Easton Public Schools Strategy 2016-2018

Strategic Objectives
Ensuring the Social and Emotional and Physical Wellbeing of All Easton Students Grades pre-k to 12
Deepen our focus on student well-being both social-emotionally and physically and ensure program enhancements, curriculum development and improvement, and faculty support in these areas.
Strategic Priorities
Social Emotional Wellbeing / Action Steps and school/admin responsible / Timeline / Status
Assessing and Adjusting Offerings Accordingly: Conduct Youth Risk Behavior Survey at the secondary level in an effort to establish baseline data with regard to risky behavior being exhibited by Easton teens. Enhance health and physical education and support offerings to address increasing student physical and social emotional needs. /
  • Develop Youth Risk Behavior Survey that is appropriate to EPS secondary students, complete with School Committee approval, and arrange to have printed and administered by the end of the 2015 calendar year (Building Administration, Secondary Nurses and Guidance Counselors, Superintendent, School Committee)
  • Conduct data analysis of survey results and share findings with School Committee and staff at EMS and OAHS. (Superintendent, Building Administration)
  • Provide presentation of findings to parents of respective secondary schools, along with a panel of school officials to explain strengths, concerns, and next steps (Building Administration, Central Administration)
  • Identify programmatic and staffing needs in response to findings and include in budgetary planning (Building Administration, Central Administration, School Committee)
/ Fall 2015
2015-16
2015-16
2015-17 / Completed
Completed
Ongoing
Ongoing
Analysis of Student Service Offerings: Assess and where necessary, develop therapeutic support programs (PreK-12) that are designed to assist students dealing with significant emotional issues in an effort to provide broader support (such as Bridge Programs for students returning from hospitalizations and/or alternative programs for students with significant emotional needs). /
  • Develop and implement Therapeutic Learning Center (TLC) for Pre-K to 2 level (Central Office Administration, Director of Student Services, Pre-K to 2 Building Administration)
  • Develop and implement Therapeutic Learning Center (TLC) for 3 to 5 level (Central Office Administration, Director of Student Services, 3 to 5 Building Administration)
  • Develop and implement Therapeutic Learning Center (TLC) for 9 to 12 level (Central Office Administration, Director of Student Services, 9 to 12 Building Administration)
  • Develop and implement Therapeutic Learning Center (TLC) for 6 to 8 level (Central Office Administration, Director of Student Services, 6 to 8 Building Administration)
  • Develop and Implement Autism Spectrum Disorders Program at Oliver Ames
/ 2015-16
2015-16
2016-17
2017-18
2015-16 / Completed
Completed
Ongoing
Ongoing
Completed
Guidance and Career Services: Assess and expand where necessary those supports that ensure student success in school (guidance counseling, career counseling, adjustment counseling, transitional services) and better prepare them for post-secondary experiences. /
  • Develop and conduct a special education Transition Fair for families of special needs students contemplating possible post-secondary career or vocational pathways (Director of Student Services, OAHS Guidance and Special Education Staff)
  • Collect data (surveys of graduates, current students, parents, teachers, and neighboring communities) about effectiveness of existing guidance counseling programs offered at the secondary levels (Director of Student Services, EMS and OAHS Guidance Staff, EMS and OAHS Building Administration)
  • On basis of data analysis, consider adjustments to guidance curriculum and/or delivery of model to better meet student needs at the secondary level (Director of Student Services, EMS and OAHS Guidance Staff, EMS and OAHS Building Administration)
/ 2015-16
2016-17
2017-18 / Completed
Not Yet Begun
Not Yet Begun
Social Awareness Programming: Assess what exists in EPS regarding social competency programs (i.e. Open Circle) and make necessary adjustments and changes based on staff and student feedback and data showing effectiveness. Investigate the use of Positive Behavior Interventions and Supports at the building level and Response to Intervention tiered system of supports with a universal screener and BCBA support. /
  • Inform teachers about SIT (Student Intervention Teams) available for students struggling with S.E.B issues (Pre-K-5 Building Administrators)
  • Collect data via survey related to student social problems (Pre-K – 12 Building Administrators with Director of Student Services and Assistant Superintendent participation)
  • Reach consensus on social curriculum programming and present recommendation to School Committee for approval (Building Administration, Director of Student Services, Assistant Superintendent)
  • Implement new social curriculum program and review and revise as necessary (Building Administration, Director of Student Services, Assistant Superintendent)
/ Fall 2015
2015-16
2016-17
2017-19 / Completed
Not Yet Begun
Not Yet Begun
Not Yet Begun
Faculty Wellness: Establish faculty committees at each level to promote faculty health, wellness and resilience. /
  • Establish a Faculty Wellness Committee at each school level (Pre-K – 2, 3-5. 6-8, 9-12) charged with assessing faculty needs related to health and wellness (Assistant Superintendent, Building Administration)
  • Recommend to the School Committee, initiatives, professional development, or other strategies that will result in improved faculty health, wellness and resilience at each school level (Pre-K – 2, 3-5. 6-8, 9-12) (Assistant Superintendent, Building Administration)
  • Provide funding to support enhanced faculty health and wellness initiatives at each school level (Pre-K – 2, 3-5. 6-8, 9-12) (Assistant Superintendent, Building Administration, School Committee
/ 2016-17
2017-18
2017-18 / Not Yet Begun
Not Yet Begun
Not Yet Begun
Intervention Professional Development: Provide professional development opportunities designed to heighten teacher awareness about the challenges that children face when living with poverty, substance abuse, trauma, and family dysfunction. /
  • BCBA, SIT focus on S.E.B. Develop staff (Building Administration, Director of Student Services, Assistant Superintendent)
  • Provide professional development based on data collected in other areas in 2015-16 and develop consistency in SIT process (Building Administration, Director of Student Services, Assistant Superintendent)
  • Follow up on SIT cases and document longitudinal data in X2 (Building Administration, Director of Student Services, Assistant Superintendent)
/ 2015-16
2016-17
2016-17 / Ongoing
Ongoing
Ongoing
Transitional Services: Provide more communication, support and guidance for students and families when transitioning between schools (ex. grade 2 to grade 3) to ensure greater consistency for students. /
  • Assess present transition planning and gather baseline data (Building Administrators, Assistant Superintendent)
  • Analyze data and develop transitional programs and strategies that will provide greater support for students and families as they move from school to school (Building Administrators, Assistant Superintendent)
  • Implement new programs and strategies designed to provide better support for students and families as they move from school to school (Building Administrators, Assistant Superintendent)
/ 2015-16
Summer 2016
2016-17 / Ongoing
Ongoing
Ongoing