1. education
2. school

Beaver Island Community School
BEAVER ISLAND COMMUNITY SCHOOL BOARD OF EDUCATION
Regular meeting of April 20, 2015 at 7:00 p.m.
Room 115 at Beaver Island Community School
37895 Kings Highway, Michigan 49782
Any person with a disability who needs accommodation for participation in this meeting should contact
Superintendent/Principal Riley Justis at (231) 448-2744.
DRAFT AGENDA 04/20/2015
Next Regular Board Meeting 05/11/2015
7:00 Welcome and Call to Order--Review goals for tonight’s meeting
1. Review and Approve March Financial Report
2. Review Board, Teachers and Administration responses to ELA report and summary and prepare plan
to distribute to the public for review.
3. Review, Revise if needed and approve updated annual goals for Board of Education.
4. Review, Revise if needed and approve updated Board Appointment Policy.
5. Review, Revise if needed and approve updated Board Policy Adoption Policy.
7:05 Public Comment—specific to tonight’s proposed agenda
7:15 Motion to revise (if needed) and approve agenda
7:20 Approve Minutes
th
• March 9 Regular School Board Meeting (Attachment 1)
th
• March 24 Special Board Meeting (Attachment 2)
7:25 President’s Comment
• Qualities of Effective School Boards
• Committee Meetings- Revised Schedule
• BICS Board of Education Vacancy
• Other
7:35 Finance Committee Report from March (Attachment 3)
• Review Revenue
• Review Expenditures
7:40 Policy Committee Report
• Revised Board Goals (Attachment 4)
• Board Policy Adoption Policy (Attachment 5)
• Board Appointment Policy (Attachment 6)
7:50 Curriculum Committee Report
• ELA Report (Attachment 7)
• Student Testing (NWEA) report (Attachment 8)
• Other
8:05 Principal/Superintendents Comment
• Draft Administrative Goals
• Statewide Testing Update/ Student Performance Evaluation
• I-did-a-read Program
• Telepresence Program
8:20 Public Comment
8:30 Board review of meeting, suggestions for next agenda, and adjourn
Attachment 1
Beaver Island Community School
37895 King’s Highway
Beaver Island MI 49782
(231) 448-2744
__________________________________________________________________________________________
DRAFT SCHOOL BOARD MEETING MINUTES
March 9, 2015 - 7:00 p.m.
Members Present: Judy Gallagher, Jessica Anderson, Dusty Cushman, Dave Avery, Judy Boyle, Susi Myers,
and Kathy Speck.
Members Absent: None
CALL TO ORDER
President Gallagher called the meeting to order at 7:00 p.m.
PUBLIC COMMENT – SPECIFIC TO TONIGHT’S MEETING
None
MOTION TO REVISE (IF NEEDED) AND APPROVE AGENDA
Motion by Boyle, supported by Myers, to approve the agenda as presented.
AYES: Gallagher, Anderson, Myers, Cushman, Boyle, Avery, and Speck.
NAYS: None
Motion was Declared Adopted.
APPROVAL OF MINUTES
Regular Meeting Minutes, February 9, 2015
Motion by Cushman, supported by Speck, to approve the February 9, 2015, Regular School Board Meeting
Minutes as presented.
AYES: Gallagher, Anderson, Myers, Speck, Cushman, Boyle, Avery
NAYS: None
Motion was Declared Adopted.
Minutes of March 9, 2015, Regular School Board Meeting
APPROVAL OF MINUTES – con’t
Special Meeting Minutes February, 11, 2015
Moved by Speck, supported by Myers, to approve the Special Meeting minutes of February 11, 2015, as
presented.
AYES: Gallagher, Anderson, Myers, Speck, Cushman, Boyle, Avery
NAYS: None
Motion was Declared Adopted.
PRESIDENT’S COMMENTS
Qualities of Effective School Boards (We will review two at each meeting.)
•
•
Other
•
President would like the board to spend less time on the day-to-day operations and more
energy on developing policy for student achievement.
President stressed importance of accountability in respect to student achievement, including
staff and board learning.
All committee meetings will be posted as open meetings.
TREASURER’S REPORT
Finance Committee Report
•
Treasurer Speck reviewed the financial activity through February 28, 2015. Delinquent school
taxes will be reimbursed to the district by April 15.
•
Per budget planning practices, next year’s proposed budget will be built incorporating
Section 22d funding and without 22d funds.
•
Discussions continue with CMU for school partnering for internet services, at a cost savings to
what is currently be expended and an upgrade in services.
Motion
Moved by Speck, supported by Cushman, to approve the Board Finance Report Activity to Febraury 28, 2015,
as present. Motion carried – unanimous.
2
Minutes of March 9, 2015, Regular School Board Meeting
TREASURER’S REPORT – con’t
Public Comment
•
Beth Croswhite inquired if Section 22d would be impacted by post-secondary funding. Justis
explained that Section 22d funding is independent of the larger state aid act. Croswhite asked
whether the five isolated school districts are working to ensure continued 22d funding. Eastern
Upper Peninsula Intermediate School District (EUPISD) Superintendent Daniel Reattoir lobbies
on behalf of the five isolated districts – Beaver Island, Mackinac Island, Grand Marais, Paradise,
and DeTour.
