INTRODUCTION

This document presents the strategic plan for the Warwick Public Schools and establishes a long-range direction for the district. The strategic plan provides a clear focus for future pursuits and establishes priorities for improving schools.

Strategic Planning is a process of creating an organization’s preferred future.  It is a planning process for organizational renewal and transformation that provides a framework for improving programs, management functions, and evaluation of an organization’s progress. Strategic planning helps organizations think and act strategically, develop effective strategies, clarify future directions, establish priorities, improve organizational performance, build teamwork and expertise, and deal effectively with a rapidly changing environment.  The strategic planning process involves a series of steps that moves an organization through:

• understanding relevant external trends and their implications;

• assessing organizational capacity to change and improve;

• developing a mission, and guiding beliefs;

• establishing goals, objectives, and action plans designed to move the organization to where it wants to be;

• setting a strategic direction to follow to achieve its mission and objectives; 

• communicating its mission, beliefs, and goals/objectives to all stakeholder  groups;

• implementing the action plans it has developed; and

• monitoring progress, solving problems, and renewing action plans.

Organizations implement strategic planning to effectively deal with change in a proactive, rather than reactive, manner by establishing a common purpose, a sense of direction, priorities for change, and a blueprint for action.  This plan presents an analysis of the school district’s strengths and weaknesses as well as the opportunities and threats anticipated by current trends and future conditions.  Based upon these understandings and analysis, this document defines the mission, guiding beliefs, goals and objectives, which will guide the school district during the next three to five years.

To be successful, this strategic plan demands the support from all stakeholder groups: the School Committee and other governmental leaders; the Superintendent; teachers, administrators and support staff; parents; students; business leaders; and the general community.

This strategic plan is the culmination of analysis and work by a strategic planning committee consisting of teachers, administrators, parents, students, government leaders, business representatives and community members.  The committee followed the process of strategic planning as described in this document and depicted in the following figure.

Strategic Planning Process

Pre-Planning - involves forming the strategic planning team, selecting an external facilitator, gathering needed resources, training the strategic planning team, and establishing dates, times, and location for strategic planning meetings.

Creating the Plan - consists in conducting the environmental scan and developing guiding beliefs, mission statement, goals and objectives, learner goals, and parameters.

Communicating the Plan - involves establishing processes for communicating the components of and building support for the strategic plan.

Action Planning - includes prioritizing of objectives, establishing action steps, identifying persons responsible for implementing each step, establishing timelines, determining indicators of accomplishment, and establishing budgets for action plan implementation.

Monitoring and Evaluation - involves monitoring the implementation of all action plans and assessing the degree of accomplishment of the strategic plan components.

WARWICK PUBLIC SCHOOLS

STRATEGIC PLANNING COMMITTEE MEMBERS

Kathleen Adams, Principal, Holden Elementary School

Noreen Bamford, Teacher, Potowomut Elementary School

Denise Bilodeau, Coordinator, Technology

Robert Bushell, Director of Elementary Education

Candace Caluori, Assistant Principal, Toll Gate High School

Lynn Conti, Principal, Robertson Elementary School

Marie Cote, Assistant Principal, Pilgrim High School

Richard D’Agostino, Director, Special Services

Kathy Desrosiers, ELA Supervisor

Emo DiNitto, Supervisor of Athletics and Health

Christopher Friel, Warwick School Committee

Sam Holtzman, President, Warwick Teachers’ Union

Tim Kane, Assistant Principal, Warwick Veterans High School

Tracey Koosherian, Parent, Warwick Neck Elementary School

Patricia Lytle, Department Head, Pilgrim High School

Marilyn Massey, GBP Coordinator, Pilgrim High School

Joanne McInerney, Principal, Winman Junior High School

Victor Mercurio, Director of Secondary Education

Dennis Mullen, Principal, Pilgrim High School

Susan Perkins-Brillat, Physical Education Department Head - Aldrich

Debra Place, Volunteers of Warwick Schools

Ron Poirier, Math/Science Supervisor

Gloria Rossiter, Teacher, Aldrich Junior High School

Stephen Saunders, K-12 Visual Arts Supervisor, Warwick Public Schools

Anne Seisel, Associate Director of Curriculum

Robert J. Shapiro, Superintendent

Linda Sheehan, Teacher Assistant, Warwick Independent School Employees’ Union

Dianne Silvia, MIS Manager, Warwick Public Schools

Nancy Sinotte, Literacy Coach – Title I Schools

Donna Tobin, Guidance, Pilgrim High School

Stephen W. Lowery, Facilitator, Coordinator of Grant Programs, Warwick Public Schools

Carol Maloney, Senior Clerk/Technical Assistant, Warwick Public Schools

We Believe:

• All students can learn at high levels.

