Education Summit Webpage

"It Takes a Village to Educate a Child"

Action Plans, By Major Perspective

Action Plan # 1 (EA-1)

 Objectives:

1. Increase student performance based on established targets and areas that need improvement. Align curriculum delivery and formal measurement systems. (#1)
2. Ensure Early K-2 Literacy. (#8)

1. Current student performance based on state level assessments in writing effectiveness, reading analysis, math concepts and science is too low.
2. Potential lack of alignment between curriculum delivery and formal measurement systems.
3. Shelburne Community School needs to do more to ensure early literacy in K-2.

1. Determine what actions will be implemented to improve the writing effectiveness, math concepts, science and reading analysis scores.
2. Decide on the cut off percentage below which is unacceptable.
3. Establish performance targets.
4. Review and analyze data against targets.
5. Establish an Action Plan to address discrepancy.
6. More training for all staff in reading.
7. Parents evenings on working on with children and reading.
8. Partner with Shelburne pre-schools, Success by Six, and other community programs. (Methodist Church)
9. Children ready to learn when they come to school.

Responsible Person(s): Walter Nardelli; School Administration

Action Plan Due Date: June 30, 1999 – Then to be done annually

Action Plan # 2 (EA-2)

1. Investigate and create a plan that is flexible enough to meet the current and future needs for learning. Increase the capacity to adequately address the whole variety of learning styles, intelligences, skills, and talents that individual children possess. (# 2)

1. We as a system (classroom, school, high school and state) do not have the capacity to adequately address the wide variety of learning styles that individual children bring to the classroom.
2. The "institution" of school…..formed for a past that no longer exists…..will not meet the future needs for learning.
3. Shelburne Community School does not provide enough academic program opportunities to provide for the varying talents and the Multiple Intelligences of our children.
4. Shelburne Community School needs to do more to ensure early literacy in K-2.
5. The current Shelburne Community School curriculum does not address all the knowledge, skills and *dispositions essential for future success. * attitudes and values
6. Shelburne parents have strong differing opinions on what constitutes a good education for their children.

1. Review current status of our capacity to adequately address learning styles and develop ways to fill the gaps.
2. Decide the pros and cons of programs.
3. Do inventory of styles and validate why a program is important.
4. Look at staff patterns.
5. Link with school goals.
6. Staff development.

Responsible Person(s): Walter Nardelli; School Administration

What: Status report of current system

Inventory of styles

Validation of why program is important

Action Plan Due Date: Status report - June 30, 1999

Inventory of styles – March 2000

Action Plan # 3 (EA-3)

1. Develop and implement a school reporting system which measures performance. (# 3)

 Problems to Address:

1. There is no common understanding of the measurements of successes* and recognition of failures* (or areas of concern) in the Shelburne Community School. *to be defined
2. There is a lack of understanding in our community of what is included in the Shelburne Community School assessment program including the state and local assessments. (What are the expectations and performance criteria?)

1. Identify what will be measured.
2. Largely student performance based.
3. Incorporate state requirements. 2001 – develop plan for assessment program. Vermont Department of Education Quality Standards. (p.6)
4. Broadly constructed performance measures - academically and more (ex. Sports, Geobee)
5. Measure as the Chittenden South Partnership for Youth report did.
6. Link individual reporting ( progress report) with school performance reporting.
7. Develop language for long term and short term measure.
8. Quality and quantity indicators.
9. Include Shelburne Community School student performance at Champlain Valley High School and beyond.
10. Performance targets.
11. How many Champlain Valley Union High School, Shelburne Community School students are going to private school and returning from private school.
12. How many students are moving in and out of Individual Education Plan.
13. Look at historical trends so we don’t over generalize.
14. Drop out rates from all grade levels each year.
15. Discipline statistics.
16. Have a designated person to carry out this Action Plan.
17. Define success for both school and children.
18. Need to link with other schools in Chittenden South Supervisory Union.
19. What indicators are used by other schools in Chittenden South Supervisory Union?
20. What indicators are important to Champlain Valley Union High School?
21. Question the need and timeliness of a K-12 district.
22. Use state and national reports as a start.