POLICY COMMITTEE REPORT
Negotiations
•
BICS contract negotiating representatives are Riley Justis, Judy Boyle, and Judy Gallagher. BIEA
representatives are Connie Boyle, Miranda Rooy, and UNIserve Director Mary Lieberman. Justis had
the current contract reviewed by our school attorney, noting several sections that are now prohibitive
to negotiating.
Evaluation – School Board and Administration
•
Visioning of a school with high academic achievement and aligning the core curriculum need to be
taken into account when drafting goals for the evaluation of the school board and administrator.
•
Bringing all contributors to student academic performance will require leadership, learning
opportunities, and financial resources.
•
It is the goal of the Policy Committee to have defined performance expectations for the April board
meeting.
Next Policy Committee Meeting is Friday, March 20, at 1:30 p.m.
CURRICULUM COMMITTEE MEETING
ELA Report
•
Committee will request further teacher input on the ELA Report – an outline of their priorities.
•
Committee will encourage teacher/board/administration collaboration.
Next Curriculum Committee Meeting is Wednesday, April 1, 2015, at 9:00 a.m. This will be a work session.
3
Minutes of March 9, 2015, Regular School Board Meeting
PRINCIPAL’S/SUPERINTENDENT’S COMMENTS
• Tutoring volunteers are working with teachers, administration to develop a tutoring program in
conjunction with the Beaver Island Community Center and possibly the Beaver Island District Library
that could include homework help, enrichment, and instructional support.
• The district has signed on with Alert Solutions, an automated messaging program run through
PowerSchool. Notifications are by text, email, or telephone. Alert Solutions is also capable of
generating transcripts and report cards and allows for anonymous bullying reporting.
•
The two components the district’s partnership with CMU includes high speed internet through TRIG
and freshwater research with our students on the Emerald Isle through a STEM (Science, Technology,
Engineering and Mathematics) grant.
• The district has not heard back from MDE regarding our request for a variance in the April 13, 2015,
through June 10, 2015, state testing window. The current testing widow takes away six weeks of
student instruction. There are state issues as well: (1) no comparable data, and (2) all students will be
testing online.
• NWEAA test results will be available to the board by the April meeting.
• Justis mentioned the BICS Events Calendar included in this meetings board packet. Seven BICS
students (Emily Burton, Ireland McDonough, Liam Hodgson, Courtney Smith, Madie Martin, and
Sarah Avery) will have art work on display March 12 through April 12 at Circle of Arts, 109 Clinton
Street, Charlevoix.
Public Comment
• Carol Burton urges training sessions in Alert Solutions and PowerSchool for parents.
• Beth Croswhite asked for clarification on the February 9, 2015, minutes regarding SAT and ACT testing
fees. The district will pay the testing fee for all Juniors to take each test once.
ADJOURNMENT
Meeting adjourned at 8:05 p.m.
Judith Gallagher, President
Susan Myers, Secretary
Alice Belfy, Recording Secretary
4
Attachment 2
Beaver Island Community School
37895 King’s Highway
Beaver Island MI 49782
(231) 448-2744
__________________________________________________________________________________________
DRAFT SPECIAL SCHOOL BOARD MEETING MINUTES
March 24, 2015 - 7:00 p.m.
Members Present: Judy Gallagher, Jessica Anderson, Dave Avery, Judy Boyle, and Susi Myers,
Members Absent: Kathy Speck and Dusty Cushman.
CALL TO ORDER
President Gallagher called to order a special meeting of the Beaver Island Community School Board of
Education March 24, 2015, at 1:00 p.m.
DANIELLE MILLER RESIGNATION
Moved by Boyle and supported by Anderson to accept the resignation of special education teacher Danielle
Miller. Motion carried – unanimous decision.
OTHER
•
In addition, the Policy Committee will be asked to review a personnelhiring policy. Some areas for
review may include: (1) staffing needs, (2) dual certifications, and (3) depth of knowledge in the
subject area.
ADJOURNMENT
Meeting adjourned at 8:05 p.m.
