Strategic Plan - Bedford Area School District
Strategic Planning CommiƩee Members
Contents
Shane Bingman
Dr. Ronald Markwood
Introduc on by Superintendent
2
Glenn Burket
Brad May
Defini ons
Sam Carroll
Kirt Morris
Mission Statement
Jay Cessna
3
5
Laura Northcra
Bedford Area School District Educa onal Beliefs
6
Olivia Cessna
Mark Pennabaker
Core Values
John Diehl
Debbie Popelish
Cathy Diehl
Gwen Querry
David DiPasquale
Beth Ruffley
Heather Eberhart
Paul Ruhlman
Nikki Edwards
Nick Rummel
Judy Eller
Dr. Allen Sell
Debbie Fedorchak
Brooks Shoemaker
Michele Fisher
7
Bedford Area School District Vision
Leadership
8
Personnel
9
Stakeholders
10
Instruc on
11
Curriculum
12
Natalie Simmers
Assessment
13
Jonathan Harrold
Lisa Stahlman
Technology
14
Greg Hays
Frank Stahlman
Facili es
15
Karen Holler
Kevin Steele
Ac on Plans
Kyle Kane
Mike Trimeloni
Curriculum and Instruc on
16
Jim Kegg
Leslie Turkovich
Professional Development
17
Emily Kendall
Laura Vent
Special Educa on
18
Sherry Kendall
Dr Danny Webb
Safe Schools
22
Jessica Lankey
Tammy Welsh
Technology
24
Stephanie Leibfreid
Kevin Windows
Betsy Li lefield
27
Krista Maola
Strategic Design Commi ee Members
28
28
Summary
“Only in growth, reform, and change, paradoxically enough, is true security to be found.”
‐Anne Morrow Lindbergh‐
Introduc on by Superintendent On March 14, March 28, and April 18, forty‐eight individuals from the Bedford Area School District community came together to establish a strategic direc on and vision for the School District. The process of Apprecia ve Inquiry was u lized to maintain a focus on posi ve components of the district, thus be er facilita ng futuris c thinking. The process was framed by a requirement to remain posi ve, future‐focused, and commi ed to student results. Appreciate Inquiry also embrac‐ es comprehensive community involvement and defines the necessary ac on steps to make change happen. This booklet is the working document that will provide direc on to the Bedford Area School District for the next five years. The words and pages of this strategic plan create a picture of what our schools will look like when they are opera ng at their ideal best. What students should know, be able to do, and to be like when they graduate from high school is clearly ar culated throughout this document. The Bedford Area School District maintained it’s mission, Students Empowered for Life Long Success. In addi on, the district has adopted a brand, Bedford Area School District, Learn to Excel, as a true north focus on con nuous improvement.
Summary
The Bedford Area School District employed the process of Apprecia ve In‐ quiry, in addi on to the State’s comprehensive planning process, to gain futuris c direc on for the District’s programs. Community members, teach‐ ers, board members, and administrators made up a team of 48 individuals that reviewed the needs assessment documents, district and state level da‐ ta, parent, student, and teacher surveys, and interviewed approximately 150 community members in order to develop the strategic direc on pre‐ sented in this plan. The comple on of the Strategic Design booklet does not signify an end… but a beginning. The prac ces and processes of the Bedford Area School District will be aligned with this document to consummate its existence.
We offer a special “thank you” to those who par cipated in the strategic planning process for their hours of dedica on to making the Bedford Area School District a be er place for children and young adults. They willingly gave of their me and talents to create a preferred future for the students of our school district.
Allen M. Sell, Ed. D.
Superintendent of the Bedford Area School District
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Action Plan for Technology, continued
DefiniƟons
•
To achieve long term financial support to sustain cutting edge technology, BASD would need commitment from school Board, District administration and Community, with finances to keep us up to date with repair costs, insurance and other variables while lobbying for our goal of 1:1 within our school District. By ensuring our finances BASD will continue to excel and move forward in the 21st century. Action steps include:
Beliefs:
What we believe, what we think is important, what we honor and therefore, how we do things.
Core Values:
Those values that are widely understood, publicly endorsed, and consistently acted upon by the School District and each of its members.
◊
The Bedford ASD will host a yearly open house to showcase the technology and how it impacts our students
Educators:
From a child’s perspec ve, and educator is any adult that works in a school system.
◊
The School Board will con nue to allocate appropriate funding to support effec ve teaching and learning
Mission Statement:
A brief, clear, crisp, inspira onal, and “easily memorized” statement of the purpose of our School District.
◊
The Bedford ASD will ac vely pursue available grants to offset financial burdens
Servant Leaders:
Servant‐Leadership is a prac cal philosophy which supports people who choose to serve first, and then to lead as a way of expanding service to individuals and ins tu ons.
Stakeholders:
Includes students, parents, the community, Board of Educa on, Superintendent, administra ve team, staff, and teachers.
Strategic Design:
Iden fying alterna ve futures, selec ng the “future of choice” and crea ng that future.
Student Exit Outcomes: What we want our graduates to be able to do, to be like, and to know that will directly affect their future success. Vision:
26
What our schools and School District will look like, feel like, and be like when we are opera ng at our ideal best.
3
“A small group of thoughtful people could change the world. Indeed, it’s the only thing that ever has.” -Margaret Mead-
AcƟon Plan for Technology, conƟnued •
BASD is committed to providing all of our student’s authentic, engaging customized learning experiences thru the integration of the most cur‐ rent 21st century technology. Our goal is to provide 1:1 availability and break down the walls of tradition. This process will allow us to ensure that all students, on all learning levels, from all standard of means, will have the foremost in technological education at their fingertips. Stu‐ dents will be empowered and engaged in learning, be taught responsi‐ bility, have creative learning experiences, and through this door being opened students will be able to break through cultural divides. Action steps include:
◊
The District will focus all technology ini a ves so students Excel
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All technology ac on steps directly affect student learning
The Process This process enabled the Bedford Area School District and community to establish a future-focused strategic direction and vision for: Student results-based learning. Comprehensive community involvement. Taking action to make change happen. The Format The format and content of this booklet represent the collective wisdom of the Strategic Direction Team. There is a logical progression from educational beliefs, to core values, to organizational mission, to exit outcomes in each strategic planning component, and to the future-focused vision for our School District. The Product The work of the Strategic Direction Team is: Student centered.
