Instruction

Expectations, Impact of Instruction & Resource Management

Expectations

Students at Beatrice High School experience rigorous coursework and high expectations in a variety of ways. The BHS Dual Credit Program offers students rigorous, college-level coursework through Southeast Community College-Beatrice and Peru State College. BHS also has an Advanced Placement Program, in which students experience rigorous, challenging programs through a broad array of subjects, including course offerings in Science, Psychology and foreign languages. Additionally, BHS is developing an Academic Decathlon program and will begin competition during the spring of 2019.

BHS is also poised to become a leader in secondary Science, Technology, Engineering & Math (STEM) education because we have developed technology and programs designed to provide students with the necessary skills to pursue college degrees and careers in engineering, mathematics and technology. BHS also aims for every student to enter college with the mathematics skills necessary for the degree of their choosing by requiring all students to take a math course during three of their four years in high school.

In addition to providing the above mentioned specialized programs, BHS is committed to providing support for all students as they set challenging goals for their learning. Teachers have students working collaboratively and in small groups on challenging coursework. Teachers meet at least once per week in professional learning communities (PLCs) where they work on ways to differentiate and implement effective instructional strategies so common challenges can be met and so all learners are held to high standards. PLCs have begun to use common formative and summative assessments, including student interactive notebooks and essential questions, to help all students meet high expectations on a consistent and recurring basis.

All BHS students are also expected to monitor their own learning in each of their courses and to reflect upon their learning. As students chart and monitor their progress in courses, they have a clear picture of where they need to focus their attention, and they are prompted to revisit their goals and make necessary adjustments, spend additional time honing skills, and seek additional help from their teachers. Teachers are available before school, during lunch, and after school to provide one-on-one assistance and tutoring for their students. Some teachers assign mandatory and/or whole group tutoring sessions to students who need extra instruction on a particular topic and all teachers provide room hours on a daily or weekly basis. Beatrice High School has also developed several required intervention programs to assist students who are not being successful in their coursework.

For those who demonstrate a need for additional and more structured assistance, BHS offers academic support classes. The focus of the support classes is to assist students to be successful in on-level mathematics and English classes by reinforcing study and organizational skills, strengthening compensatory skills, and providing extra support where needed. Co-taught classes, where students receive accommodations and services to support their success in inclusion classrooms, are also provided. Special education teachers collaborate with instructional staff, students, and families to ensure that all students attain challenging goals.

In order to ensure teachers and staff are properly prepared to support the various needs of students and held to high standards for pedagogy, leadership is committed to providing and encouraging continuous education, not only in areas of specialty, but also in educational best practices. The teacher mentoring program has also long been very strong in the Beatrice district. Experienced teachers are matched with new teachers to meet periodically to provide year-long support in the areas of instruction, content knowledge, and classroom management.

On campus, members of the BHS administration team also attend weekly PLC meetings and visit classrooms regularly, performing walk-throughs and providing teachers with feedback on their instruction, using the Marzano iObservation Focused Model Performance Evaluation tool. Teachers are also formally observed twice each year and are required to provide supporting artifacts that demonstrate effective teaching and professionalism, including, but not limited to, strategies for collaboration, active student engagement, differentiation, enrichment, and alignment to the BHS Instructional Model. Based on observations, teachers are provided feedback on areas where they are performing well, or areas where they can improve their teaching. As a result of individual, school-wide, and district-level efforts, teacher evaluations demonstrate that BHS have strong content knowledge in their areas.

BHS teachers and administration are supported by a staff of individuals who are just as committed to supporting learners in their pursuit of challenging goals. The BHS media specialist ensures that students have access to technology and media resources necessary for research. The district Technology department ensures that computers and computer carts are working and available for individual student and classroom use. The attendance clerk keeps a close check on student attendance and responds to inquiries from students, teachers, and parents regarding student attendance. All coaching staff at BHS support building level and individual sport student eligibility policy and procedures. We also have two school counselors who meet with and support each student in creating academically rigorous course paths to support long-term goals. Several colleges and universities visit the BHS campus so students can receive information about their programs and make informed decisions about their college choices. Our College Access program and committee provides students with FAFSA and with information about possible scholarship opportunities. BHS juniors take the ACT Exam, free of charge, to help give them a clear picture of their academic standing and highlight areas where they need to focus effort.