Judith Gallagher, President
Susan Myers, Secretary
Alice Belfy, Recording Secretary
Attachment 3
Beaver Island Community School
37895 King’s Highway
Beaver Island MI 49782
231.448.2744 phone 231.448.2919 fax
[email protected]
Board Finance Report
Fiscal Year 2014 - 2015
Activity to March 31, 2015
Financial Highlights:
* Revenue Update : By end of March 2015 received 87.58% of GF property taxes; State Aid Payment
* Expenditure Update: Significant items paid during month - $15,840 Martin Gas & Oil, 4000 gallons Fuel Oil;
$187,166.25 Debt Retirement Bond & Interest payment; $7,671.35 Airfare DC trip
Cash & Deferred Revenue Balances
General Fund
Checking
Deferred Revenues
Food Service Checking
Debt Service Checking
Sinking Fund Checking
Activity Fund Savings
Basic Programs
$
785,272.42
95,139.41
804.82
224,204.01
10,408.83
37,621.92
Budget Category Explanations
Teacher & Aide salary and benefits
Instructional software
Academics tool including classrooms and supplies & tools
Teacher travel
Student Enrichment for arts, drama, music
Added Programs
Special Education Teacher & Aide salary and benefits
Instructional software
Academics tool including classrooms and supplies & tools
Teacher travel
Student Enrichment for arts, drama, music
Support Services
Includes services not directly related to the core curriculum of instructions
Guidance Counselor
Class Advisors for student activity
Board
Minimal payment to board members
Payments for legal, audit and election services
Administration
All costs associated with Principal, administrative assistants
Travel, supplies
2014 Taxable Value: 89,864,903
2014 Current Tax Levy: 15.7908
Current Local Tax Revenue: $1,419,039
October 2014 Student Count: 58
2014- 2015
March 31, 2015
Amended
Budget
% of
Budget
Fiscal Year % SchoolTo-Date
to Date
Revenues
Local Revenues
$ 1,470,088
72.73%
$ 1,276,092
86.80%
State Revenues
298,814
14.78%
157,119
52.58%
64,444
3.19%
13,089
20.31%
236,235
11.69%
106,604
45.13%
$ 2,069,581 100.00% $ 1,552,904
76.83%
$
512,492
70,983
48,920
55.88%
80,481
8,920
15,591
238,709
41,545
179,998
1,634
76,496
57,735
474
11,253
51.31%
$ 2,160,300 100.00% $ 1,345,231
62.27%
Federal Revenues
Received from Intermediate School District
Total Revenues
Expenditures
Instruction:
Basic Programs
Added Needs Programs
Career and Technical Education
Support Services:
Pupil Support Services
Improvement of Instruction
Board of Education
School Administration
Business Services
Operation & Maintenance
Transportation
Other Central Support Services
Athletic Activities
Community Activities
Transfers to Other Funds
Total Expenditures
Revenues Over (Under) Expenditures
$
917,180
135,918
75,194
43.08%
156,844
11,813
29,410
334,079
45,822
251,920
9,010
97,269
75,347
2,494
18,000
7.37%
(90,719)
$
6.38%
3.53%
0.55%
1.38%
15.69%
2.15%
11.83%
0.42%
4.57%
3.54%
0.12%
0.85%
$
207,673
$
914,272
52.22%
65.06%
75.51%
53.01%
71.45%
90.67%
71.45%
0.00%
78.64%
76.63%
18.99%
62.51%
Fund Balance Summary:
Nonspendable for prepaid expenses - beginning
Assigned for subsequent year's expenditures - beginning
9,238
-
Committed for building improvements
61,000
Committed for employee leave
25,000
Committed for land improvements
26,000
Unassigned - beginning
Budgeted Ending Fund Balance
585,361
$ 615,880
This budget is based on an estimated 15.7908 General Fund mills to be levied on all taxable valuation within the district.
Board Report: April 13, 2015
Attachment 4
Beaver Island Community School Board of Education: GOAL #1— 2014-2015
Set a course for the Beaver Island Community School that is dedicated to high academic learning
success for each and every student, and is supported by our constituency…considering our strong
community support, financial resources, remote location, and small size.
1. Action: Study and seek current Board’s position on Consultant’s ELA report purchased by prior BICS Board.
Summarize, synthesize with responses from Principal/Superintendent and Teachers—and distribute the report for
feedback from the community via phone, email, written correspondence, and comments from a meeting held for this
purpose. Revise Board’s official position on it and approve for administrative action and implementation.
• Lead Responsibility: BICS Curriculum Committee
• Timeline: Complete by May, 31, 2015
2. Action: Upon review of BICS current test scores, set new targets for the next 3 years that allows BICS to exceed the 75%
percentile in all of the state’s core subjects—and to increase participation and success in AP and college classes.
• Lead Responsibility: BICS Policy Committee
• Timeline: Complete by June, 30, 2015
3. Action: Have the Board’s Curriculum Committee collaborate with the PTA and other Island groups to focus on
enriching learning experiences for BICS students (—as the BICS professional staff focuses on collaborative curriculum
work essential to curriculum alignment needed to meet State Standards). Then bring groups together to identify and
ensure synergy and complementarity.
• Lead Responsibility: BICS Curriculum Committee
• Timeline: Complete by August, 31, 2015
Draft: 4/12/15
Beaver Island Community School Board of Education: GOAL #2— 2014-2015
Revise the Board’s key policies FOR BICS that promise to enhance student learning:
1. Action: Develop new BICS policies for the recruitment, hiring, retention and professional development of excellent
teachers committed to the vision and goals of the Beaver Island Community School.
• Lead Responsibility: BICS Policy Committee
• Timeline: Complete by May, 31, 2015
2. Action: Review all current budget expenditures (including those pertinent to our contract negotiations) so that the key
resources needed for our student’s learning success—and pride and joy in their school—is protected and kept primary.