Based upon the best research regarding learning and teaching.
Future-focused.
•
The Bedford Area School District will make every effort to implement a con nuous Professional Development program that includes and sup‐ ports Project Based Learning, Textbook crea on using Apple’s iAuthor and online course crea on. Ac on steps include:
◊
The Bedford Area School District will provide the staff with the appropri‐ ate technology training that includes but is not limited to Project Based Learning, Textbook Crea on and online course crea on
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The Bedford ASD will create policy(s) if necessary to support teacher accountability to ensure the Staff is doing their part
◊
The staff will create an engaging online curriculum for K‐12 using availa‐ ble tools
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Staff will implement, use, and teach the technology
The Commitment Endorsement by the Strategic Direction Team and adoption of this strategic direction by the Bedford Area School District Board of Education establishes a commitment to: Prepare students for future challenges and opportunities. Make educational decisions based upon desired student exit outcomes that are designed to prepare students for life-role success. Transform our schools into organizations that are student centered, research and data driven, and future-focused. Involve all stakeholders in fulfilling the mission of the School District. Reference all decisions to our educational beliefs, core values, mission and vision for the School District.
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25
AcƟon Plan for Technology
Bedford Area School District Mission
•
The Bedford Area School District will make every effort to implement a 1 to 1 program using an iPad (compu ng device) that includes pre‐loaded textbooks and apps where the web based applica ons are universally compa ble to store and create documents. Thus seamlessly integra ng the technology into our project based curriculum. Ac on steps include:
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Research textbook companies with the intent to migrate all textbooks to electronic format
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Update applica on and opera ng system so ware.
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iTunes accounts will be created and managed at the District and student levels.
•
The Bedford Area School District will make every effort to provide stu‐ dents with iPads (compu ng devices). Priority will be given to grades 9‐ 12 and K‐2 with emphasis on accelera on and remedia on. Technology will con nue to be updated that will allow staff to facilitate an engaging project based curriculum. Students will be able to access data any me anywhere. A state of the art video system will be installed in the gym to record and stream events locally and worldwide. Ac on steps include:
◊
The District will implement a 1 to 1 program using iPads (compu ng de‐ vices) with priority given to 9‐12 and K‐2
◊
Expand the BASD/BMS server giving more storage to students along with 24/7 access.
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Update the infrastructure necessary to support the 1 to 1 program
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Install a state of the art video system in the BHS gym to stream events locally and worldwide
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Con nue to update hardware on a 5 year cycle
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Purchase/upgrade sync trays to connect to Mac server for iPad (compu ng device) updates and so ware addi ons 24
SELL Success Students Empowered for Life Long Success 5
The Educa onal Beliefs of the
AcƟon Plan for Safe Schools, ConƟnued
Bedford Area School District….
About Educators and Teaching, we believe that:
Educators must be passionate about their subjects and compassionate toward students.
Educators embrace all aspects of professionalism and the “Educators Code of Ethics.”
Future‐focused educators provide opportuni es for all students to become self‐directed learners.
•
The Bedford Area School District is committed to provide a safe physical layout of each facility that provides a high level of supervision with con‐ sistent rules, regulations and consequences. Provide district‐wide anti bullying culture and a district wellness program that considers individual student and teach. Action steps include:
About Students and Learning, we believe that:
All students possess the ability to learn.
◊
All facili es have a single point of entry.
All students possess a natural desire to learn.
◊
Video surveillance.
Students learn best when the learning is relevant and interes ng.
◊
Students learn in different ways and at different rates.
District‐wide Crisis Plan. With professional development of staff rela ve to it’s implementa on.
◊
A holis c bullying educa on program that involves the school, home and com‐ munity.
◊
Wellness program focusing on the whole child.
◊
A more comprehensive safety commi ee.
About Learning CommuniƟes, we believe that:
A learning community extends beyond the walls of school buildings.
Educa on is a learning community responsibility.
A learning community nurtures learning as an ongoing journey for everyone.
The community that values educa on prospers. 6
23
“Important principles may and must be inflexible.”
AcƟon Plan for Safe Schools •
The Bedford Area School District customizes educa on by differen ‐ a ng instruc on to meet individual student interests and needs; this is achieved by interven on/support programs while ins tu ng fair and equitable treatment of all students. Ac on steps include:
◊
The creation of a K ‐12 Character Education program
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Formation of Community Outreach programs
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Creation of a comprehensive guidance program
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The deliberate recognition of all students’ individual accomplishments
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The creation of a K ‐12 Social Development program
•
The Bedford Area School District is commi ed to the social develop‐ ment of all students by crea ng a culture where all students feel safe and valued. There is a deliberate and consistent approach toward char‐ acter development that ins lls empathy, ci zenship, servant leadership and ethical development. Student’s are given con nuous guidance and support and are appreciated for their individual characteris cs and ac‐ complishments. Ac on steps include:
‐Abraham Lincoln‐
Core Values
Successful People consistently demonstrate character and act on the following values: Trustworthiness ‐ They keep promises, fulfill commitments, and abide by the spirit as well as the le er of an agreement. Loyalty ‐ They support friends and their profession in good mes and bad mes on the basis of posi ve values. Fairness ‐ They treat other people fairly, with respect, tolerance, ac‐ ceptance, and equity. Compassion ‐ They show compassion for the well being of others and their environment through acts of caring, generosity, kindness, and service. Ci zenship ‐ They contribute to the well being of their communi es (both locally and globally) as responsible ci zens ac ng in posi ve and crea ve ways.
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Development of academic and non‐academic intervention program
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All students have their own individualized academic and social educa‐ tion plan
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Continuous professional development on recognizing individual stu‐ dent needs
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Adult/Peer mentoring programs
Integrity ‐ They understand, consider, and accept the impact and conse‐ quences of personal ac ons and decisions.
◊
Professional Development on Data Driven Decision Making
◊
Highly efficient communication process that tracks students as they progress from K ‐12
(A modifica on of the “Universal Values” first iden fied by the University of Michigan School of Law).