• Learning and teaching are continuous, life-long processes.

• Education is the shared responsibility of students, families, school staff, and the entire 

• community.

• Schools are safe, secure, and nurturing learning communities.

• School and student performance are assessed in a variety of ways.

• Schools foster a strong work ethic in students.

• Schools prepare students to be creative thinkers, problem solvers, and effective

• communicators.

• Schools meet the individual needs of students by providing diverse programs.

• Schools foster and develop relationships with institutions of higher learning.

• All members of the school community are treated with dignity and respect.

• Schools provide students with a framework for moral and ethical decision making.

• Schools use current technology to support teaching and learning.

• Schools instill a sense of global awareness.

• Schools prepare students to participate productively in the local and international business,

• civic, and economic communities.

The targets developed by the Warwick Public Schools will enable all students to be proficient in mathematics and reading by 2014 as established by the federal legislation “No Child Left Behind Act of 2001.”   To meet the 2014 federal mandate, we have established the following three-year goals and strategic objectives.

By the year 2008, we will:

GOAL - Improve student performance in Reading as measured by the New England Common Assessment Program (NECAP).

Grade 4

• Increase the percentage of students meeting or exceeding the standards in reading so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP with an Index Proficiency Score of 88.1.

• Reduce the reading performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Continue to implement, and evaluate Personal Literacy Plans for K – 6 students who are reading below grade level.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify K – 6 students, who are reading below grade level, for supplemental services.

• Continue to Implement  the elementary reading program which is aligned with the New England Compact’s Grade-Level Expectations as part of the preparation for  annual assessment using the NECAP.

• Involve 100% of the professional staff in scientifically research-based professional development activities designed to improve teaching strategies related to Reading: Analysis and Interpretation and Basic Understanding.

Grade 8

• Increase the percentage of students meeting or exceeding the standards in reading so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP with an Index Proficiency Score of 83.9.

• Reduce the reading performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Continue to implement, and evaluate Personal Literacy Plans for grade 7 and 8 students who are reading below grade level.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify grade 7 and 8 students, who are reading below grade level, for supplemental services.

• Implement the junior high school reading program which is aligned with the New England Compact’s Grade-Level Expectations as part of the preparation for annual assessment using the NECAP.  

• Involve 100% of the professional staff in scientifically research-based professional development activities designed to improve teaching strategies related to Reading: Analysis and Interpretation and Basic Understanding.

Grade 11

• Increase the percentage of students meeting or exceeding the standards in reading so that district schools will meet or exceed the state target for a “high performing school” as measured by the State with an Index Proficiency Score of 81.2.

• Reduce the reading performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Implement, and evaluate Personal Literacy Plans for grade 9 students who are reading below grade level and continue to implement the plans with each consecutive grade level through grade 12 on a yearly basis.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify grade 9-12 students, who are reading below grade level, for supplemental services.

• Involve 100% of the professional staff in scientifically research-based professional development activities designed to improve teaching strategies related to Reading: Analysis and Interpretation and Basic Understanding.

GOAL - Improve student performance in Writing as measured by the New England Common Assessment Program (NECAP).      

Grade 3

• Increase the percentage of students meeting or exceeding the standards in writing so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP.

• Reduce the writing performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Title I students will meet or exceed the standard on the NECAP Writing Assessment.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify K – 6 students, who are writing below grade level, for supplemental services.

• Continue to implement the elementary writing program which is aligned with the New England Compact’s Grade-Level Expectations in preparation for annual assessment using the NECAP.

• Expand the implementation of research-based “best practices” in writing effectiveness and conventions to all grade levels.

Grades 8

• Increase the percentage of students meeting or exceeding the standards in writing so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP.

• Reduce the writing performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify grade 7 and 8 students, who are writing below grade level, for supplemental services.

• Continue to implement the junior high school writing program which is aligned with the New England Compact’s Grade-Level Expectations in preparation for annual assessment using the NECAP.

• Expand the implementation of research-based “best practices” in writing effectiveness and conventions to all grade levels.

GOAL - Improve student performance in mathematics as measured by the New England Common Assessment Program (NECAP).

Grade 4

• Increase the percentage of students meeting or exceeding the standards in mathematics so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP with and Index Proficiency Score of 83.

• Reduce the math performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify K – 6 students, who are below grade level in mathematics, for supplemental services.

• Continue to implement the elementary mathematics program which is aligned with the New England Compact’s Grade-Level Expectations in preparation for  annual assessment using the NECAP.

• Provide students with real life problems that allow them to apply mathematical skills and concepts.

• Provide teachers with professional development that will allow them to instruct students in real life problems.

• Implement differentiated instructional strategies to help all teachers close all equity gaps.