• Lead Responsibility: BICS Finance Committee
• Timeline: Complete by May, 31, 2015
3. Action: Review and/or revise policies currently requested for change by current professional staff and administration.
• Lead Responsibility: BICS Policy Committee
• Timeline: Complete by June, 30, 2015
4. Action: Put in place the new approach to Principal-Superintendent evaluation that was approved in Feb. 2015—it
includes mutually agreed-upon performance expectations appropriate for today’s high performing schools
• Lead Responsibility: BICS Board President
• Timeline: Complete by August, 31, 2015
Draft: 4/12/15
Beaver Island Community School Board of Education: GOAL #3— 2014-2015
Foster a collaborative leadership culture that seeks ideas, suggestions, assistance, and
participation in BICS decisions and actions—knowing that our administration, teachers, parents, students,
community members, and ISD must work together to achieve ambitious learning results.
1. Action: Encourage increased participation in all BICS Board and Committee meetings.
• Lead Responsibility: BICS President, Committee Chairs, and Trustees
• Timeline: Complete by March, 31, 2015--ongoing
2. Action: Design and enhance a community-wide tutoring program for enrichment as well as enhanced learning progress
• Lead Responsibility: BICS President and (TBD)
• Timeline: Complete by May 15, 2015
3. Action: Seek critical feedback from BICS students, parents, teachers, community members and administration about
how well their elected Board has served them since January, and what it might do to improve—via an annual survey.
• Lead Responsibility: TBD
• Timeline: Complete by August, 31, 2015
Draft: 4/12/15
Current 2014-2015 Board of Education Goals
Goal 1:
By July 1 2015, BICS will develop and implement a district and community wide communication plan.
Goal 2:
By July 1, 2015 BICS curriculum will be aligned to the Common Core State Standards to increase instructional rigor
and fidelity.
Goal 3:
By July 1, 2015, the Policy Committee will establish a process to address set number of policies for development
and/or revision each academic year while acting to increase transparency and communication to all stakeholders
Goal 4:
By July 1, 2015, the Board of Education will establish a Strategic Plan to address the many focus areas of the
school’s operations and as a means of engaging both internal and external stakeholders in the school community.
Attachment 5
Recommended Policy Development and Adoption Language
0200
Policy Development and Adoption
The Board of Education recognizes that anyone may propose an issue to the Board or to the principal for
policy development.
Four-sevenths of the Board members must agree by vote that an issue is worthy of consideration for
policy development by the Policy Committee which shall be established annually by the Board.
The Policy Committee shall be composed of the principal, two board members, one student, and
interested faculty. A chairperson shall be chosen by vote of the committee.
In developing policy, the Policy Committee shall endeavor to carefully examine the facts and reasons
which will shape and form the content of the policy and to study information drawn from the
administrative staff and such other competent and capable sources as may be available to the Board of
Education. Every effort shall be made to secure input from all groups affected by a given policy during its
formulation and prior to its adoption.
After careful consideration of an issue the Policy Committee shall present a recommended policy to the
board. The recommended policy will be read and discussed at the second meeting; and presented for
adoption at the third meeting following presentation. The policy will be read and presented for adoption
at the second meeting following its recommendation to the Board.
Emergency Measure: In the event the board shall consider it is in the best interest of the school district
to adopt or amend policy without conforming to the sequence noted above, it may do so by a foursevenths vote of the members elected to and serving on the Board, provided, however, that if the policy
affect any employee group or groups such groups shall be notified and given the opportunity to review
and respond to reasons for such action.
Board policies shall be conveniently coded and arranged in a policy manual.
The current master agreement between the Board and the Beaver Island Education Association shall be
a part of board policies.
The current Beaver Island Community School Student Handbook shall be considered a part of board
policies.
The policy committee shall maintain an annual policy review schedule relying on school staff, students,
and the community for providing evidence of the effectiveness of its policies.
Attachment 6
BACKGROUND FOR THE BEAVER ISLAND COMMUNITY SCHOOL
BOARD OF EDUCATION
Prepared by Board President Gallagher for BICS Policy Committee Meeting (4/?/15) and
(revised) for BICS Regular Board Meeting on 5/20/15
Announcement of Board Member Resignation—and
Timeline to Fill Upcoming Board Vacancy
Background: BICS Trustee, Dusty Cushman, contacted me recently in light of his
family’s decision to leave Beaver Island. As a consequence, he has tendered his
resignation from the Beaver Island Community School Board effective the end of this
current school year (6/15/15). I suggest we consider the following BICS bylaws that
were passed in May of 2013—and consider some changes to act on our pending
replacement for Dusty Cushman.
What the current BICS Bylaws say about filling Board vacancies: (May 13, 2013)
A. Should a vacancy occur on the board, the following procedure will be
followed:
1. Notification of the vacancy will be published within five (5) days. Interested
citizens will be encouraged to submit a letter of interest to the board.
2. Citizens having submitted a letter of interest will be interviewed by the
board in open session.
3. The vacancy will be filled by majority vote of the board members at the
next regularly scheduled board meeting.
