STANDARD 4 - RESOURCES AND SUPPORT SYSTEMS
The school has resources and provides services that support its purpose and direction to ensure success for all students.
The Stanton Community School has clearly defined policies, processes, and procedures to ensure that school leaders have access to, hire, place and retain qualified professional and support staff. School leaders through our personnel committee use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the school.
The district has established several policies and procedures related to hiring professional and support staff. Per the 2015-16 Federal definition, the district has a 100% highly qualified staff. Many staff members have Master’s Degrees and beyond. Paraprofessionals have a 2-year degree or passed the Para Pro test. All professional and support staff positions have a job description which directly supports the school’s educational program. The school also features 9 School Improvement Committees with specific jobs and goals set forth by the school to ensure continuous improvement.
Instructional time, material resources and fiscal resources are focused on supporting the purpose and direction of the district. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations include achieving the school’s purpose and direction.
The elementary school utilizes both time and resources to enhance school improvement. Fiscal resources are available as needed. Technology and reading accountability grants are written and requested. Professional development is encouraged and in-service days are spent training teachers and paraprofessionals in reading instruction. A school calendar and teacher schedules can be found on the school website. A 90-minute uninterrupted reading block ensures protected instructional time. Reading interventions are scheduled and explicit instruction is expected.
Recently at the secondary school, a reading specialist position was added but a reading curriculum has not been chosen. The district offer 6 days of professional development/in-service for staff and have school improvement action plans that guide our time and resources.
School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness and a healthy environment and they have shared these definitions and expectations with all stakeholders. All school personnel and students are accountable for maintaining these expectations. Valid measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. The results of improvement efforts are systematically evaluated regularly.
The school is enrolled and all school personnel participate in SafeSchools Training. Building security and safety is a priority. Two safety visits occur each year. We have an annual building and grounds walk around with the building committee. We have safety drills and audits along with security cameras and a visitor security during school hours. School personnel record depreciable items on classroom inventories. A safety handbook is available online. A maintenance request system needs to be implemented as well as a better way to hold students accountable for keeping the school safe, clean, and healthy.
The budget, finance and grants committee annually creates a list of financial priorities. To develop the priorities list, the committee gathers input from all the strategic plan committees to determine financial needs. Once the committee creates the list, the list is then presented to the board of education for additional input. Grants are authored and money is allocated to items on the prioritized list.
All students and district personnel have access to an exceptional collection of media and information resources necessary to achieve the educational programs of the school. Qualified personnel in sufficient numbers are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information.
The district employs a full-time librarian to serve both facilities. The district has a volunteer to assist the librarian. Staff and students have physical access to the library and online recourses. The district utilizes the Follett Library program.
The technology infrastructure meets the teaching, learning and operational needs of all stakeholders. School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure.
The district continuously improves its technology infrastructure. A new server was recently purchased. Every classroom is equipped with an IPad, computer, projector system, and SmartBoard or Mimio system. A policy is in place for technology used by personnel and students. Both a needs assessment survey and a Bright Bytes technology survey were given to all personnel and students to determine technology needs met and not met. A technology committee has developed an action plan to continually improve the technology infrastructure.
The Stanton Community Schools personnel implement a process to determine the physical, social, and emotional needs of each student in the school. School personnel provide or coordinate programs to meet the needs of students as necessary. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to meet the needs of students more effectively.
The district utilizes a wide variety of support systems to meet the needs of all students. Support systems include the advisor /advisee program, grade level meetings, speech, guidance, a school nurse, and a school psychologist. Accommodations are made for students via the IEP process, 504 Plans, SAT team, and/or Title I. The Teammates program provides mentoring support for struggling youth. The district is represented at monthly LB1184 meetings held at the county attorney's office. Assemblies are offered throughout the year. The district also offers both breakfast and lunch daily including a summer program. Follow-up evaluation is need for all programs.
District personnel implement a process to determine the counseling, assessment, referral, educational and career planning needs of all students. School personnel provide or coordinate programs necessary to meet the needs of students whenever possible. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to meet the needs of students more effectively.