Work Ethic ‐ They strive for excellence, taking pride in their work, always giving their best efforts, persevering in spite of adversi es, reflec ng on the results of their efforts and applying what they’ve learned to new endeavors.
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7
Bedford Area School District Leadership Vision:
AcƟon Plan for Special EducaƟon, conƟnued
•
All leaders will consistently strive to make decisions in alignment with the core values, beliefs, and mission of the School District.
•
•
Leadership occurs at all levels throughout the system...we think of students as leaders, teachers as leaders, staff members as lead‐ ers...leadership is more about influence than it is about posi on.
•
Our leaders embrace the use of shared inquiry and collabora on in making decisions.
Educators will use all available resources to provide highly qualified staff with innova ve and diverse programs to meet students’ needs. Con nuous professional development will support the knowledge and skills necessary to provide effec ve instruc on. Early interven on, in‐ clusion, co‐teaching, mentoring programs, differen ated instruc on, voca onal experiences, and transi on opportuni es will support the learning environment. Ac on steps include:
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Co‐teaching at all levels with professional development
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Pull out programs at every level
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Explore training and benefits of mentor programs
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Find more transi on opportuni es
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Professional development in reading and math across curriculum
Our leaders assure the physical, emo onal, and psychological safety and security of all learners.
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A end professional conferences
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Commi ees focusing on innova ve and diverse programs
•
Leaders of the Bedford Area School District are future‐driven and vision‐ oriented.
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Schedule staff to maximize poten al
•
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Be er staff mentoring program for new teachers
Our leaders are effec ve and passionate ambassadors for students, the Bedford Area Schools, the community, and for public educa on.
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Collabora on between local business and school
•
Our leaders encourage open and honest communica on among all stakeholders.
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Strengthened Early Interven on/ RtII program K‐5
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Training on co‐teaching, differen ated instruc on
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Liaison between district and community to provide transi on opportuni‐ es
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More voca onal opportuni es for students who are younger than the eligible grades for Career Center
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Provide effec ve, inclusive educa onal experiences for Life Skill Stu‐ dents
•
Our leaders model the core values and beliefs adopted in our strategic plan.
•
Leaders ensure the effec ve use of technology to facilitate the learning process, to create an efficient student informa on system, and to manage the school system.
•
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AcƟon Plan for Special EducaƟon, conƟnued
Bedford Area School District Personnel Vision:
•
•
Personnel selec ons are based upon qualifica ons, character, and integrity.
•
Personnel will promote a collabora ve culture of passionate life long learning.
•
All personnel embrace and enthusias cally support the core values and beliefs and the mission of the Bedford Area School District.
•
All personnel embrace the 3 C’s + 1 (Content, Connec on, Character, and Caring).
•
Everyone believes in children and in their ability to learn, succeed, and to become produc ve members of society.
•
Staff members con nually research the best prac ces of their profes‐ sion and u lize this knowledge to guide their daily ac vi es.
◊
The Bedford Area School District will take a collabora ve approach to meet students’ needs. We will consistently communicate through a mul tude of methods with students, parents, staff, and community. Ac on steps include: More effec ve communica on between regular educa on teachers, special educa on teachers, and parents is impera ve
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More communica on between buildings and grade‐levels
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Common planning me for teachers
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More scheduled parent‐teacher conferences
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District‐wide lesson plans on website
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Keep MMS updated
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Weekly student progress to both student and parent
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In‐service day for cross building team/planning mee ngs
•
All personnel are commi ed to con nuous self‐improvement.
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More detailed IEP progress reports
•
Personnel are mo vated leaders in their communi es.
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What skills were addressed
•
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Graphs are not enough
People throughout the system are commi ed to using technology to enhance student learning.
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Parent trainings
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Timely communica on of everything including discipline and grades
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Inter‐agency communica on
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Parent concerns on IEP should have a survey/checklist to get enough details
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Administra on communicates urgency of communica on
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Updated web pages
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Bedford Area School District Stakeholder Vision:
Action Plan for Special Education, continued
•
Stakeholders view the School District as a cri cal part of the community.
•
•
Everyone realizes that educa on is not an expense, but an investment in the future.
•
All stakeholders are empowered to be engaged in the educa on process.
The Bedford Area School District will meet the individual needs of our
special educa on students by developing Individualized Educa on Plans grounded in research‐based strategies and guided by con nuous pro‐ gress monitoring. We believe that customized instruc onal prac ces will enable students to achieve their goals. Ac on steps include: ◊
District‐wide detailed progress monitoring
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District‐wide in‐service to train all staff on research based strategies
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Consistent development of IEPs and GIEPs with goals connected to eval‐ ua ons, progress monitoring, state standards, and present levels
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Parents receive a comprehensive overview of the districts K‐12 pro‐ grams and services dealing with child’s disability and ability at the ini al mee ng
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Plain English explana on of evalua ons, IEPs, progress monitoring and instruc onal methods
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Make data available to all and focus on data through transi on years
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Provide a variety of high quality research‐based materials
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Progress monitoring data is kept and passed along with the student.
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Gi ed program is consistent K‐12
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Improving progress monitoring training for regular educa on teachers when inclusion is involved
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Assisted tech devices to improve educa onal experiences
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Focus on collabora ve effort from all teachers for IEP/GIEP input
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Explore district‐wide progress monitoring that grows with students’ needs
•
Everyone interested or involved with the school system can ar culate and support the vision and mission of the School District.
•
Stakeholders play a meaningful role in educa on through their involvement and sharing of their exper se (job shadowing, mentoring, job fairs, etc.).
•
Life long learning in the Bedford Area is the norm and the schools are expected to serve all age groups.
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AcƟon Plan for Special EducaƟon
Bedford Area School District InstrucƟon Vision:
•
•
The School District provides encouragement and opportuni es for students to become self‐directed and enthusias c learners.
•
Our curriculum is organized, varied and aligned, and students are placed at their appropriate developmental level.
•
Every day, every student is challenged at his/her developmental level of learning and leave the school with a feeling of success.
•
Instruc on and learning corresponds to the predominant learning style of each student.
•
Instruc onal strategies are based on the best prac ces found in the educa on profession.
