations in specific needs identified within the student populations.
Development of Basic Competencies
Fremont Public Schools has established measures, processes, and means of assessment, and continues to explore and develop interventions to help assure that the educational program will produce productive citizens prepared to successfully compete in the twenty-first century global society. The District will continue development of the following skills and knowledge based on and suggested by data derived through assessment:
Development of Proficiency in Ability to Write
Fremont Public School teachers shall continue to focus their efforts on assuring that students develop and demonstrate the ability to use the writing process in conjunction with the established six-trait plan. At the elementary level, a writing coach has been hired to train the elementary staff in the district adopted writing programs.
Focus on continued and frequent activities across the curriculum is not optional. Course development, as well as 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. Administrators shall consider this element as an essential part of, and critical to the evaluation and supervision of faculty.
It shall be the goal of the Fremont Public Schools’ instructional program that the following performance indicators serve as expectations for the instructional program:
- 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), shall demonstrate grade-appropriate writing skills.
- 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, where appropriate to design for review strategies and interventions to realize this goal.
- The district-wide assessment plan shall be aligned with this goal as a means of providing data by which:
- Individual student performance can be determined.
- Instructional strategies and decisions are made.
- Program effectiveness may be reviewed and evaluated.
- Instructional effectiveness may be reviewed and evaluated.
- Performance can be compared with statewide data.
Development of Proficiency in Ability to Read
This goal was initially adopted as a point of focus for the 2001-2002 school year and has continued to serve as a premise 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.
Fremont Public Schools shall continue to focus efforts on assuring that students develop and demonstrate the ability to use reading skills to comprehend various types of reading materials including academic, reference, technical manuals, writing, and literature. Course development, as well as review and revision, shall consider all these areas. Course content and adoption shall provide a balance among these types of materials.
It shall be a goal of the Fremont Public Schools to provide a balance literacy approach to instructional program in Reading. The following performance indicators serve as expectations for the instruction program:
- 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 norm-referenced assessments, criterion referenced assessments, and/or informal reading inventories.
- As a measure of instructional outcomes, students shall perform at or above grade level.
- The district-wide assessment plan shall maintain its alignment with this goal as a means of providing the data by which:
- State mandates regarding specific assessment instruments, processes, and procedures are met.
- Individual student performance can be determined.
- Group performance can be determined.
- Instructional strategies and decisions can be made.
- Program and instructional effectiveness may be reviewed and evaluated.
- Performance can be compared with national norms.
- The grade level aggregate reading scores on all standardized tests, such as the ITBS (Iowa Test of Basic Skills) shall continue to exceed grade level. When state and national norm data are used for comparisons, such as ITBS, SAT, ACT, and PLAN tests, etc., the aggregate group scores shall continue to exceed state and national norms or averages.
Development of Proficiency in Mathematics
This goal, initially adopted by the Board of Education in 2001-2002, is continued and student growth and performance shall be reported to the Board of Education and public on an annual basis. Basic proficiency, achieved with the class of 2005, continues as a performance expectation for graduation. Performance expectations shall include the ability to compute, estimate, measure accurately, understand and use mathematical concepts, and use of reasoning to solve problems.
Participation of All Students in General Educational Programs and Curriculum
The availability of significant federal funding sources for 2009-2010 and 2010-2011 under Title I ESEA and IDEA allow for considerable expansion of efforts requiring one-time and single-purpose expenditures. Many initiatives have been underway in a more limited fashion. With the advent of the two-year funding sources, the following programs, expansions, staff development and initiatives are emphasized:
- Title I – Title I programming alternatives will be expanded during 2009-2010 to include an additional elementary school, thereby bringing the total number of school-wide programs within the district to five.
- Dr. Richard Villa – Access to the General Education for All – Dr. Richard Villa has worked with thousands of teachers and administrators throughout the world to develop and implement organizational and instructional support systems for educating all students within general education settings. He has assisted numerous school districts with successfully implementing inclusive education.
- Structured Teaching: Strategies for Supporting Students with Autism
TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) is an intervention philosophy and instructional approach based on an understanding of the unique features and characteristics associated with autism. It is a system for organizing the teaching/learning environment, developing appropriate activities, and helping children with autism understand what is expected of them. The strategies incorporated into this three-day training are also very appropriate for all students.
