The Bethel Public Schools 2013-2014 School Improvement Plan outlines goals in four areas: a culture of learning and high expectations; exceptional teaching and learning; effective community relations; and preparing all students to meet future challenges. The plan details strategies and objectives to improve student achievement, instruction, professional development, facilities, and community/family partnerships. It also includes sections on school data, funding sources, teacher qualifications, and schoolwide program requirements. The overarching goal is for all students to acquire skills and knowledge to be career and college ready.

1. [insert school name]
School Improvement Plan
2013 - 2014

2. Bethel Public Schools
2013 - 2014
School Mission
School Information

3. Bethel Public
Schools
Goals
Culture of Learning
and High Expectations
-State-of-the-art facilities provide
safe, healthy learning environments in
support of the district’s goals
-High-quality programs and training honor
diversity and individuality
-Strong family/school partnerships and
community involvement aimed at
improving student achievement
-All students prepared for careers and/or
post-secondary education
-Budgeting that drives the goals of the
district and is transparent to the
community
Exceptional Teaching
and Learning
-Classroom instruction and student
performance connected to common core state
standards
-Effective instructional strategies to meet the
needs of all students
-Meaningful learning experiences ensure that
all students succeed
-Integrated, progressive technology that
supports teaching, learning and
communication
-Recruitment, retention and support of high-
quality, professional staff
Effective Community
Relations
-Stakeholders involved in the school
improvement process
-Business partnerships recognized for work
with schools
-Parent and community volunteers
encouraged and supported
-Collaborative relationships with school, family
and community groups
-Frequent and open communications with
staff, families and the community
Preparing All Students to
Meet the Challenges
of the Future
The Bethel School District will meet the
challenges of a changing world by
graduating students who are:
-Knowledgeable individuals
-Effective communicators
-Creative, analytical thinkers
-Caring, responsible citizens, possessing
strong human relations skills
Students will acquire the skills necessary to
work collaboratively on a team as well as
have the ability to solve problems and think
creatively.
By having exposure to the arts, athletics and
activities, students will be academically and
socially prepared to make choices beyond
high school graduation.
To accomplish this, Bethel School District
will:
-Emphasize student learning in basic
skills and core academic areas
-Coordinate curriculum, instruction and
assessment with grade level
expectations/common core standards
-Form partnerships within the community
to nurture student learning and
citizenship
-Use assessment tools to monitor and
adjust instruction

4. Bethel Public Schools
2013 - 2014
Data Page

5. Bethel Public Schools
2013 - 2014

6. Bethel Public Schools
2013 - 2014
School Plan forExceptional Teaching and Learning

7. Bethel Public Schools
2013 - 2014

8. Bethel Public Schools
2013 - 2014

9. Bethel Public Schools
2013 - 2014

10. Bethel Public Schools
2013 - 2014

11. Bethel Public Schools
2013 - 2014

12. Bethel Public Schools
2013 - 2014

13. Bethel Public Schools
2013 - 2014

14. Bethel Public Schools
2013 - 2014
1) What comprehensive needs assessment was used to determine the populations you would serve? (i.e. MSP/HSPE, district
assessment, program assessments, parent or staff surveys, demographics, student turnover rates, etc.)
2) What specific methods and scientifically-based research strategies were used to target and determine the academic program for
low-achieving students and those most at risk of not meeting the state standards? (Address how the school will determine if needs have
been met.)
3) How is your program providing instruction by highly qualified teachers and paraprofessionals?
4) How does the school or district provide high quality and ongoing professional development to teachers, principals,
and paraeducators to enable children to meet academic achievement standards?
Title I Schoolwide Questions

15. Bethel Public Schools
2013 - 2014
5) What strategies does your school use to attract and retain highly qualified teachers?
6) Describe the strategies used to increase parent involvement?
(How you include parents in the planning and review of the program, the PI policy, the Compact, and meetings?)
7) Describe the plan for assisting preschool children and the transition from early childhood programs?
(Such as Head Start, ECEAP, or a State-run preschool program, to the local school program.)
8) How are teachers included in the decisions made regarding the choice and use of academic assessments?
(Describe how teachers will use these assessments to provide information and improve the achievement of individual students and the overall
instructional program.)
9) What strategies are used to provide timely additional assistance to students experiencing difficulties mastering state standards?
(Include a description of the interventions(s) used for identified students.)
Title I Schoolwide Questions

16. Bethel Public Schools
2013 - 2014
Title I Funding Sources Budget Form
Funding Source Amount Contributed How Funds will Support Schoolwide Programs
Local Levy
Basic Education
Title I Part A
Title II Part A

17. Bethel Public Schools
2013 - 2014
Title I Funding Sources Budget Form
Funding Source Amount Contributed How Funds will Support Schoolwide Programs
Title II Part D
Title IV Part A
Title V
Other Funding
Sources

