Building on Progress
Another year has ended… how time flies! On behalf of the administration, teachers, students and staff, I thank all of the parents and community members who help support our schools. Together, we can be proud of our students and the positive strides we take to give them the education and support they deserve.
This year we introduced new initiatives to create the vision that our board, administration and faculty have for our schools. These initiatives are vital to ensuring a healthy, safe and well-rounded academic environment for our students. Our faculty has embraced these initiatives by stepping up and taking on the challenge of learning new ways to approach discipline and academic progress, and by taking on leadership roles in a variety of areas.
At the beginning of the year, we initiated a positive behavior support system (PBIS). The purpose of PBIS is to implement strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piece meal approach of individual behavioral management plans, this program is a continuum of positive behavior support for students in all areas of a school, including classrooms, hallways, buses, restrooms and other non-classroom settings. Using PBIS, students demonstrating positive behavior can be rewarded with tickets from any District staff or faculty, including bus drivers. In turn, students may redeem tickets for special events, such as lunch with the Principal (at the elementary school) or for use in the school store (at the high school).
We also implemented Multi-Tiered Systems of Support (MTSS), which is a framework that guides educators in more accurately assessing a student’s progress in comprehending curriculum and demonstrating behavioral norms.
The key components of the MTSS framework include:
- Leadership – creating purpose and trust to engage staff and students
- Collaborative learning – using practices in which staff research in real time to improve teaching and learning
- Tiered support system – adhering to different levels of supports for behavior, achievement, and social/emotional needs
- Data – using data to assess student needs and aligning them with appropriate supports
The first area in which we implemented MTSS was at the Elementary School in reading. Using assessment data, teachers implemented reading interventions based on student’s areas of need. By placing students in small groups and monitoring their progress regularly, teachers were better able to determine areas of improvement and/or need.
This coming year we will continue to use and refine the MTSS framework in reading, and roll out the same methodology in math, all the while developing teams of expertise within our faculty. We will also update our safety protocols and policies, and improve the security of our physical structures.
I look forward to building upon the progress we’ve made this past year with our new initiatives, and continue our focus of creating a safe, supportive learning environment for all students at Northeast Bradford.