The district implements a SAT referral process that is clearly outlined and followed. ILCD has improved the SPED program in better meeting the needs of all students. Decision rules are followed in determining Reading interventions. The district needs to continue to seek ways to assist students who have been identified as high risk students but do not qualify for special education.
The district has established several policies and procedures related to hiring professional and support staff. Per the 2015-16 Federal definition, the district has a 100% highly qualified staff. Many staff members have Master’s Degrees and beyond. Paraprofessionals have a 2-year degree or passed the Para Pro test. All professional and support staff positions have a job description which directly supports the school’s educational program. The school also features 9 School Improvement Committees with specific jobs and goals set forth by the school to ensure continuous improvement.
Instructional time, material resources and fiscal resources are focused on supporting the purpose and direction of the district. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations include achieving the school’s purpose and direction.
The elementary school utilizes both time and resources to enhance school improvement. Fiscal resources are available as needed. Technology and reading accountability grants are written and requested. Professional development is encouraged and in-service days are spent training teachers and paraprofessionals in reading instruction. A school calendar and teacher schedules can be found on the school website. A 90-minute uninterrupted reading block ensures protected instructional time. Reading interventions are scheduled and explicit instruction is expected.
Recently at the secondary school, a reading specialist position was added but a reading curriculum has not been chosen. The district offer 6 days of professional development/in-service for staff and have school improvement action plans that guide our time and resources.
School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness and a healthy environment and they have shared these definitions and expectations with all stakeholders. All school personnel and students are accountable for maintaining these expectations. Valid measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. The results of improvement efforts are systematically evaluated regularly.
The school is enrolled and all school personnel participate in SafeSchools Training. Building security and safety is a priority. Two safety visits occur each year. We have an annual building and grounds walk around with the building committee. We have safety drills and audits along with security cameras and a visitor security during school hours. School personnel record depreciable items on classroom inventories. A safety handbook is available online. A maintenance request system needs to be implemented as well as a better way to hold students accountable for keeping the school safe, clean, and healthy.
The budget, finance and grants committee annually creates a list of financial priorities. To develop the priorities list, the committee gathers input from all the strategic plan committees to determine financial needs. Once the committee creates the list, the list is then presented to the board of education for additional input. Grants are authored and money is allocated to items on the prioritized list.
All students and district personnel have access to an exceptional collection of media and information resources necessary to achieve the educational programs of the school. Qualified personnel in sufficient numbers are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information.
The district employs a full-time librarian to serve both facilities. The district has a volunteer to assist the librarian. Staff and students have physical access to the library and online recourses. The district utilizes the Follett Library program.
The technology infrastructure meets the teaching, learning and operational needs of all stakeholders. School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure.
The district continuously improves its technology infrastructure. A new server was recently purchased. Every classroom is equipped with an IPad, computer, projector system, and SmartBoard or Mimio system. A policy is in place for technology used by personnel and students. Both a needs assessment survey and a Bright Bytes technology survey were given to all personnel and students to determine technology needs met and not met. A technology committee has developed an action plan to continually improve the technology infrastructure.
The Stanton Community Schools personnel implement a process to determine the physical, social, and emotional needs of each student in the school. School personnel provide or coordinate programs to meet the needs of students as necessary. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to meet the needs of students more effectively.
The district utilizes a wide variety of support systems to meet the needs of all students. Support systems include the advisor /advisee program, grade level meetings, speech, guidance, a school nurse, and a school psychologist. Accommodations are made for students via the IEP process, 504 Plans, SAT team, and/or Title I. The Teammates program provides mentoring support for struggling youth. The district is represented at monthly LB1184 meetings held at the county attorney's office. Assemblies are offered throughout the year. The district also offers both breakfast and lunch daily including a summer program. Follow-up evaluation is need for all programs.
District personnel implement a process to determine the counseling, assessment, referral, educational and career planning needs of all students. School personnel provide or coordinate programs necessary to meet the needs of students whenever possible. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to meet the needs of students more effectively.
The district implements a SAT referral process that is clearly outlined and followed. ILCD has improved the SPED program in better meeting the needs of all students. Decision rules are followed in determining Reading interventions. The district needs to continue to seek ways to assist students who have been identified as high risk students but do not qualify for special education.
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Elementary only evidence
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Secondary only evidence
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