What we should consider changing in this Bylaw:
First, the above bylaw should have two parts--an “A” that describes the vacancy, and a
“B” that describes the process for filling the vacancy. Part A should identify the various
causes of a vacancy—and Part B should describe the process of filling it.
Our current policy only describes part of the process—with some of it unclear. For
example, the first point under “A” above doesn’t clarify within five days of what? The
time the board member communicates his/her intent to resign—or, the actual effective
date of the resignation. The suggested changes are described on the following page, for
your consideration and suggestion—to replace our current Policy on Board Vacancies.
A. Board Position Vacancies:
1. Voluntary Resignations occur when a member of the BICS Board of Education
resigns—either in writing or in direct communication with the Board. The Board
acknowledges and accepts the member’s official resignation, and the effective
date of the pending vacancy.
2. Involuntary Resignations occur when a member of the BICS Board must resign
for cause—including, but not limited to the following:
• The election or appointment being declared legally void;
• His or her residence being removed from the district;
• From death—or officially determined physical/mental incompetence;
B. Process for Filling Board Vacancies
1. Notification of the vacancy will be published within five business (5) days of the
Board’s acceptance of the resignation or termination.
2. It will be noticed at the Beaver Island Community School, the BI Post Office, the
Community Center, the Library, Island Airways, the Public Airport, McDonough’s
Market, Powers Hardware, The Station, and announced on WVBI-FM (100.1).
3. The Board of Education will include their recommended criteria for BICS Board
members in the notice—so the public is aware of these expectations, as well as
return dates and procedures.
4. Interested citizens will be encouraged to submit a letter of interest to the board
President, and all citizens having submitted a letter of interest will be
interviewed by the board in open session.
5. The vacancy shall be filled with a legally qualified person who is appointed by a
majority vote of the remaining members of the Board at a regular or special
board meeting. A roll call vote is required.
6. The person appointed to fill the vacancy shall file acceptance of the office with the
Secretary of the Board and shall take the oath of office prescribed by law. The
secretary will then forward a copy of the acceptance to the School District
Election Committee.
7. And, if for any reason the vacancy is not filled within 30 days after it occurs, the
ISD shall fill the vacancy.
C. New Board Member Transition/Orientation:
Newly appointed members of the Board shall be invited to attend all meetings of the
Board prior to the time they take office. They shall receive copies of all agendas, reports,
and other communications normally received by regular board members, except
information or material of a confidential nature. The President of the Board and
Principal/Superintendent will meet together with the new board member(s) within 5
days after their appointment, to provide relevant background to the Board’s current
work, discuss Board member training, and address any questions the new member(s)
might wish to raise.
Attachment 7
To:
Beaver Island Community School Parents and Community Members
From:
The BICS Board of Education
Regarding: The Commissioned Report on English Language Arts (ELA) Instruction
at BICS—Consultant’s Needs Assessment and Advice on How to Improve
Date:
March 25, 2015
Background:
In September, 2014, the Board of Education hired a consultant to review and suggest
what BICS should be doing to better align its English-Language Arts teaching and
learning with the state’s core curriculum. The state has adopted new standards and is
developing new assessments for them, making it important that BICS instruction be
in line with them. Ms. Kimberly Chausow was hired, and reviewed BICS materials,
surveyed BI parents and teachers, and visited with BICS administrators and teachers
before preparing her report. She described the process and product of her
recommendations in a lengthy document as well as by skype at the October, 2014
School Board meeting.
Given the importance of the subject, the cost of the study ($3,396.40) and the length
of the report (78 pages with attachments) the Board accepted the consultant’s
analysis and suggestions. However, they gave the report to the incoming BICS board
to fully examine, summarize, and decide on next steps after taking office in 2015.
The BICS teachers responded to the report at the time of its release—noting the areas
of their agreement with the consultant’s recommendations. Once the new Board of
Education was sworn in and had its committees in place—the Curriculum Committee
took up the report. They asked the Principal/Superintendent for a written response,
and agreed to draft a board-member reaction as well. KaiLonnie Dunsmore, a BICS
parent with expertise in the area, also discussed the report with the committee and
offered to be helpful with the implementation of selected recommendations.
The separate thoughts of the BICS teachers, Superintendent-Principal, and Board
Committee members are attached to this summary—which includes comments on
their areas of agreement and disagreement. The Board of Education will review this
Curriculum Committee report at their next meeting—including the collective set of
“agreed-upon” recommendations that should likely be followed. They will seek public
reaction and comment to the report—and then make a decision on “next steps”.
Any BICS parent or community member who wishes a full copy of the report may get
one by contacting the office (448-2744) and arranging to get it sent electronically, or
picked up at school. Responses to the summary or full report are encouraged. They
can be made in writing or in person at the School Board’s April 20th meeting—and
possibly later, depending on the Board’s action.
1
The Consultant’s Recommendations:
1. Make the report available for public review and discussion and convene
conversations with teachers around the content. Facilitate a collaborative
and productive conversation about the actions and recommendations that
make sense and seem appropriate.