Responsible Person(s): Chris Kapsalis - Chair

Bob MacNamara

Chuck Cerasoli

Grant Bush

Winton Goodrich

What: Draft plan for school report – The key indicators are set.

Action Plan Due Date: Interim report – September 1999

Final report - March 2000

1. Have teachers and parents define and agree upon consistent expectations for students. (# 7)

1. Often teachers and parents have inconsistent, poorly defined expectations of students and have inconsistent follow through and accountability.

1. Review Partners as Parents policy.
2. Set down rules for homework , due dates and those sorts of things and back them up.
3. Ask parents and teachers what they expect. What information do we already have?
4. Community input on targets for Vermont Standards expectation.
5. Parents, teachers and Administration together to discuss important points.
6. Separate discipline area and academic expectations.
7. Set expectations and consequences that parents support.
8. Raise the bar of expectations from where we are now.
9. Define scope of expectations.
10. Expectations we understand and adhere to throughout the school.

Responsible Person(s): Walter Nardelli

What: Status report

Action Plan Due Date: Status report – September 1999

1. Continually review and revise the Shelburne Community School curriculum. (# 9)

 Problems to Address:

1. The current Shelburne Community School curriculum does not address all the knowledge, skills and dispositions (attitudes and values) essential for future success.

1. Continue curriculum coordination K-12 Chittenden South Supervisory Union.
2. Commit ourselves to adding focus to Learning Opportunities, Vital Results of Vermont Standards.
3. Communicate curriculum for year as document evolves.
4. Are we doing the right things to transition to higher education/Life long learning?
5. Align State Target Requirements and Shelburne Community School curriculum level and content.
6. Curriculum needs to be based on what we believe children should know. Has to be tied to Vermont Standards.
7. Child moving through the system - not teacher. Need to continue statewide conversation.
8. Teacher need content knowledge and skills to implement standards/curriculum. Professional development.
9. System of measurement in place - then systemically look at gaps and make appropriate plans.
10. Mechanism to "raise the bar" on expectation.
11. Curriculum needs to reflect new information knowledge.
12. Investigate what we can let go of, and let go. Specific curriculum choices are needed.
13. Mechanism to ensure that progress we’ve made is sustained and we can continue to make progress.
14. Determine who or how we will define what curriculum is.
15. Review and add solid content to Frameworks.
16. Communicate to community that more than content is being measured. State can help.
17. Remember that the ongoing feedback a student receives in the classroom is at the heart of measurement.
18. Business to help define why vital results, (communication, problem solving) are important.
19. Include parent education when looking at vital results and similar learning areas.
20. Investigate where cognitive areas are "taught".
21. How do we measure the learning from extra-curriculum events. (CSPY Survey)
22. Hire a principal to handle daily detail.

Chittenden South Supervisory Union

What:  Proposal as to who reviews curriculum

            Status report

            Annual Update

Action Plan Due Date: Proposal – May 1999

Status report – September 1999

Annual update – June

1. Implement a Technology Plan. (# 11)

1. We have not implemented the Technology Plans that have been developed.
2. Shelburne Community School faculty are not trained in the full use of technology in the classroom.

1. Identify our competencies and measurement systems.
2. Identify how technology is a learning instrument.

What:  Finish the Plan

        Cost Update

        Status report

Action Plan Due Date: Cost Update – May 1999

Status report – September 1999

1. Develop School Choice Strategy. (# 21)

1. If school choice happens, it could negatively impact Shelburne Community School.

1. Complete a SWOT (Strengths/Weaknesses/Opportunities/Threats) analysis (K-12).
2. Continue Intra School Choice.
3. Gather and review existing data, and get new data re: selection of alternative schooling option. (e.g. Home schooling)
4. Chittenden South Supervisory Union Feasibility Study re: intra district and school choice (Magnet school choice)
5. Be active in any other county school choice activities.