18. Title I Section 1119 Qualifications for Teachers and Paraprofessionals Verification of Compliance – Principal Attestations
The Elementary and Secondary Education Act (ESEA) No Child Left Behind Act of 2001, states in Title I Section 1119(h) that each local educational agency shall require that the principal of
each school operating a program under Section 1114 - Schoolwide Programs or Section 1115 - Targeted Assistance Schools attest annually in writing as to whether such school is in
compliance with the requirements of Section 1119. In addition, copies of attestations shall be:
• Maintained at each school operating a Schoolwide or Targeted Assistance program, and
• Maintained at the main office of the school district, and
• Available to any member of the general public on request.
Requirements of Section 1119 - Teachers
• Beginning with the first day of school year 2002-03 teachers hired and teaching in a program supported with
• Title I funds are highly qualified.
• A plan was developed to ensure all teachers are highly qualified no later than the end of the 2005-06 school year. (Exception to this requirement is available to small rural schools
identified in the flexibility provisions of March 2004.) Components of the plan shall include annual measurable objectives to:
o increase the percentage of highly qualified teachers, and
o increase the percentage of teachers who are receiving high-quality professional development, and
o such plan may include other measures determined by the school and/or district.
• Beginning with the 2002-03 school year, progress to meet annual measurable objectives must be publicly reported (can be met through reports to OSPI and used for data posting on
the OSPI website for state, district and building report cards).
Requirements of Section 1119 – Paraprofessionals
• All paraprofessionals hired after January 8, 2002, hired with Title I funds or employed in a Title I Schoolwide program and assisting with instruction must meet one of the following
requirements:
o Completed at least 2 years of study at an institution of higher education
o Obtained an associate degree (or higher)
o Met a rigorous standard of quality and can demonstrate through a formal state approved assessment the knowledge of, and the ability to assist in instructing, reading,
writing and mathematics, or assisting in instructing and the readiness of above named subject areas, as appropriate.
• Existing paraprofessionals working in a program supported with Title I funds or employed in a Title I Schoolwide program and assisting with instruction must have met the Title I
requirements by the end of the 2005-06 school year.
• All paraprofessionals working in a Title I funded program, including a Title I Schoolwide program, shall have earned a secondary school diploma or its recognized equivalent.
• Title I paraprofessionals will not be assigned a duty inconsistent with duties outlined in Section 1119.
• Paraprofessionals work under the direct supervision of teacher consistent with Section 1119.
Statement
I attest that the provisions of Section 1119 - Qualifications for Teachers and Paraprofessionals are met in this Title I school for school year 2013-2014.
__________________________________________ (School Name) ________________________________ (Date Signed)

19. HIGHLY QUALIFIED IMPROVEMENT STRATEGY FOR ENSURING HIGHLY QUALIFIED STAFF
District recruitment and retention activities:
Bethel School District actively recruits highly qualified certificated staff members through participation in Career Fairs, collaboration
activities with local universities, and by providing a continuously updated website and promotional materials. The district's Diversity
Partnership has developed a plan to actively recruit and retain minority candidates. Applicants' qualifications are screened at the district
level. A school-based committee interviews possible candidates, allowing a match between the school's needs and candidates. Ongoing
professional development opportunities and a mentoring program for new teachers enables Bethel to better retain its staff.
District professional development activities:
Professional development within Bethel School District is district-wide and school-based. It is aligned with state standards including the
use of classroom-based assessments of standards. Each school determines its professional development needs through the strategic
planning process. A school-based Leadership Team facilitates the planning process and the improvement of teaching and learning. The
district offers on going Core Training opportunities to develop common knowledge and skills. An Instructional Coach, located at each
elementary and junior high, provides instruction in literacy and assessment development. A district teacher on special assignment
promotes the development of mathematics and science instruction. The district has targeted mathematics as an area of needed
concentration and improvement, and the district has afforded mathematics workshops and curriculum to enable improvement of student
learning by Bethel School District teachers.
School specific strategies to attract and retain highly qualified teachers:
Our school is committed to the establishment of Professional Learning Communities to incorporate best practices and help with
classroom implementation of new practices. Teams are designed to build collegial support and assist in learning from each other. In
part, retaining highly qualified teachers involves teachers sharing what teachers know with each other. Professional learning
communities create the culture in which we make the necessary changes to improve student achievement for all students.
I certify that my teachers and paraprofessionals meet the “highly qualified standards” of the No Child Left Behind Act of 2001
(ESEA).
_____________________________________________Date________________
(Principal Signature)

21. CERTIFICATION: This plan has been developed by the school site council representing certificated staff,
classified staff, and community representatives. Opportunities for review and input regarding the plan have
been provided to the total staff and to the community at large. Details of the plan have been developed in a
collaborative manner with operational and instructional support staff impacted by proposed changes.
SCHOOL SITE COUNCIL MEMBERS:
Administrator __________________________________
Certificated Staff __________________________________
Classified Staff __________________________________
Parent Representatives__________________________________
__________________________________
Title 1 LAP Director __________________________________
Parent Signatures __________________________________
__________________________________
Title 1 / LAP Specialist _____________________________________
Community Representatives__________________________________