2. Create a school instructional leadership team. (comprised of
administrator and several teachers) to collaboratively develop a professional
learning plan…built on the goals of this report—and addresses local goals
3. Collaboratively develop learning goals, aligned with the ELA/literacy
Common Core, for each grade…with help from external facilitators.
4. Contract to bring in Literacy Expertise on a regular and continual basis:
consultants trusted by both teachers and the administrators…with a deep
knowledge and experience in literacy coaching, ELA content development,
assessment, and organizational change.
5. Immediately Revise the Report Card: Align report cards so they are based
on the CCSS (Core Curriculum State Standards)—so parents and students can
understand them in terms of achievement of instructional goals.
6. Develop a technology implementation plan that re-examines the way
you are using IPads …and creates a coherent set of supports and outcomes.
7. Differentiate Materials & Instructional Supports: Develop a different plan
for instructional materials for younger students and a more diverse plan for
older students with unique learning styles or who have a formal IEP.
8. Engage Teachers in Collaborative Analysis of Writing and develop a K-12
rubric (or set of rubrics that are aligned). The focus should be on analysis of
students writing across all grades and subjects as it is integrated into
instruction. Avoid packaged curriculum.
9. Rethink Existing Time to Support Professional Development: It is critical
that teachers have school time, space, and support for professional learning
and collaboration. Continuous, coherent ELA instruction, learning and
achievement are impossible without it.
10. Shift away from pre-packaged curriculum to focus on good strategy
instruction (good instructional practice has teachers first deciding on a
student’s learning goals—then identifying which instructional strategies are
most important to the learners—and then seeking the books and materials
that best help them achieve their goals.)
2
11. Engage Parents Intentionally: Put together a parent panel—perhaps co-led
by a board member—to develop recommendations for addressing parent
concerns.
12. Address areas where you aren’t engaging all parties: The district’s School
Improvement Plan should be developed through a collaborative process,
with all parties participating.
13. Get Teachers Off the Island and Into Other Classrooms: Intentionally
build in resources to allow teachers to observe and work with highly
effective teachers in schools that have highly effective ELA instruction.
14. Create Book Club/Collaborative Team Professional Learning Instead of
Staff Meeting Time: Teachers need time for collaborative analysis of videos
that show effective ELA instruction across all grades and content—or time
for shared discussion of a book on effective practice—and they need to do so
in a safe environment absent evaluation of personal teaching.
15. Build Professional Development Time into the New Contract
16. Reconsider the Role of the NWEA—since it is absent defined learning goals
and a collaborative process that defines a rigorous and multifaceted
assessment system.
1-2 Year Goals:
1.
2.
3.
4.
Continue working on all the goals above
Build a coherent multi-year professional development plan
Look at regional resources to support summer learning
Use a more recent approach to school reform that emphasizes
collaboration, ownership, and clear learning goals
5. Redesign secondary instructional time to eliminate departmentalized
instruction
6. Change hiring criteria so you are looking for multiple certification areas
7. Reconsider the utility of the “Open” period—and its goals
3-5 Year Goals:
1. Continue work on above
2. Do another needs assessment to refine a plan for change
3. Build more instruction around interdisciplinary/thematic units at
secondary level
4. Pursue place based education supports
5. Build staff expertise to assume instructional leadership roles
6. Consider block scheduling for students
3
To:
From:
Regarding:
Date:
Beaver Island Community School Board of Education
ELA Teaching Staff; Rooy, Thompson, Robert, Helmer
The commissioned report on English Language Arts Instruction at BICS
4/6/2015
First of all, let me…on behalf of the teaching staff, say THANK YOU to the board for allowing and, in fact,
even requesting for us to publicly share our thoughts on this document and these recommendations.
We believe, very strongly, that we have a great deal to offer this process and are not only willing, but
EAGER to participate.
I will not get into the details of how it was completed, or whether or not we agree with every statement.
Certainly, in the 39 page main document, there are things that we can wholeheartedly agree with and
others that cause us pause or have us questioning if, in the short time we had to work together, we
really gave Ms. Chausow a clear enough picture of our current situation and needs.
In the interest of time, we would like to focus only on the Final Needs Assessment with the 16
Immediate/Short Term Goals list of recommendations (pgs. 23-27): While we do not disagree with any
of the recommendations, the following is a list of those which we feel, as a teaching staff, to be the most
crucial to our moving forward.
A. Instructional Learning Goals:
• #3: Collaboratively Develop Learning Goals, aligned with the ELA/literacy Common Core for
each grade level. This directly aligns with a previously identified elementary need. We feel
strongly that each of us needs to have clearly defined EXIT OUTCOMES at each grade level and
ways to effectively assess those outcomes, using both formative and summative assessments.
Let me be clear. It is not that we are not teaching to the Common Core standards already. The
issue that we face currently is that we have no pre-defined, cohesive method of determining
that each child has met outcomes. This will allow us to more effectively gauge which students
need remediation and, much more commonly, which need acceleration.