•
Instruc on is delivered using the most efficient and effec ve teaching strategies that align with Pennsylvania Common Core.
•
The staff and students use technology effec vely to enhance and customize instruc on.
•
The staff and schools effec vely u lize community resources to connect students to learning. Our stakeholders not only support our schools, they share their exper se by teaching and mentoring students.
•
The School District works to provide and ensure that each student has a physically and psychologically safe environment in which to learn.
◊
In the Bedford Area School District, we foster the overall well‐being of all students by ins lling confidence through academic success and posi‐ ve social interac on in a compassionate and pa ent environment. We will advocate for students to meet their full poten al academically, so‐ cially, and emo onally, to ensure readiness for the future. Ac on steps include: Provide opportunity for more collabora on to promote advocacy for our students
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Provide programs that promote success
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Acknowledge student success in all areas not just academics
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More transi on funding to prepare students for the future
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Tutoring programs, both peer and voluntary
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Character educa on program including focus on an ‐bullying
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More opportuni es for emo onal support services
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Character development for staff
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Advisory program to meet with students (review grades and assign‐ ments, teach study skills and organiza on)
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Every student connects with at least one adult in the building
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Mentoring program student‐to‐student
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District‐wide SAP and provide training for everyone
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Professional development for dealing with students with social and emo onal problems
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AcƟon Plan for Professional Development:
•
BASD will promote a collabora ve culture of passionate life‐long learn‐ ing through meaningful, individualized professional development that proac vely engages its people via a commitment to expanding beyond boundaries in a diverse and changing society.
•
Professional Development at BASD will be a collabora ve vision that promotes a culture of sustainable, con nuous improvement of profes‐ sionals who can successfully meet the needs of student popula on. Ac on steps include:
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Survey teachers, administrators, other districts parents, students, and businesses to determine district needs
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Establish and maintain professional development libraries
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Establish accountability for effec ve use of professional development
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Provide sharing opportuni es for professional development between departments, buildings, and districts.
Bedford Area School District Curriculum Vision: • •
The curriculum is developed from and based upon iden fied district outcomes and state common core standards. Our curriculum is taught using content that is relevant and of interest to students.
•
The curriculum is designed to empower students for life long success.
•
Our curriculum is intellectually challenging yet applicable to the world that our students experience.
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Create a casual team building/ info sharing ac vity to foster a collabo‐ ra ve environment and encourage professional development
•
The curriculum is highly organized both horizontally and ver cally. It is aligned with learner outcomes and the tradi onal curriculum areas are highly integrated.
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Create a comprehensive professional development plan that mes and manages roll‐out/implementa on/adjustment of ac on steps.
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Form and maintain a professional development group that in includes all stakeholders to provide on‐going feedback in terms of successes, needs and guidance.
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Monitor and share trends in student popula ons, educa onal needs, and economic changes to be proac ve in planning professional develop‐ ment
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Professional Development Coordinator
•
The curriculum is developed to ensure student success.
•
The curriculum is con nually evolving to ensure alignment with current trends and research regarding teaching and learning.
•
Curriculum development includes input from stakeholders with exper se and/or interest in that par cular area of curriculum and instruc on.
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AcƟon Plan for Curriculum and InstrucƟon:
Bedford Area School District Student Assessment Vision:
•
The Bedford Area School District encourages customiza on of educa on for each child. This happens by providing spontaneous interven on and appropriate enrichments a er analyzing data. Students, parents, and teachers will be provided with ongoing feedback that is prompt and consistent. Ac on steps include:
•
The School District encourages and values accountability. Assessment is the basis for measuring student progress and instruc onal effec veness.
•
Our staff and school system use authen c measures of student growth and development whenever possible and expect that students will “demonstrate” learner outcomes.
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Timely forma ve diagnos c statements
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Flexible scheduling for students and teachers
•
A variety of methods of student assessment allow for differing learning styles and differing presenta on/communica on approaches.
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Professional development by experienced experts
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Ac vi es/exercises that are proven and prac cal to enhance student achievement
•
Student assessment helps to determine our success and how to con nuously improve curriculum and instruc on.
•
The Bedford Area School District promotes collabora on among district staff, students, and parents. Horizontal and ver cal alignment of curriculum will provide a consistent, balanced educa on with clear expecta ons. Ac on steps:
•
Student assessment is focused on actual student learning and provides immediate feedback to the student and the teacher.
•
Student performance data is consistently used to determine the effec veness of instruc on and the School District con nuously im‐ proves its instruc onal delivery based upon that feedback loop.
◊
Common mee ng me for different grade levels, interdisciplinary, and transi on grades to meet
•
The Bedford Area School District will support curriculum and instruc on by providing research based professional development and state‐of‐the‐ art educa onal technology. Ac on steps:
◊
Iden fy the experts, the needs, and the proven technology
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Support the implementa on by providing follow up training and reflec‐ on
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Bedford Area School District Technology Vision:
Bedford Area School District FaciliƟes Vision:
•
•
The School District buildings and grounds belong to the taxpayers. Stakeholders are welcomed.
•
Facili es are entrusted to the stakeholders who serve as wise caretakers.
•
The School District buildings and grounds will always meet the physical needs of all students.
•
Students always find a safe and healthy learning environment when they a end the Bedford Area Schools.
•
Our facili es are designed to be flexible and can be easily changed to accommodate different types of learning.
•
Our facili es are kept neat and clean to create a posi ve educa onal atmosphere.
•
The School District facili es meet or exceed local, state, and federal building regula ons and codes.
•
The School District facili es are designed to accommodate technological advances.
• • • • •
Technology is not viewed as a separate program in the School District but as a tool that is a seamless part of every teacher’s classroom to enhance student learning. All technology decisions are made based upon the district’s curriculum, instruc onal, and student informa on needs. Technology augments online learning opportuni es for students but does not replace the need for person to person interac on. All new technology programs in the School District include appropriate staff training and support. Technology enables the school system to “individualize” learning and assess instruc on for all learners. The School District effec vely uses technology to communicate between and among all stakeholders. The School District is a “transparent” organiza on and informa on regarding items of importance is available to everyone.