Grade 8

• Increase the percentage of students meeting or exceeding the standards in mathematics so that district schools will meet or exceed the state target for a “high performing school” as measured by the NECAP with and Index Proficiency score of 73.1.

• Reduce the math performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify grade 7 and 8 students, who are below grade level in mathematics, for supplemental services.

• Continue to implement the junior high school mathematics program which is aligned with the New England Compact’s Grade-Level Expectations in preparation for assessment using the NECAP.

• Provide students with real life problems that allow them to apply mathematical skills and concepts.

• Provide teachers with professional development that will allow them to instruct students in real life problems.

• Implement differentiated instructional strategies to help all teachers close all equity gaps.

            Grade 11

• Increase the percentage of students meeting or exceeding the standards in mathematics so that district schools will meet or exceed the state target for a “high performing school” as measured by the state with an Index Proficiency Score of 73.

• Reduce the math performance gap between special education students and general education students as demonstrated by students with disabilities meeting the state target for students with disabilities on the NECAP assessment.

• Evaluate and revise our data collection and record-keeping processes to facilitate the use of the new Response to Intervention Model in order to qualify 9 – 12 students, who are below grade level in mathematics, for supplemental services.

• Provide students with real life problems that allow them to apply mathematical skills and concepts.

• Provide teachers with professional development that will allow them to instruct students in real life problems.

• Implement differentiated instructional strategies to help all teachers close all equity gaps.

GOAL – Create professional learning communities.

• Provide professional development in the areas of graduation by proficiency, literacy and personalization to improve student achievement.

• Provide an on-going mentoring program for all new professional and classified staff.

• Provide opportunities for all teachers to participate in teams of various size and focus for the purpose of learning together – curriculum, instructional practice and pedagogy.

• The district will develop peer coaches, critical friends or study groups for professional development.

GOAL – Implement the R.I. Board of Regents Regulations governing high school reform.

• Foster student engagement in the learning process by increasing personalization in secondary schools.

• To restructure graduation requirements to be aligned with the R.I.D.E. and N.E.A.S.C. mandates to include implementation of Senior Exhibition Project and digital portfolios which will integrate common tasks and authentic course assessments.

GOAL -  To decrease obesity and improve the health and wellness of students through nutrition, physical activity, health education and physical education.

• To implement the revised Physical Education Curriculum in 2007-2008.

• To incorporate use of BMI within the revised Physical Education Curriculum and         relate physical activity and wellness initiatives to stakeholders.

Our overall goal is to prepare all students to be life-long learners, responsible citizens, and productive workers.  To that end we will graduate students who:

Communicate effectively via oral, written and technological means by:

• Reading widely and critically;

• Writing clearly, concisely, and persuasively;

• Speaking, listening, and conversing effectively; and

• Using contemporary technologies to expand and enhance communication skills.

Solve problems effectively by:

• Working cooperatively and/or independently;

• Accessing, collecting, and analyzing information related to the problem;

• Developing plans that lead to possible solutions; and

• Formulating and implementing a solution.

Acquire and apply a broad body of knowledge by:

• Understanding American and world political, social and cultural traditions;

• Applying key concepts and skills in math, science and technology;

• Developing an appreciation of English and foreign languages;

• Recognizing the need to make informed and responsible judgments regarding personal

• health;

• Reading and responding to a variety of literature; and

• Participating in and being culturally and aesthetically aware of a wide variety of art forms.

Display a strong sense of self-discipline, which enables them to act responsibly by:

• Setting and assessing goals;

• Applying ethical principles which demonstrate a respect for the value of effort and the work

• ethic;

• Recognizing and respecting cultural diversity and individual contributions;

• Making informed career and life decisions

• Accepting consequences for their actions; and

• Understanding and practicing good citizenship skills, including community service; and being

• aware of their interdependence with the environment.

The district strategic planning committee has established the following parameters to guide their work in implementing the district’s strategic plan:

• Nothing will take precedence over the improvement of student performance.

• All action planning and implementation teams must be fiscally responsible and work within their allocated budget.

• We will not implement any new instructional programs without providing appropriate professional development.

• The strategic planning, action planning, and implementation teams will have diverse representation and will seek input from the community.

• We will not tolerate discrimination of any kind.

• All work of action planning development and implementation teams must be approved by the district strategic planning committee.

• The school committee must review and approve adoption of the district strategic plan.

• Student intervention teams will be expanded to include all schools to address the needs of diverse learners.

• Self-studies will be completed at the school level in accordance with guidelines established by the Commissioner of Education.

• We will maintain interagency agreements with state and local agencies for the coordination of services to children and families to include the identification, provision of services and transitional needs of preschool children with disabilities and children and youth with behavioral health care needs.

• We will annually update the district’s technology plan.  The current update is titled Focus 2008.