Student management

Student attendance, emotional support among Agawam School goals

AGAWAM — Superintendent of Schools Sheila Hoffman recently outlined her proposed goals for Agawam Schools for the 2022-23 school year. She also shared a self-assessment of where the district is in terms of student achievement and instructional practices.

His goals, along with updates on progress throughout the year, will be used for Hoffman’s annual evaluation by the school board in the spring. She made her presentation at the committee meeting on September 27.

Hoffman described several self-assessment indicators she has identified that align with her goals. Indicators are used to assess where the superintendent believes the district is in the areas of learning growth and student achievement as well as for instructional practices measured against instructional performance standards,

In analyzing student results, Hoffman looked at last year’s data from the STAR reading, math and early literacy assessment programs used by the district. STAR assessments are computer-based tests designed to quickly provide educators with accurate, reliable, and valid data so they can make decisions about instruction and intervention.

Data showed that 35% of K-9 students are proficient in reading and math, and 54% of K-2 students are proficient in early literacy.

In assessing instructional practices and performance standards in the district, Hoffman focused on four areas for growth: instructional leadership, management and operations, family and community engagement, and professional culture.

For instructional leadership, its growth focus is a process of monitoring and implementing effective and rigorous standards-based instructional units with measurable and improved engagement strategies.

Under Management and Operations, his growth goal is to gain more stakeholder feedback, including communicating more with staff about the budget and developing more recruitment strategies to strengthen and diversify the workforce of the district.

The growth area for family and community engagement involves improving engagement strategies and addressing family concerns, especially for low attendance students.

The self-identified area of ​​growth for professional culture is to increase access to support and resources so that all students can reach their full potential through a true sense of belonging to the school community.

Hoffman identified three goal areas that will be used in his assessment: professional practice, student learning, and district improvement. In the goal areas, she described how she plans to implement these goals, including key practices, and the evidence she will use to achieve each goal.
Professional Practice Goal

The sole purpose of professional practice is to meet leadership. Hoffman plans to achieve this goal by implementing monthly data review in meetings with his administrative leadership team. Meetings will have an academic focus and engage team members in a discussion or activity that will result in a better understanding of data-driven decision-making.

Key practices for this objective: monthly data review and provision of data for key decisions. As proof, Hoffman plans to provide team agendas, minutes, and data reports.

Student learning objective

This goal area focuses on student achievement in mathematics and reading. The first goal is to increase by 10% the number of students in grades 3-9 who meet the proficiency standard measured by the STAR reading assessment.

Similarly, Hoffman wants to increase by 10% the number of K-2 students who meet the proficiency standard measured by the STAR Early Literacy Assessment.

For the second student achievement goal, in math, Hoffman wants to increase the number of K-9 students by 10 percent who meet the proficiency standard, as measured by the STAR Reading Assessment.

To achieve these goals, Hoffman will encourage staff to share best practices in meetings, analyze data, and reach students with one-on-one or small group instruction.

Neighborhood improvement goal

Attendance is the district’s number one improvement goal. Hoffman’s goal is to increase attendance rates for students identified as chronically absent by 10%.

She hopes to develop attendance improvement plans at each school, to include family notifications, rewards for good attendance, family outreach, wellness checks, school data meetings and a intervention with Effective School Solutions, a New Jersey-based company that partners with school districts. to support students with emotional and behavioral problems.

The second district improvement goal is to implement a comprehensive district safety plan that includes emotional and physical safety support.
Work in this area will include ongoing evaluation and revisions to district emergency response plans, the addition of security coordinators, continued ALICE (Alert, Lockout, Inform, Counter, Evacuate) for active shooter preparation, inventory of safety needs, professional development of staff, expansion of suicide signs curriculum, continued use of health screening tools mental health, contracting with experts to support the development of a hospital-to-school transition protocol, training additional staff in mental health first aid for young people, providing additional sessions coaching in group cognitive therapy, community partnerships and increased use of socio-emotional screening.

It will measure the district’s success in achieving this goal with attendance data, school climate survey, partnership data, and DESSA data – a standardized, strengths-based measure of children’s social-emotional skills. kindergarten to 8th grade.

Last spring, Hoffman held an information workshop on the assessment process to help new committee members — especially those who joined the committee in January after the 2021 election — better understand the process. Evaluation.

Following Hoffman’s presentation on September 27, the committee voted unanimously to adopt the proposed goals.