•
#8: Engage Teachers in Collaborative Analysis of Writing This process has been started more
than once in the past, but has generally stalled…never lacking in focus or need, but in expertise,
resources and time. As teachers, we need to be able to assist one another in the analysis of
student writing and to do so must be proficient in recognizing quality writing at all levels. We
need to develop cohesive rubrics for assessing student writing that are agreed upon by all
parties and understood by all stakeholders. And we need time to work together.
•
#10: Shift our focus away from packaged programs to good, quality reading and writing
instruction. This can be said for all content areas. We would like, as highly qualified
professionals, to participate in collaborative discussions, but have the final say in the materials
that we use to instruct our students, utilizing the EXIT OUTCOMES and pre-defined formative
and summative assessments to show growth. Prepackaged programs are only going to be
effective if you have prepackaged classes. We do not, as every population of students that
come to us is different in abilities, interests, learning styles and needs.
B. Report Card
• #5 Immediately revise the report cards: This is crucial as the current K – 4 report cards have
never been updated to reflect the CC standards. In most cases, particularly in math, they reflect
the Everyday Math Standards, but not the CCSS. The letter grades currently issued in 5th – 12th
grade provide little usable information to parents in regards to student progress in mastering
common core standards. Moving to a standard’s based reporting system will be beneficial to
both the instructor, in keeping accurate records that reflect a child’s knowledge based on the
standards actually being taught and will also serve to provide parents with a detailed analysis of
how their child is progressing in both reading and writing, something that, based on the parent
surveys, they feel very strongly that they are NOT getting from us. So please know…all of you
parents out there who took the time to fill out those surveys…we hear you, and we can and will
do better in providing you with this information.
C. Professional Development Plan
• #9 Rethink existing time to support Professional Development
• #15 Build Professional Development Time into the new contract
• #13 Get Teachers Off-Island and into other classrooms.
•
We have a very well-educated staff. 7 of the 10 teachers have at least one master’s degree. 2
of us are Nationally Board Certified. I personally (as have many of my colleagues) been trained
in more strategies and programs than I could reasonably count. While we are certainly not
stagnant in our professions, we can sometimes lack focus in our professional learning and
certainly all find it difficult, if not impossible to observe other instructors that teach similar
configurations as we do. Our professional development needs to be focused on common goals,
however, taking into account the needs that each individual has for extended training as we do
not all come to the table with the same set of needs.
D. # 11 Engage Parents Intentionally
And finally, none of these suggestions are going to amount to anything if we cannot re-Engage
our Parent population. We need to make sure that they feel that their voices are heard, their
issues and concerns addressed and their faith in our system restored.
Let me conclude by saying that this entire review process has been both informative and humbling,
requiring that we all take our egos out of the equation in reviewing the recommendations for moving
forward. Let me be the first one to admit that, despite my 22 years of teaching, my National Board
Certification, and my countless hours of professional development…leading a task of this magnitude,
and coordinating all of the recommendations to happen simultaneously is out of the scope of my
abilities, both in knowledge and time. Simply put, I am out of my league. The task before us, as laid out
by Ms. Chausow, is enormous, but certainly not surprising or undoable. And, on behalf of the Miranda
Rooy, Hannah Thompson, Deborah Robert and Ashely Helmer, we are eager to begin this journey. We
will certainly need guidance throughout the process, the resources and time to work, and a commitment
by everyone to see this through to the end. But, this can be done, and we are ready to start.
To:
From:
Regarding:
Date:
Beaver Island Community School Board of Education
BICS Board Curriculum Subcommittee Members
The commissioned report on English Language Arts Instruction at BICS
4/6/2015
Response to the Recommendations—from BICS Curriculum Committee Board
Members: (Judy Boyle, Chair, Dusty Cushman, Judy Gallagher, and Jessica Anderson)
1. The Board supports aligning BICS learning goals and standards for ELA with
the State’s Core Curriculum and Assessments (in accordance with the law).
2. The Board realizes that new goal-oriented approaches to teaching and
learning will be needed for a coherent K-12 curriculum that is consistent with
the principle of continuous growth.
3. The Board agrees that substantial investments will need to be made in
Professional Development for BICS professional staff—both qualitative and
quantitative—including the use of outside expertise off and on Island.
4. The Board supports continuous improvement in mastering the ELA Core
Curriculum (and all core subjects) at a high academic level—while allowing
students to advance to those levels at their own rate and pace.
5. The Board agrees that the assessments, reports, and records of each individual
student’s learning should be based on his or her own progress in achieving the
goals BICS sets for continuous growth and high academic learning
6. The Board recognizes that the proposed changes will require substantial
revision of existing BICS policies—and stands ready to do so.
7. The Board will work with the school administrator and instructional leaders to
set reasonable and appropriate performance expectations to ensure fair and
accountable evaluations.
8. The Board agrees that we must all work collaboratively with one another on
bringing about such change—including the administration, our teachers,
parents, students, community members, and ISD to make the changes needed
for greatly enhanced learning at Beaver Island Community School.