Responsible Person(s): Chittenden South Supervisory Union

Shelburne Community School Board

What: Status report

Action Plan Due Date: Status report – March 2001 (earlier if necessary)

1. Develop and implement a staffing strategy. (# 10)

1. There is an experienced teacher population nearing retirement age.

1. Design future education programs and how we will deliver it and where we will deliver it.
2. Look at current teacher retirement forecast. (attrition)
3. Assess the needs against what we have, what we want.
4. Design mechanisms to use retired teachers as resources.
5. Talk about contractual issues with associations. (re: new hires/plans)
6. Look at certification requirements and work with current population to fill needs.
7. Look at teachers at apprentice stage. Links with teacher prep programs.
8. Look at competition for teachers (bodies) in the future.
9. Define the role of teacher.

Responsible Person(s): School Board

What: Action Plan

Action Plan Due Date: March 2000

 Staff

1. Implement a Technology Plan. (# 11)

1. We have not implemented the Technology Plans that have been developed.
2. Shelburne Community School faculty are not trained in the full use of technology in the classroom.

1. Get staff to accept plan.
2. Get somebody responsible to direct this.
3. Delegate the training.
4. Mentor paraprofessional and staff in technology.
5. Communicate our plan and implement our plan.
6. Get board approval of technology plan. (Mary Kirkpatrick – 60 days)
7. Know what the board expects. (Mary Kirkpatrick – 60 days)
8. Put performance evaluations on teachers and administration.

Responsible Person(s): Chair – Greg Thweatt

Chair – Kari Ahern

Walter Nardelli

Diana Burritt

Technology Committee School Board

What: Status report

Action Plan Due Date: June 1999 (after plan is finished)

1. Define and communicate the roles and responsibilities of school leaders. (# 12)

1. There is a broad range of expectations of leadership that frequently results in misunderstanding about the roles and responsibilities of school leaders.

1. Find out current definitions.
2. Determine if we are meeting the definitions.
3. Identify the expectations at the state and national levels.
4. Consider other national research (e.g. Region II New York).
5. Consider future trends, population and other socio economic statistics.
6. Explore options for redesign of the current system.
7. Review current system of roles and responsibilities at the local, state and national level and strengthen gaps.
8. Design system and gain approval through proper channels.
9. Keep Pre K-12 mindset.
10. Make decision by March due to potential hiring opportunities.

Responsible Person(s): Val Gardner

Walter Nardelli

Shelburne Community School Board

Superintendent

What: Status report

Action Plan Due Date: September 1999

1. Develop, implement and communicate a teacher performance and evaluation process. (# 14)
2. Communicate selection and retention criteria for staff and instructional support staff. Define and communicate the roles and responsibilities of school leaders. (# 17)

Problems To Address:

1. We do not have a well defined (data to be provided/communicated) hiring criteria and training program for instructional support staff. scompensation
2. There is a public perception of lack of a systematic teacher performance and evaluation process that will ensure teachers acquire and embrace the teaching skills that will be needed to effectively teach in the future.

1. Identify what is in place.
2. Communicate the process.
3. Link program development to learning needs.
4. Address gaps in the abilities of individual teachers
5. Train the evaluator.

Responsible Person(s): Chittenden South Supervisory Union

Walter Nardelli

Local Standards Board

Chittenden South Education Association

What: Communication of Pilot Program

Update of Pilot Program (Contract Negotiations)

Action Plan Due Date: Communication – October 1999

Update – June 2000

 Staff

1. Provide training and appropriate compensation for instructional support staff. (# 16)
2. Communicate selection and retention criteria for staff and instructional support staff. (# 17)

1. We do not have a well defined (data to be provided/communicated) hiring criteria and training program for instructional support staff. scompensation

1. Do it.
2. Define role of instructional support staff.
3. Design the system to deliver instructional support, which includes role definition, training, compensation and assignment.
4. Communicate this plan.

