Beverly High School SIP 2021-2024

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Beverly public Schools

Beverly Public Schools

High School Plan Overview 2021-2024

June

Submitted By:

Mark Thomas

Secondary Needs Assessment

At Beverly High School, we are proud that we have consistently communicated and innovated to keep students engaged in their high school experience. We recognize that we need to develop consistent and effective strategies to develop further student success and participation.

We recognize that our work is never done and that as a learning community we continually strive to incorporate innovative instructional practices.

Both the 2019-2020 and 2020-21 school years have brought about new challenges. As a district we recognize that the effects of the global pandemic have brought to light the need to meet students’ needs in unique ways. We discovered that some of our students thrive in the remote setting while others struggle to stay connected and make effective progress.

As a leadership team we recognize that disruption can have significant positive effects:

Our educators and students have rapidly learned new ways to adapt to digital learning platforms which can be highly customized for unique student needs.
Our teachers have been able to continue to connect with families through parent conferences and platform communication
We have set new goals related to building strong social emotional learning strategies and innovative learning opportunities to improve student stamina, attendance, engagement and student achievement. in our school community.

During the 2021-2022 and 2022-2023 school terms, the school worked on expanding staff capacity to improve student success. In particular, the areas of curriculum and instruction and equitable learning opportunities were focused on.

Common benchmark assessments were reviewed, revised and/or created for every department.
Staff members based their student learning goals on analysis of data from student assessments.
Professional learning groups were created for the English, Math, Science and Social Studies departments.
Curriculum outlines for English, Social Studies, Math and Science departments were updated.
English department submission of new texts for required courses.
Creation of sophomore teaching teams working in coordination with City Connects coordinator
Staff professional development in data analysis for culturally proficient teaching.
Creation of internship and dual enrollment classes for Career Pathways program.
Review and redesign of high school civic projects requirements
Attendance of Social Studies staff member at the Center for Holocaust andGenocides Studies at Salem State University to review the implementation of MA Genocide Education Act.
Analysis of data for equity in course selection.
Continued implementation of PROWL protocol in advisory activities.
Staff PD in culturally responsive classroom practices including unconscious bias and equity walks.

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: Respond in a variety of communication modes to both content and form. Engage in analytical discourse across content areas as applied to each other’s ideas and collaborate to create understanding. Produce solutions to a real-world challenge through investigation, experimentation, and innovation. Take risks, make mistakes, persevere, and adapt in a safe learning environment
Core Values
The Beverly Public Schools is committed to: Developing all students’ potential for excellence Provide access to a rigorous program of study for all students Creating a learning environment that fosters a sense of belonging, values human differences and promotes cultural proficiency throughout the school community

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.

The high school will continue to train and support staff in their expertise in social emotional learning and community engagement.

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.

The high school will build its capacities to improve and inform instruction through data analysis and multi-tiered instruction.

Innovative Practices - Beverly Public Schools PreK-12 student learning is supported through innovative, personalized learning strategies that address their distinct learning needs.

The high school will expand career learning opportunities and provide further opportunities and access for students in honors and Advanced Placement courses through the use of strategies such as co-teaching, project based learning and civic engagement.

School Performance Goal 1 - Action Plan 2021-2023

BPS Strategic Objective/Initiative: Engaged Learning:Reaching All Students

Building Objectives:

Beverly High School will develop school wide practices of systematic data analysis which will drive the implementation of interventions to improve attendance and instructional student engagement.

Instructional Change Strategies:

Teachers will participate in regular data analysis to determine specific interventions to improve attendance and engagement targets.

Monitoring Progress:

Process Benchmark	Person Responsible	Date	Status

Freshman and sophomore teacher data teams will examine achievement and attendance rates and identify strategies for improvement	Principal, Assistant Princiapls, Faculty	9/1/21	ongoing
Departments in PLC will regularly implement data review of student achievement in baseline LinkIt assessments and departmental common assessments	Principal, Assistant Principals, Faculty	9/25/21	ongoing
Teachers will use faculty planning time and grade level team time to review student data and set S.M.A.R.T goals.	Principal, Assistant Principals, Faculty	10/15/21	ongoing

Measuring Impact

Early Evidence of Change Benchmark	Person Responsible	Date	Status

Data on student achievement and attendance	Principal Guidance	1/15/22	ongoing
Review of common assessments	Principal Guidance	11/2/2021	ongoing

Resources Supporting Implementation

Resources

In district PD

LinkIt

School Performance Goal 2 - Action Plan 2021-2023

BPS Strategic Objective/Initiative: Innovative Practices

Building Objectives: Beverly High School will develop and implement learner-centered opportunities that allow students to apply their knowledge to authentic situations with a focus on civic engagement, social justice and experiential learning.

