Board of Education & Superintendent Goals

  • Board of Education and Superintendent Goals 2020-2021

    Board of Education and Superintendent Goals for the 2020-2021 school year

    District Goal #1
    This District Goal is formulated to address the unprecedented health crisis amid our local community, State, and Nation while accomplishing the feat of re-opening our public schools with safety as our first priority.  We have structured a re-opening plan addressing the following:
    • Educational continuity
    • Co-Curricular experiences
    • Remote and virtual instructional expectations
    • HVAC protocols
    • Contact Tracing procedures
    • Screening procedures for staff and students
    • Personal Protective Equipment purchases and distribution
    • Cleaning and maintenance of facilities
    • Maintaining financial solvency
    Now, it is our responsibility to actuate our plans so that we can maintain and sustain the health of our school community, yet accomplish educational growth for ALL students. As a District, we want to strive to communicate with the community in a transparent manner, be flexible in addressing student and staff concerns, and design and deliver support systems that optimize educational attainment.  
    District Goal #2 - Quantitative
    The Superintendent will oversee the establishment, operations, and financial management of a new program at Camden County College that will serve students with behavioral concerns and school anxiety, school phobia, or those students who function better in a non-traditional program. We call this program the Center for Alternative and Restorative Education (C.A.R.E.). The C.A.R.E. Program is designed to provide students with a safe, supported, and comfortable learning space designed to minimize distractions in a shortened school day while increasing student’s abilities to self-regulate emotions, be present in the moment, process information effectively, and demonstrate successful acquisition of knowledge.

    Participation in the Center for Alternative & Restorative Education requires either an application process with supporting medical documentation, recommendation by the building administration, or placement by the Child Study Team (as a result of an I.E.P. meeting). All recommendations are subject to Superintendent approval. All medical documentation is subject to review by the District’s physician.

    We designed C.A.R.E. at Camden County College because we wanted to provide an alternative and restorative learning environment for individuals who require additional therapeutic supports in order to maximize their social, emotional, behavioral, and academic potential. This is a therapeutic-based program where academic and mental health counseling will be provided on a daily, weekly, and monthly schedule.

    Partnering with Camden County College has been a key element in providing students with a safe and unique opportunity to see themselves in a world that exists beyond the traditional high school setting. Several of our students have returned from out-of-district placements and others have previously required home instruction. As a district, we felt that we could do better and we purposefully designed this program to encourage students to grow personally and academically in an inviting and alternative setting while providing therapeutic support. As Kristin Coleman, special education teacher at the facility noted, “The campus is a perfect setting for students looking to be inspired. Being on a college campus allows students to visualize what’s next after high school. The classroom itself feels comforting and welcoming. It doesn’t feel like a typical classroom, but offers all the support and more!”

    Whole group counseling occurs 4 times a week for 30 minutes. Every student has an individual social worker counseling session once a week for 50 minutes. The School Psychologist is teaching brain science twice a month on Fridays for 50 minutes. Academic counseling once a week also occurs for 50 minutes. Lastly, students are receiving regular education and/or special education whole group instruction on interpersonal and intrapersonal communication skills and academic readiness skills, like organizational skills.

    The C.A.R.E. program will administer a social-emotional, mental health assessment check every quarter (9 weeks). The first mental health check will occur in November 2020. The results of that mental health assessment will establish a basis for individual student goals related to mental health wellness. Based on those initial results and the continued support of the program structure and staff, 80% of students will either maintain or increase the levels of mental health wellness as measured quarterly in comparison to the initial mental health assessment.

    Additionally, when factoring in expenses, it is my goal to reduce the actual or predictable cost of educating our students in our own CARE program, rather than educating them in an out-of-district school. We will save the School District 5% of the financial obligations of actual or predictable costs by keeping students in our District CARE Program.
    District Goal #3 - Qualitative
    The Superintendent will help develop and support a professional development series of workshops and book clubs for administrative, supervisory, teaching, and non-support staff as a continuation of Equity work completed last school year. In year one, we examined our curricula, collected information from students and alumni, and assessed how equitable students' school experiences were among racial and economic demographics. The data suggest gaps in experiences in part due to the lack of diversification of curricular materials, the inequitable application of certain student codes of conduct apparent, perceived, or actual violations, and how staff members respond to a diverse student body. The Equity Council, as a result of our work last school year's work, is focused, this year on professional development.
    We will perform the following actions:
    1. Develop and deliver two workshops for administrators and supervisors on Equity & Empathy.
    2. Develop and deliver at least four workshops focused on Equity & Empathy for teachers and support staff.
    3. Develop and deliver at least four workshops on Growth Mindset for teachers, administrators, and supervisors.
    4. We will collect qualitative data and perform an analysis based on pre-and post-survey results.
    5. We will collect qualitative data from students via survey results to describe their educational experiences this year as a comparison to what we heard from students last year.
    6. We will develop and host book clubs that focus on building empathy and growth mindset in the classroom. 


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