- IEP/IFSP Writing
The Individualized Education Program (IEP) and the Individualized Family Service Plan (IFSP) are the cornerstones for educating children with disabilities. With the recent changes in Rule 51, training is necessary to bring FPS into compliance with consistency.
- Paraprofessional Orientation/Training
Special education paraprofessionals play a significant role in the delivery of educational services. This proposal would allow for the development and implementation of a specific, structured, consistent orientation process including such things as roles and responsibilities, ethical standards, emergency procedures, behavior management, communication expectations, instructional techniques, and health/safety issues.
- Independent Living/Basic Life Skills Programs
Life skills include a wide range of knowledge and skill interactions which are essential for independent living. Students require education and support to learn these behaviors and skills. With the current national curriculum standards-based focus, it is necessary for us to assist our teachers with designing a program that has both high expectations yet practical life application.
- Transition Planning
The transition from high school to young adulthood is a critical stage for all teenagers. For students with disabilities, this stage requires extra planning and goal setting including post-secondary education, the development of career and vocational skills, and as well as the ability to live independently. Transition planning is part of the IEP and is based on a high school student’s individual needs, strengths, skills, and interests. Rule 51 requires additional emphasis on effective transition planning and collaboration with outside agencies.
- Independent Living/Basic Life Skills Curriculum
A functional age-appropriate academic curriculum and materials are needed for students who have moderate to severe disabilities. The resulting curriculum will provide a framework for teachers to use as they prepare students with disabilities to lead successful and personally fulfilling lives now and in the future. This functional curriculum will assist in the effort to prepare students to function as independently as possible in an integrated society.
- Pathfinder Program Student/Teacher Materials
While students attend the Pathfinder Program, the goal is for them to transition back to the regular classroom. The curriculum needs to be consistent with regular education so that they can re-enter their home school without the stress of missed instruction.
- AIMSweb
AIMSweb is a progress monitoring system based on direct, frequent and continuous assessment. AIMSweb curriculum-based measurements take one to four minutes per student and then are scored for fluency and accuracy to determine proficiency. Reports identify students at risk, help focus areas of individualized instruction, and evaluate student progress. Areas of focus can include reading, language arts, and/or math. Progress monitoring will benefit Special Education students for progress toward goals. It will help identify students who are at risk so that interventions can be provided to potentially reduce the number of students identified for special education.
- Reading Intervention Programs
Students who are lagging two or more years behind grade level can rarely make more than one year’s progress, thus never closing the gap. Programs will be researched as to their ability to provide accelerated growth for struggling students.
- Special Education Administrative Interventionist
Academic failure, poor attendance, behavior/suspensions/expulsions are just a few of the factors that contribute to the high school drop-out rate. The potential job description includes:
- Gather and evaluate district data to define the areas contributing to drop-out and academic failure.
- Collaborate with high school staff to develop effective interventions to proactively address issues that are causing our students not to succeed.
- Monitor student progress and interventions of those students who are having office referrals with the potential of being suspended or expelled.
- Serve as consultant for writing/implementing IEPs, measuring student progress, behavior plans, transition coordination, and facilitating inclusive education practices.
The position will require Special Education and Administrative Degrees.
- WYYN
WYNN is an integrated reading, writing, and studying program that can scan a paper document, and read back the text to the user. It is an example of software that features tools to help study and organize the information.
- Basic Skills Living Program Instructional Space
Inasmuch as students learn valuable information in a classroom setting, the ability to simulate necessary life skills in a house or apartment environment is significantly limited. The goal is to provide a learning environment that closely represents the type of living arrangements that students will transition into as they move into adulthood. The purchase of a modular building located on the high school campus would enable the district to provide simulated learning opportunities that more closely represent real life application. The modular unit would be equipped with kitchen and laundry facilities as well as areas designed for classroom instruction.
- Bus Purchases
Educating students with physical, developmental, and intellectual disabilities often requires the use of specialized equipment. One component of this specialized equipment is found in the transportation department. Having buses that are equipped with the proper equipment to transport students with physical and developmental needs is an identified need of the district.
It has been and shall continue to be the Board’s intent that every student at each grade level be included in the general educational program to the maximum extent appropriate and reasonably achieved based on the individual needs and abilities of the student. This suggests that reasonable interventions should be designed and implemented to the degree resources allow to help meet this target, and this focus is now enhanced through additional financial resources available for two years. General programs include all core and non-core courses, as well as co-curricular activities.