Instructional Change Strategies: BHS staff will develop curriculum and lesson plans that create authentic learning experiences

Monitoring Progress

Process Benchmark	Person Responsible	Date	Status

The school will further develop the Career Pathways program including communication to students and families about opportunities.	Principal, Assistant Principal Career Pathways Committee, Guidance Staff	10/1/21	ongoing
Social Studies teachers will participate in the implementation of Genocide Education DESE Grant to provide staff training in culturally responsive teaching.	Principal, Social Studies Department	Ongoing
Teachers will use faculty planning time and departmental time to increase staff expertise in UDL strategies.	Principal, Faculty	Ongoing
The school will work to create effective student support and schedules for Essex Tech After Dark and Salem High School vocational students	Principal Assistant Principal Guidance Staff	Ongoing
All departments will examine resources and curriculum themes for cultural diversity and develop further curriculum.	Principal, Assistant Principals Faculty	Ongoing

Measuring Impact

Early Evidence of Change Benchmark	Person Responsible	Date	Status

Curriculum units in Health and Wellness.	Principal Department Facilitators	Ongoing
Student participation in vocational programs

Resources Supporting Implementation

Resources

In district PD

Massachusetts Youth Partnership

Partnership with Essex Tech

Partnership with Salem High School Vocational program

Partnership with North Shore Community College

Educere

School Performance Goal 3 - Action Plan 2021-2023

BPS Strategic Objective/Initiative: Culturally Responsive Teaching

Building Objectives: Beverly High School will utilize Social Emotional Learning (SEL) strategies both through targeted school wide programming and teacher use of Universal Design for Learning strategies embedded across all content areas to support student transitions and engagement in school.

Instructional Change Strategies: Teachers will implement appropriate SEL strategies in the classroom while the school as a whole reviews school structures and protocols for effective student support.

Monitoring Progress

Process Benchmark	Person Responsible	Date	Status
Beverly High School will develop student opportunities to engage in student leadership and community engagement- Specifically- Student Leadership groups, Project 350 and World of Difference	Principal, Assistant Principal, Faculty	6/29/21
Beverly High School staff will participate in building based professional development in SEL strategies for the classroom	Principal, Assistant Principals, Social Emotional Learning Committee Faculty	Ongoing
School administration and counseling staff will review and adjust guidance and school adjustment counseling organization to provide more support for students.	Principal, Assistant Principals, Guidance staff, School Adjustment Counselor staff	9/30/21
Cross district learning walks (in person or virtually) to observe and reflect on the use of CRT and SEL practices.	Principals, Coaches, Faculty	Ongoing
The school will create student mentor program for targeted student groups	Principal, Assistant Principal, Faculty	Ongoing
School administration will monitor student attendance and develop effective outreach strategies to return students to school.	Principal, Assistant Principal, Counseling staff	Ongoing
Revise and implement Summer Success program for incoming 9th graders	Principal, Assistant Principal Faculty	6/29/21
Review and redesign of high school advisory program to include student supports such as restorative practice and academic support.	Principal, Assistant Principal Faculty

Measuring Impact

Early Evidence of Change Benchmark	Person Responsible	Date	Status
Log of counselor outreach and student contact	Principals, Assistant Principals, Counseling staff
Improvement of student attendance by 10%	Principal, Assistant Principal, Faculty
Tracking of Summer Success Students in attendance and achievement	Assistant Principal Faculty
Sixty five percent of walkthroughs throughout the school year in grades 9-13 will reflect evidence related to specific practices related to social emotional learning.	Principals, Assistant Principals, Faculty

Resources Supporting Implementation

Resources

In district professional development.

Outside district professional development

Site Council members- 2021-2023

Collette Callahan

Chrissie Eastin

Noah Guanci

James Lucas

Claire Patch

Timothy Sullivan