Off campus, the support for students continues. Parents, families, and legal guardians show involvement in setting high expectations for their children in a number of ways at BHS. Parents attend school sponsored events and activities, including an 8th Grade night, campus tours led by school counselors and BHS Student Council members, and a school-wide curriculum night every fall. Throughout the year, BHS keeps parents and families informed about upcoming events through our OrangePeal monthly newsletter, by a building level email system and through social media posts. Our system alerts families to upcoming registration, ACT information, along with upcoming ceremonies and performances. The Infinite Campus online grading system and parent portal also allows parents constant access to their students’ schedules and grades, and teacher web links give parents access to course documents, syllabi and teacher contact information.

The BHS community provides feedback on our programs and initiatives through a variety of mediums. District Facebook and Beatrice High School Twitter and Instagram accounts give parents a venue for asking questions and discussing school initiatives and parents and community members can provide feedback and comments. Members of the BHS administrative team meet one-on-one with parents/guardians who have questions or concerns regarding their child’s educational experience. Students have opportunity to work with the leadership to develop, review, and evaluate school programs and budgets. The community is also involved in Committee of the Whole and curriculum adoption meetings held on a monthly basis. At the Committee of the Whole meetings, parents and community members can weigh in on the curriculum resources their students will be exposed to and use in the future.

In short, BHS is committed to providing a challenging, rigorous academic experience with a wide range of educational opportunities that challenge students to use critical thinking and problem-solving skills. Through our AP and Dual enrollment courses, the SENCAP Career Academy Program and support from teachers, leadership, staff, parents and community members, we support our students in their educational journeys and we aspire to prepare every student for a successful college or career experience and excellent future beyond BHS.

Impact of Instruction

Teachers at Beatrice High School prioritize supporting struggling learners and helping students to monitor their personal improvement in learning. Students can monitor their progress through several different methods. Student grades are posted per class, through our online system, Infinite Campus. This system is accessible through both computer browsers and a dedicated Infinite Campus app. BHS students also set academic and personal goals within the classroom setting. They use progress monitoring to track their success rates at meeting these objectives. Students who are struggling to master skills and learning objectives are encouraged to attend before-school or after-school tutoring. As a school-wide policy, all teachers are to be available to their students both prior and after normal school hours. During these classroom times, students have the opportunity to receive direct support from their teachers. Students may also schedule additional tutoring time as needed.

Graduation rates demonstrate BHS learner success in completing the expectations for earning a diploma. Approximately 75% of our students enter college after completing their studies at Beatrice High School. Our dual-credit program is a popular option, where our students have the opportunity to receive high-rigor instruction and Southeast Community College or Peru State College credit from highly qualified instructors. Additionally, learners may also choose to take Advanced Placement classes and work to be successful in passing those examinations. Special needs students are further supported through inclusion classes, co-taught classes and one-on-one support. This assistance not only supports the learning for special needs students directly; it also provides assistance for teachers as they plan instruction for the success of all learners.

In order to support all learners through active engagement, differentiation, and instructional strategies, teachers plan effective instruction during on-site professional development. In some curriculum areas, teachers within the same learning discipline have common prep times, which allows weekly PLC meetings to analyze student achievement data and discuss effectiveness of instruction. Teachers plan lessons together, as well as write and share information from an assortment of data collection methods, including common formative and summative assessments on specific priority standards or learning targets. With this data, teachers closely monitor the success rates of each learning goal. Examples of frequently utilized formative assessments include exit tickets, engagement and exploration responses, and online practice quizzes.

Administrators are involved in assessing student progress, as well. Teachers receive a minimum of one walk-through observation each semester and one formal evaluation for the school year (more frequent for new teachers). Through the use of the Marzano iObservation Focused Model observation tool, data is collected during informal walk-throughs to assess teaching strategies and the behaviors and engagement levels of students in BHS classrooms. Most teachers on campus receive a “Applying” rating in the Marzano iObservation Focused Model system, and the results are shared with teachers as a way to communicate areas of strengths, as well as opportunities for improvement. Formal evaluations, conducted using the Marzano iObservation Focused model, help administrators monitor and evaluate the impact of instruction and learner engagement and that feedback is shared with teachers so they can use it for goal attainment and future curriculum planning and instruction.

