Assessing our Strengths

We have identified that the percentage of families that qualify for Free and Reduced Lunch in our school district is less than 30%, which places us on the low end of the poverty scale. This may leave us feeling less alarmed, especially in view of the fact that some school districts have poverty rates upward of 75%--some even at 100%. 

But despite the fact that our poverty rate might be lower than some other school districts, we know how much physical, social, and emotional well-being affects the mind and contributes to poor performance in school.  Because of this, it’s important that we look closely at all the factors and policies that have a big impact on school achievement among students from low SES populations, and resolve that we will do whatever we can to provide the kind of learning that will level the playing field.

Within our district we have worked hard in the past few years to make progress in key areas that are known to affect student achievement.  There are several areas in particular where I think we have seen a lot of change in the right direction: 

•  As teachers we are doing a better job of identifying how our objectives are matching instructional standards.  There is increased continuity within grade levels and continuity is building within disciplines.

• Regular assessment of student progress is combined with feedback and remediation.  Formative assessment is identifying students that need additional instruction to meet the identified goals and a clear plan is in place to give students time to work on the skills that have been targeted for additional work/remediation.

•  Increasingly there is time spent in collaboration in our PLC’s.  This gives people within  a given discipline to set congruent expectations for various grade levels. 
• I  think the changes in Staff Development have had the effect of setting higher expectations and building a climate that fosters the growth mindset.  Regardless of where one is in their professional career, change is inevitable. Growing personally to meet the demands of a changing world  is part of staying on top of your profession.

• At Rugby, I feel we continue to make progress in demonstrating that we are a caring faculty,  without reducing high standards and expectations.  I feel we still call students to strive steadily toward improvement, and yet get the message across that they are respected and appreciated for who they are. Our current mentoring program seems to be making an impact and students enjoy this time in small groups with staff.

• As staff in the Rugby District, I feel we all feel a sense of shared mission and goals.  I think this is due in a great part to our administration that continually puts the mission and goals out there and reminds staff of where we are headed.

•   I like the emphasis we continue to put on improving reading skills across the board.  I think the Read 180 program is effective and is showing improved scores in reading.  I also think the 20 minutes of weekly reading makes a statement to our students and our community, even though there is some feedback that students don’t care for it.

These are just a few areas where I see improvement in our district.  Overall, I think we have conscientious and growth-minded teachers who are interested in providing quality teaching that impacts students.  Combined with good leadership, these assets are helping us to make forward progress.

 

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