Report on Progress Towards Strategic Plan

Bethel Public Schools

Dr. Christine Carver, Superintendent of Schools

Equity is achieved when student outcomes are not predicted by gender, race, ethnicity, class, or special needs and where all students reach a level of efficacy and competencies that support a rewarding and productive life. This requires the elimination of the inequalities that contribute to disproportionate learning and achievement by students of different social groups while ensuring all students are prepared for a productive and meaningful life.

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~CAPSS Equity Statement

The mission of the Bethel Public Schools is to foster a culture of excellence and achievement accomplished through strong, collaborative relationships and rigorous teaching and learning opportunities for all learners. Our graduates will be compassionate, skilled and inquisitive individuals, who take initiative in making positive contributions to society

Core Beliefs

1. that educational excellence benefits the entire community and is the shared responsibility of students, families, educators, staff, and citizens.   
2. that equity is a fundamental value, providing for high-quality education and that the diversity of our students is an asset to the educational community.
3. in having high expectations for all children to learn and grow to their full potential.
4. in developing caring, respectful, and supportive relationships among stakeholders which creates an environment that fosters social-emotional growth.
5. that if we want our students to engage in a global workforce and become effective stewards of democracy, we need to develop their ability to think critically, become effective collaborators, creators and innovators.
6. in the necessity of teaching students to become informed and positive contributing members of society.
7. that recruiting, developing, and retaining exceptional educators creates a rigorous learning environment that will prepare our students for the demands of the future workforce.
8. that safe, secure, well-maintained, equipped facilities are essential for the physical, social-emotional, and intellectual development of our students.
9. in communicating the fundamental value and quality of education being delivered in our schools.

The Empowered Learner

Bridging the Past with the Present

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Curriculum (UBD/Transfer)

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Hattie:

• Clarity
• High Expectations
• Growth for all

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UBD Design Process Curriculum

Developing our Understandings of:

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• Progression of learning (Grade Level Expectations)
• What success looks like across the year
• Assessment of Student Learning - Demonstrating understanding of what is learned both formatively and summatively (Our Impact)

Rigor & Relevance

Bethel Public Schools Coherence Framework

If we design environments that foster curiosity and engage learners in authentic, relevant problems and tasks where they can set goals, initiate actions to achieve those goals, seek feedback, and reflect on their progress, then they will be empowered and develop their agency and self-efficacy.

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What makes an Empowered vs.

an Engaged Learner?

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The Shift from Engaging Students to Empowering Learners

By John Spencer

The Empowered Learner

LEARNER

Instructional Focus 2021-2022

Acceleration Framework

Theory of Action 2021-2022

Current Theory of Action:

If we engage all students in equitable, high quality learning opportunities by:

• Understanding and fostering social and emotional competencies;
• Clearly communicating the learning progression (both content and practices);
• Engaging students in relevant tasks in both synchronous and asynchronous settings;
• Giving, receiving, and using feedback;
• Providing opportunities for ongoing student reflection (global competencies); and
• Monitoring learning through embedded curriculum-based measures

then students will be more connected, focused and empowered learners.

Next Year’s Theory of Action:

If we accelerate learning for all students by:

• designing equitable, rigorous and relevant tasks that foster student agency;
• implementing equitable, responsive teaching through the use of formative assessment strategies;
• prioritizing global competencies, standards, concepts and skills in order to scaffold learning;
• fostering the mindsets, dispositions and social emotional competencies that support an assets-based mindset;
• customizing environments (virtual and physical) to engage students in the learning process;

then we will build self-efficacy and empower all students for success.

Theory of Action 2021-2022 - Implementation

Social

Emotional Learning (SEL)

Adoption of CASEL Framework