Other school staff also supports teaching, learning, and overall student success through a variety of interactions with both students and teachers. The BHS media center specialist organizes the use of print and electronic resources for both teachers and students to use. The organization of this system maximizes teachers’ planning time and lesson implementation to support teaching and learning. The counseling department supports learners academically and emotionally through one-on-one meetings, as well as presentations throughout the school year during various classes. The BHS School Nurse also supports teachers and learners through promoting well-being and aiding students as needed. Her diligence and organization help promote a healthy learning environment.

Parents, community members, and business partners, have a positive perception of the quality of education at BHS as shown by the turnout for school events, as well as the number of vendor relationships with the school. Parent and family surveys indicate that parents connect their children’s school experiences with engagement, positive outcomes, and academic success. We also have a high attendance rate of parents and community members at school events such as sporting events, fine arts productions, concerts, and school-sponsored information nights. The number of community relationships and frequency of interaction indicate the community has an overall positive perception of Beatrice High School.

Resource Management

Ensuring that every student has the essential tools and resources for learning is a priority at Beatrice High School, and the administration, support staff, and teachers on campus believe that technology is an important element of resource management. From the moment of enrollment, students have access to a wide range of technology resources, appropriated by BHS leadership. The media center provides mobile computer labs for classroom checkout. Each cart contains 30 internet-connected laptops for student use within the classroom. Teachers can also reserve one of three computer labs on a calendar coordinated by the BHS Media Specialist. The Journalism/Yearbook department also has a separate computer lab for their specific use.

Beatrice High School supports students who bring and use their own technology in the classroom and offers a modified 1 to 1 initiative. Supporting this technology on our campus has been a focus of our district leadership. Wi-Fi connectivity has been provided across campus and every classroom at BHS has a digital projector, teacher computer, and other instructional technology. Teachers also have access to graphing calculators and document cameras for use within the classroom. In addition, to increase student access to course texts online, BHS has begun moving toward digital textbook adoptions, which will eventually make course texts available online.

Academic support services are tailored to meet the needs of all students. High achieving students are challenged through a variety of Advanced Placement, SENCAP Career Academy and Dual Enrollment course offerings. Before-school and after-school tutoring is provided in all academic departments, with available meeting times. For students interested in entering the workplace following high school, our SENCAP Career Academy education programs offers educational opportunities in Agriculture, Criminal Justice, Health Sciences, Business, Manufacturing and Education . For students in need of career guidance, the BHS Student Services Center and our Work-Based Learning program provides scholarship and financial aid support. They also schedule time for college representatives to visit the campus and share information with students.

In addition to providing our students with service and support that is aligned with their academic needs, Beatrice High School is focused on supporting students socially, physically, and emotionally, as well. Staff and administration continually review these support services, collaborating with students and their parents to ensure that all needs are being met. The BHS campus houses a team of two guidance counselors who are trained to provide social and emotional counseling for all students. The BHS Special Education Department works closely with instructional staff to ensure that students are supported through Individual Education Plans, each of which is monitored closely by a case manager. A team of counselors and teachers also, carefully administer 504 plans, providing students with specific strategic accommodations to help them succeed.

BHS also provides for the physical well-being of all students by providing a safe learning environment. The nursing office provides health and medication management, including hearing and vision screenings and assessments of all student illness and injuries. The school resource officer (SRO) provides campus security, as well as legal issues and awareness for staff and the student body. Fire safety and Standard Response Protocol (SRP) drills are planned and practiced regularly to ensure that all students are prepared for possible emergency situations, and the campus Emergency Response Committee, made-up of administrators, teachers, and support staff members, meets to review these procedures frequently.