4
To:
From:
Regarding:
Date:
Beaver Island Community School Board of Education
Riley Justis, BICS Superintendent/ K-12 Principal
The commissioned report on English Language Arts Instruction at BICS
4/6/2015
Scope:
Under the guise of the sole school administrator I must review the report from the position of
implementation and predicted outcomes on student learning, fiscal impact and capacity for
implementation within the current staffing structure and program limitations. The ELA report proposed
many important and valid considerations for growth and development of BICS both within and beyond
the confines of ELA content delivery. As the administration of BICS I stand in support of the instruction
of all suggested considerations, hesitation presented in the timeline and process for change. In review of
the report and the associated suggestions I have compiled the following list of priorities for
implementation:
Priorities:
1) Engage Parents Intentionally (Engagement and Collaboration). Throughout the educational
process we must actively strive in to include the voices of all vested partners in the educational
outcomes of our community school. Through this process transparency in ensured and
misinformation is actively reduced.
2) Develop learning goals, aligned with State standards for each grade (Learning Targets).
Through this process we have the ability to increase intentional instruction, differentiation and
support for each individual learner in the classroom and beyond. If a student is thought of as on
a path for learning, toward an intentional goal the progress and success toward the goal
becomes measureable. Teaching can no longer be thought of as teaching to the bottom, middle
or top of a class rather it must be instruction of the individual- ensuring challenge and success in
the in holistic learning process.
3) Rethinking time to support professional development (Professional Growth). Professional
development is vital to the success of all educational settings. At BICS we have the unique
challenge of one teacher per level or multiple levels acting to reduce collaboration with
common instructional levels. We need to rethink the scope of how we utilize the time we
currently have and invest in the idea of extensive and strategic professional learning as a
catalysts for change and development of our learning program. A component of this is the
concept of instructional rounds, both within the building and within other highly successful
programs across the state.
4) Reconsider the Role of NWEA (Assessment of Learning Outcomes). As a school we must
develop a strategic and prescriptive assessment measure. This must be inclusive of National,
State and Local assessments (measures of success toward instructional goals) that identify areas
of action for the individual learners. This type of program would measure current operative level
and give direction in the unique and individual instructional process that the student has access
to.
With each of these priorities there includes an exhaustive list of sub components and examples for the
change that is necessary for program development and increased student outcomes. These 4 key
components are considered more of the overarching ideas that contain the remainder of the
suggestions therein. Change of the implementation or a new order of things is never an easy task yet
through thoughtful and reflective teaching, leadership and policy development BICS can impact each
student. We strive for outcomes; we must make every child come first.
Attachment 8
Winter 2015 NWEA Assessment Results
Compiled Secondary 7-12
Compiled Elementary K-6
Fall ‘14
Winter ‘15
Change
Composite
57%
57%
0%
+9%
Math
69%
61%
-8%
63%
+6%
Reading
57%
55%
-2%
47%
60%
+13%
Language
54%
53%
-1%
60.5%
67%
+6.5%
Science
54%
62%
+8%
Fall ‘14
Winter ‘15
Change
Composite
57%
65%
+8%
Math
60%
69%
Reading
57%
Language
Science
Compiled Full School K-11
Fall ‘14
Winter ‘15
Change
Composite
56%
60%
+4%
Math
61%
64%
+3%
Reading
56%
58%
+2%
Language
52%
55%
+3%
Science
56%
64%
+8%
Percentages in the boxes to the left represent average
percentile rankings of students performance scores.
This percentage is developed from a comparative group
of 3.2 million tested students. While nationally 50% is
on grade level, the median of students at a given grade,
we strive to have our average performance within the
upper quartile of students tested (above 75%). These
numbers (averages) are inclusive of all students tested
and include students with IEP’s.
Performance as determined by
NWEA normed levels
The Data below represents the results of the Winter 2015 NWEA results for Math, Reading, Language and Science for
all General Education students in grades K - 11. In total, 38 students were assessed in both Math and Reading (K-11).
Thirty-four students were assessed in Language (Grade 2-11) and 26 in Science (Grades 3-10). The remaining students
in these grades were either absent during the entire test window or parentally exempted from taking the assessment.
The Data was graphed using the following NWEA parameters and categories:
Below the 25 Percentile = AT RISK of Not Meeting Grade Level Benchmarks
26th – 39th Percentile = Working BELOW GRADE LEVEL averages, but not in the At-Risk Category
40th – 60th Percentile = Working AT GRADE LEVEL
61st – 94th Percentile = Working ABOVE GRADE LEVEL averages
95th – 100th Percentile = GIFTED AND TALENTED
It is important to know that these are PRECENTILES and NOT PRECENTAGES.
Winter 2015 NWEA Assessment Results
The following graphs were calculated at the request of the Curriculum/Policy Committee board members in response to the
proposed board goal of raising student goals to the 75 th Percentile. Categories were adjusted accordingly, and the data
recalculated.
Below the 40 Percentile = AT RISK of Not Meeting Grade Level Benchmarks
41st – 55th Percentile = Working BELOW GRADE LEVEL averages, but not in the At-Risk Category
56th – 75th Percentile = Working AT GRADE LEVEL
76th – 94th Percentile = Working ABOVE GRADE LEVEL averages
95th – 100th Percentile = GIFTED AND TALENTED