Responsible Person(s): Shelburne Community School

Chittenden South Supervisory Union

Chittenden South Education Association

Education Support Staff

What: Status report

Final report

Action Plan Due Date: Status report – August 1999

Final report – June 200

1. Develop School Choice Strategy. (# 21)

1. If school choice happens, it could negatively impact Shelburne Community School.

1. Gather and review existing data, and get new data re: selection of alternative schooling option. (e.g. Home schooling) *
2. Study choice issues — Non-Public Schools.

Responsible Person(s): Shelburne Community School Board

Chittenden South Supervisory Union

What: Status report

Action Plan Due Date: Status report – March 2001 (earlier if necessary)

1. Develop and implement a Facility Plan. (# 6)

1. The Shelburne Community School facility needs improvement to address curricular and extra-curricular learning needs. (Auditorium, Science Lab, Art, Tech Ed, Living Arts, Walls, Bathrooms, lighting ……..Town, Population, Recreation Program)

1. Look at space requirement.
2. Tie space requirements to long term measurable goals.
3. School needs to work with town to assess space needs.
4. Explore financial considerations.
5. Assess the needs for community links, learning needs, and health and safety needs.
6. Develop strategies

• financial

• learning

• looking at future needs

• population and growth

• linking with zoning and planning commission

• where do we deliver education

    7. Consider a more regional approach.

    8. Look at downtown plans and anti sprawl.

Responsible Person(s): Shelburne Community School Board

What: Short-term plan

Long-term plan

Action Plan Due Date: Short-term plan – July 1999

Long-term plan - March 2000

1. Develop and implement a Financial Strategy. (# 3)

1. Shelburne currently has a high tax from its high pupil expenditures but needs to do more, both in programs and facility.
2. We, as a community, do not yet understand the long-term financial impact on the quality of education due to Act 60.
3. Mandated programs are generating increased tension for limited resources among programs.
4. There is a public perception that the Special Education budget is out of control (since it is escalating by leaps and bounds) and that the School Board and Administration could do more to control expenditures.

1. What are we going to stop doing.
2. Gather information about Special Education budget. Can anything be done to lower cost.
3. Think of different ways to fund testing and other needs. (Ex. Insurance pay for testing)
4. Do an outside analysis on Shelburne’s Special Education spending. (request of state Special Education)
5. Investigate cost sharing with Chittenden South Supervisory Union and town.
6. Continue assessing financial operations of the school.
7. Determine a method of communicating Act 60 information to the town.
8. An evaluation of how we can deliver education more efficiently – cost effectively.
9. Include town in Shelburne Community School 5-year financial plan.
10. Talk to Senator Jeffords’ office to change Special Education requirements and funding.
11. Plan K-12 budget.
12. Spending caps.
13. Investigate all external funding opportunities.

Responsible Person(s): Chair: School Board

Chair: Select Board

Shelburne Community Fund

PTO

Chittenden South Supervisory

What: Feasibility study – Private fundraising

      Status report – Budget Advisory Committee

                Quarterly progress reports

                Long-term plan

Action Plan Due Date: Feasibility study – Private fundraising – May 1999

Status report – Budget Advisory Committee – May 1999

Quarterly progress reports – September / December 1999

Long-term plan – March 2000

1. Implement a Technology Plan. (# 11)

1. We have not implemented the Technology Plans that have been developed.
2. Shelburne Community School faculty are not trained in the full use of technology in the classroom.

1. Cost of the plan.
2. Identify resources for technology.

Responsible Person(s): Chair – Greg Thweatt

Chair – Kari Ahern

Walter Nardelli

Diana Burritt

Technology Committee Chair

What: Status Report

Action Plan Due Date: May 1999

 Financial

1. Develop, implement and communicate a teacher performance and evaluation process. (# 14)
2. Communicate selection and retention criteria for staff and instructional support staff. (# 17)

 Problems To Address:

1. We do not have a well defined (data to be provided/communicated) hiring criteria and training program for instructional support staff. scompensation
2. There is a public perception of lack of a systematic teacher performance and evaluation process that will ensure teachers acquire and embrace the teaching skills that will be needed to effectively teach in the future.