•
The School District uses technology to make learning opportuni es available to staff/students at any me and in any place.
•
All technology decisions are based upon the ul mate value that they add to student learning. Technology is embraced, but is seen as a tool, not a solu on.
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Contents
Shane Bingman
Dr. Ronald Markwood
Introduc on by Superintendent
2
Glenn Burket
Brad May
Defini ons
Sam Carroll
Kirt Morris
Mission Statement
Jay Cessna
3
5
Laura Northcra
Bedford Area School District Educa onal Beliefs
6
Olivia Cessna
Mark Pennabaker
Core Values
John Diehl
Debbie Popelish
Cathy Diehl
Gwen Querry
David DiPasquale
Beth Ruffley
Heather Eberhart
Paul Ruhlman
Nikki Edwards
Nick Rummel
Judy Eller
Dr. Allen Sell
Debbie Fedorchak
Brooks Shoemaker
Michele Fisher
7
Bedford Area School District Vision
Leadership
8
Personnel
9
Stakeholders
10
Instruc on
11
Curriculum
12
Natalie Simmers
Assessment
13
Jonathan Harrold
Lisa Stahlman
Technology
14
Greg Hays
Frank Stahlman
Facili es
15
Karen Holler
Kevin Steele
Ac on Plans
Kyle Kane
Mike Trimeloni
Curriculum and Instruc on
16
Jim Kegg
Leslie Turkovich
Professional Development
17
Emily Kendall
Laura Vent
Special Educa on
18
Sherry Kendall
Dr Danny Webb
Safe Schools
22
Jessica Lankey
Tammy Welsh
Technology
24
Stephanie Leibfreid
Kevin Windows
Betsy Li lefield
27
Krista Maola
Strategic Design Commi ee Members
28
28
Summary
“Only in growth, reform, and change, paradoxically enough, is true security to be found.”
‐Anne Morrow Lindbergh‐
Introduc on by Superintendent On March 14, March 28, and April 18, forty‐eight individuals from the Bedford Area School District community came together to establish a strategic direc on and vision for the School District. The process of Apprecia ve Inquiry was u lized to maintain a focus on posi ve components of the district, thus be er facilita ng futuris c thinking. The process was framed by a requirement to remain posi ve, future‐focused, and commi ed to student results. Appreciate Inquiry also embrac‐ es comprehensive community involvement and defines the necessary ac on steps to make change happen. This booklet is the working document that will provide direc on to the Bedford Area School District for the next five years. The words and pages of this strategic plan create a picture of what our schools will look like when they are opera ng at their ideal best. What students should know, be able to do, and to be like when they graduate from high school is clearly ar culated throughout this document. The Bedford Area School District maintained it’s mission, Students Empowered for Life Long Success. In addi on, the district has adopted a brand, Bedford Area School District, Learn to Excel, as a true north focus on con nuous improvement.
Summary
The Bedford Area School District employed the process of Apprecia ve In‐ quiry, in addi on to the State’s comprehensive planning process, to gain futuris c direc on for the District’s programs. Community members, teach‐ ers, board members, and administrators made up a team of 48 individuals that reviewed the needs assessment documents, district and state level da‐ ta, parent, student, and teacher surveys, and interviewed approximately 150 community members in order to develop the strategic direc on pre‐ sented in this plan. The comple on of the Strategic Design booklet does not signify an end… but a beginning. The prac ces and processes of the Bedford Area School District will be aligned with this document to consummate its existence.
We offer a special “thank you” to those who par cipated in the strategic planning process for their hours of dedica on to making the Bedford Area School District a be er place for children and young adults. They willingly gave of their me and talents to create a preferred future for the students of our school district.
Allen M. Sell, Ed. D.
Superintendent of the Bedford Area School District
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Action Plan for Technology, continued
DefiniƟons
•
To achieve long term financial support to sustain cutting edge technology, BASD would need commitment from school Board, District administration and Community, with finances to keep us up to date with repair costs, insurance and other variables while lobbying for our goal of 1:1 within our school District. By ensuring our finances BASD will continue to excel and move forward in the 21st century. Action steps include:
Beliefs:
What we believe, what we think is important, what we honor and therefore, how we do things.
Core Values:
Those values that are widely understood, publicly endorsed, and consistently acted upon by the School District and each of its members.
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The Bedford ASD will host a yearly open house to showcase the technology and how it impacts our students
Educators:
From a child’s perspec ve, and educator is any adult that works in a school system.
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The School Board will con nue to allocate appropriate funding to support effec ve teaching and learning
Mission Statement:
A brief, clear, crisp, inspira onal, and “easily memorized” statement of the purpose of our School District.
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The Bedford ASD will ac vely pursue available grants to offset financial burdens
Servant Leaders:
Servant‐Leadership is a prac cal philosophy which supports people who choose to serve first, and then to lead as a way of expanding service to individuals and ins tu ons.
Stakeholders:
Includes students, parents, the community, Board of Educa on, Superintendent, administra ve team, staff, and teachers.
Strategic Design:
Iden fying alterna ve futures, selec ng the “future of choice” and crea ng that future.
Student Exit Outcomes: What we want our graduates to be able to do, to be like, and to know that will directly affect their future success. Vision:
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What our schools and School District will look like, feel like, and be like when we are opera ng at our ideal best.
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“A small group of thoughtful people could change the world. Indeed, it’s the only thing that ever has.” -Margaret Mead-
AcƟon Plan for Technology, conƟnued •
BASD is committed to providing all of our student’s authentic, engaging customized learning experiences thru the integration of the most cur‐ rent 21st century technology. Our goal is to provide 1:1 availability and break down the walls of tradition. This process will allow us to ensure that all students, on all learning levels, from all standard of means, will have the foremost in technological education at their fingertips. Stu‐ dents will be empowered and engaged in learning, be taught responsi‐ bility, have creative learning experiences, and through this door being opened students will be able to break through cultural divides. Action steps include:
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The District will focus all technology ini a ves so students Excel
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All technology ac on steps directly affect student learning
The Process This process enabled the Bedford Area School District and community to establish a future-focused strategic direction and vision for: Student results-based learning. Comprehensive community involvement. Taking action to make change happen. The Format The format and content of this booklet represent the collective wisdom of the Strategic Direction Team. There is a logical progression from educational beliefs, to core values, to organizational mission, to exit outcomes in each strategic planning component, and to the future-focused vision for our School District. The Product The work of the Strategic Direction Team is: Student centered.
