Beverly public Schools
Beverly Public Schools
BHS Plan Overview 2019-2021
May 1, 2019
Submitted By:
Principal: Betty Taylor
School Council Members:
Executive Summary (2019-2021)
Beverly High School is pleased to report that the number of students who achieved advanced in the MCAS in ELA and science increased by over 15%. In addition, the science MCAS CPI has improved 0.8% . Also, Beverly High School the opportunities for teacher leadership and curriculum development have been expanded in the 2018-2019 school year. The school’s co-teaching teams have increased including the development of a Summit honors 10 teaching team and have had planning time scheduled for the first semester of the year. Staff members have worked on the Vision of the Graduate and the Self Reflection report. Additional Leadership from faculty include participation on the Climate committee, School Safety committee and the Instructional Innovation committee.
Departments have been working on reviewing curriculum standards and revising curriculum maps. Beverly High School has begun the NEASC accreditation process to prepare for the visiting team in the fall of 2021.
Needs Assessment
Although the number of students who achieved Advanced in the ELA and science MCAS improved by over 15%, the goal of achieving a 15% increase in the Free and Reduced Lunch and Special Education subgroups who score Proficient was not achieved nor there was a 15% decrease in the Free and Reduced Lunch and Special Education subgroups who score Failing. The staff will continue to develop strategies to improve MCAS performance. Several support programs were reviewed and developed to provide transitional support for students, however there still needs to be an articulated program to assist students to return to school from prolonged absences or school refusal.
Mission | |||
The Beverly Public Schools seeks to maximize academic achievement and personal growth to enable all students to compete within the global economy. | |||
Vision | |||
All students will:
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Core Values | |||
The Beverly Public Schools is committed to:
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District Strategic Objectives | Strategic Initiatives |
Engaged Learning: Equal Access for All Students: To ensure all students are provided equal access to an excellent education that encourages them to improve their capacity to think critically, communicate effectively, understand and manage emotions, and engage in academic risks. | Inclusive Practices Climate Social Emotional Learning Framework Communication & Collaboration Cultural Proficiency |
Rigorous and Consistent Curriculum: Curriculum/Grading Review Beverly Public Schools will create and implement well-aligned PreK - 12 pathways of consistent and rigorous curriculum and assessment throughout the district. | Integrated Units Common Assessments Standards Based Grading Professional Development |
Innovative Practices: Beverly Public Schools will implement targeted, innovative, learner-centered experiences that allow students to apply their knowledge to authentic situations, with a focus on civic engagement, social justice, and empowering global learning. | Project Based Learning/Authentic Tasks Instructional Design (MTSS & UDL) Community Service Projects Problem-Solving |
School Management Practices: Beverly Public Schools anticipates and plans for fiscal, facility and staffing needs for the long-term future. | Student Safety Long Term Budget Planning Succession Planning (Admin & Teacher) |
Outcomes |
Engaged Learning: Equal Access for All Students – Inclusive practice refers to the instructional and behavioral strategies that improve academic and social-emotional outcomes for all students, with and without disabilities, in general education settings. In the 2019-2020 school year, the percentage of students in the lowest 25% meeting the MCAS targets will increase in ELA, Math and Science by 5%. In the 2019-2020 school year, the staff will increase their skills in implementing strategies to improve Social/Emotional Learning through a 10% reduction in discipline referrals for disruption and insubordination. |
Rigorous and Consistent Curriculum: Curriculum & Grading Review - Over the next three years, the Beverly Public Schools will work with administrators and teachers to improve curriculum alignment, instructional strategies, student support and assessment methods in Literacy, Mathematics, and College and Career Readiness Skills. In the 2019-2020 school year, staff will research and outline four articulated career pathways with transition plans beyond high school. (health science, environmental sciences, business & global communication). |
Innovative Practices: Beverly Public Schools will implement targeted, innovative, learner-centered experiences that allow students to apply their knowledge to authentic situations, with a focus on civic engagement, social justice, and empowering global learning. |
School Performance Goal 1 - Action Plan 2019-2020
BPS Strategic Obj./Init.: Engaged Learning: Equal Access for ALL Students/Inclusive Practices
Goal - In the 2019-2020 school year, the percentage of students in the lowest 25% meeting the MCAS targets will increase in ELA, Math and Science by 5%.
