Strategic Plan

Data:

• Current facilities are not adaptable to changing practices and student needs
• Many room space, size and configuration are not adequate for current student enrollments
• Facilities are in poor condition and in need of repair
• Some buildings are not adequately accessible and do not meet current ADA requirements

Long Term Outcomes for Fourth Year:

• Facilities that can adapt to changing teaching practices and meet and adjust to evolving student needs and learning requirements
• Have up-to-date, efficient and working equipment and systems that meet all code compliance
• Provide safe, clean and comfortable environment for all students and staff
• Facilities that student, staff and community are proud of

Actions for Year One:

In Progress

Data:

• Data will be derived from a completed staff survey on the following topics:
  Awareness of District financial procedures
  Frequency of accessing District procedures
  Most common areas for improved awareness

Long Term Outcomes for Fourth Year:

• Employees know and follow financial procedures.
• Principals and directors have the tools and training to confidently manage their budgets.
• The District has a clean audit with few or no areas of concern.

Actions for Year One:

In Progress

Data:

• Suspension data
• Police data
• SWIS data
• Achievement Gap data
• Academic Achievement data

Long Term Outcomes for Fourth Year:

• Well prepared faculty capable of supporting each student as a coach/facilitator
• New in-school structures, spaces, curricula, and schedules for sustaining an equitable culture are being experimented with and evaluated
• School faculty, staff and administrators are engaged learners capable of contributing to and adapting to ongoing positive change to decrease the achievement gap by race and class

Actions for Year One:

In Progress

Data:

• Building capacity
• Development of content specialists
• School culture enhancement
• Increase support for all students
• Instructional delivery skills
• Development of community partnerships
• Strengthen the relationships between staff, children who have experienced trauma, and their caregivers
• Identify and access outside supports
• Help traumatized children regulate their emotions to ensure academic and social success

Long Term Outcomes for Fourth Year:

• Curriculum development Pre-K through 12 in collaboration with the University of Vermont and other post-secondary leaders
• Parent forums related to student support services in collaboration with the Diversity and Equity Team
• Development of continuum of services in collaboration with the Diversity and Equity Team, Principals, and Teachers
• High quality professional development opportunities within the District drawn from resources in and outside of the community.

Actions for Year One:

In Progress

Data:

• Suspension data
• Police data
• SWIS data
• Achievement Gap data
• Academic Achievement data

Long Term Outcomes for Fourth Year:

• No students completely separated from their education/no suspensions
• Positive contribution toward narrowing the achievement gap
• Improved outcomes for historically disenfranchised students

Actions for Year One:

In Progress

Data: 

• Data will be derived from a not yet completed survey of staff.
• Will be identified from nationally recognized best practices in school climate.

Long Term Outcomes for Fourth Year:

• District staff and students will feel valued, respected, safe, and supported in their work.
• Core values and aspirations will be translated into tangible and practical programs, activities and mechanisms that contribute to a greater sense of belonging within BSD.
• Developed and sustained measurement tools are utilized throughout.

Actions for Year One:

Completed: Identify the best way to benchmark school climate and implement the survey.

Our district Climate team worked with a national company known for measuring school climate, and with the University of Vermont to measure district climate in May/June 2018.

In Progress: The received survey results in September of 2018 and is working to analyze and distribute the information. After review, the District plans to work with stakeholders to develope a plan forward.

Achievement Gap 101
Just what IS the Achievement Gap anyway? Check out these slides from our Achievement Gap 101 workshop held in March 2018.

We hope to have more events like this during the year and plan to post Data, Goals, and Actions soon. In Progress- Will be updated as soon as possible

Data:

Long Term Outcomes for Fourth Year:

Actions for Year One:

Data:

• Program Review Spring 2016
• Parent Forum Spring 2016
• Data Analysis- 5 Year Review
• January BSD Survey Data
• WIDA Scores 2016 and 2017 (in progress)

Long Term Outcomes for Fourth Year:

• All teachers are teachers of English Learners – skills and disposition
• Placement of English Learners in schools, programs, and courses is fully equitable and informed
• Social/emotional/cultural adjustment needs of English Learners are addressed
• Continuum of academic and other support uses precision and continuous growth as operating principles
• Assessment and other data about English Learning is accurate and available
• Parents and families of English Learners find communication with schools to be accessible and meaningful

Actions for Year One:

Data:

Long Term Outcomes for Fourth Year:

Actions for Year One:

Plans will be launched this fall.

Data:

• Kindergarten Readiness Survey
• Enrollment in High-Quality Preschool & Wait List
• Out of Room Referrals
• Kindergarten Placement Process
• Play-Based Curriculum in Kindergarten Classroom

Long Term Outcomes for Fourth Year:

• More balanced and equitable classrooms that have equal numbers of children on IEP’s, 504’s, EL, and neuro-typical students. This will help close the achievement gap as well as increase positive culture and climate within the schools
• Less out of room referrals and kindergarten suspension
• An increase in student engagement and skill level mastery

Actions for Year One:

In Progress

Data:

• Data will be derived from a completed survey of staff on the following areas:
  Frequency of utilizing volunteer professional development opportunities offered by the Burlington School District, not including in-service days or Wednesday early release
  Preferred mode of professional development delivery

Long Term Outcomes for Fourth Year:

It is our belief that high-quality professional learning opportunities provided by the BSD build the capacity of BSD community members to increase student achievement. We support the following professional learning that increases educator effectiveness and results for all students.

• Driven by an analysis of student and staff growth, with learning as the central focus;
  
• Focused, relevant and timely
• Based on effective educational practices and aligned with professional standards
• Differentiated for the learning needs of all BSD community members
• Collaborative in nature
• Innovative, reflective and restorative
• Must be continuously evaluated
• Aligned with the strategic priorities of the Burlington School District

Actions for Year One:

In Progress