About Bangor Township Schools

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Mission Statement - Our mission is to provide a quality educational program for all students. In pursuit of this mission, Bangor Township Schools will: Employ a competent and caring staff Offer a comprehensive educational program Provide an environment which is conducive to learning

 Vision Statement

Our vision is to provide quality-learning opportunities for all members of the Bangor Township community. In pursuit of this vision, Bangor Township Schools will: Continuously pursue academic excellence. Nurture thinking and responsibility. Engage all members of the community in the educational program.  Be a place where everyone is learning.

This Best Practice Framework will provide clear focus for district improvement and success.

The Best Practice Framework is a combination of NCA, MI Plan, our Strategic Plan, and Professional Learning Community (PLC) components which are focused around six themes:  Curriculum, Leadership, Intervention, and School and Community.  Fiscal responsibility is woven throughout the entire framework of the Best Practice Framework, which is a living document that will evolve and expand each year and engages the entire K-12 community. 

THEME 1:  CURRICULUM AND ACADEMIC GOALS

·         Principals and teachers understand the learning goals and these goals are non-negotiable

·         The district gives greater substance and clarity to state standards-curriculum maps or pacing guides, performance rubrics, and model lessons

·         Alignment between district, school and classroom goals

·         School leadership supports systemic curriculum planning

·         Vertical teams (by grade/subject) will meet regularly to review curriculum and academic goals (District Curriculum Chairs)

THEME 2:  STAFF SELECTION, LEADERSHIP, AND CAPACITY BUILDING

·         Aligned Professional Development

o    Data-driven and tied to academic goals

o    Content and process oriented

o    Provide formal and informal follow-up

o    Classroom-based/collaborative

o    Continuous and ongoing

THEME 3:  instructional programs, practice, and arrangements

·         Instructional Resources and Programs

o    Tightly aligned to district academic goals

o    Supported by empirical research as effective with target population

o    Frequently piloted as part of the selection process

o    Monitor implementation and impact of selected materials and programs

THEME 4:  MONITORING, COMPILATION, ANALYSIS, AND USE OF DATA

·         Using Data to Drive Instruction

o    Benchmark tests aligned to state standards as a supplement state tests

o    Data is used in all decision-making processes

o    Ongoing timely feedback is available and disaggregated

o    School administration regularly uses assessment results to examine student and teacher performance

o    Teachers use assessment results to examine student performance and to direct instructional decision-making

o    Assessment is not one shot or random; multiple assessment tools and methods are used to  monitor student learning

THEME 5:  RECOGNITION, INTERVENTION, AND ADJUSTMENT

·         Well coordinated intervention practices

o    District and school interventions and adjustments are made in response to data review

o    Interventions begin early, by Kindergarten or grade 1, before state testing data appears

o    The effectiveness of intervention techniques are measured throughout the school year, as well as at the end of the year

o    Professional development is tied to specific interventions being used

THEME 6:  SCHOOL AND COMMUNITY RELATIONS

·         Maintain current School of Choice levels

·         Keep current BTS students

·         Provides a community support base for future facility and program needs

·         Creates a partnership between school and community for student support

·         Creates an environment for ongoing student success (high school reform mandates)