The Student Assistance Team (SAT), Individualized Education Program (IEP) Team, Multidisciplinary Team (MDT), and the American With Disabilities Act 504 Team procedures will be utilized to identify and provide appropriate accommodations and modifications.
All teachers and staff members, including general education teachers, will be responsible for implementation of identified accommodations, modifications, and interventions as specified in the student’s education plan. The need for this to be standard belief and procedure is not optional. Staff development activities will be provided as necessary and appropriate to achieve this condition.
Alternative instructional services as identified by the SAT/IEP/MDT/504 Team will be provided as appropriate and necessary to students who cannot benefit from inclusive educational programs and services even with the provision of accommodations, modifications, interventions, and/or other supplemental supports.
Development of Proficiency in Social Skills and Intent is K-12 in Scope
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 as the child continues to grow and develop. In today’s fast-paced and technologically small world challenges faced by children have also increased. Family issues, substance abuse, economic pressures, and the lure of gangs and delinquency threaten our children physically, emotionally, spiritually and threaten the fabric of acceptable social behavior and interaction between and among youth.
The goal of social skills training is to assist children and youth in establishing responses to complex social situations and actively demonstrate the means of functioning in ever-changing social environments. As the frequency of drop-outs and students acting out inappropriately in school social situations has gained greater attention, experience has shown that in order for social skill development instruction to be most effective, skills must be taught, practiced, and reinforced just as is the case for academic skills. This suggests the inclusion of modeling, role-playing, performance feedback, demonstration, and generalization.
Therefore, the schools must look for effective, efficient, and timely solutions and alternatives to redirecting students in appropriate social behavior and responses. This can be accommodated during 2009-2010 in part through the use of ARRA funding to explore opportunities and to further expand those systems and options that have proven to be effective and/or that show promise.
Social skills development, responsibility, and training should address:
- Improving school attendance and punctuality.
- Attending to and following school and class rules.
- Improving relationships and transactions with others.
- Improving academic performance.
- Building effective and appropriate skills for peer interaction.
- Increasing participation in school and class activities.
- Increasing satisfaction with the school experience.
- Decreasing out-of-school suspensions as well as decreasing the probability of dropping out of school.
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.
Bell Field and Clarmar Elementary Schools implemented PBIS during the 2008-2009 school year. During the summer of 2009, additional elementary building teams completed initial training. Continuation of the development of this concept and monitoring its effectiveness for the purpose of accountability is encouraged.
- Boys Town Training
The Milliken Park staff and others will be trained in the Boys Town “Well Managed Classroom.” The training will foster a common set of expectations, vocabulary, procedures, and proactive teaching models that will benefit students who have special needs as well as the general student population.
- Summer Kindergarten Jump Start
Kindergarten teachers will develop a program to assist students with learning the elements of a school culture and how things operate differently in a school setting than they do at home or in a care-provider setting. When school begins this fall, students will have experienced some of the procedures and expectations that typically have to be taught during the first few weeks of school. This experience will enable teachers to focus on more productive learning time. The establishment of routines and procedures is significant in the lives of students who have special needs as well as the general education students.
- MANDT Training
MANDT is designed for staff members who interact on a daily basis with students who may become uncooperative and physical. The MANDT System emphasizes the use of a gradually progressive system of alternatives that involved the least restrictive means of interpersonal and physical interaction.
Exploration of Options and Alternatives to Provide Extended Learning Experiences and Options for Students
This area of emphasis was introduced during 2006-2007 because it was foreseen at that time the day would arrive when additional resources would be required to provide interventions needed by some individuals and groups in order to achieve adequate progress. Availability of resources at the local, state and federal level; and the sustainability of funding for efforts are causes of increasing concern.
During the 2009-2010 school year the administration will:
- Continue to identify, review, construct and refine potential alternative interventions to address student educational needs. Beginning progress in this arena was made during 2008-2009 with the identification of literacy coaching positions. This concept will be expanded during 2009-2010 to include some involvement in the area of mathematics. The availability of additional Title I funds under ARRA will assist in this effort in allowing expansion of the Reading Recovery Program at the elementary school level. Further efforts should include a review of the following:
- During 2008-2009 planning for expansion of the continuous learning calendar and implementation of an additional site by 2010-2011, was initiated. Steps have been initiated to assure that this Goal becomes a reality in July of 2010, with 2009-2010 being a planning and development year at Washington Elementary School.
Facilities Use and Needs Planning
Approved July 20, 2009