Based upon the best research regarding learning and teaching.
Future-focused.
•
The Bedford Area School District will make every effort to implement a con nuous Professional Development program that includes and sup‐ ports Project Based Learning, Textbook crea on using Apple’s iAuthor and online course crea on. Ac on steps include:
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The Bedford Area School District will provide the staff with the appropri‐ ate technology training that includes but is not limited to Project Based Learning, Textbook Crea on and online course crea on
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The Bedford ASD will create policy(s) if necessary to support teacher accountability to ensure the Staff is doing their part
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The staff will create an engaging online curriculum for K‐12 using availa‐ ble tools
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Staff will implement, use, and teach the technology
The Commitment Endorsement by the Strategic Direction Team and adoption of this strategic direction by the Bedford Area School District Board of Education establishes a commitment to: Prepare students for future challenges and opportunities. Make educational decisions based upon desired student exit outcomes that are designed to prepare students for life-role success. Transform our schools into organizations that are student centered, research and data driven, and future-focused. Involve all stakeholders in fulfilling the mission of the School District. Reference all decisions to our educational beliefs, core values, mission and vision for the School District.
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AcƟon Plan for Technology
Bedford Area School District Mission
•
The Bedford Area School District will make every effort to implement a 1 to 1 program using an iPad (compu ng device) that includes pre‐loaded textbooks and apps where the web based applica ons are universally compa ble to store and create documents. Thus seamlessly integra ng the technology into our project based curriculum. Ac on steps include:
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Research textbook companies with the intent to migrate all textbooks to electronic format
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Update applica on and opera ng system so ware.
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iTunes accounts will be created and managed at the District and student levels.
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The Bedford Area School District will make every effort to provide stu‐ dents with iPads (compu ng devices). Priority will be given to grades 9‐ 12 and K‐2 with emphasis on accelera on and remedia on. Technology will con nue to be updated that will allow staff to facilitate an engaging project based curriculum. Students will be able to access data any me anywhere. A state of the art video system will be installed in the gym to record and stream events locally and worldwide. Ac on steps include:
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The District will implement a 1 to 1 program using iPads (compu ng de‐ vices) with priority given to 9‐12 and K‐2
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Expand the BASD/BMS server giving more storage to students along with 24/7 access.
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Update the infrastructure necessary to support the 1 to 1 program
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Install a state of the art video system in the BHS gym to stream events locally and worldwide
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Con nue to update hardware on a 5 year cycle
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Purchase/upgrade sync trays to connect to Mac server for iPad (compu ng device) updates and so ware addi ons 24
SELL Success Students Empowered for Life Long Success 5
The Educa onal Beliefs of the
AcƟon Plan for Safe Schools, ConƟnued
Bedford Area School District….
About Educators and Teaching, we believe that:
Educators must be passionate about their subjects and compassionate toward students.
Educators embrace all aspects of professionalism and the “Educators Code of Ethics.”
Future‐focused educators provide opportuni es for all students to become self‐directed learners.
•
The Bedford Area School District is committed to provide a safe physical layout of each facility that provides a high level of supervision with con‐ sistent rules, regulations and consequences. Provide district‐wide anti bullying culture and a district wellness program that considers individual student and teach. Action steps include:
About Students and Learning, we believe that:
All students possess the ability to learn.
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All facili es have a single point of entry.
All students possess a natural desire to learn.
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Video surveillance.
Students learn best when the learning is relevant and interes ng.
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Students learn in different ways and at different rates.
District‐wide Crisis Plan. With professional development of staff rela ve to it’s implementa on.
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A holis c bullying educa on program that involves the school, home and com‐ munity.
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Wellness program focusing on the whole child.
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A more comprehensive safety commi ee.
About Learning CommuniƟes, we believe that:
A learning community extends beyond the walls of school buildings.
Educa on is a learning community responsibility.
A learning community nurtures learning as an ongoing journey for everyone.
The community that values educa on prospers. 6
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“Important principles may and must be inflexible.”
AcƟon Plan for Safe Schools •
The Bedford Area School District customizes educa on by differen ‐ a ng instruc on to meet individual student interests and needs; this is achieved by interven on/support programs while ins tu ng fair and equitable treatment of all students. Ac on steps include:
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The creation of a K ‐12 Character Education program
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Formation of Community Outreach programs
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Creation of a comprehensive guidance program
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The deliberate recognition of all students’ individual accomplishments
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The creation of a K ‐12 Social Development program
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The Bedford Area School District is commi ed to the social develop‐ ment of all students by crea ng a culture where all students feel safe and valued. There is a deliberate and consistent approach toward char‐ acter development that ins lls empathy, ci zenship, servant leadership and ethical development. Student’s are given con nuous guidance and support and are appreciated for their individual characteris cs and ac‐ complishments. Ac on steps include:
‐Abraham Lincoln‐
Core Values
Successful People consistently demonstrate character and act on the following values: Trustworthiness ‐ They keep promises, fulfill commitments, and abide by the spirit as well as the le er of an agreement. Loyalty ‐ They support friends and their profession in good mes and bad mes on the basis of posi ve values. Fairness ‐ They treat other people fairly, with respect, tolerance, ac‐ ceptance, and equity. Compassion ‐ They show compassion for the well being of others and their environment through acts of caring, generosity, kindness, and service. Ci zenship ‐ They contribute to the well being of their communi es (both locally and globally) as responsible ci zens ac ng in posi ve and crea ve ways.
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Development of academic and non‐academic intervention program
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All students have their own individualized academic and social educa‐ tion plan
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Continuous professional development on recognizing individual stu‐ dent needs
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Adult/Peer mentoring programs
Integrity ‐ They understand, consider, and accept the impact and conse‐ quences of personal ac ons and decisions.
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Professional Development on Data Driven Decision Making
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Highly efficient communication process that tracks students as they progress from K ‐12
(A modifica on of the “Universal Values” first iden fied by the University of Michigan School of Law).