Building Objectives: Increase opportunities for student success through improving staff understanding of the intersections between and implementation of strategies to improve access for at risk students.
Instructional Change Strategies: The staff will research and collaborate on interventions and strategies to improve student performance in MCAS and other school wide assessments.
Monitoring Progress
Process Benchmark | Person Responsible | Date | Status |
Staff will create diagnostic assessments to chart performance in specific content areas for various grade levels. | Adm and staff | Oct 2020 | |
Provide training on Universal Design Learning and Tiered Systems of Support. | Adm & staff | 4/20 | |
Staff will identify and implement two strategies to prepare students for MCAS testing. | Adm and staff | Feb. 2020 | |
Staff will examine data from sources other than MCAS to evaluate student achievement. | Adm and staff | Apr. 2020 |
Measuring Impact
Early Evidence of Change Benchmark | Person Responsible | Date | Status |
Feedback to staff use of MCAS strategies evident in observations and samples of student work. | Staff | 1/20 | |
Agendas from team time on co-teaching and student interventions. | Adm and staff | 12/19 | |
Midyear data meetings will include examination of diagnostic assessments. | Adm and staff | 2/20 |
Resources Supporting Implementation
Resources |
ECLC professional development opportunities |
Use of Link It to warehouse assessments |
School Performance Goal 2 - Action Plan 2019-2020
BPS Strategic Objective/Initiative: Engaged Learning: Equal Access for All Students
Goal - In the 2019-2020 school year, the staff will increase their skills in implementing strategies to improve Social/Emotional Learning as measured by a 10% reduction in discipline referrals for disruption and insubordination.
Building Objectives: Increase understanding and implementation of the Social/Emotional Learning frameworks in Beverly in order to meet the needs of our students. Increase opportunities for student success through improving staff understanding of strategies designed to address social competencies.
Instructional Change Strategies: Staff will develop a systematic approach to developing strategies and interventions for social emotional learning.
Monitoring Progress
Process Benchmark | Person Responsible | Date | Status |
Provide training and planning time to create effective co-teaching teams. | Adm & staff | 4/20 | |
Provide training on Universal Design for Learning and Tiered Systems of Support. | Adm & staff | 4/20 | |
Create opportunities for staff to collaborate on interventions for individual students. | Adm & staff | 4/20 | |
Research to develop a curriculum digital citizenship. | Adm & staff | 4/20 | |
Research to develop community service program for sophomore year. | Adm & staff | 4/20 |
Measuring Impact
Early Evidence of Change Benchmark | Person Responsible | Date | Status |
Decrease in discipline referrals to administrators | Adm and staff | 12/19 | |
Feedback on look fors in UDL and Multi Tiered Systems of Support. | Adm | 3/20 |
Resources Supporting Implementation
Resources |
ECLC professional development opportunities |
Professional development funding for teachers to attend UDL and Multi Tiered Systems of Support |
School Performance Goal 3 - Action Plan 2019-2020
BPS Strategic Objective/Initiative: Rigorous and Consistent Curriculum
Goal - In the 2019-2021 school year, staff will research and outline four articulated career pathways with transition plans beyond high school. (health science, environmental sciences, business & global communication).
Building Objectives: Research and outline articulated career pathways with transition plans beyond high school. (health science, environmental sciences, business & global communication)
Instructional Change Strategies: Staff will develop a comprehensive curriculum for career pathways with an articulated connection to career planning.
Monitoring Progress
Process Benchmark | Person Responsible | Date | Status |
Connect with educational and community organizations that can provide training for students. | Adm &Staff | Apr.. 2020 | |
Develop curricular offerings to supplement pathways | Adm & Staff | Apr. 2020 | |
Review current curricular offerings suitable to career pathways | Adm &Staff | Apr. 2020 |
Measuring Impact
Early Evidence of Change Benchmark | Person Responsible | Date | Status |
Identify 50% of community connections and curriculum options for pathways. | Adm & Staff | 2/20 |
Resources Supporting Implementation
Resources |
ECLC professional development opportunities |