1. Identify groups of needs and respond accordingly. (Link to action item #1 in this action plan)
2. Resource this plan.

Responsible Person(s): Chittenden South Supervisory Union

Walter Nardelli

Local Standards Board

Chittenden South Education Association

What: Communication of Pilot Program

        Update of Pilot Program (Contract Negotiations)

Action Plan Due Date: Communication – October 1999

                                        Update – June 2000

1. Develop School Choice Strategy. (# 21)

Problems to Address:

1. If school choice happens, it could negatively impact Shelburne Community School.

1. Complete a SWOT (Strengths/Weaknesses/Opportunities/Threats) analysis (K-12). *

Responsible Person(s): Chittenden South Supervisory Union

Shelburne Community School Board

What: Status report

Action Plan Due Date: Status Report - March 2001 (earlier if necessary)

1. Develop and implement a school reporting system which measures performance. (# 4)

Problems To Address:

1. There is no common understanding of the measurements of successes* and recognition of failures* (or areas of concern) in the Shelburne Community School. *to be defined
2. There is a lack of understanding in our community of what is included in the Shelburne Community School assessment program including the state and local assessments. (What are the expectations and performance criteria?)

1. Format that is understandable, inviting.
2. Identify the audiences in need of a report.
3. Include how much volunteerism.
4. Assess how many community partnerships.
5. Need constituency in the community involvement in deciding what gets measured.
6. What indicators are important to parents?

Bob MacNamara

Chuck Cerasoli

Grant Bush

Winton Goodrich

What: Draft plan for school report – The key indicators are set.

Action Plan Due Date: Interim report – September 1999

Final report - March 2000

1. Develop and implement a Communications/Public Relations Strategy. (# 5)
2. Develop a formal (annual) process to assess how people think and feel about Shelburne Community School. Develop and implement a school reporting system which measures performance. (# 19)

Problems To Address:

1. We do not have the right level (quality & quantity) of discourse around education, for our town, state and county.
2. There is no common understanding of the measurements of successes* and recognition of failures* (or areas of concern) in the Shelburne Community School. *to be defined
3. There is a lack of understanding by the public about the roles and responsibilities regarding what needs to be approved by the School Board.
4. Due to residual feelings, some community members feel that Shelburne Community School faculty does not welcome their input.
5. The definition of effective parent and community involvement is not clearly defined.
6. The level of trust between the school and the community is not where it needs to be.

1. Define public relation goals.
2. Generate support for Shelburne Community School budget.
3. Investigate potential for staff person for communications/public relations.
4. Identify and understand needs of constituencies in the community.
5. Talk to Burlington School Board and others about contracting with outside public relations firm.
6. Find a simple way to communicate the budget to the public.
7. Establish a community outreach program.
8. Survey community.
9. Include student/staff profiles as part of public relations and outreach programs.
10. Effectively communicate results of Summit.
11. Explore community outreach coordinate for district.
12. Recognize outstanding teachers/students.
13. Define public relations for purpose of this plan.
14. Strengthen Shelburne Community School relationship with Shelburne News.
15. Create "interactivity" between Shelburne Community School and public. (e.g. coffees)
16. Establish some type of e-mail newsletter and communication system.
17. Look at existing communications/public relations material and activities.
18. Investigate the potential of a web master.
19. Seek public feedback ASAP.
20. Link Shelburne Community School web page to the town web page.
21. Establish standards for communication.
22. Identify strategies and tools that are best for a Communication Plan.
23. Maximize the use of the phone link system.
24. Develop a slogan/tag line for Shelburne Community School.
25. Create a history of Shelburne Community School. (Where we have been, where we are going.)
26. We need a school scribe.
27. Include support staff in Community Plan.
28. Review data from existing surveys.
29. Consider using less complex measures on an annual basis.