Work Ethic ‐ They strive for excellence, taking pride in their work, always giving their best efforts, persevering in spite of adversi es, reflec ng on the results of their efforts and applying what they’ve learned to new endeavors.
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Bedford Area School District Leadership Vision:
AcƟon Plan for Special EducaƟon, conƟnued
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All leaders will consistently strive to make decisions in alignment with the core values, beliefs, and mission of the School District.
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Leadership occurs at all levels throughout the system...we think of students as leaders, teachers as leaders, staff members as lead‐ ers...leadership is more about influence than it is about posi on.
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Our leaders embrace the use of shared inquiry and collabora on in making decisions.
Educators will use all available resources to provide highly qualified staff with innova ve and diverse programs to meet students’ needs. Con nuous professional development will support the knowledge and skills necessary to provide effec ve instruc on. Early interven on, in‐ clusion, co‐teaching, mentoring programs, differen ated instruc on, voca onal experiences, and transi on opportuni es will support the learning environment. Ac on steps include:
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Co‐teaching at all levels with professional development
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Pull out programs at every level
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Explore training and benefits of mentor programs
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Find more transi on opportuni es
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Professional development in reading and math across curriculum
Our leaders assure the physical, emo onal, and psychological safety and security of all learners.
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A end professional conferences
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Commi ees focusing on innova ve and diverse programs
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Leaders of the Bedford Area School District are future‐driven and vision‐ oriented.
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Schedule staff to maximize poten al
•
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Be er staff mentoring program for new teachers
Our leaders are effec ve and passionate ambassadors for students, the Bedford Area Schools, the community, and for public educa on.
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Collabora on between local business and school
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Our leaders encourage open and honest communica on among all stakeholders.
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Strengthened Early Interven on/ RtII program K‐5
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Training on co‐teaching, differen ated instruc on
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Liaison between district and community to provide transi on opportuni‐ es
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More voca onal opportuni es for students who are younger than the eligible grades for Career Center
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Provide effec ve, inclusive educa onal experiences for Life Skill Stu‐ dents
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Our leaders model the core values and beliefs adopted in our strategic plan.
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Leaders ensure the effec ve use of technology to facilitate the learning process, to create an efficient student informa on system, and to manage the school system.
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AcƟon Plan for Special EducaƟon, conƟnued
Bedford Area School District Personnel Vision:
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•
Personnel selec ons are based upon qualifica ons, character, and integrity.
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Personnel will promote a collabora ve culture of passionate life long learning.
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All personnel embrace and enthusias cally support the core values and beliefs and the mission of the Bedford Area School District.
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All personnel embrace the 3 C’s + 1 (Content, Connec on, Character, and Caring).
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Everyone believes in children and in their ability to learn, succeed, and to become produc ve members of society.
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Staff members con nually research the best prac ces of their profes‐ sion and u lize this knowledge to guide their daily ac vi es.
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The Bedford Area School District will take a collabora ve approach to meet students’ needs. We will consistently communicate through a mul tude of methods with students, parents, staff, and community. Ac on steps include: More effec ve communica on between regular educa on teachers, special educa on teachers, and parents is impera ve
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More communica on between buildings and grade‐levels
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Common planning me for teachers
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More scheduled parent‐teacher conferences
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District‐wide lesson plans on website
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Keep MMS updated
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Weekly student progress to both student and parent
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In‐service day for cross building team/planning mee ngs
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All personnel are commi ed to con nuous self‐improvement.
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More detailed IEP progress reports
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Personnel are mo vated leaders in their communi es.
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What skills were addressed
•
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Graphs are not enough
People throughout the system are commi ed to using technology to enhance student learning.
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Parent trainings
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Timely communica on of everything including discipline and grades
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Inter‐agency communica on
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Parent concerns on IEP should have a survey/checklist to get enough details
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Administra on communicates urgency of communica on
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Updated web pages
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Bedford Area School District Stakeholder Vision:
Action Plan for Special Education, continued
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Stakeholders view the School District as a cri cal part of the community.
•
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Everyone realizes that educa on is not an expense, but an investment in the future.
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All stakeholders are empowered to be engaged in the educa on process.
The Bedford Area School District will meet the individual needs of our
special educa on students by developing Individualized Educa on Plans grounded in research‐based strategies and guided by con nuous pro‐ gress monitoring. We believe that customized instruc onal prac ces will enable students to achieve their goals. Ac on steps include: ◊
District‐wide detailed progress monitoring
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District‐wide in‐service to train all staff on research based strategies
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Consistent development of IEPs and GIEPs with goals connected to eval‐ ua ons, progress monitoring, state standards, and present levels
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Parents receive a comprehensive overview of the districts K‐12 pro‐ grams and services dealing with child’s disability and ability at the ini al mee ng
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Plain English explana on of evalua ons, IEPs, progress monitoring and instruc onal methods
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Make data available to all and focus on data through transi on years
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Provide a variety of high quality research‐based materials
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Progress monitoring data is kept and passed along with the student.
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Gi ed program is consistent K‐12
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Improving progress monitoring training for regular educa on teachers when inclusion is involved
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Assisted tech devices to improve educa onal experiences
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Focus on collabora ve effort from all teachers for IEP/GIEP input
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Explore district‐wide progress monitoring that grows with students’ needs
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Everyone interested or involved with the school system can ar culate and support the vision and mission of the School District.
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Stakeholders play a meaningful role in educa on through their involvement and sharing of their exper se (job shadowing, mentoring, job fairs, etc.).
•
Life long learning in the Bedford Area is the norm and the schools are expected to serve all age groups.
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AcƟon Plan for Special EducaƟon
Bedford Area School District InstrucƟon Vision:
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The School District provides encouragement and opportuni es for students to become self‐directed and enthusias c learners.
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Our curriculum is organized, varied and aligned, and students are placed at their appropriate developmental level.
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Every day, every student is challenged at his/her developmental level of learning and leave the school with a feeling of success.
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Instruc on and learning corresponds to the predominant learning style of each student.
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Instruc onal strategies are based on the best prac ces found in the educa on profession.
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Instruc on is delivered using the most efficient and effec ve teaching strategies that align with Pennsylvania Common Core.