The BHS support staff has resources that allow them to remain effective. The front office is outfitted with updated technology and an automated phone system, as well as an upgraded security system. Office staff members are provided with training on operating systems that are specific to their needs. Paraprofessionals who provide a priceless service to our special needs students also receive ongoing training, including BBP, suicide prevention, first aid/CPR, and billing for Medicaid, and they are provided with resources in the classroom that help special needs students with work place skills and transition. We have utilized a mock apartment set up in a Southeast Community College dorm room that assists the teachers and paraprofessionals in teaching students life skills. Lastly, security is provided with resources, as well, such as communication devices, video surveillance equipment that allows them to complete their jobs with quality and proficiency. Through a collaborative agreement with the City of Beatrice, the school also employs a school resource police officer who builds relationships and monitors the safety and security of everyone on campus.

Off campus, parents and families of Beatrice High School students show their support to students and staff, as well, by being involved and contributing in many ways to help make BHS a better place. Parents and guardians often join different groups on campus and volunteer their time and resources. They provide support to our staff during professional development days by providing heartfelt support thought the year, especially in times of need. They also work with local vendors and businesses in the community to acquire resources to support BHS and to make our campus a great place for students and staff to work. Parents and families are also key supporters of BHS athletics and activities, donating countless hours and resources so students can have a positive and memorable high school experience. BHS parents and guardians are actively involved in district committees and focus groups. It is great to see parents that have invested in the success of BHS, and we remain committed to seeking support from our parents, guardians, and families.

Beatrice High School’s administration, counselors, and teachers work closely with local colleges and university academic departments to align student learning in college and career readiness, and they continue to leverage community assets every year to improve outcomes and drive learner success.

Beatrice High School Focused Instructional Model

(From Marzano's Focused Instructional Model)

Marzano Focused Teacher Evaluation Model Standards-Based Classroom with Rigor

STANDARDS-BASED PLANNING

1. Planning Standards-Based Lessons/Units

2. Aligning Resources to Standard(s)

3. Planning to Close the Achievement Gap Using Data

STANDARDS-BASED INSTRUCTION

4. Identifying Critical Content from the Standards

5. Previewing New Content

6. Helping Students Process New Content

7. Using Questions to Help Students Elaborate on Content

8. Reviewing Content

9. Helping Students Practice Skills, Strategies, and Processes

10. Helping Students Examine Similarities and Differences

11. Helping Students Examine Their Reasoning

12. Helping Students Revise Knowledge

13. Helping Students Engage in Cognitively Complex Tasks

CONDITIONS FOR LEARNING

14. Using Formative Assessment to Track Progress

15. Providing Feedback and Celebrating Progress

16. Organizing Students to Interact with Content

17. Establishing and Acknowledging Adherence to Rules and Procedures

18. Using Engagement Strategies

19. Establishing and Maintaining Effective Relationships in a Student-Centered Classroom

20. Communicating High Expectations for Each Student to Close the Achievement Gap

PROFESSIONAL RESPONSIBILITIES

21. Adhering to School and District Policies and Procedures

22. Maintaining Expertise in Content and Pedagogy

23. Promoting Teacher Leadership and Collaboration

BHS Individual Teacher Personal Growth Plans

Identifying Critical Content from the Standards

Mariah Reicks, Beth Sederberg, Paula Heinz, Chelesy Walters, Christopher Cullison, Emily Iverson, Jaxson Kenton

Helping Students Process New Content

Erin Hamilton, Cara Williams, James West, Brenda Gronewold

Provide Feedback and Celebrate Success

Megan Cherry, Angela Carrel, Salome Ausin-Dodge, Cristina Jerez, Todd Ekart, Wesley Garland, Meghan Robeson

Establish and Maintain Effective Relationships

Chuck Humphrey, Kelly Meyer, Clark Ribble

Use Formative Assessment to Track Student Progress

Kathryn Glenn, Shannon Mick, Maggie Doyle, Dustin Hahn, Emily Brumond

Use Engagement Strategies

Edward Ankrom, Jeff Kezeor, Kyle Kolm

Help Students Practice Skills, Strategies and Processes

Andrew Johnson, Pamala Trauernicht, Tiffany Tracy, Corey Wells

Communicate High Expectations for Students

Arnold Cerny, Cale Kaiser

Helping Students Examine Similarities and Differences

Joan Christen

Organizing Students to Interact with Content

Joan Doyle-Workman

Reviewing Content

Stephanie Coudeyras