Responsible Person(s): Barbara Snelling - Chair

Communication Committee

Mickey Hirten

Judy Christensen

Kathy Leahy-Goulette

What: Communication Plan Draft

Action Plan Due Date: May 1999

1. Have teachers and parents define and agree upon consistent expectations for students. (# 7)

Problems To Address:

1. Often teachers and parents have inconsistent, poorly defined expectations of students and have inconsistent follow through and accountability.

1. Review Partners as Parents policy. *
2. Ask parents and teachers what they expect. What information do we already have? *
3. Community input on targets for Vermont Standards expectation. *
4. Parents, teachers and Administration together to discuss important points. *
5. Set expectations and consequences that parents support. *

What: Status report

Action Plan Due Date: September 1999

1. Define the process of program development and evaluation to insure that all constituencies in the community have input. (# 13)

 Problems To Address:

1. Education program development does not always include constituency in the community participation and omits the critical measures of success needed to justify program existence and continuation.

Action Items::

1. Create a methodology to ensure that all appropriate constituency in the community needs/concerns are considered in the design, implementation and evaluation of all education programs.
2. Publish and inform the community about the methodology.
3. Use it.
4. Evaluate it frequently.

Responsible Person(s): Shelburne School Board, Walter Nardelli

What: Status report

Action Plan Due Date: September 1999

1. We do not have a well defined (data to be provided/communicated) hiring criteria and training program for instructional support staff. scompensation
2. There is a public perception of lack of a systematic teacher performance and evaluation process that will ensure teachers acquire and embrace the teaching skills that will be needed to effectively teach in the future.

1. Communicate the process. *

Responsible Person(s): Chittenden South Supervisory Union

Walter Nardelli

Local Standards Board

Chittenden South Education Association

What: Status report

Action Plan Due Date: September 1999

 Community

1. Define effective parent and community involvement. (# 18)

1. The definition of effective parent and community involvement is not clearly defined.

1. Analyze the present system.
2. Establish targets. (look at all the roles)
3. Define Involvement.
4. Increase expectations when designing target.
5. Consult external constituencies, look at different models. (Learn from others)
6. Communicate to parents.
7. Recruit the most appropriate volunteers.
8. Look at Montpelier Model.
9. Parent Councils are key.
10. Investigate staff person as liaison.

Responsible Person(s): PTO

Parent Councils

Chris Kapsalis

Megan Camp

Walter Nardelli

Lynn Mcdonald

What: Identify, evaluate, design

Action Plan Due Date: September 1999

 Community

1. Mandated programs are generating increase tension for limited resources among programs.
2. There is a public perception that the Special Education budget is out of control (since it is escalating by leaps and bounds) and that the School Board and Administration could do more to control expenditures.

1. Closely monitor legislation that may effect/impact district, particularly Act 60.
2. Analyze existing legislation and determine its fit into the system.
3. Maintain active and open lines of communication with elected officials.
4. Communicate to the public "what are" the funding sources, and the mandated programs, and from who. (State Officials)
5. Identify specific mandates we would want to have changed.
6. Set up meeting with the Select Board and the Shelburne Community School Board ASAP (include all Chittenden South Supervisory Union towns).
7. Include information from Education fund survey to develop lobbying initiative.

Responsible Person(s): Chair - Shelburne School Board

Co Chair - Select Board

Chittenden South Supervisory Union

Colleen Haag

What:

Action Plan Due Date: As Soon As Possible

1. Develop School Choice Strategy. (# 21)

1. If school choice happens, it could negatively impact Shelburne Community School.

1. Gather and review existing data, and get new data re: selection of alternative schooling option. (e.g. Home schooling)

Responsible Person(s): Chittenden South Supervisory Union

Shelburne Community School Board

What: Status report

Action Plan Due Date: Status report - March 2001 (earlier if necessary)

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Last updated:  May 05, 1999