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The staff and students use technology effec vely to enhance and customize instruc on.
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The staff and schools effec vely u lize community resources to connect students to learning. Our stakeholders not only support our schools, they share their exper se by teaching and mentoring students.
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The School District works to provide and ensure that each student has a physically and psychologically safe environment in which to learn.
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In the Bedford Area School District, we foster the overall well‐being of all students by ins lling confidence through academic success and posi‐ ve social interac on in a compassionate and pa ent environment. We will advocate for students to meet their full poten al academically, so‐ cially, and emo onally, to ensure readiness for the future. Ac on steps include: Provide opportunity for more collabora on to promote advocacy for our students
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Provide programs that promote success
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Acknowledge student success in all areas not just academics
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More transi on funding to prepare students for the future
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Tutoring programs, both peer and voluntary
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Character educa on program including focus on an ‐bullying
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More opportuni es for emo onal support services
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Character development for staff
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Advisory program to meet with students (review grades and assign‐ ments, teach study skills and organiza on)
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Every student connects with at least one adult in the building
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Mentoring program student‐to‐student
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District‐wide SAP and provide training for everyone
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Professional development for dealing with students with social and emo onal problems
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AcƟon Plan for Professional Development:
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BASD will promote a collabora ve culture of passionate life‐long learn‐ ing through meaningful, individualized professional development that proac vely engages its people via a commitment to expanding beyond boundaries in a diverse and changing society.
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Professional Development at BASD will be a collabora ve vision that promotes a culture of sustainable, con nuous improvement of profes‐ sionals who can successfully meet the needs of student popula on. Ac on steps include:
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Survey teachers, administrators, other districts parents, students, and businesses to determine district needs
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Establish and maintain professional development libraries
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Establish accountability for effec ve use of professional development
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Provide sharing opportuni es for professional development between departments, buildings, and districts.
Bedford Area School District Curriculum Vision: • •
The curriculum is developed from and based upon iden fied district outcomes and state common core standards. Our curriculum is taught using content that is relevant and of interest to students.
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The curriculum is designed to empower students for life long success.
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Our curriculum is intellectually challenging yet applicable to the world that our students experience.
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Create a casual team building/ info sharing ac vity to foster a collabo‐ ra ve environment and encourage professional development
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The curriculum is highly organized both horizontally and ver cally. It is aligned with learner outcomes and the tradi onal curriculum areas are highly integrated.
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Create a comprehensive professional development plan that mes and manages roll‐out/implementa on/adjustment of ac on steps.
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Form and maintain a professional development group that in includes all stakeholders to provide on‐going feedback in terms of successes, needs and guidance.
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Monitor and share trends in student popula ons, educa onal needs, and economic changes to be proac ve in planning professional develop‐ ment
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Professional Development Coordinator
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The curriculum is developed to ensure student success.
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The curriculum is con nually evolving to ensure alignment with current trends and research regarding teaching and learning.
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Curriculum development includes input from stakeholders with exper se and/or interest in that par cular area of curriculum and instruc on.
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AcƟon Plan for Curriculum and InstrucƟon:
Bedford Area School District Student Assessment Vision:
•
The Bedford Area School District encourages customiza on of educa on for each child. This happens by providing spontaneous interven on and appropriate enrichments a er analyzing data. Students, parents, and teachers will be provided with ongoing feedback that is prompt and consistent. Ac on steps include:
•
The School District encourages and values accountability. Assessment is the basis for measuring student progress and instruc onal effec veness.
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Our staff and school system use authen c measures of student growth and development whenever possible and expect that students will “demonstrate” learner outcomes.
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Timely forma ve diagnos c statements
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Flexible scheduling for students and teachers
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A variety of methods of student assessment allow for differing learning styles and differing presenta on/communica on approaches.
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Professional development by experienced experts
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Ac vi es/exercises that are proven and prac cal to enhance student achievement
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Student assessment helps to determine our success and how to con nuously improve curriculum and instruc on.
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The Bedford Area School District promotes collabora on among district staff, students, and parents. Horizontal and ver cal alignment of curriculum will provide a consistent, balanced educa on with clear expecta ons. Ac on steps:
•
Student assessment is focused on actual student learning and provides immediate feedback to the student and the teacher.
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Student performance data is consistently used to determine the effec veness of instruc on and the School District con nuously im‐ proves its instruc onal delivery based upon that feedback loop.
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Common mee ng me for different grade levels, interdisciplinary, and transi on grades to meet
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The Bedford Area School District will support curriculum and instruc on by providing research based professional development and state‐of‐the‐ art educa onal technology. Ac on steps:
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Iden fy the experts, the needs, and the proven technology
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Support the implementa on by providing follow up training and reflec‐ on
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Bedford Area School District Technology Vision:
Bedford Area School District FaciliƟes Vision:
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•
The School District buildings and grounds belong to the taxpayers. Stakeholders are welcomed.
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Facili es are entrusted to the stakeholders who serve as wise caretakers.
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The School District buildings and grounds will always meet the physical needs of all students.
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Students always find a safe and healthy learning environment when they a end the Bedford Area Schools.
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Our facili es are designed to be flexible and can be easily changed to accommodate different types of learning.
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Our facili es are kept neat and clean to create a posi ve educa onal atmosphere.
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The School District facili es meet or exceed local, state, and federal building regula ons and codes.
•
The School District facili es are designed to accommodate technological advances.
• • • • •
Technology is not viewed as a separate program in the School District but as a tool that is a seamless part of every teacher’s classroom to enhance student learning. All technology decisions are made based upon the district’s curriculum, instruc onal, and student informa on needs. Technology augments online learning opportuni es for students but does not replace the need for person to person interac on. All new technology programs in the School District include appropriate staff training and support. Technology enables the school system to “individualize” learning and assess instruc on for all learners. The School District effec vely uses technology to communicate between and among all stakeholders. The School District is a “transparent” organiza on and informa on regarding items of importance is available to everyone.
•
The School District uses technology to make learning opportuni es available to staff/students at any me and in any place.
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All technology decisions are based upon the ul mate value that they add to student learning. Technology is embraced, but is seen as a tool, not a solu on.
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